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Students prepare for careers by working behind the scenes

Chloe Gault and her advisor David Hieb with the 2016 UMAC Championship trophy (photo courtesy of Chloe Gault).

Chloe Gault and her advisor David Hieb with the 2016 UMAC Championship trophy (photo courtesy of Chloe Gault).

Chloe Gault and her advisor David Hieb with the 2016 UMAC Championship trophy (photo courtesy of Chloe Gault).

By Beth Moller

Upper Midwest Athletic Conference titles are won with contributions from many different people including players and coaches. Unbeknownst to many people on the University of Northwestern—St. Paul campus are the contributions made behind the scenes by students in multiple athletic positions including roles such as student manager, statistician, and student athletic trainer. These positions not only contribute to the athletic success of teams such as football, men’s basketball, and baseball, they also prepare students for their careers after graduation.

Behind the scenes at Eagles’ baseball games this year a freshman navigates a new position for the team. Matthew Bauman, a double major in history and social studies education, is filling the role of team statistician and student manager. This is the first time the UNW baseball team has had a student statistician.

“During games, I do two different things,” Bauman said. “I keep stats for Jay Hilbrands and keep stats for the team.”

The stats that Bauman records for Northwestern’s assistant athletic director, Jay Hilbrands, are submitted to the NCAA. He also keeps advanced stats that the team uses to improve themselves during games. Bauman explained what some of his favorite things about the position are.

“I love hanging out with the guys on the team,” he said. “It’s so much fun to be around them and baseball. I’ve loved baseball my whole life.” Bauman added that there are not really any downsides to holding the position of statistician. “It is a big-time commitment, but it’s really fun,” he added.

The head baseball coach, Dave Hieb, is a friend of Bauman’s. They have known each other for Bauman’s entire life as the two go to the same church. Hieb helped Bauman get involved with the baseball team in his position of student manager and statistician.

“Coach Hieb and I talked some last year when I was still in high school about what I could do and he offered me the job and I jumped on it,” Bauman said.

Bauman has a variety of responsibilities related to the position. He helped prepare for the beginning of the season and then took over his current tasks when the season began.

“During the games, my responsibilities are specifically keeping stats for the NCAA. That’s my biggest responsibility. I also keep advanced stats for the team during the game,” he explained. “I also help with pitchers and keep track of how many strikes they are throwing during practice.”

Bauman also helps out during practice by doing whatever is needed including catching fly balls and hitting ground balls for fielding practice. Baseball is one of Bauman’s biggest passions, and he enjoys simply being around the game which makes his position a perfect fit.

“It is something that really intrigued me,” he explained. “I love baseball, and it is one of my passions. I wanted to be able to continue exploring that passion.”

In the future Bauman wants to continue pursuing his baseball passion and possibly coach baseball at a high school or help a school in some form with their baseball program. “I want to always continue to seek my passions and focus on what I enjoy. I also want to build new relationships with new people whether they are older or the same age as me and help them to improve.”

Junior Brendan Reu is a sports management major and played on the men’s basketball team his freshman year. After deciding not to play his sophomore year, Reu approached head coach Tim Grosz about student managing and became one of UNW’s student managers for men’s basketball that year.

“I used it as an internship or practicum,” Reu explained. “I helped with running the clock and the shot clock during practice, filled water bottles, and set things up. At games my role was making sure everything was set up and being on the end of the bench giving input when needed. I also did some film stuff.”

Reu explained some of the benefits of being a student manager. “I enjoyed getting to be around the guys since I played basketball freshman year and was able to grow the relationships. I also have a coaching minor so getting to watch the coaches and gain experience for the future [was helpful].”

One downside to the position for Reu was not getting to play basketball. “[One con] was having to be at every practice but not being able to play. It got kind of boring sitting there without anything to do at times,” Reu added.

Reu believes that his passion for sports and time spent as a student manager have prepared him for things in the future. “Even if I don’t coach, I can apply the skills I learned to other positions. Skills like how to lead other people and interact with coaches and other players,” Reu said. “I’ve always had a love for sports, both playing them and being around them. I’ve always had a passion for being with kids too. I thought [managing] would be something that I would enjoy, and it opens up more opportunities with my major to coach basketball or football,” he added.

Freshman Chloe Gault filled a position other than that of manager this past football season. Gault spend the football season as a student athletic trainer learning how to do taping and other basic athletic training from the men’s head athletic trainer and baseball coach, Dave Hieb.

“I am a kinesiology major with a sports management/pre-athletic training minor,” Gault said. As a student trainer, she traveled with the football team this fall to help prepare the players for their games. Gault said, “[One pro] is getting to work in the field that I am planning on going into in the future. Another pro is being surrounded by godly coaches and players that are respectful and make my job easy and enjoyable.”

The only downside of the job, according to Gault, is the long bus rides for away games. “My advisor is Coach Hieb, and I went into his office first day of fall semester and asked if there was anything I could do to help him and he said, ‘I’ll see you on the football field on Monday,’” Gault explained. “It started with filling water bottles and ended with taping and doing adjusting.”

