Recent News from Campuses
Seven teams of computer science students from St. Olaf College presented papers at the Midwest Instruction and Computing Symposium hosted by the University of Northern Iowa.
The symposium focused on integrating computer-based technology into the classroom and making it part of the curriculum.
All of the St. Olaf students’ interdisciplinary projects centered on 3-D images and computer vision. Their work stemmed from projects completed as part of the Advanced Team Project and Senior Capstone courses in the Computer Science Department. Projects ranged from a 3-D model of Regents Hall of Natural and Mathematical Sciences to ways to improve camera calibration and optimization to get better 3-D models from photos.
The symposium also included a programming competition. Teams competed to solve eight programming problems correctly in three hours without the use of the internet. St. Olaf teams placed second, third, and fourth.
WINONA, Minn. — Local artist Barb Halvorson’s wildlife, floral, and landscape paintings will be on display June 1-30 at Galleria Valéncia.
The public is invited to view the exhibit and see the artist in action on Wednesday, June 1, from 4:30 to 6:30 p.m. at the Valéncia Arts Center. The galleria will also be open during regular office hours: Mondays, and Wednesdays through Fridays from 9 a.m. to 3 p.m. and Tuesdays from 11:30 a.m. to 5:30 p.m.—as well as while evening and Saturday classes are in session.
About the artist
In 1982, Barb Halvorson walked into a local hobby shop and painted her first picture as a special gift for a special friend. That friend was a mental health counselor who was treating Halvorson for major depressive disorder at the time. She never publicly shared this part of her life, but recently she turned 60 and hopes by sharing her story, she can help others battling depression.
Although Halvorson never felt naturally talented, she took every class available and was always the last one to finish and the last one to go home. Never could she have imagined that one painting would lead to a full-time career. She believes that if you can hold a paintbrush in your hand, foot, or mouth and have a desire to learn, you can paint. She has seen many cloudy days turn blue just by picking up a brush.
Halvorson has traveled extensively for 30 years and literally taught thousands of people to paint at major art conventions throughout the United States. She has authored five how-to- paint books in a series titled Sharing Gifts of Nature. She is known for painting wildlife, landscapes, and florals and for painting on leaves. For more information about her art or classes, call 507-454-7617, or email: firstname.lastname@example.org.
This activity is made possible by the voters of Minnesota through a Minnesota State Arts Board Operating Support grant, thanks to a legislative appropriation from the arts and cultural heritage fund.
The Minnesota Conservatory for the Arts, an affiliate program of Saint Mary’s University, a nonprofit organization, offers programming in dance, music, visual art, and theatre. Classes, lessons, workshops, and camps are offered for youth ages 18 months and older through adults at the Valéncia Arts Center, located at the corner of 10th and Vila streets. For more information, go to www.mnconservatoryforthearts.org, email email@example.com, or call 507-453-5500.
WINONA, Minn. — The Performance Center at Saint Mary’s University of Minnesota will offer several opportunities this summer for area dancers to work with 2016-2017 Page Series artists Shapiro & Smith Dance. The Minneapolis-based modern dance company will be in Winona June 24-25 for the first in a series of master classes for dancers ages 9 and older. The company will return Sept. 2 for further classes. In addition, several dancers will have the opportunity to participate in the company’s Sept. 10 performance at the Page Theatre.
Shapiro & Smith Dance has a reputation for performing tales of beauty and biting wit that run the gamut from searingly provocative to absurdly hilarious. Dancing with breathtaking physicality and emotional depth, they have earned an international reputation for virtuosity, substance, craft, and pure abandonment. The company was founded in 1985 as a collaboration between Danial Shapiro and Joanie Smith. After meeting in the companies of Murray Louis and Alwin Nikolais, they went on to create their first choreography during a Fulbright Lectureship in Helsinki, Finland. Since then Shapiro & Smith’s blend of contemporary dance and dramatic theater has elicited enthusiastic receptions across the U.S., Europe, Asia, and Canada. Shapiro passed away in 2006, and Smith continues as the company’s artistic director.
The Performance Center has partnered with Minnesota Conservatory for the Arts, which will host classes and rehearsals at the Valéncia Arts Center (1164 W. Howard St.). Participation is free, but registration is required as space is limited. For more information and to register, visit pagetheatre.org.
