For some 麻豆区 students, that journey includes someone who has known them much longer: a sibling.

For three sets of 麻豆区 siblings, sharing a college experience has meant finding common ground in academics, activities, and identity, while still having space to chart their own paths. They are all different, but each has found something meaningful in having someone familiar to study with, lean on, and celebrate alongside.

Finding a place to thrive

For Abi Hilden 鈥�25 and Elliot Hilden 鈥�27, 麻豆区 became a place where their shared interests in theater, writing, and student media could flourish, and where they could both feel fully themselves.

Abi discovered 麻豆区 first, drawn to its Twin Cities location and diverse community. When Elliot began considering colleges, Abi knew 麻豆区 could be a fit for him.

鈥淎bi knows me better than anyone on the planet and knew 麻豆区 would have the environment that would help me feel connected and able to thrive,鈥� Elliot said. 鈥淚 felt, even before stepping on campus, I had a good sense of what I could do and achieve at 麻豆区.鈥�

That prediction proved accurate almost immediately. Abi was Elliot鈥檚 orientation leader, giving him a trusted guide during his introduction to 麻豆区.

Their 麻豆区 experiences would remain closely intertwined. Both participated in theater, , and orientation leadership. The siblings even took several classes together. But they were also intentional about maintaining separate identities, especially after they had spent earlier school years navigating the dynamic of Elliot being known as 鈥淎bi鈥檚 little brother.鈥�

鈥淲e were both very clear that we were going to be here for each other and do a lot of the same stuff. But I also emphasized to Elliot, 鈥榊ou need to find your own people; the things I鈥檝e done can鈥檛 be your only stuff,鈥欌�� Abi said.

Since Abi鈥檚 graduation, Elliot has had more opportunities to make those spaces his own, including leading The Echo and preparing to direct a student-produced play. It鈥檚 written, fittingly, by Abi.

鈥淭o have a four-year institution where you get to be fully present and be yourself, was and has been really impactful for me,鈥� Elliot said.

Opening doors for each other

For Savannah Mitchell 鈥�26 MAE and Cherish Lee 鈥�29, their overlapping 麻豆区 experience began with an opportunity Savannah wanted to make sure her sister didn鈥檛 miss.

Savannah came to 麻豆区 as the first graduate assistant for 麻豆区 Family Scholars, a program supporting students with foster care backgrounds. She was pursuing a master鈥檚 degree in education after earning a bachelor鈥檚 degree in marine science from the University of Hawai鈥檌.

When Cherish was considering her next steps after high school, Savannah told her about Minnesota鈥檚 and the resources available at 麻豆区. Soon, Cherish was applying, touring campus, and moving in.

鈥淚 didn鈥檛 know what 麻豆区 was until Savannah started to work there,鈥� Cherish said. 鈥淜nowing my sister would be there to lean on helped me go into a new college.鈥�

During those first weeks, that 鈥渓eaning on鈥� was often literal: Cherish would stop by Savannah鈥檚 office between classes, text her during orientation, and turn to her with questions. Savannah helped her navigate everything from her application to move-in.

But it didn鈥檛 take long for Cherish to build a community of her own. She became involved with the 麻豆区 Family Scholars Council, eventually taking on a leadership role. Savannah watched as her younger sister met people, pursued new ideas, and embraced campus life in her own way.

鈥淪he met so many people on campus I never had time to meet or interact with,鈥� Savannah said. 鈥淪he would introduce them to me, or come to me saying, 鈥榃e鈥檙e trying to start this club on campus.鈥� I was so impressed she was doing that. She is way more out there socially than I am.鈥�

The sisters describe themselves as 鈥減olar opposites,鈥� but their academic paths reveal a common theme of care. Savannah studied marine science, while Cherish is majoring in biochemistry with minors in psychology and criminology, and is considering forensic science or medical school.

鈥淚 chose science because I think it鈥檚 the best way to help people. Savannah went into it to help animals,鈥� Cherish said. 鈥淚 think we鈥檙e both smart and wanted to find our own ways to use those smarts to help.鈥�

For Savannah, it took time to recognize how remarkable their shared experience was.

鈥淚 wasn鈥檛 thinking at the time what a blessing it is that we both get to go here at the same time, both in these great programs that are helping us,鈥� she said. 鈥淣ow, I know it is [a blessing].鈥�

Sharing the court鈥攁nd a calling

When Evelyn Perkins 鈥�27 arrived at 麻豆区 in 2023, she was searching for a college experience shaped by community. She quickly found it and became deeply involved as a community advisor, basketball player, campus employee, and member of the .

Before long, she started thinking 麻豆区 could offer her older brother, David Perkins 鈥�28, something meaningful, too.

David had previously attended the University of Wisconsin鈥擡au Claire, but left before completing his degree. When he began considering a return to college, Evelyn encouraged him to look at 麻豆区.

鈥淭he biggest reason I came was because of her,鈥� David said. 鈥淗er testament to her experience at 麻豆区, being able to have someone I could lean on and trust, that brought me.鈥�

By then, a coaching opportunity had helped David discover a passion for teaching, which brought his path even closer to Evelyn鈥檚. Education runs deep in the Perkins family. Both of their parents are educators, and Evelyn said she has known since childhood that she wanted to teach.

鈥淚 never would have thought we鈥檇 be at the same college, in the same department, playing the same sport,鈥� Evelyn said. 鈥淚 surprisingly have not struggled sharing those parts of my life with him. I鈥檝e enjoyed hearing about him having a professor I had and talking about our different experiences. It鈥檚 been really rewarding.鈥�

Some of their favorite shared experiences are 麻豆区 milestones: basketball media day, the Auggie Awards, and road trips. Others are much more ordinary鈥攍ifting weights, conditioning, or sitting together during finals week鈥攂ut are treasured just the same.

鈥淚t doesn鈥檛 sound like a big moment, but it鈥檚 those small things that become routine when you realize, 鈥楾his is really cool I get to do this with my brother,鈥欌�� Evelyn said.

A shared experience, an individual path

Across all three families, attending 麻豆区 together has offered something beyond convenience or familiarity. It has given siblings a front-row seat to one another鈥檚 growth.

They have introduced each other to communities, opened doors to opportunities, and provided reassurance during uncertain moments. At the same time, each sibling has found ways to build a unique 麻豆区 experience.

