“I know you’re not supposed to have favorite chapel services, but this one ranks up there,” University Pastor Babette Chatman said from the front of Hoversten Chapel, smiling at �鶹�� community members and their pets. 

Blessing of the Animals is an annual chapel service in honor of St. Francis of Assisi, patron saint of animals. In remembrance of his love for all sentient beings, individuals around the world bring their animal companions to church for a Blessing of the Animals for St. Francis Day on October 4. �鶹�� Campus Ministry provided that same opportunity for Auggies on Friday, October 2. Some community members submitted photos of their pets that played on a slideshow throughout the service. Others brought their creatures to campus for an in-person blessing. 

University Pastors John Schwehn and Chatman presented a litany interspersed with the audience singing “All God’s Creatures Got a Place in the Choir.” Schwehn then presented a sermon, sharing how a kitten found in his backyard last year became an integral part of their family. He described how everyone in that chapel was connected—not because they were all part of the �鶹�� community, or because they were all Christian, or because they were all even the same species. He said all pets and people were connected because they were created by God in the image of love, as St. Francis deeply believed. 

Chatman and Schwehn then traveled between rows of seats to greet every animal. They blessed them by placing their hands onto each furry creature and offering a benediction over them. For those who couldn’t bring their animals in person, they offered a blessing over a shared image. 

The service ended with this closing prayer: 

“Bless them who will never be entirely tamed and so remind us that you love what is wild, that you rejoice in what lives close to the earth, that your heart beats in the heart of these creatures you have entrusted to our care.” 

2026 Blessing of the Animals

Photos by Douachee Lee and Darcia Cole

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What does a university president do?

This is a fairly common question I receive from students, so I always ask back, “What do you think my job is?”

The responses are familiar: You are the CEO of a good-sized organization. You are a fundraiser. You give lots of speeches. You spend time lobbying in St. Paul and Washington, D.C.

All of that is true, but what else? I am an educator-president, I tell them. I do all the rest of the job—and it is all important—so that I can come to campus every morning inspired by our students’ educational journeys.

I have been privileged to co-teach courses throughout my 20-plus years as �鶹��’s president. Last spring, I co-taught my final course with Assistant Professor of Sociology Ashley Baber, and it was eye-opening for this educator-president.

Now, I will admit that I am an educator of a certain age who was formed by traditional pedagogical methods—but I experienced in the classroom last semester what it means to teach the students who are in front of us today.

Each week, when I came into the classroom, Ashley would have put on the sound system some piece of contemporary music that I didn’t recognize. One week, it was Chance the Rapper, whose Chicago-based experiences inform his (often profane!) lyrics, and tell a compelling story of life in the city for those marginalized and victimized. As the students explored the story behind those lyrics, they came forward with insights and nuances that stretched my understanding.

This is pedagogy that adapts to the learner and refuses to stifle creativity or the voices that matter: the voices of students. Our course showed me what our students deserve in their college experience, not as an entitlement, but as a gift that invites them into the wonder of learning for the moment we find ourselves in.

And that serves as a foundation for another aspect of teaching and learning for this generation: How do we honor what our students bring to the classroom from their own lived experiences that reflect perspectives beyond traditional Western values and attitudes? I believe our students are teaching me the value of what might be called “democratic excellences.”

In a discussion of climate justice, a Native student shares ways of caring for creation that don’t always pop up in the literature. In a discussion of architecture, a formerly unhoused student describes the brutalist features of urban architecture that are meant to exclude rather than offer sanctuary. In a session on immigration, a refugee student provides a compelling alternative narrative of our country’s broken immigration system.The challenge for those of us who teach this generation is to embrace these forms of wisdom, these democratic excellences, that make our teaching and learning richer and more authentic.

Adaptive pedagogy and democratic excellences—lessons even an educator-president of a certain age can learn. And lessons that we must embrace if we hope to meet the needs and aspirations of our students today.

Faithfully yours,
Paul C. Pribbenow

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A commitment from �鶹�� is one reason Summer Bridge has existed for over 20 years.

Kevin Cheatham ’07 MAL, director of TRIO/Student Support Services, and Xia Xiong-Vang ’05, assistant director, call the Summer Bridge program �鶹��’s best-kept secret. They said that while many colleges host federal TRIO programs, �鶹�� uniquely integrates its TRIO/Student Support Services into the institution’s fabric. Peer TRIO programs across the country frequently praise the mere existence of �鶹��’s Summer Bridge program. Ultimately, extensive cross-departmental support and a strong financial commitment from �鶹��, along with additional funding from the Department of Education, allow it to thrive, making replication nearly impossible for other schools. 