Photo credit: V. Paul Virtuccio
Education Leader, Teacher, Advocate for Integration and Equality in Education
Hometown: Brooklyn Park, Minn.
Major: Secondary Social Studies, M.Ed. in Teaching and Learning
Scott Thomas currently serves as the principal of Glacier Hills Elementary School of Arts and Science and was also the executive director of the Magnet Schools of America in Washington, D.C. He began his career in education in 1999 as a middle and high school social studies teacher, and served for seven years as the educational equity coordinator for one of Minnesota’s largest school districts. Thomas was appointed by Minnesota Governor Mark Dayton to serve on the state’s Integration Revenue Task Force and has served on numerous boards including Magnet Schools of Minnesota, where he served as its first president and co-founded the Minnesota Integration Council. Thomas also consults in magnet school development, school diversity/integration, and educational equity.
The Spring 2016 semester saw the successful debut of the Concordia Homeschool Physical Education & Sport Program, a mutually beneficial project aimed at providing physical education opportunities for homeschooled children, and practical, hands-on training for aspiring physical education teachers at Concordia University, St.… Read More
MINNEAPOLIS, Minn. — Saint Mary’s University of Minnesota has been granted accreditation for its Psychology Doctorate (Psy.D.) in Counseling Psychology program from the Commission on Accreditation of the American Psychological Association. The effective accreditation date is Nov. 6, 2015 and extends for an initial period of five years.
“APA accreditation is the premier distinction in the field of psychology and an additional mark of excellence for our already outstanding psychology doctoral program,” said Brother William Mann, FSC, president of Saint Mary’s University of Minnesota. “Through this program, students not only have a transformational experience, but they leave Saint Mary’s as alumni prepared to transform other people’s lives and serve society as ethical leaders in the field of counseling psychology.”
“All of our Psy.D. graduates will now have the added distinction of having completed an APA accredited program,” said Brother Robert Smith, FSC, chief academic officer for the university and vice president for Saint Mary’s Schools of Graduate and Professional Programs. “We are very proud of this accomplishment for our doctoral training program in professional psychology.”
The 85-credit program prepares students for careers as licensed professional psychologists. Designed to be completed in five years, the Saint Mary’s program includes four years of course work, a research-based doctoral dissertation, a practicum, and a year of full-time pre-doctoral internship.
The Psy.D. program in Counseling Psychology at Saint Mary’s is student centered and attentive to the needs of adult learners. Once foundational courses are completed, the curriculum allows students to focus on areas of counseling psychology consistent with their interests and professional goals. The program emphasizes and integrates ethical preparation, service to diverse and under-served communities, and evidence-based practices. There is a strong emphasis on individualized mentoring throughout the program.
In awarding accreditation, the APA lauded the Saint Mary’s programs for the following:
- Being clearly anchored in the institutional mission, most notably through emphasis on rigorous adult education and focus on critical examination of social needs and opportunities for serving the larger community;
- Having established a solid curriculum; and
- Having an individualized mentorship experience.
Based on Saint Mary’s Twin Cities Campus at 2500 Park Avenue in Minneapolis, the program is currently home to 70 students in various stages of completion and four recent graduates who are eligible to become licensed professional psychologists. A new cohort begins each Fall Semester.
In keeping with Saint Mary’s heritage as a Lasallian Catholic university, the program is not only personalized and convenient, but also affordable. For more information, about the APA accredited Psy.D. in Counseling Psychology at Saint Mary’s, visit www.smumn.edu/psyd, email firstname.lastname@example.org, or call 612-728-5100.
About Saint Mary’s University of Minnesota
Enriched by the Lasallian Catholic heritage, Saint Mary’s University of Minnesota awakens, nurtures, and empowers learners to ethical lives of leadership and service. At Saint Mary’s, students find in every classroom—whether in person or online—a relationship-driven, person-centered education. Through intense inquiry, students discover the truths in the world and the character within. Founded in 1912 and accredited by the Higher Learning Commission, Saint Mary’s University of Minnesota enrolls 5,800 students at its residential undergraduate college in Winona and its Schools of Graduate and Professional Programs, based in Minneapolis but extending worldwide. Saint Mary’s offers respected and affordable programs in a variety of areas leading to bachelor’s, bachelor’s completion, master’s, certificate, specialist, and doctoral degrees. Learn more at smumn.edu.