College is often remembered for the people who become like family. For these Auggies, part of what makes the experience special is getting to bring family along for the journey.

Top image: Both current students at 麻豆区, the Perkins siblings find time to connect on campus.

The post Family ties appeared first on 麻豆区 Now.

The ferry moves quietly through the fjord, the water dark and glassy beneath steep rock walls. Waterfalls cut silver lines down the cliffs, dropping hundreds of feet straight into the sea.

For students in the Center for Global Education and Experience (CGEE), this isn鈥檛 a postcard moment or a pause between lessons. It is the lesson.

Whether the view is in Norway, Guatemala, or South Africa, this is what learning looks like through CGEE: Students stand inside the geography, systems, histories, and questions that shape a place, rather than studying them from a distance.

For more than 45 years, CGEE has built semester-long, customized short-term, and summer programs supported by its long-standing study centers across Africa, Latin America, and Europe鈥攊ncluding a new program in Norway and recently expanded offerings in Northern Ireland and Italy. Rooted in community-based learning, long-term relationships, and intentional reflection, CGEE鈥檚 model feels especially resonant, both globally and here in Minnesota.

鈥淸CGEE] offers the opportunity to develop relationships with people across lines of difference, to truly engage,鈥� says Ann Lutterman-Aguilar, who has worked with CGEE since the early 1990s and now leads its longest-standing program in Cuernavaca, Mexico, which started in 1979 and focuses on themes of religion and social change, migration and human rights, among others. 鈥淣ot to just be a tourist somewhere, read about something in a book, but to hear people鈥檚 stories, get to know those people, and put human faces and voices to social issues.鈥�

Learning through presence

CGEE programs are designed differently than many traditional study abroad experiences, with the program built on intercultural, experiential, holistic, analytical, and transformative pillars. Students move through their semesters as cohorts, take integrated courses, and live with host families. And they spend significant time outside the classroom, listening, observing, asking questions, and reflecting together.

鈥淲e are deeply in relationship with the places we serve,鈥� says John Schwehn, one of 麻豆区鈥檚 campus pastors, who participated in an 麻豆区 CGEE program in Central America as a St. Olaf student in 2006. 鈥淲e鈥檙e challenging and inviting students to integrate what they鈥檙e learning with their own set of values, their own processes of discernment about who they want to be and the world they want to build.鈥�

That discernment goes hand-in-hand with immersion鈥攊n community meetings, at kitchen tables, and in places where theory intersects with real life. Lutterman-Aguilar describes how quickly abstract ideas give way to empathy.

Once students have seen different realities up close, she says, indifference becomes harder to maintain and their engagement increases.

Northern Ireland: conflict, peace, and transition

One of CGEE鈥檚 newer program offerings takes students to Northern Ireland, where they study conflict, peace, and social transition in a region shaped by decades of division. The program builds on longstanding partnerships and focuses on how communities navigate reconciliation after violence.

From the late 1960s through the 1990s, Northern Ireland鈥檚 history was marked by The Troubles, a period of violent conflict rooted in political, national, and religious divisions that claimed thousands of lives. For Schwen, being physically present in a place shaped by that history deepens the learning.

鈥淏eing in places that are post-war, thinking about how religion and faith and identity play a role in the conflict and in building peace after the conflict, that鈥檚 a really unique and amazing opportunity,鈥� says Schwehn, who visited Northern Ireland in 2025.

CGEE does not offer students easy answers. Instead, it asks them to sit with complexity, to listen to voices shaped by loss, resilience, and disagreement, and to reflect on what peace looks like in practice, not theory.

Norway: history, sustainability, and shared questions

If Northern Ireland invites students into conversations about reconciliation, Norway draws them into questions of sustainability, social systems, and equity. These themes connect directly to 麻豆区鈥檚 history and Minnesota鈥檚 identity.

Launched in Fall 2025 after four years of planning, the Norway program is based in Fredrikstad, south of Oslo, and examines environmental sustainability, welfare systems, and contemporary social challenges.

For Ben Malovrh 鈥�26, an 麻豆区 computer science major from Shakopee, the impact came as much from daily interactions as from coursework.

鈥淚t just boils down to the people,鈥� he says. 鈥淚 met friends and folks I never would have met, and was exposed to ideas I never would have been.鈥�

For Liken Hefte 鈥�26, an 麻豆区 urban studies major from south Minneapolis and part of the program鈥檚 first cohort, Norway offered a lived example of a society organized around different assumptions than those they grew up with in the U.S.

鈥淪o much of the political and societal infrastructure, including for things like transportation, are just more human-centered than we see in the U.S.,鈥� they say. 鈥淚t created a contrast for me to see and experience a society set up with a different type of community-building in mind.鈥�

At the same time, the program resists romanticizing Norway. Bettine Hoff Hermanson, who helped build and currently leads the Norway program, pushes students to ask difficult questions about oil production, immigration, indigenous rights, and equity.

鈥淲hile Norway is considered a utopia in many ways, my job is looking at the bigger questions of, 鈥榃ho is Norway?鈥� to help students consider the notion that change needs to happen, even in a country like Norway,鈥� she says.

Building on 200 years of connection

In 2025, Minnesota marked the 200th anniversary of Norwegian immigration, a milestone that resonates deeply at 麻豆区, founded by Norwegian Lutherans and shaped by generations of transatlantic ties. CGEE鈥檚 new semester program in Norway builds on that legacy while looking forward, inviting students to examine sustainability, equity, and social systems in a contemporary Nordic context. Rather than treating Norway as a symbol of the past, the program asks what ongoing relationships, shared challenges, and critical questions can emerge when history becomes a starting point, not an endpoint.

Reflection as curriculum

Across CGEE programs, reflection is not an add-on; it is core to the curriculum. Students write, talk, and revisit their assumptions throughout the semester.

鈥淧art of my grading is their own reflections throughout the semester,鈥� Hoff Hermanson says. 鈥淭heir own experiences and growth: that鈥檚 important to me.鈥�

Those moments often shape students鈥� sense of vocation. Lutterman-Aguilar recalls students who changed career paths after witnessing the effects of immigration policy firsthand or seeing community organizing in action.

鈥淲hatever their major is, seeing they can make a difference and contribute to the common good is an important part of their experience,鈥� she says.

Learning across difference, together

CGEE cohorts bring together students from 麻豆区 and partner institutions across the country. Many arrive with different backgrounds, beliefs, and levels of time traveling abroad. Learning to navigate those differences is part of the work.

