Category Archives: Students

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.”

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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.

The Powerful movement behind Stand Up for Your Sister

Students praying for their fellow brothers and sisters in Christ during an alternative chapel (photo courtesy of Sarah Bengtson).

featured supfys

Knuha resident director Sarah Rima helped bring this even to campus by introducing the event to her resident assistant staff as a possible event idea. Rima participated in Stand Up for Your Sister when she was a senior in her undergrad at Gordon College in Wenham, Massachusetts. In response to her first experience, Rima helped add the men’s event when she was at Azusa Pacific University in Azusa, California. When asked how she was effected by the event as a student, she shares about the joy and freedom she experienced and how glad she was that “there’s finally people talking about it.” As a resident director, she says, “I am encouraged when students start speaking about it and address pain instead of leaving matters under the rug.” To Rima, Stand Up for Your Sister means embodiment. An event such as this “humanizes the numbers—what we call issues. We get to see the person rather than the problem” she says.

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Campus Character: Rachel Dougan adopts a new view of the world

aa

By Spencer Yoemans

aaRachel Dougan is a junior media production major at UNW (photo courtesy of Rachel Dougan).

Making plans is something that everyone does, usually on a weekly or daily basis. However, plans don’t always turn out the way one thinks they will, and Rachel Dougan learned this lesson on an international scale.

In 2012, as her family was in the process of adopting a girl from Ukraine, named Cindy, a different family came and adopted her first. “It was super confusing,” Dougan said. “We knew that was a possibility, but it was a pretty slim chance. Also, we were following what God had told us to do, so we were really just wondering how this happened.” This was not the first time that Dougan and her family had attempted to adopt. At this point, they had already adopted three other children, one from South Korea, and the other two from Ethiopia. All three of them were under the age of 4 when they were adopted, which meant 8-year-old Cindy would have been their oldest adoption. Dougan said, “We had never really considered an older adoption, and the oldest we had adopted before was almost 4 years old, which was really rough. But as we were looking through pictures, our parents were drawn to Cindy.” Dougan’s family had expedited the process of adopting Cindy so that they could get her out of the orphanage before she aged out into another institution. These institutions often house adults with mental health problems, so abuse is common for children who are sent there.

Despite being initially confused by why God allowed another family to adopt Cindy, Dougan later realized the blessings surrounding it. She said, “Cindy would have been sent to an institution that week or the next, so everything that happened was an incredible answer to prayer, even though it wasn’t what we expected.” Shortly after, the family that adopted Cindy contacted Dougan’s family, saying that they should adopt Cindy’s best friend from the orphanage, Natalie. After praying about it, the Dougan’s acted on this suggestion, and Natalie ukra-MMAP-mdis now part of their family. “It blows my mind how God told us to pursue Cindy, how we prayed that she wouldn’t be sent to an institution, and then that prayer was answered,” Dougan said. “And then on top of that, we wouldn’t have found Natalie otherwise. The way that God did that is just a super cool testimony to how he has a plan even when it’s hard to see it.” Dougan had the opportunity to travel to Ukraine when her family was adopting Natalie. “The culture was really quiet, really mellow and really gray since you have all of the old communist stuff from 20 years ago. You don’t talk to people on the street, you don’t look at them in the eye, you just keep going on your way. But even though they’re really suppressed, I love the people there.”

In 2014, conflict erupted within Ukraine, and two of the towns that Dougan had traveled to were blown up. It shook her to the core to see pictures of places she had traveled to being destroyed, and this included an orphanage that had been used as a rebel base. She said, “There are mass graves being dug up there, and it really just brings a new perspective to everything that they’re going through over there.” After coming back from Ukraine, Dougan would later travel to France right before the bombings in Paris. Not too long after that, she traveled to Belgium where even more bombings would take place right after she left. “I often joke that half the places I’ve been have blown up, even though it’s not funny,” Dougan said. “But it’s really taught me to trust God, knowing that he has everything under control.”

Including Ukraine, France and Belgium, Dougan has traveled to South Korea, Ethiopia, Egypt, Germany, Panama, Ecuador and Ireland. She will be adding Israel to that list during spring break.

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