“It was really scary coming to college,” said Ayriana Vue ’29, who participated in Summer Bridge in 2025 and returned this summer as a peer mentor. “I had never been on a campus before; I generally get lost easily; and I didn’t know what to expect. Everything felt so unknown after high school. But thanks to Summer Bridge, I felt more confident about coming to �鶹��. Being on campus in a smaller group and meeting other students helped me feel more comfortable when I started school in the fall. And I met two of my best friends at Summer Bridge.”

“I wasn’t the most outgoing person, so if it wasn’t for the Summer Bridge program, I wouldn’t have gotten to know as many people and resources,” Paw Htoo ’28, another peer mentor who was part of the 2024 Summer Bridge cohort, added. “It allowed me to explore—not just �鶹��, but the city and the community around it. We got early access to resources, and it opened my eyes to know and understand what is available to me as a student—like the Strommen Center and the Multicultural Life office. I may not have used the services right away, but I knew where to go when I needed them. It made being at �鶹�� easier.”

The program introduces students to �鶹�� and its resources while teaching them essential life skills, like riding the light rail and exploring the surrounding Cedar-Riverside neighborhood. Above all, Summer Bridge builds confidence. It empowers students to envision their own college potential, challenging them to reflect on their personal motivations, advocate for themselves, and seek out help when needed. Within four weeks, they truly become Auggies. 

Top Photo: Kevin Cheatham ’07 MAL, director of TRIO/Student Support Services

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2025-26 Faculty Awards

Tenure and Promotion to Associate Professor

Seven faculty members were recognized for their achievement in receiving tenure and promotion to associate professor, effective Fall 2026.

• Mallory Alekna, music education
• Nimanthi Atukorala, computer science and data science
• Jacob Enger, business administration
• Abby Hughes-Scalise, clinical psychology
• Kao Nou Moua, social work
• Iva Patel, religion and philosophy
• Shayna Sheinfeld, religion and philosophy

Promotion to Full Professor

Four individuals were recognized for their promotions to full professor effective Fall 2026, in recognition of their exemplary practice and mastery in teaching, scholarship, and leadership.

• Matthew Beckman, biology
• Katie Clark, nursing
• Ben Denkinger, psychology
• Christopher Houltberg, visual art and design

�鶹�� Day Student Government Excellence in Teaching Award

Nancy Fischer, sociology and urban studies

Faculty Innovation Award

Department of Nursing

Excellence in Teaching Award (Adjunct Faculty)

Erin Maurelli, visual art and design 

Early Career Teaching Award  

Alex Fink, social work

Excellence in Teaching Award (Full-Time Faculty)

Jennifer Bankers-Fulbright, biology

Distinguished Service to the Community Award

Amy Nelson, nursing

Excellence in Service to the University Award

Michelle Ullery, nursing

2025-26 Staff Awards

Department of the Year

Residence Life

Outstanding Newcomer

Zinnia Coy: Program Manager for Food Initiatives

Outstanding Staff

• Diane Syler, assistant director of student accounts
• Julie Frozlan Ferralez, director of academic advising
• Minasie Theophilos, custodian
• Marcus Carrigan: program associate, Strommen Center for Meaningful Work and Center for Global Education and Experience
• Ellie Olson, director of wellness and counseling

Congratulations to all the 2025–26 award recipients!

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�鶹�� celebrated the class of 2026 at a vibrant commencement ceremony at U.S. Bank Stadium on Thursday, May 7.

This year’s dynamic and diverse group of 544 undergraduate and 228 graduate students represents 24 countries, 16 states, and eight tribal nations at the undergraduate level, and 15 countries, 13 states, and three tribal nations among graduate students. Top undergraduate majors include biology, psychology, finance, and computer science, alongside strong representation in nursing, business, and the social sciences. Graduate students span a wide array of advanced programs, with the largest cohorts in social work, business administration, and physician assistant studies.

President Paul Pribbenow welcomed the graduates to the Minneapolis event, acknowledging the difficulties faced by the community during the past year. And although commencement tends to mark the academic accomplishments of the outgoing class, he said that courage, resilience, and care are also cause for celebration.

“In a time of stress and grief, you showed up for each other and had each other’s backs,” Pribbenow said. “In a time of uncertainty and disruption, you pushed forward, even when it may have seemed impossible to finish your education. I am always proud of �鶹��, but I am especially proud of you.”

Pribbenow then presented awards to members of the class of 2026.

Lee’RayVone G’everdloaahn ’26 was named this year’s recipient of the Marina Christensen Justice Award, which honors a student exemplifying �鶹��’s motto, “Education for Service.” An Act Six Scholar and Newman Civic Fellow, G’everdloaahn graduated with a double major in psychology and critical race and ethnicity studies, and a minor in entrepreneurial studies. He also served the �鶹�� community as founder and president of the poetry and meaningful writing club, a community advisor, and a Bonner community leader.

The Richard J. Thoni Award was presented to Savannah Mitchell ’26 MAE, embodying a commitment to community, hospitality, and innovation through her work advancing the �鶹�� Family Scholars program. Her unwavering dedication to foster youth inspired her nomination by Professor Tim Pippert, executive director of �鶹�� Family Scholars.