Vice President of Academic Affairs Dr. Marilyn Reineck has announced that Dr. Paul Hillmer (’82) has accepted an appointment as the new Dean of the College of Arts & Letters, beginning July 1, 2016. A faculty member at Concordia since 1991, Dr.… Read More
The post Dr. Paul Hillmer Named Dean of the College of Arts & Letters appeared first on Concordia St. Paul.
(Shine profiles celebrate members of the Gustavus community who are shining examples of one of the Gustavus core values.)
“I was going to be a scientist.”
But when Gustavus chaplain Siri Erickson took an undergraduate course at Carleton College titled “Women in Religion” with Sister Rosemary Rader, a Benedictine nun, everything changed.
She ended up taking four classes with Rader.
“It was like I discovered a long-lost sisterhood of women that were intelligent and spiritual but had a lot of critical questions about their traditions,” Erickson says. “And they weren’t willing to give up on it.”
Erickson has not given up on it either. Nor has she given up on science. (She still earned a BA in chemistry before heading to seminary.) This summer, Erickson debuts the Gustavus Academy for Faith, Science, and Ethics for high school students. As director of the Academy, Erickson leads a team from the chaplains’ office, plus professor of chemistry Scott Bur and professor of religion Marcia Bunge. Together, they are preparing the Gustavus students who will work as mentors at the Academy and designing curriculum for the 45 high school students who will explore how scientists and people of faith work together to address global ethical challenges. And she’s bringing professionals who work at these intersections to campus during the Academy’s summer program, including Grace Wolf-Chase, astronomer at the Adler Planetarium in Chicago.
Erickson co-wrote the grant that secured funding for the Academy, tailoring it to the Gustavus tradition of inquiry at the boundaries of science and faith. “It seemed totally appropriate to merge faith and science,” Erickson says. “I fell in love with theology because it was asking the big questions. I’m not the only one with these questions.”
Media Contact: Director of Media Relations and Internal Communication JJ Akin
It’s a well-known story about Herb Brooks that he was the final man cut from the roster of the 1960 U.S. Olympic men’s hockey team. He watched from home in Minnesota as his teammates represented their country in Italy. A scene in the film “Miracle” shows Kurt Russell playing Brooks and pulling out the official roster photo of that 1960 team; there’s Brooks sitting in the front row with his teammates. Twenty years after 1960, Brooks was on the opposite side of the encounter as the coach of the 1980 Olympic team, having to tell Ralph Cox that he wouldn’t be going to Lake Placid, that he would be the team’s final cut.
Four years before Cox and 16 years after Brooks, another man was on the receiving end of a coach telling him he was the final cut: Jeff “Duke” Boeser, St. Thomas’ men’s hockey coach. Boeser had led St. Thomas to national tournament appearances his junior and senior seasons, was the conference’s MVP in 1974 and racked up a gaudy 201 points in his collegiate career. Shortly after graduating in 1975 he tried out for the Olympic team, eventually playing a full exhibition schedule under coach Bob Johnson in 1975-76, right up until the final plane ride to the games in Austria.
As the 40th anniversary of those Olympic Games approaches, I asked Boeser about his memories of playing for his country.
Do you think back on your playing career and the Olympic team very often?
Not too much. When I played I loved doing it so much, sometimes I couldn’t even tell you if we won or lost. It was so much fun playing. I couldn’t wait when we got to the rink to get out there and play.
[As] I grew up, my dad had a rink in the backyard and we’d cry when we had to come in for dinner even. It’s always been in my blood.
My dad [Robert Boeser] played on the ’48 Olympic team. They had two teams that year that went to the Olympics and he didn’t know if his team would play. They had an AAU [Amateur Athletic Union] team and a USA Hockey team. They both went over on a ship and didn’t know until they got there who would play. … He was also a player-coach at Saint John’s in ’52 as a junior in college. … Not too many people in the MIAC that have been player-coaches.
But my dad never really talked about that stuff. I think I got that gene.
Did you know as you were trying out that he had been on the Olympic team?