Her passion for this line of work started back when she was in high school. “In high school I always thought that men were usually athletic trainers, but in my high school the trainer was a mom and a professional,” Gault said. “She inspired me because she always knew the right thing to do and had an instinct for when to pull athletes off the field. She inspired me to do it even though it is a male dominated field.” As she looks forward to her future in the field of athletic training, Gault is thankful for what she has already learned as a student athletic trainer for the Eagles.

“I would like to take advantage of every opportunity to learn and grow so that I can take care of athletes and serve them for the glory of God,” she said.

Calling out to all UNW dudes: Add More Dudes!

by Spencer Yeomans

News Editor

A new movement has been spreading its influence around the University of Northwestern – St. Paul, and many people aren’t entirely sure what purpose it serves. “UNW More Dudes” is a Facebook group that was created last year by Grant Cox, a sophomore mechanical engineering major. While it didn’t gain much traction initially, this last month reflected astounding growth for the group. “I just wanted to see how far it would go,” Cox said. “It was just kind of a dumb idea that appealed to me.”

Read more ...

What professors and faculty think about ring by spring

Byline: Lisa Fredericks

Many professors and faculty here at the University of Northwestern — St. Paul witness the romantic relationships their students enter. These relationships sometimes lead to marriage while in college. There is a wide range of opinions on the phrase “ring by spring.”

Accounting professor Vernon Pollard believes that students getting married in college is “way premature” because “people are not in the same place of maturity and resources.” Regardless of where Pollard stands, he says: “All you can offer students is perspective and then let them decide.”

Pollard’s perspective is that “marriage is more emotional than practical” and that someone “cannot solve emotional problems with practical solutions.” He adds, “Getting married is not the beginning of love. Marriage is legal. What is pressing us to legalize it?” Pollard shares that students must be self-aware of who they are first before they blend their life with another person. He wants students to also think about where they are placing their gratification and relationship with God.

Associate dean of student engagement, Dawnette Scott, commented from a historical perspective of when women were not allowed to go to college and that only men could. She shared how because of this, when women were allowed to go to college, they were going to get their “MRS” degree. Although these humorous statements can be made, there are sufficient reasons to why they are created, especially when it comes to Christian campuses.

“My exposure has been more on Christian universities,” says Scott. “I think there is an ethos within Christianity that values marriage to such a degree that it got a higher ranking in people’s mind than singleness—it is more esteem; it is seen more as valuable. I don’t agree with that, but I think it is seen that way.”

Ring by spring can be seen both negatively and positively. Admissions counselor Choua LeMay says “The positive is that students do genuinely find love, and that’s never a bad thing. The negative is that, there’s a false notion that generates unnecessary pressure for students to leave their four years with wedding plans in the works.”

Can it really be possible for every student to find their significant other by the time they graduate? It can be obvious that this cannot be guaranteed for everyone and brings Pollard’s questions stated earlier into discussion: “What is pressing us to legalize it?”

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As a former student and now on staff at Northwestern for a total of five years, LeMay shares her observations of students in romantic relationships: “I think it’s a normal step in this particular stage in their lives to be looking for someone to spend the rest of their lives with. I believe this is a turning point in a student’s life: maturity goes through a major growth spurt and life lessons are to be had. It’s a good time to explore compatibility in a future spouse.”

However, the concept of ring by spring has also caused a lot of students to rush to find their spouse since many of their peers are. “It’s a covert type of pressure but pressure nonetheless. Part of the pressure comes from a traditional Christian mindset that assumes everyone should get married and start a family—that it’s normal. Or that woman should marry and assume domestic roles. Or perhaps, pressure happens when you witness all your friends around you finding someone, getting engaged, making wedding arrangements and starting the next season of their lives and the innate desire in us all wanting to “settle down” hits hardest,” says LeMay.

Regardless of romantic relationships, there are other types of relationships that college students are also facing. Scott says “You got some relationships that are young and mature. You got some relationships that are bold and beautiful. You got some relationships that are slow moving but beautifully moving. You got people who know how to do relationships and people who don’t. There is a lot to learn about how to do relationships well— and that goes for roommates, friendships, working and dating. Everybody is trying to figure out how to do those things well.”

Ring by spring has definitely been embedded into the culture here at Northwestern and many other places. Despite the challenging influences, it can arise for students, Scott encourages students to “try not to think about it too seriously [that is] finding your life mate in college too seriously. It will happen for some and it won’t happen for others. It doesn’t mean you won’t get married. My greatest recommendation is to use this time in college to figure out who you are and how you do who you are out in the world cause if you keep shaping that then you’re going to be the best partner, spouse, parent,[fill in the blank] that you can be.”

In Defense of Music Education in Schools – Opinion

Trumpet Player

By Jacqueline Lofstad

Jacqueline Lofstad is a second-year PSEO student majoring

in music education and history. She is a trumpet player

from Circle Pines, MN (photo by Jacqueline Lofstad).