“Our students find Savannah relatable and value her insights,” Pippert said in his nomination. “Savannah has been a touchstone whose presence has strengthened the �鶹�� Family Scholars community. We know her impact will endure as she continues advocating for foster youth in the future.”

Seng Xiong ’17, ’26 MSW then delivered the commencement address. A deeply introspective reflection, they shared personal challenges of going back to college for an advanced degree—the first in their family to do so—and the importance of maintaining hope and resilience amidst doubts.

“All of us leaving this stage today have the opportunity to use the gifts, resources, and knowledge we have been given to continue finding our way in this peculiar era, while also contributing to a future that lets those to come know they have a meaningful place in the world, too,” Xiong said.

Among the list of their supporters were family, colleagues, educators, and staff.

“I am so humbled to have been given bountiful demonstrations of what it means to be committed to the care and liberation of learners—every and anywhere.”

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This year marks the 20th anniversary of Zyzzogeton. Back in 2006, the name “Zyzzogeton” was chosen—the last word in the dictionary symbolizing “the last word on student research” at the end of the academic year. According to Lara Crombie, program coordinator for the �鶹�� School of Business, the first Zyzzogeton featured 20 posters with information displayed through cut-and-paste techniques. Two decades later, Hagfors was filled with more than 60 posters and nearly 80 participants. Crombie, who has been involved with Zyzzogeton since 2008, credits the university’s continued support for the event’s steady growth.

“I think what makes �鶹�� especially unique is its ability, as a small institution with smaller departments, to offer such robust research experiences,” Crombie said. “This is largely thanks to the faculty who work with students during every step of the research process, and a holistic approach to mentorship that continues well beyond the formal end of a project. After all, research is never really over.”

Students from all programs are invited to participate in Zyzzogeton, including those from the humanities and arts. While the majority of projects are based in STEM, this year featured an URGO project from Lily Truebenbach ’26 on the process of writing a musical. For Zyzzogeton, she put together a small cast to perform a selection from her piece. She said the experience left her feeling inspired, seeing her peers engaged in conversation and excited to share their work.

“�鶹�� has supported me by giving me the resources and time to prioritize projects that are meaningful to me,” Truebenbach said. “I’ve been able to explore my own artistry through my creative project, and that means so much.”

Zyzzogeton is truly a campuswide collaboration between departments; programs; faculty members, who partner with student researchers; staff members, like Crombie, who are instrumental in organizing the event; and Ben Stottrup, director of the School of Natural Sciences, who secures the financial means to print professional-grade posters. Hundreds of hours of research are represented on each poster, but the students have learned so much more than how to conduct a one-time professional presentation. According to Crombie, they have gained experience that prepares them for graduate school and research fields, the ability to communicate a specific topic clearly and persuasively, translating dense terms into accessible language, and how to identify when a listener is or isn’t following.

Crombie’s favorite part of the event is seeing the posters come to life as the students talk about their research. “I’m always impressed with the level of critical thought and intellectual curiosity that the students express, both visually on their posters and through conversation,” she said. “For the graduating seniors, it’s especially rewarding to hear what’s next after �鶹�� and how the opportunity to do research has helped shape their plans.”

For biology major Luís Millan ’26, the student research experience he gained at �鶹�� has informed the scientist he wants to become.

“�鶹��’s unique focus on bringing communities and people together has really shaped the biologist I want to be, and I couldn’t be more grateful for the opportunities they have given me,” Millan said. “My mentor, Matthew Beckman, has been so supportive of my research journey, giving me agency in my project and allowing me to be an independent scientist.”

Millan also presented at the 2024 National Diversity in STEM conference hosted by SACNAS, the Society for the Advancement of Chicanos and Native Americans in Science. This opportunity to connect with other Latinx and queer researchers in STEM was made possible by support from URGO and the McNair Scholars program.

The celebratory atmosphere at Zyzzogeton points to something Millan found at �鶹��: a research community. “The [�鶹�� faculty and staff] were always there for me when I needed community and to remind me why I started research: to go to graduate school and work in a health equity lab so everyone has treatment that addresses their unique needs.”

Top photo: Hagfors Center welcomes hundreds of faculty, staff, alumni, family, and friends to campus for Zyzzogeton. (Photo by Courtney Perry)

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Dear alumni and friends,

The recent announcement of my retirement as president of �鶹�� in June 2027 has been the occasion to reflect on my deep gratitude for the privilege to serve this remarkable institution for the past 20 years—an experience marked not only by institutional milestones, but by the countless relationships, stories, and shared commitments that have shaped our common journey.