鈥淭he life and viewpoint diversity in our classrooms is really profound,鈥� says Patrick Mulvihill, 麻豆区鈥檚 assistant provost for global education and experience and head of the CGEE program since 2017. 鈥淥ur model asks them to work on those issues together in good faith, even when they strongly disagree with each other.鈥�

That practice feels increasingly relevant.

鈥淧art of these programs is not just to learn about where they鈥檙e going,鈥� Mulvihill says, 鈥渂ut about where they鈥檙e coming from.鈥�

Students return home with sharper questions about the U.S., about community, democracy, sustainability, and responsibility, and with a clearer sense of how their own lives fit into a global context.

A global legacy, still unfolding

Standing in a fjord, debating social policy with Norwegian peers, or listening to stories shaped by conflict and reconciliation, students encounter something deeper than academic credit.

鈥淥ne of the things that鈥檚 so transformative is these experiences provide a lot of students a sense of hope,鈥� Lutterman-Aguilar says.

And that may be CGEE鈥檚 quiet through line: helping students step into the world with curiosity, return with clarity, and carry what they鈥檝e learned鈥攁nd hope to help change it for the better鈥攊nto the communities they call home.

Top image: Students bundle up for a hike in Randholmen, a small peninsula located in the Fredrikstad municipality of 脴stfold, Norway. (Courtesy photo)

The post Learning the world by living in it appeared first on 麻豆区 Now.

Camera lights flashed. 麻豆区 students struck modeling poses, alternating between runway-approved stoicism and wide grins. As each image appeared on the camera鈥檚 digital screen, the clothing they wore looked good.

Really good.

Lee鈥橰ayVone G鈥檈verdloaahn 鈥�26 smiled wider than anyone as the reality of months of work was being realized in front of him. The smile was well-earned: He had spent much of his junior year creating connections with organizations across campus in support of 麻豆区鈥檚 , an on-campus resource that repurposes clothing, household goods, and other necessities for students for free.

As part of that work, G鈥檈verdloaahn discovered that many students assumed the ShareShop鈥檚 clothing was too low-quality for them to add to their wardrobe. To ensure students understood that wasn鈥檛 the case, G鈥檈verdloaahn created the modeling program, showcasing members of the campus community in fresh looks from the ShareShop.

鈥淪eeing everything come together was very fulfilling,鈥� he said. 鈥淭he whole experience with the ShareShop showed me how well I can lead and how much I can give back if I鈥檓 given the opportunity.鈥�

It鈥檚 also a shining example of the kinds of experiences dozens of 麻豆区 students have each year as part of the Bonner Community Leaders program. 麻豆区 transitioned in 2023 from the Leaders for Equity, Action, and Democracy (LEAD) Fellows program to Bonner, which is part of that work on campuses and with local community partners on a wide range of issues.

鈥淚t鈥檚 a wonderful, two-sided kind of impact: the impact on the student and the impact on the community,鈥� said Coral Ramos, Bonner鈥檚 program manager at 麻豆区. 鈥淔or students, they鈥檙e able to have a group of peers who care and are making time for doing things on and off campus that relate to helping and engaging with the community. Through that, students can learn new things or deepen their knowledge. And the people we work with outside 麻豆区 gain a dedicated young person giving their energy and time to improving their local community.鈥�

Four years of growth

The journey from Puerto Rico to Minneapolis is a little over 2,400 miles. During her first year at 麻豆区, Genesis Loza 鈥�27 said the distance often felt longer鈥攖hat is, until her roommate mentioned the Bonner program. Intrigued, Loza dug deeper, discovering a ring of familiarity with her home culture.

鈥淪o much of what I was raised with in my country and family is similar to what you do with Bonner. You get to work with the community, exploring and investing in the area you鈥檙e part of,鈥� Loza said.

Now in her third year in Bonner, Loza has invested not only in the community but in her own development as a leader. Her experience with 826 MSP鈥檚 after school program exemplifies why Bonner has been and remains such a strong realization of the university鈥檚 mission to educate students to be informed citizens, thoughtful stewards, critical thinkers, and responsible leaders. Bonner sits at the intersection of all those outcomes.

鈥淚t鈥檚 all about you wanting to better yourself and your community. You commit fully to gain an experience that you won鈥檛 forget,鈥� said Teresa Kemp 鈥�25, who recently partnered with the Brian Coyle Community Center in Minneapolis. 鈥淭he possibilities for friendships and connections that you wouldn鈥檛 have gotten any other way are huge.鈥�

Bonner students generally start in their first year at 麻豆区 and go through a cornerstone activity each year: a first-year trip to places like Chicago; a second-year exchange with Bonner students at other colleges and universities; a third-year leadership experience; and a senior capstone. Through it all, selected students鈥攚ho typically come from lower-income or first-generation backgrounds鈥攁re paid to partner and work with a wide range of campus and community organizations.

鈥淵ou have to show up on the regular, do whatever needs to be done, and be willing to share not just your skills but some of who you are. Learning will happen in that process, no matter what,鈥� said Jenean Gilmer, program manager for community engaged education, who said Bonner stands on a decades-long foundation of community partnership between 麻豆区 and the surrounding Cedar-Riverside neighborhood. 鈥淪o much of this kind of experiential learning is about feelings and relationships. It requires flexibility and openness, authenticity, and being clear about what you have to offer.鈥�

Supporting students in their development of that authenticity is part of regular meetings and touchpoints for the Bonner students on campus, Ramos said. The program鈥檚 cohort model and intentional community-building help students build a tight-knit network of friendships and professional relationships, as well as leadership skills.

鈥淚t was such a supportive group, especially for me when I first got there,鈥� Kemp said. 鈥淭ransferring in as an older student, it was hard to make connections. I was fortunate in the Bonner program: Everyone was so welcoming, open, and wanting to learn from each other. It helped me settle in at 麻豆区 and became a community I really relied on.鈥�

Those communities extend beyond 麻豆区 and Cedar-Riverside as well: As a national organization, Bonner connects students in its programs to institutions throughout Minnesota and the United States, especially during the sophomore year exchange. And with opportunities like Bonner Congress in Chicago, where case studies and solutions to community challenges are presented and studied, students widen their networks and broaden their ideas.