Trumpet Player

 

Imagine a sweet sixth grade girl entering middle

school for the first time. She is nervous and is

struggling academically and socially. However, she is

given her first instrument and learns to make music.

Through numerous rehearsals, she is able to work

with her band mates and form lifelong friendships.

The skills she develops transfer over into her academics.

When the concert comes, she has the chance to

confidently show her skill.

 

Unfortunately, when school budgets shrink, arts

are often the first programs to go because they are

not considered core subjects. However, music needs

to be kept in schools because it is a core subject, not

just pretty sounds (or otherwise, in the case of middle

school band). Music helps boost student’s academic

performance, improves teamwork skills, and gives

students confidence that they can use later in life.

 

Music in schools enhances a students’ academic

performances. Schools with music programs have

significantly higher graduation and attendance rates

than do those without programs. Music can help with

standardized tests. Students who have had music appreciation

classes or musical experiences scored on

average 50.5 points higher on the SAT. The Music

Educators’ National Conference writes, “Excluding

some Americans from music education denies them

access to one of the core academic subjects, music, as

an essential path toward meeting their educational

needs.”

 

Music not only helps students have incredible

success in academics; it also helps benefit students in

all areas of their life. One of these areas is teamwork.

It’s proven that broad educational outcomes that were

thought to be most effectively met through participating

in music included cooperation/teamwork and

self-esteem. Cooperation is a skill necessary for ensembles

to be successful in performance.

 

Every society has music. Music education helps

students to work together with those of a different

race, religion, or socioeconomic class. Music helps

students understand diversity. Exposure to different

kinds of music helps students accept each other’s

differences. In high school, I played trumpet in MN

Youth Symphonies for two years. We had a Jewish

conductor, a lesbian student, many races, and pretty

much every political view possible in one orchestra.

We were unified in our love for music and excellence.

In a world with so much racial and religious tension,

unity is needed more today than ever before.

Music helps a student to gain confidence because

music gives students opportunities to present

themselves to others. When a student has a successful

performance, the confidence can carry over to other

areas of their life. Through performance, I learned

how to present myself well. This has helped so much

with other “performance” situations such as job interviews,

class discussion, and presentations. Through

rehearsals, teachers and performances, a student’s

self-esteem is boosted. Paul Lehman states, “The bottom

line is this: Music makes a difference in people’s

lives. We music educators have something to give to

the youth of America that no one else can give them,

and it’s something, that, once given, can never be taken

away. It’s the joy and beauty and the satisfaction

of music.” Music teachers who encourage to perform

may push them out of their comfort zone, but the students

will grow through that experience.

 

America must take action and start funding music,

so that every student, wealthy or not, has the opportunity

to participate in music ensembles. America

funds public schools to provide a well-rounded education

for everyone. If music is a core subject, then it

should be funded as well. Steven N. Kelly states, “All

individuals should have the opportunity to experience

music in ways that challenges them individually and

in groups.” Because music increases academic performance,

teaches teamwork, and promotes confidence,

funding for music education should be increased, not

cut in schools.

Northwestern battles sexual assault on campus

April 21st Examiner Post Featured Image

According to Title IX supervisor, Kelly Franck, there is a lot you can do to report sexual assault. “You can either report an incident to me, a public safety officer or a professor you trust.  If you want to remain anonymous, the people you can talk to are director of counseling services Danette Wilfahrt, or head of health services Cynthia Reedstrom,” Franck said. In regards to the recent sexual assault that took place on the University of Minnesota’s campus, public safety official Pete Sola said: “The lack of education in this process can be dangerous. I do not think that the U of M’s football team knew what kind of procedure we [as Universities] go through to find someone responsible. If they knew they might have not been so quick to stand up for their guy.”  Universities’ handling of sexual assault is different than the law. “The law requires that a person be found guilty with 99.9 percent certainty” Franck said, “For Universities we have to find that a person is more than likely violating or has violated the policy with a 51 percent assurance. When found responsible students can appeal, but it is a very long process.”  Franck wanted to point out that many students don’t know what consent means. “It is really important that students understand that consent is a clear YES. Anything other than that is a no.”  Many students want to help provide a safe environment, but don’t know how. “The first step is education about sexual assault, harassment or any kind of unwanted sexual attention. Students can also help by being willing to train others in bystander intervention. Having student led conversation about these topics can also lead to healing and care within this community. We just need to get the message out there,” Franck said. If you want more information, if you yourself have been assaulted or have been a witness to an assault, here are some resources:

  • SOS-Sexual Violence Services
  • Office of Justice Programs
  • For campus situations go to

Ramsey County Resources

The University of Northwestern – St. Paul also has a services section if you want to read more about the Title IX. Here you can report sexual misconduct, read what counts as sexual misconduct and see our campus’s sexual misconduct policy on our website.  On that webpage there is an incident reporting form you can fill out, and on and off-campus resources where you can contact the director of counseling services Danette Wilfahrt and the director of health services Cynthia Reedstrom. Reporting a sexual misconduct incident will have full privacy and discretion, as well as complete confidentiality on your part and the school’s.

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