I did know that, but he never talked about it. His jersey was at home and we saw it, just never talked about it.
So you tried out in summer ’75 and played with the Olympic team that year?
They had regional tryouts and one was in Bloomington. I made that and the main tryout was in Madison in like August. [I] trained all summer, had individual meetings at the end of the tryouts and they said, ‘You’re the 21st person. We’re going to Czechoslovakia for two weeks and are taking 20 guys. You have a chance to go to Waterloo, Iowa.’
There was a senior men’s team [there] that gave me an opportunity to keep skating and to see what would happen in two weeks. So they came back from their trip and called me back and I was able to play [with the Olympic team]. We lived in Wisconsin and they had apartments for us. The home base was Madison since Bob Johnson was our coach. Practiced every day and played like a 45-game schedule before the Olympics. We played the Gophers, played [University of Minnesota Duluth], played Harvard. Played a Christmas tournament in Colorado with the Czechs, the Russians – not their best teams. I got to play that full pre-Olympic schedule.
In college my senior year I had hurt my shoulder and it kept popping out, and I wore this brace. Like anything else with an injury, the shoulder was hindering me from having success. So I took off the brace and sure enough it popped out again and kept getting weaker and weaker. Mike Randolph, the Duluth East High School coach, and myself went to Finland to play in a pre-Olympic tournament and we were sitting in the Denmark airport to go to Austria [for the actual Olympic tournament], and that’s when the coaches told us we couldn’t go. They said we could go to the Olympics, but we couldn’t stay with the team in the Olympic village, couldn’t travel with the team. In 1972, in the summer Olympics, they had terrorists come and kill some Olympic athletes, so that’s when they started limiting teams to a certain number of athletes they could have around. They were battling to get us all on the team and it didn’t work out.
Mike was pretty devastated. For myself it wasn’t as hard because I wasn’t 100 percent anyway with my shoulder. I came home and had surgery and never really thought twice about it. I knew I wasn’t 100 percent. It was OK. I’m not saying they would have taken me anyway, but it was easier.
Did you watch the games?
I don’t even remember. We came in like fifth. We didn’t have a real good showing that year. It was still amateurs that year. Herb Brooks and Bob Johnson didn’t really get along, so we didn’t have really any Gophers because Herb wouldn’t let them go. … That’s probably what gave me my opportunity, a lot of those Gophers not going.
When you came back and your shoulder was feeling better, was it just trying to continue playing and staying around the game?
I came back and took a while to rehab the shoulder. I graduated but didn’t have my teaching certificate, so [I] came back here for school in ’76-77 and helped coach. I missed hockey. I got the name of a guy that recruited American hockey players. I put a resume together and scrapbook, gave it to a guy and he said there’s a team in Finland interested in having you out because they think you could make their team. He never gave me that scrapbook back, which my mom was not real happy about.
I went over, they picked me up – the GM of the team and his family. They took me to his house, went out and tried out. You could only have a certain amount of foreign workers, so I was the only American on the team. It was in their elite league, their best league, and they would never put me on the power play because of the language barrier. I was an assist guy and you couldn’t buy an assist there because they didn’t give out second assists. I remember it was a fun year. I was kind of a homebody anyway so was a bit homesick, but it was a good experience and good hockey.
Did you jump back into coaching when you were back from Finland?
No, they had an assistant here. He stuck around until about 1981 when Terry Abram came in. I interviewed with him and he selected someone else, but he called me in January and said, ‘I made a mistake, would you come help us out? I don’t have any money for you but we’ll get you something next year.’ I’ve been here ever since.
To help professors keep up with a changing educational environment, the Center for Faculty Development (FDC) fosters strong communication among professors through the Open Classroom Project.
The Open Classroom Project encourages professors to learn teaching techniques by observing each other in the classroom. FDC director and psychology professor Ann Johnson said the idea came about partly because she took a French class, and discovered she learned a lot more than language skills.
“I was just blown away by how much I could learn from my colleagues by just sitting in class and watching how they teach,” Johnson said. “Even though we teach very different subjects, I really picked up a lot of good ideas, and it was just very inspiring.”
The Open Classroom Project developed out of this idea. With the majority of teaching taking place inside four walls, Johnson wanted to dispel the idea that teaching is an isolated act.