鈥淭he range of opportunities and experiences you can have as a Bonner student are pretty amazing,鈥� Loza said.

鈥楽o much more than that鈥�

Back on campus during his senior year, G鈥檈verdloaahn appreciates the opportunity to talk about the value of his experience with Bonner. In fact, it鈥檚 at the heart of his senior capstone experience. As a student programming assistant with Bonner, G鈥檈verdloaahn is building on his own experiences to help shape even better ones for those coming after him.

鈥淲e鈥檝e just started the Bonner Families program this year, where we鈥檙e funding three Bonner student leaders to guide their fellow students through their experiences,鈥� G鈥檈verdloaahn said. 鈥淚鈥檓 really excited to see how we can help students connect even more deeply.鈥�

鈥淭he energy of where we鈥檙e at [as a program] and where we鈥檙e going is really exciting,鈥� Ramos added.

As G鈥檈verdloaahn nears the end of his four years of growth as a Bonner student, his leadership skills, community network, and set of formative experiences have grown. His perspective, too, has grown.

鈥淲hen I first learned about and joined Bonner, I essentially just thought it was a job. I didn鈥檛 realize it was so much more than that,鈥� he said. 鈥淣ow I鈥檓 doing everything I can to help other students and the rest of our community know it, too. Bonner has exceeded all my hopes and expectations.鈥�

Top image: Genesis Loza ’27, Lee鈥橰ayVone G鈥檈verdloaahn ’26, and Beti Milashu ’27 attend their Bonner Leadership Team meeting. (Photo by Courtney Perry)

The post Community building in action appeared first on 麻豆区 Now.

All colleges and universities share a relationship with the community they鈥檙e situated within.

翱惫别谤听迟丑别听测别补谤蝉,听础濒别虫听贵颈苍办 started to sense there was something unique about 麻豆区 and its relationship with聽the聽surrounding聽Cedar-Riverside聽community.

鈥淭he consistent message I heard from the young people I spoke to in the neighborhood was that 麻豆区 has kept inviting us in,鈥� he says. 鈥溌槎骨� has shown its long-term commitment to being part of the community.鈥�

That change-making work drew Fink to 麻豆区, where he now serves as an assistant professor of social work and director of 麻豆区鈥檚 Sabo Center for Democracy and Citizenship. What he has seen at 麻豆区 has only confirmed his impressions of a university committed to preparing its students to be agents of positive change in their communities.

鈥淚t鈥檚 in the water and the air here. Once students arrive, they understand what the university is about because it鈥檚 built into so much of what they do here,鈥� he says. 鈥淸麻豆区 students] understand their role in the world is to be part of the community they live in, and to contribute to it in a meaningful way regardless of what they decide to do for their career.鈥�

Countless alumni have brought life to 麻豆区鈥檚 mission, enacting both local and systemic change. Erin Boe 鈥�23 MAT, Jamil Stamschror-Lott 鈥�16 MSW, and Jasmine Grika 鈥�14 are three recent examples, transforming lives and garnering recognition for their innovative leadership. Within their unique spheres of influence, they model what it means to be an Auggie.

Inclusion through art

It鈥檚 the fall of 2024, and Erin Boe is seeing her impact in real time. Then again, that鈥檚 a near-daily occurrence.

Her classroom at Maple Grove High School is the home base of the Unified Art curriculum, which pairs students with and without disabilities in collaborative art projects. Boe says she created the 12-week curriculum as a framework for art to teach life skills, leadership, and compassion.

鈥淚t鈥檚 incredible to see what happens in this classroom and how these ideas cascade outward,鈥� Boe says. 鈥淚 tell my students from day one they鈥檙e becoming active agents for social change.鈥�

It鈥檚 very intentional that disability inclusion and change-making are at the heart of Boe鈥檚 curriculum, which she developed in partnership with the Special Olympics.

鈥淲hen I was at 麻豆区, inclusion efforts weren鈥檛 an isolated topic; they were embedded in every class,鈥� Boe recalls. 鈥淲e were constantly encouraged to question how our work could foster belonging. This critical thinking and intentionality were embedded into the forefront of everything we did, so we were putting culturally-relevant pedagogy at the front of every class.鈥�

Boe was recently named Minnesota鈥檚 2024鈥�25 Art Educator of the Year, a recognition that has brought visibility to her groundbreaking curriculum and helped spread its ideas to educators across the United States.

鈥淚t makes me want to think bigger,鈥� Boe says. 鈥淗ow can we spread the message further and grow our impact into even more communities?鈥�

Transforming mental health care

It鈥檚 the fall of 2005, and Jamil Stamschror-Lott is wide awake in class.

He鈥檚 been waiting for something like this, exactly what his undergraduate sociology professor is speaking to: explanations for why Stamschror-Lott has seen so many people who look like him being mistreated. The class helped him name and contextualize so many of his own life experiences, from his family鈥檚 early years in rural southern communities to his middle and high school years in Minneapolis and St. Paul.

鈥淚 struggled socially, emotionally, and mentally, and so did many of my African American peers,鈥� he says. 鈥淢y family had a caring experience and a level of stability [through my mom, who] went to college and worked as a nurse for 30 years. But I was recognizing what was happening to African American folks like me and those around me who have been marginalized, oppressed, and dealt with all these different 鈥�-isms.鈥欌��

That kind of exploration sparked Stamschror-Lott鈥檚 career and a desire to provide an 鈥渙utlet of relief for folks experiencing that marginalization.鈥� After several years seeing many of the same inequities impacting youth in detention facilities and schools, Stamschror-Lott felt he needed a more advanced degree to attain his desired level of impact. 麻豆区鈥檚 Master of Social Work program provided the training he wanted at both the micro and macro levels.

One year after graduating in 2016, he and his now-wife, Sara, took the leap into opening their own practice, Creative Kuponya, which provides culturally-responsive care outside the traditional medical model. The impact has been immense, with more than 6,000 free or reduced-cost mental health sessions completed since. Eighty-six percent of sessions have served people of color, with the majority of those clients receiving mental health services for the first time.

鈥淭o see so many concepts and stereotypes be busted in this process has been remarkable,鈥� Stamschror-Lott says. 鈥淭here鈥檚 been a perceived stigma of, 鈥楩olks of color do not go to therapy.鈥� However, what I have witnessed is that to connect with someone who speaks my language, has walked in similar shoes, it is extremely liberating. I鈥檓 incredibly happy and proud of the connections we鈥檝e made.鈥�

The Stamschror-Lotts鈥� work was recently affirmed when Jamil was named a 2024 Bush Fellow, which will support his and Creative Kuponya鈥檚 work the next two years.