�鶹�� has always been more than a university. It is a community where faith seeks understanding, where diversity is embraced as a gift, and where education is grounded in a profound sense of purpose. Over the years, I have witnessed our students’ courage and resilience, our faculty’s dedication to teaching and scholarship, and our staff’s unwavering commitment to hospitality and care. Together, we have made �鶹�� a living expression of its mission.

We have navigated challenges that tested us—moments of uncertainty, societal upheaval, and the evolving landscape of higher education. And yet, again and again, this community has responded with creativity, compassion, and conviction. We have deepened our commitments to equity and inclusion, strengthened our academic programs, and expanded the ways we live out our calling in the city and the world.

What I will carry with me most are the moments that cannot be measured: conversations with students discovering their vocations, gatherings that celebrate our many cultures and identities, and the quiet acts of service that reveal who we are at our best. These are the signs of a community rooted in something enduring and hopeful.

As I prepare to step away from this role, I do so with great confidence in �鶹��’s future. The challenges ahead are real, but so too are the opportunities—and this community is more than capable of meeting them with integrity and imagination. �鶹��’s mission remains as vital as ever, and its people are its greatest strength.

Thank you for the trust you have placed in me, for the work we have shared, and for the ways you continue to live out �鶹��’s values each day. It has been an honor to serve alongside you. When I conclude my 21 years of service at the end of next year, I will leave this role with a full heart, hopeful for all that lies ahead for �鶹��.

Faithfully yours,
Paul C. Pribbenow

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“The biggest factor that has propelled our success this year is our confidence. Last season’s successes proved to us that we can compete with the best teams in the country,” defender Tenley Stewart ’26 said. “I think we have leaned into the experiences we had from last season and have used it to focus more on the details this year.”

This season’s efforts showed as . Named to the All-MIAC team were Kate Haug ’26, Nora Stepan ’26, Ella Olson ’27, and Aunna Schulte ’28. Stewart earned All-MIAC Honorable Mention honors and Marissa Paaske ’26 was named to the eight-player All-MIAC Playoff Team. Stepan also received MIAC Defensive Player of the Year for the second year in a row, and head coach Elizabeth Bauer received MIAC Coach of the Year.

“Our coaching staff does a great job reminding us that we’re students first and that balance matters,” forward Haug said. “They’re supportive if we communicate about academic responsibilities and encourage us to manage our time well. That support makes it a lot easier to stay focused both on the ice and in other areas of life.”

Q&A with Elizabeth Bauer, Women’s Hockey Head Coach

Tell us a little about your own hockey career, especially as a coach, and how you came to be the head coach at �鶹��.

I’m in my second year as head coach, having taken over from Michelle McAteer, who’s now the . I got to take over a great program—Coach McAteer was here for 14 seasons and led the Auggies to eight consecutive MIAC playoff appearances.

I always knew I wanted to be in coaching. My dad has coached hockey for over 30 years, and he’s my primary role model for coaching. My siblings are hockey players and figure skaters, so we all grew up around the rink. I played hockey at the University of Wisconsin—Eau Claire and started professional coaching as soon as I graduated: first at Sports Exceleration in Hudson, Wisconsin, and then at in Blaine, Minnesota.

I loved my experiences as a player. They were very meaningful for my life. So part of coaching for me is definitely giving back to the sport.

How would you characterize the �鶹�� women’s hockey program culture, especially this year?

Yes, culture is so important, and it really starts with relationships. We have a team approach that focuses on strong leadership from upperclassmen—which I think is just as important as good coaching—and then setting clear expectations for the whole team. We work on team bonding and building trust on and off the ice. Even if a team doesn’t have all the skills you might want, a good culture can take a team far. Our seven seniors this year have really stepped well into their leadership roles.

In general, �鶹�� has a great hockey culture. We co-host an alumni game [where current and former players play each other] almost every season, and host some fundraisers for the program that are well supported by alums. The alums of this program maintain a lot of connections with each other and show up for games. They love to give back, and we really appreciate them. The program wouldn’t be the same without them and all the work they put in as players and now their support as alums.

What’s been the story behind the team’s success this season?

This year’s team is very competitive. They compete with and care for each other. They have a common goal to win and to do it the right way, and they always want ice time. They are happy for others who are succeeding, and that unselfishness is really important in hockey.

How do you help student-athletes maintain balance between athletic, academic, and personal growth?

Being at a smaller university helps, I think. The professors have high expectations and are also willing to support reasonable accommodations for student-athletes. We encourage all of our players to develop strong communications with their professors and to work directly with them on academic matters. Balance is important in life, and hockey is only one aspect. Our players know that missing practice because you’re in class is not a huge deal—it’s part of being a student-athlete. And school really should come first. The team had an aggregate 3.8 GPA last semester. They compete to be good in the classroom and on the ice!

Top image: �鶹�� women’s hockey players hold up two fingers, symbolizing their MIAC regular-season championship winning streak. (Photo by Kevin Healy)

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