The FDC has developed a roster of Open Classroom faculty who are using techniques such as discussion groups, active learning and practical simulations. Interested faculty members request a meeting with a professor and set up a time to observe his or her class. The FDC provides the observed professor $10 to go for coffee afterward to facilitate conversation about the experience.
“I’m big on community building,” Johnson said. “St. Thomas has grown so large, and with all of our different schools and colleges, it becomes increasingly difficult to have cross-communication and people actually talking to each other.”
Sociology and criminal justice professor Buffy Smith was asked by Johnson to be part of the project and to invite other professors to observe her teaching methods.
“I agreed to participate because I believe we grow and develop as teachers when we can observe other teachers in the classroom,” Smith said. She said one of her goals in her classes is to create an active learning environment where everyone is learning from each other. To achieve that, she employs the Socratic method, where students engage with big ideas and questions in discussion groups.
Engineering professor Brittany Nelson-Cheeseman thinks the opportunity afforded by the Open Classroom Project is an important expansion of the peer evaluations professors already perform. “I just thought that I learn so much when I [do evaluations] or when I have people give me feedback, so I wanted to expand that to not just once per year, to actually have more interaction between faculty members to expose them to different techniques,” she said.
According to Johnson, one teaching method that has received a lot of attention from faculty members lately is the “flipped classroom” concept. In a flipped classroom, students first engage with the material outside of class, often through video lectures, and then come to class to ask questions and work on the lessons.
Nelson-Cheeseman, an Open Classroom Project professor, uses the flipped classroom method. She films lecture videos, usually about five minutes long, and has students watch a few of them before class. Then students spend class time engaged with the material, watching demonstrations and asking questions.
Nelson-Cheeseman explained that this method allows students to engage with class material multiple times, which helps students remember it better, as well as still providing opportunities to tap into the professor’s knowledge.
“It really helps clarify misconceptions and also increases their confidence with their understanding of the material,” Nelson-Cheeseman said.
Francesca Ippoliti ’17, who is taking an engineering materials course from Nelson-Cheeseman, said the flipped format works well for her.
“I think going through example problems in class is very helpful for a better understanding of the ideas introduced in the pre-lecture videos,” she said. She noted that as long as students are prepared for class, she thinks the flipped classroom works.
Accounting professor Matt Stallings, a recipient of an Innovative Course Development Grant to establish innovative learning techniques in his courses, also employs the flipped classroom method.
Stallings’ students watch video lectures outside of class and then complete packets of problems in class. “It allows for a more efficient use of classroom time because I am there to work with [my students] during their active learning. My students are engaged throughout the class period and work hard to understand the material,” he said.
Stallings said the flipped classroom method has increased student performance substantially and is one way of reaching St. Thomas strategic initiatives, including the theme of Excellence in Learning and Student Engagement and the priority of Educating for the Future.
The overarching concept behind the Open Classroom Project, and any classroom innovation, is to help faculty be the best they can be.
“In any profession I think we benefit by talking to our peers and our colleagues in order to become better at what we do,” Johnson said. “So I think any effort toward that end is going to make teaching better, and of course our ultimate goal is to provide the best possible learning environment for students that we can.”
Minnesota Public Radio on Wednesday will broadcast a lecture that Professor Nicholas Hayes delivered at a May 6 Lunch’n Explore hosted by the University of St. Thomas Selim Center for Learning in Later Years.
The lectdure can be heard at noon and 9 p.m. Wednesday, May 18, on the “Minnesota Public Radio News Presents” program at 91.1 FM. The lecture also can be heard online.
Hayes, who discussed “Putin’s Power Game at Home and Abroad,” is professor of history and holds the university chair in critical thinking at St. John’s University in Collegeville and is a contributing writer to www.MinnPost.com.
He currently is working on Looking for Leningrad: My Soviet Life, a memoir of his life and experiences in Russia.
Gustavus Adolphus College Associate Professor of Chemistry Dwight Stoll has been named the recipient of the 2016 Faculty Scholarly Achievement Award. The award was presented at the College’s annual Honor’s Day Convocation on Saturday, May 7.