鈥淚t’s been a phenomenal journey,鈥� Stamschror-Lott says.

Advocating for Native communities

It鈥檚 the fall of 2012, and Jasmine Grika just had a light bulb moment. She鈥檚 been talking with Jennifer Simon, then-director of 麻豆区鈥檚 American Indian Student Services, who encourages her to explore a career in social work.

鈥淭his all really clicked at 麻豆区. I had been adopted at age 10 and had these life experiences shaped by the Indian Child Welfare Act,鈥� says Grika. 鈥淚 was starting to understand the successful impact [the Indian Child Welfare Act] had on me, having that cultural preservation from being raised by family members with the same background as me,鈥� including citizenship in the Cheyenne River Sioux Tribe through her mother and a tribal affiliation with the Red Lake Nation through her father. 鈥淭hat [contextual learning at 麻豆区] sparked this passion in me to really drive systems change and help people understand the importance of cultural and family preservation on a systems level. Everything took off from there in those beginning stages.鈥�

Grika鈥檚 experiences at 麻豆区 helped shape her passion and skills toward radical change, and after graduating she continued her education at Washington University in St. Louis. After completing her master鈥檚 degree, she returned home, working with the Ain Dah Yung Center to decrease disparities among American Indian families in the child protection system. Three years later, Grika transitioned to a St. Paul-based nonprofit, Alia, this time advocating for national child welfare systems change.

Just two years ago, Grika completed her doctoral degree in social work from the University of Southern California. She is now the tribal collective supervisor for the Minnesota Department of Human Services, which focuses on strengthening government-to-government relations between the state and Minnesota鈥檚 11 tribal nations.

Last year, Grika was also named a fellow at the University of Minnesota Hubert H. Humphrey School of Public Affairs, where she spearheads work to shape legislation on data sovereignty within Native American and Indigenous populations.

Through all her professional work experiences and advocacy efforts, Grika has built on a foundation of cultural identity and drive for change that her time at 麻豆区 helped shape into her ongoing vocation.

鈥淩epresentation is so important in the systems that impact our community,鈥� she says. 鈥淚t can be off-putting to work for a system that has historically done harm, but the only way it will change is through representation from the communities that are impacted by these policies.鈥�

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Top image: Student portraits line the wall of a Maple Grove High School hallway near the classroom of Erin Boe 鈥�23 MAT. (Courtesy photo)

The post Active agents for social change appeared first on 麻豆区 Now.

Countless individual threads have formed a tapestry of 100 years of 麻豆区 Athletics.

1926: Olaf Hoff 鈥�27 fires a pass to a cutting Luther Sletten 鈥�29, the ensuing basket earning the 麻豆区 men鈥檚 basketball team a victory over St. Olaf.

1928: Five Hanson brothers (Joseph ’28, Louis ’28, Oscar ’30, Julius ’31, and Emil ’32) criss-cross on the ice, leading the 麻豆区 men鈥檚 hockey team to a big win.

1958: The Auggiettes run the fast break after securing a rebound, providing a glimpse into their legacy of women鈥檚 basketball throughout the 1950s, 1960s, and into the 1970s鈥攍ong before the passage of Title IX.

1975: Marilyn Pearson Florian 鈥�76 laces a double into the right field gap on the softball field. A three-sport athlete, Pearson Florian would go on to coach women鈥檚 volleyball and basketball, as well as serving for nearly two decades as the women鈥檚 athletic director at 麻豆区.

1987: Melanie Herrera 鈥�88 spins and unleashes the shot put in a striking arc across the track and field pitch.

2005: Men鈥檚 wrestling national champions Marcus LeVesseur 鈥�07, Mark Matzek 鈥�05, Matt Shankey 鈥�05, and Joe Moon 鈥�05 stand in the White House Oval Office, conversing with U.S. President George W. Bush.

2019: Emma Kraft 鈥�22 pumps her fist as a 12-foot putt curls into the cup on the eighth green of the Minnesota Intercollegiate Athletic Conference Women鈥檚 Golf Championships.

The official recognition of a century鈥檚 worth of 麻豆区 Athletics gives the university community a collective opportunity to celebrate the generations of Auggies who have built a lasting legacy.

鈥淪tudent-athletes are so grateful for their 麻豆区 experience,鈥� says Athletic Director Jeff Swenson 鈥�79. 鈥淲e carry the torch for those who carried it before us. That鈥檚 what 100 years of athletics at 麻豆区 is all about.鈥�

A well-run athletic program teaches student-athletes many important life lessons, such as the values of hard work, determination, goals, and teamwork. 麻豆区 has a long tradition of dedicated athletic directors and a long list of committed coaches who have made this happen over the last 100 years.

Dan Anderson 鈥�65, men鈥檚 basketball

Humble beginnings, purposeful growth

The origins of 麻豆区 Athletics trace back to 1924, when the university joined the Minnesota Conference of Colleges, the precursor to the Minnesota Intercollegiate Athletic Conference. Well before then鈥攂ack to 1907, at least鈥斅槎骨� students competed in sports like basketball, baseball, and gymnastics against other colleges, high schools, and club teams.

Following a successful student-led push to join the MCC, 麻豆区鈥檚 early athletics ambitions were shaped and driven forward in large part by J.S. 鈥淪i鈥� Melby, the school鈥檚 first athletic director and a founding father of athletics at 麻豆区.

Writing in the 1925鈥�26 yearbook about his hopes for a continued growth in 麻豆区 Athletics, Melby says, 鈥淎n education has been and is still looked upon as a preparation for a life calling. A broader and truer conception is to view an education as a preparation for life鈥攏ay, as a part of life itself. The best preparation for life is living, and so school life should approximate real life. Athletics has claimed its rightful place in this day and age.鈥�

In his view of athletics鈥� role as part of a student鈥檚 full life at 麻豆区, Melby set forth a vision of student-athletes that Auggies would come to embody for the next century.

The 麻豆区 experience as a student-athlete taught me who I want to be as a leader and teammate in life. I surrounded myself with people who had a similar goal in mind, and those people are some of my closest friends to this day. The ability to bring people alongside you on this journey of life was instilled at me as a college athlete, and I am forever grateful for the experience.