“It is a tremendous honor to be recognized by my faculty peers for an award like this. Since I arrived at Gustavus eight years ago, I have been blessed with wonderfully supportive faculty colleagues both in chemistry and across the College, which have enabled the success we have enjoyed in my laboratory,” Stoll said.
Stoll holds bachelor’s degrees in plant biology and biochemistry from Minnesota State University, Mankato and a doctorate in analytical chemistry from the University of Minnesota. He is recognized as a leading expert in the field of multidimensional liquid chromatography, which is a technique that allows researchers to separate complex substances so they become easier to analyze.
As a student-focused professor at a liberal arts college, Stoll has produced a tremendous amount of scholarly material since joining the Gustavus community in 2008. In that time he has published 25 peer-reviewed articles (11 with Gustavus students) and has presented at numerous national and international conferences including the Pittsburgh Conference, the HPLC20XX series, and Analytica.
In recent years he has been recognized with the John B. Phillips Award, LCGC’s Emerging Leader in Chromatography Award, the Henry Dreyfus Teacher-Scholar Award, the American Chemical Society’s Young Investigator in Separation Science Award, and was named to The Analytical Scientist’s “Top 40 Under 40 2014 Power List.” He has served at Gustavus as chair of the Academic Technology Committee and as co-chair of the chemistry department, and is an editorial board member of LCGC Magazine and Chromatographia.
“All of these accolades are notable and significant, and perhaps suggest that Dwight’s primary professional objective is focused on publication and prestige. On the contrary, Dwight has a profound belief in the importance of engaging undergraduate students in scientific research,” Interim Associate Provost of Science and Education and Associate Professor of Chemistry Brenda Kelly said. “He has mentored numerous undergraduate students in his Gustavus research laboratory, providing them with the one-on-one faculty/student mentoring which results in transformative learning and academic experiences. Not only does Dwight provide his research students with exceptional training and direction, he allows them to explore science and gather necessary skills in independent learning and problem solving.”
“I am deeply interested in the line of research in two-dimensional liquid chromatography we have committed to in my laboratory over the past decade. It has been my experience that students engaging in this work with me have found it to be a container within which they can develop highly effective problem-solving skills,” Stoll said. “This takes time, and failure is an essential part of the process, which makes it very difficult to replicate in a traditional classroom setting. In the end, students report that they find these skills invaluable after they leave Gustavus, whether they land in industry, graduate school, or any of the health professions.”
First awarded in 1986, the Faculty Scholarly Achievement Award was reestablished in 2004 and is now announced during the annual Honors Day Convocation. Award recipients are nominated for this honor by fellow faculty members based on professional accomplishments regarding research activities in private, public, or corporate settings; publication; presentations at scholarly meetings or conferences; and exhibits or performances.
Media Contact: Director of Media Relations and Internal Communication JJ Akin
Finished finals? Check. Removed all belongings from your residence hall? Check. Swept down the bathroom with Clorox wipes and half-heartedly vacuumed? Check. All that’s left is to turn in your keys to an RA or AC, have them do a walk-through of your room and sign a form. With that done, you’ve successfully moved out of your residence hall, right?
But moving out is a bit more complex than simply completing steps A, B and C. It’s a choreographed dance among Residence Life, Facilities Management and every student living on campus.
Recycling unwanted furniture and other items
Students with unwanted items can recycle them in two fenced-off areas, one in Lot B, between Flynn and Morrison halls, and the second between Cretin and Grace halls. These drop-off areas are for Junk King, whose services St. Thomas began using last year.
This is where students can bring larger items such as chairs, couches, lamps and futons to be reused, recycled or evaluated by Junk King. Any large item a student is not taking with them – even if it is inoperable or broken – should go in these fenced areas if it does not fit in the trash. The recycling areas will be taken down May 20.
Goodwill boxes also will be located in the fenced areas for smaller items students would like to donate, such as household goods or clothing. Residence halls will feature containers to collect unwanted canned or boxed goods for the local food shelf.
The fenced recycling areas are walk-up service only, require a student ID and will not accept items from off-campus students.
Students should follow the university’s example and consider reusing, recycling or donating before putting an item into the trash. Some St. Thomas daily practices include sending garbage away for waste incineration to create energy (preventing St. Thomas trash from ever going to a landfill), sending food waste to hog farms, and shipping recycling, old technology and other e-waste to their respective plants.
Walters Recycling and Refuse takes St. Thomas waste to Advanced or HERC, while Eureka receives and sorts St. Thomas recycling into 15 categories for reuse. Barthold Inc. and Second Harvest send scraps from the View to hog farm programs, and Tech Dump recycles e-waste. St. Thomas partners with these and with Shred Right, UPS and Books for Africa to promote its mission of sustainability and eco-friendly living.
It’s important for students to help keep up these practices at the end of the school year. St. Thomas has a goal to recycle 50 percent of its waste by 2018 and 60 percent by 2020.
Move-out should be completed by the evening of May 20, as Public Safety will not let anyone on campus for move-out the Saturday of graduation.
To provide enough space for resident students, Lots A, B and U will be reserved for students moving out Wednesday, May 18, to Friday, May 20; also, portions of Lots G, U and O will have designated parking for move-out. The reserved move-out spaces will have a one-hour limit. If you need to remain on campus following move-out, please move your vehicle to the south campus.
Trailers and larger trucks cannot be accommodated in lots and are not permitted on campus.
As always, there is no parking permitted, under any circumstance, in fire lanes, drive aisles, in front of dumpsters, on the grass or other restricted areas to load vehicles during move-out. Vehicles in serious violation of parking policies may be ticketed or towed at the owner’s expense.
Those who usually park in the above reserved areas for move-out are encouraged to park in Anderson Parking Facility or Lots O and M on the south campus. (Please remember the entrance to the south campus surface lots is located on Summit Avenue.)
As part of the move-out, summer parking began Friday, May 13. The gates to the Anderson and Morrison parking facilities are raised, and permits will not be required to park in the red and yellow lots and the St. Thomas resident lots. Other restrictions will remain in place, including overnight parking. During the week, overnight guests should be directed to either the Morrison Ramp, the Anderson Parking Facility or Lot U. Weekend overnight parking will continue as usual.
Hang will discuss her life story and the importance of promoting education in immigration issues.
Bike to Work Week officially starts today, May 16th and is Carleton College's first annual Bike to Work Week. Check out the profiles below to see the faculty and staff participating!
St. Olaf College student Emily Sackett ’16 has received a history scholar award that will enable her to spend five days in New York City this summer meeting with prominent scholars and touring some of the Gilder Lehrman Institute of American History’s archives.
The Gilder Lehrman History Scholar Award recognizes undergraduates who have demonstrated academic and extracurricular excellence in American history or American studies and a commitment to public service and community involvement.
Throughout her undergraduate career at St. Olaf, Sackett has had ample opportunity to expand on her history coursework. When she studied abroad at the University of Oxford through St. Olaf’s Oxford Harris Manchester College Off-Campus Program, she was able to use the university’s archives of the Virginia Company to research women who came to the American colonies.
She worked in the St. Olaf Archives and has also volunteered in several historical societies, guiding tours, working in the archives, and helping with exhibits. Last summer she did a fellowship in Historic Deerfield, a restored colonial town in Massachusetts that focuses on New England material culture.
The Gilder Lehrman Institute of American History is a nonprofit organization devoted to the improvement of history education and has received awards from the White House, the National Endowment for the Humanities, and the Organization of American Historians.
“I’ve gotten a lot of support from the St. Olaf History Department in applying for this award,” Sackett says. “Professor Hahn and Professor Fitzgerald guided me through the whole process.”
This fall Sackett will begin graduate work at the University of Virginia, where she will study colonial history with a focus on women in the southern United States.
Gustavus Adolphus College first-year student Karl Satterlund was recently awarded a Swedish Language Scholarship by the Swedish Council of America (SCA). The award will help Satterlund study in Sweden for a semester next spring.
Satterlund, a native of Pequot Lakes, Minn., plans to major in physics and Scandinavian studies. Always proud of his Swedish heritage, his study of the country and language began in earnest at the age of 10 when he first attended Concordia Language Villages’ Sjölunden Swedish camp in Bemidji, Minn.
“My holidays growing up were enveloped in Swedish traditions, sparking my curiosity in the language,” Satterlund said. “In traveling to Sweden next spring, I will be able to extensively further my knowledge of the country.”