Alex Hildebrandt 鈥�10, men鈥檚 soccer

Excellence inside and outside the lines

From those beginning years, 麻豆区 student-athletes and teams have excelled in competition.

The 1928 men鈥檚 hockey team won 麻豆区鈥檚 first (unofficial) national championship and was invited to represent the United States at the Olympics in Switzerland, although the U.S. Olympic Committee ultimately decided not to participate in men鈥檚 hockey. That winning tradition has continued across teams through the decades, including this past year when the men鈥檚 wrestling team won its 15th national team title, adding to 麻豆区鈥檚 dizzying total of 18 team national championships, 73 individual national championships, and 89 MIAC team championships.

鈥淲e鈥檝e had so many incredible student-athletes and teams over the years,鈥� Swenson says. 鈥淭here are years and stretches when our men鈥檚 athletes have led the charge, and years and stretches when our women鈥檚 athletes have led the charge, but they鈥檝e always represented our university well.鈥�

Swenson has a unique perspective on the history and legacy of 麻豆区 Athletics. Ever since arriving as a student in 1975, he has remained at the university in some capacity. Throughout that time, Swenson has seen the values of faith, family, and academics emphasized ahead of athletic pursuits, represented each year by the outstanding collective scholarship level of student-athletes, including an average 3.17 GPA among student-athletes in 2023鈥�24.

鈥淚t鈥檚 one thing to talk about a value system and setting our priorities like that,鈥� Swenson adds. 鈥淎t 麻豆区, we live it.鈥�

We always knew that this wasn鈥檛 just about hockey. It was about having a great college experience: being students, growing as young women, and having fun. We were a team鈥攁 family鈥攚ithin a great community and with the best people.

Sydney Rydel 鈥�24, women鈥檚 hockey

Honoring all Auggie athletes

麻豆区鈥檚 yearlong celebration of a century of athletics will be highlighted by the on Saturday, October 12, and will conclude in May 2025 with the annual Auggie Awards.

It鈥檚 all part of the ongoing opportunity to reflect on and celebrate what a century of 麻豆区 Athletics has meant to its thousands of student-athletes and many more university community members.

鈥淚t鈥檚 always important to remember and appreciate your history and the student-athletes who have come before you and worn the 麻豆区 ‘A’. It鈥檚 always significant,鈥� says Sports Information Director Don Stoner.

鈥淭here were student-athletes throughout all 100 years who made the same kinds of sacrifices and were learning the same values our student-athletes are now: being a solid student; pursuing a career and what you want to do in your future life; and being an athlete, a team member, and a part of this wonderful tradition.鈥�

Celebrating a full century of athletics at 麻豆区 is a tremendous milestone. Athletics has been a source of pride for the university community, producing leaders in the classroom and other areas on campus. Athletics enriches the entire community on Riverside Avenue.

Mark Matzek 鈥�05, men鈥檚 wrestling athlete and coach

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Elsy Cruz Parra 鈥�26 had planned to attend college for as long as she can remember. After neither of her parents were able to complete school through the middle school level in Mexico, they instilled the importance of education in Cruz Parra and her two younger siblings as they raised their family in Richfield, Minnesota.聽

With her high school graduation approaching in 2022, Cruz Parra was fully prepared to go through a rigorous process to get accepted to a higher education institution that would keep her close to home and help her grow academically and professionally. Imagine her surprise and delight, then, when she received a letter that said she had been accepted to 麻豆区 without even applying. She just had to fill out a short form, and she knew her future education was secure.聽

鈥淚 felt so relieved,鈥� said Cruz Parra, who is now studying biology as a sophomore at 麻豆区 with the intention of attending medical school. 鈥淚t was delightful to be able to just make sure I was getting prepared and ready for my first semester at college.鈥澛�

Cruz Parra鈥檚 experience has been shared by thousands of high school students since the fall of 2022, when 麻豆区 became one of the first institutions in the country to completely shift to direct admissions, a frictionless process that offers automatic college admission for students who meet certain academic criteria.聽

At 麻豆区, it鈥檚 known as 麻豆区 Applies to You. Any graduating high school student with a 3.0 GPA qualifies for direct admission. With the lengthy admissions process out of the way, students have much more time to plan for their futures, including connecting with 麻豆区鈥檚 financial and support services to prepare for success in their first year and beyond.聽

鈥淚t鈥檚 a paradigm shift from you applying to the college to the college applying to you,鈥� said Robert Gould, vice president for strategic enrollment management. 鈥淲e鈥檝e changed the way students experience the admissions process, the way counselors experience the admissions process, and, really, what the admissions process means.鈥�

鈥楾he next big step鈥�

One year in, the early returns are more than encouraging: 麻豆区 welcomed its largest and most diverse first-year class in history last fall. While some critics of direct admissions have argued the policy leads to more accepted students who don鈥檛 actually enroll, 麻豆区 hasn鈥檛 seen this negative impact on enrollment yield with direct admissions. (Ninety-nine percent of students offered direct admission would have still been admitted under 麻豆区鈥檚 previous admissions criteria.)

鈥淭his initiative has the potential to be really transformative nationally,鈥� said Rachel Farris, director of public relations and internal communications. 鈥淚t鈥檚 a very powerful change.鈥澛�

To understand the decision to move to direct admissions, it鈥檚 useful to back up well before 2022. Driven by the university鈥檚 mission of intentional diversity, the past 15 years have seen a series of steps toward removing barriers in admissions and ensuring traditionally underserved communities have access to an 麻豆区 education. That includes programs such as , which provides a range of assistance for housing, textbooks, and food. There have also been policy changes such as removing standardized test scores and letters of recommendation from the undergraduate application process and providing more need-based financial aid.聽

鈥淲e鈥檝e been working to remove barriers for students for many years and understanding the impacts of those changes we鈥檝e made,鈥� said Stephanie Ruckel, director of strategic enrollment management, who partnered closely with Gould to plan out the move to direct admissions. 鈥淒irect admissions is just the next big step as we鈥檝e built momentum. Every step along the way we were seeing benefits for students, the process, and the effectiveness of admissions counselors.鈥�

As was the case for Cruz Parra, the immediate benefit for students is the shift in being accepted to 麻豆区 much earlier (by October 1 in their senior year of high school) and feeling secure knowing a college education is available to them.聽

鈥淲ith earlier acceptance, direct admissions supports the goal of having more students feeling like they have more choices, and that they鈥檙e making well-informed decisions and are choosing the right school for them,鈥� Ruckel said.