“Karl will represent Gustavus and the Swedish Council of America well as this year’s recipient of the SCA’s Language Award,” Scandinavian studies professor and department chair Kjerstin Moody said. “He has been a joy to have in class: engaged, prepared, full of enthusiasm and with a desire to contribute and learn. I have enjoyed speaking with him about his intended double major in physics and Scandinavian studies and about his upcoming study-away semester in the spring of 2017 on Gustavus’s Semester in Sweden program, a program with core underpinnings in the liberal arts touching on Sweden’s minority populations, history, geology, politics, social structures, and language.”
During the Gustavus Semester in Sweden program in Spring 2017, Satterlund and a group of classmates will begin near the Arctic Circle and work south throughout the country over the course of five months. They will explore Sami culture, the environment, history, politics, and issues facing modern-day Sweden.
Satterlund is excited to pair his passion for physics with his love of Swedish culture, pointing to inventor Alfred Nobel and botanist Carl Linnaeus as examples of the country’s strong intellectual history. Satterlund’s personal interests include sustainability and renewable energy, a field in which Sweden is an international leader. “Sweden has become one of the most state-of-the-art countries in the world in terms of sustainability and the environment,” Satterlund said. “The SCA Language Scholarship will allow me not only to learn more about modern Sweden and the Swedish Language, but will also allow me to apply the country’s history of scientific innovation to what I am studying at Gustavus every day.”
Inaugurated in 2014, the SCA Swedish Language Scholarship is intended to encourage undergraduate students to enhance their knowledge of and fluency in the Swedish language by furthering their studies in Sweden and by interacting with native speakers.
Swedish Council of America (SCA) was founded in 1972 by a group of leading American-Swedish organizations. Since its inception, SCA Scholarships have been supporting American youth who want to broaden their educational experience in Sweden and Swedish students who are eager to study in the United States. SCA also provides grants and awards to community organizations and individuals who advocate continued strong relations between Sweden and America.
Media Contact: Director of Media Relations and Internal Communication JJ Akin
The Most Rev. Blase Cupich, archbishop of Chicago and a 1971 St. Thomas alumnus, has received an honorary degree from the university.
St. Thomas conferred a Doctor of Laws degree on Cupich during a May 11 ceremony in the Chapel of St. Thomas Aquinas. A reception for the 200 guests followed in Woulfe Alumni Hall.
Cupich, an Omaha native, enrolled at St. Thomas and St. John Vianney Seminary for his junior and senior years. He was ordained to the priesthood after four years of study at the North American College and Gregorian University in Rome, and returned to Omaha to serve as a pastor and teach at a Catholic high school at Creighton University.
He was secretary of the Apostolic Nunciature, the pope’s diplomatic mission in Washington, where he earned his doctorate in sacramental theology from the Catholic University of America. He was rector of a seminary in Columbus Ohio, and a pastor in Omaha before Pope John Paul II appointed him bishop of Rapid City, South Dakota, in 1998. Pope Benedict XVI named him bishop of Spokane 12 years later and in 2014, Pope Francis appointed him archbishop of Chicago.
The citation that accompanied the honorary degree notes how church observers said “the Francis revolution in Catholicism has finally arrived in the United States” with the Cupich appointment in Chicago. John Carr, a fellow St. Thomas alumnus and a longtime leader at the U.S. Conference of Catholic Bishops, agreed but added an important distinction. “Blase is a remarkable example of a Francis bishop before there was a Francis,” Carr says in the citation. “He listens, learns and leads.”
“Humble, compassionate and thought provoking, your ministry is grounded in fundamental convictions that we are on this earth to make it a better place for all of God’s children as we steadfastly seek to promote a universal common good,” the citation states. “It is that pursuit of the common good that unites all of us: our students, faculty and alumni, the citizens of your great archdiocese, and you.”
In his remarks to the chapel audience, Cupich said he always will be grateful for his years at St. Thomas because they helped him to develop “an ability to self-reflect” and “instilled the value of living an authentic life.” The Sermon on the Mount is a favorite Gospel passage, he said, because Jesus taught his followers that they were “blessed,” and in doing so “He lifted them up” and “let them know that God’s grace was at work in their lives.”
To read more about Cupich, see this St. Thomas magazine profile, published in the fall 2015 issue.