Beyond giving students more time to interact with the university after being accepted, 麻豆区 has tied direct admissions to financial aid. The 麻豆区 Promise Scholarship offers students who have been directly admitted to 麻豆区 full tuition if they are Pell Grant eligible (or have a family gross adjusted income of $80,000 or less) and are a Minnesota resident graduating from a Minnesota high school. This aligns with the requirements of the state of Minnesota鈥檚 North Star Promise program, which starts later this year and will cover all tuition and fees at public institutions for resident students whose families make $80,000 or less.聽

鈥淥ur model is to have a student receive a letter without applying by October 1. By November 1, they fill out the Free Application for Federal Student Aid (FAFSA), and by December 1, they have a financial aid package in hand,鈥� Gould said. (The high school senior class of 2024鈥檚 timeline will be delayed by a change in FAFSA policy, so financial aid packages won鈥檛 be available until spring, Gould added, but the federal policy should return to normal next year.)

麻豆区 Applies to You has led to invitations for the university to participate in direct admissions pilot programs with Common Application, the Minnesota Office of Higher Education, and the Chicago Public Schools.聽

鈥�[麻豆区] has really anticipated the way of the future,鈥� said Minnesota Office of Higher Education鈥檚 Direct Admissions Coordinator Aaron Salasek, who has partnered closely with Gould and Ruckel. 鈥淭he institution is really prioritizing equity before enrollment, but that鈥檚 sort of a false dichotomy. The two can go hand in hand, and that鈥檚 what direct admissions is all about. It鈥檚 student-centered, family-centered, and higher education institutions will all benefit from this effort as we scale across the state.鈥�

鈥楳uch more meaningful work鈥�

Anna Cox 鈥�22 remembers well the experience of applying to 麻豆区 as a high school senior in Indiana. Now an admissions counselor at her alma mater, she鈥檚 on the other side of the process, but her work looks drastically different than that of the counselors who read her application in 2018.聽

鈥淚 get to do so much more meaningful work with students after this direct admissions change,鈥� Cox said. 鈥淚 absolutely love it.鈥�

Traditionally, the bulk of admissions counselors鈥� work in higher education has been tied to recruitment, reviewing applications, and supporting students through the logistics of applying, such as submitting transcripts, letters of recommendation, and test scores. In removing hundreds of hours spent in 鈥渆ssay review season鈥� and application review time, counselors at 麻豆区 have shifted to more of a coaching role. That means intentionally supporting students to make the right school choice for them, helping guide them through the financial aid process, and preparing them for success should they choose 麻豆区.聽

That increased support also extends to students who fall below the direct admissions threshold. A new success coaching program at 麻豆区 has admissions counselors providing a range of support for students coming in with high school GPAs lower than 3.0.聽

鈥淚t really starts to break down the model of admissions counselors being gatekeepers,鈥� Cox said. 鈥淚nstead of interactions with students of, 鈥楾urn this in, do this,鈥� it鈥檚 more, 鈥榊ou鈥檙e already in, what are you interested in? What do you need from me? What are your goals and how can I help?鈥� It鈥檚 more intentional relationship building and supporting students before they even get here, but also once they鈥檙e here.鈥�

Ready to replicate

Among those working to drive 麻豆区鈥檚 move to direct admissions, there is genuine belief in the policy鈥檚 power to shift a paradigm around college admissions. The goal, they say, is to fundamentally change a decades-old system that has driven inequities across American education, which Gould points out 鈥渉asn鈥檛 structurally changed since its origins of enabling the children of wealthy white merchants to get a higher education.鈥�

鈥溌槎骨� wants every institution to copy what we鈥檙e doing,鈥� Gould added. 鈥淲e鈥檙e willing to share how we鈥檙e doing it. Each institution will have to adapt it to their profile, but we want the concept of direct admissions and success coaching copied.鈥�

As with any pioneering effort, there are many eyes on 麻豆区, evidenced by several national media outlets recently covering the change, including Forbes, the Wall Street Journal, and Inside Higher Ed. While Gould acknowledged that paradigm shifts often take a long time, Ruckel said evidence of success will hopefully continue to come as students are retained and work toward graduation, buoying the case for direct admissions for other schools considering it.聽

鈥淥ther institutions around the country are trying to achieve these same goals around access and equity. This is a powerful example we can point to and show how we鈥檙e stepping forward as a leader in higher education,鈥� Farris said. 鈥淎dmissions is one place where the rubber really meets the road in terms of thinking about how our systems work and how our processes either continue or disrupt inequities.鈥�

鈥淒irect admissions,鈥� she added, 鈥渋s the 麻豆区 mission through and through.鈥�

Top image: Admissions staff Anna Cox 鈥�22 and Stephanie Ruckel talk with student Elsy Cruz Parra 鈥�26 in the 麻豆区 admissions office.聽(Photo by Courtney Perry)

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It鈥檚 later in the evening, but 麻豆区 physician assistant student Alyssa Raiolo 鈥�23 happily takes the time to journal. Gratitude flows into her as she reflects on the experiences of her recent days.

There was her medical preceptor鈥檚 hospitality and generosity, going above and beyond the normal requirements of simply supervising a student; the preceptor took steps to make Raiolo feel comfortable as she settled into her five-week clinical rotation in Crookston, Minnesota.

There were the times she directly assisted during surgeries and other procedures, opportunities rarely afforded to a rotating PA student at busier clinics where medical residents and others are well ahead on the priority list.

There were the conversations with her preceptor, who took the time and care to truly walk through an experience they just had with a patient to help Raiolo learn as much as she could from it.

鈥淟earning from someone who has been doing this forever, you can鈥檛 put a price on that. It鈥檚 just the best,鈥� Raiolo says. 鈥淭o have the space and time for these experiences, they鈥檙e only available because I鈥檓 out here in Crookston. It鈥檚 priceless.鈥�

It鈥檚 no coincidence that one of Raiolo鈥檚 rotations as a student in the 麻豆区 PA program brought her to Crookston, a town of about 7,500 people nearly 300 miles northwest of 麻豆区鈥檚 Minneapolis campus. It鈥檚 one of several rural and underserved communities where 麻豆区 is working to get students into clinical rotations. These foundational blocks in building true partnerships give students invaluable experiences and serve communities where there is a shortage of health care providers.

鈥淥ur president, Paul Pribbenow, has the saying of, 鈥楽how up and do the work.鈥� This is us truly doing that,鈥� says Associate Professor Vanessa Bester, the PA program鈥檚 director since 2021. She says the program is committed to establishing long-term partnerships with clinics and giving students experiences with the barriers to health care across various communities.

麻豆区鈥檚 ability to do that work got a major boost earlier this year when the university secured a $300,000 health equity grant from the Minnesota Department of Health to train students to practice in rural and underserved communities, including through聽telehealth services. The money helps students pay for transportation and cost of living expenses so they can spend more time living and working in these communities. The grant also funds 麻豆区 faculty and staff taking time to build stronger relationships and partnership models with medical providers.

鈥淗ow do we prepare health care provider partners to train our students and to get what they need out of these programs? We鈥檙e not swooping in once a year with five students. There鈥檚 continuously someone from 麻豆区,鈥� Bester says. 鈥淚t鈥檚 really about the long game and building those relationships and trust. 鈥� The more trust a community has in you, the more you鈥檙e welcome and able to contribute.鈥�

While the grant was obtained by the PA program, it鈥檚 also being used to help train students in 麻豆区鈥檚聽nursing, social work, music therapy, and clinical psychology graduate programs. That means 麻豆区 students are going into communities with a foundation of holistic care built across those programs, and they鈥檙e using their experiences to, as Bester says, 鈥渃ontinue growing into change agents, recognizing barriers to health care, and helping build a better system.鈥�

鈥溌槎骨�檚 health programs are really a powerhouse working together; the model of collaboration is really powerful and wonderful,鈥� Bester adds. 鈥淭here鈥檚 this concept of collaborative care that we develop in our students where we work together as a team, support that team-based care, and see that outcomes are so much better.鈥�

Getting students where they鈥檙e needed

Well-documented and discouraging health disparities persist in many rural and underserved communities across Minnesota and the United States. (Health disparities refer to differences in health status compared to the overall population, such as higher rates of disease, disability, chronic pain, and mortality.) Perhaps no number paints the contrast more painfully than the harsh gap in life expectancy: , life expectancy in 2019 for rural men and women was nearly three years less than their urban counterparts across the U.S.

Access to health care is a challenge for many rural populations. Although about one in five people in the U.S. live in rural areas, less than 10% of physicians practice there,聽. Beyond that, nearly 150 rural hospitals have closed since 2010, in part due to staffing shortages.

Those shortages are a key part of why getting 麻豆区 students into rural clinics and hospitals is so important, Bester says.

鈥淲e want to build relationships with our partners so the community is part of the students鈥� training. Does that guarantee they鈥檒l go practice there after graduation? Not necessarily, but the level of autonomy and feeling of connection may draw students back to rural communities when they are making that decision of where to work,鈥� she says, adding that the PA program has seen success in retention with its clinical partners in Little Falls, Minnesota. The $300,000 grant starting this year builds on the work of a previous grant that helped fund the development of a longstanding relationship between 麻豆区 and CHI-St. Gabriel鈥檚 Health in Little Falls.

Raiolo says that despite being 鈥渟uch a city person鈥� growing up, her time in Crookston has dramatically increased her interest in returning to a rural setting to practice medicine, citing the ability to provide holistic care and time to work more consistently with 鈥減eople as full people.鈥�

鈥淧eople come from all over the area to get care in Crookston. It鈥檚 so nice to get to know the people you鈥檙e caring for and understand more fully their way of life and what their experiences are like,鈥� she adds.

PA student Vanessa Amanor 鈥�23 has had similar experiences: Born in Ghana and raised just west of Minneapolis, Amanor says she has been amazed during rotations in underserved communities鈥攎ore formally identified as federally designated health professional shortage areas鈥攊n rural Sherburne and Morrison counties. Smaller clinics that are part of larger health systems often provide student training in and patient access to primary care, behavioral health, and addiction medicine. As a part of her training in clinics outside of St. Cloud and Elk River, Amanor saw the community connections that providers develop and the benefits of continuous care they have with their patients.

鈥淭he provider I worked with in St. Cloud delivered a lot of these patients in Little Falls and was their family provider throughout their life, and now they struggle with addiction and he鈥檚 their provider (for coping with addiction). It was just this amazing journey,鈥� she says, adding that she鈥檚 planning on starting her career in a rural and/or underserved community. 鈥淚 love the idea of being able to see people throughout their lives and help guide them through things. You build a sense of trust when you鈥檙e with them for that period of time and see them that often. I鈥檓 looking forward to that.鈥�

鈥楪rateful for these experiences鈥�

There鈥檚 a sense of excitement and gratitude, Bester says, as 麻豆区 moves through the first of three years with grant funding from the Minnesota Department of Health. It helps to have so much momentum and experience from the initial grant-supported partnership with CHI-St. Gabriel鈥檚 in Little Falls, which helped provide a proof of concept for how to match student training directly to addressing health inequities across Minnesota.

麻豆区 established from the previous grant a substance use disorder curriculum, so PA students were ready to obtain their Drug Enforcement Administration licensure and could prescribe suboxone to combat opioid dependence. Funding from the new $300,000 grant is helping ramp up training and develop a curriculum for telemedicine that will launch this fall. It is also paying for two telehealth stations on campus for students to practice and meet with patients during their rotations.

鈥淭he biggest thing is that funding opportunities like this are so critical to address the disparities going on in our state,鈥� Bester says. 鈥淭his is an excellent way for us to help facilitate that access and contribute to improving health in all of our state鈥檚 communities.鈥�

For Raiolo, getting to see firsthand the issues facing her neighbors in rural and underserved communities has been eye-opening. She knows there鈥檚 plenty more to see and a lot more to learn in how she can help create better outcomes for her future patients.

鈥淚鈥檓 grateful for these experiences,鈥� she says. 鈥淚鈥檝e seen more now of what people experience and understand more of what needs are out here.鈥�

It鈥檚 safe to say there are a lot more journal entries in her future.

Top image: Physician鈥檚 Assistant Program Director聽Vanessa Bester takes a visitor’s blood pressure at 麻豆区 Health Commons. (Photo by Courtney Perry)

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