Classroom sessions: Serious stats and some skepticism with Dr. Austin Williamson #augustanacollege #liberalarts #highered #psychology #stats
Dr. Williamson started Statistics for Psychology (Psych 240) by challenging his students with an article from Vox that described research concluding that children who grow up in religious households tend to be less generous and philanthropic. He challenged the class to think: How could this conclusion be accurate? He asked whether or not the conclusions jived with their life experience.
The class showed some serious skepticism about the conclusions he described, which is exactly what Dr. Williamson was trying to illustrate!
He went on to describe that the scholars responsible for this research made an error with one of their variables, leading to an erroneous conclusion debunking the whole premise.
THIS was a very compelling and impressive way to introduce the complex topic of decision errors in research. And throughout the entire classroom session, Willimason quizzed and queried students about what might be wrong or right within a certain data set or conclusion.
Here are some take-aways from my visit:
- Williamson’s students will be equipped with serious research skills. A review of alpha, beta, the null hypothesis, type 1 errors, type 2 errors, effect, statistical significance and an overview of the Bonferroni Correction demonstrated a serious and complete approach to research. Students were fully engaged throughout the entire class and were diligently taking notes on slides he had provided in advance. I have a whole new appreciation for the expectations that the faculty in psychology and neuroscience have for Senior Inquiry capstone projects for our students.
- Williamson used clear illustrations to help students understand complex concepts. Another example he used was of the impact of meditation on ADHD. It was a consistent and accessible illustration that enabled the students to have a constant throughout the class. I also noticed that the slides had some pretty amusing illustrations to reinforce the concept of data errors. Williamson has a gift for making a complex subject easy to follow.
This was a far more technical, content-driven class than others I have attended. I left very impressed with Williamson and his students. There is no question that his students will possess the quantitative reasoning skills to be excellent critical thinkers. They were learning how to ask difficult questions, interrogate data and findings, and approach information with a healthy degree of skepticism.
These graduates will not simply buy into a conclusion; they will ask the tough questions needed for any organization they are affiliated with to survive and thrive. I am absolutely certain that each of these students will draw upon this class and what they learned throughout their life and career.
This was one of those classes that builds lifelong skills. It was the kind of experience, for me, that reinforced again what makes a liberal arts education so valuable.
Dr. Williamson teaches and conducts research in the clinical area of psychology. He leads teams of student researchers who study the social experiences that influence a person’s risk for depression and other psychological disorder. He is also a licensed clinical psychologist with an active practice. His continuing experience in the field greatly informs the teaching he does with my students, the questions I pursue with my co-researchers, and the guidance he gives to students who are interested in mental health careers.
- B.S., Psychology, Vanderbilt University
- M.A., Clinical Psychology, University of Iowa
- Ph.D., University of Iowa
Class sessions: Incredíble! My visit to Spanish class after 27 years. #augustanacollege #liberalarts #highered
Last Friday I sat in on an advanced Spanish class with Dr. Megan Havard-Rockwell and a group of really talented students. It was espléndido!
This post is a little different because it’s also a quiz, since I shared it with Havard-Rockwell and invite her candor about what I understood about the class and what I completely missed. Her comments are at the end of the post.
But first, some observations.
● This entire class was in Spanish! There were only three times that an English word was used, seeking meaning. And I was greeted enthusiastically with, “Hola, Kent.” I probably blew it by not describing my role at the college in Spanish, but I was scared!
● Everyone spoke in the class. They spoke confidently and volunteered to answer questions. I noticed Havard-Rockwell’s skill in engaging the less confident speakers. Calling on one reluctant student, she asked him a question that allowed him to choose between two things and essentially use terms that had just been used. He answered boldly, and the question she asked was the right question to get a response. It was a neat technique.
● Havard-Rockwell also forced conversation between students at four different times. It was one of those turn-to-your-partner-to-discuss questions. What impressed me was the level of comfort these students had. It was really great to witness.The question was related to which type of architecture the students liked, and the choice was between Gothic and Renaissance.
● As this was a class about Spanish culture, not only were the students speaking Spanish, but they were conveying complicated themes and ideas. The topic today was the Renaissance in Spain. There was lots of discussion of the 15th, 16th and 17th centuries, which sounds much better in Spanish—“siglo”is the word for century.
At the end of the class, Havard-Rockwell asked me if I wanted to ask the class any questions? I asked a few, but two elicited great responses that reinforce the value of the liberal arts. I asked, “How many of you studied abroad?” 80% had already done so! I also asked why they were taking advanced Spanish. There were a couple of good answers, but one that stood out to me was, “This is a class in Spanish, but it’s really about learning about a different culture, and that’s what I like.” That’s a darn good answer in my book.
So, what follows are a few things I picked up in the class. .
A question asked by Havard-Rockwell: “Among the many things impacted by the Renaissance, what were some?” Students answered: art, cities, politics, knowledge and science. There was also a bit of discussion about how Spain was a bit different from the rest of Europe during this time because of the heavy influence of the Catholic Church.
Another question that was asked was, “What was the impact on society of the birth of the university?” This question came out of the acknowledgment that during this time books, and therefore knowledge, were more available because of mass production.
One student earned a lollipop because he knew the word for “compass” and shared that it was invented during this time period!
I also picked up on Havard-Rockwell’s affirming and encouraging phrases she used with her class throughout the discussion. In response to one student, she replied, “exacto.” Exactly!
To another, she said, “una buena pregunta.” What a great question!
And, during a discussion of architecture, she pushed the class, “es bonito, no?” It’s pretty, right?
But, my favorite exchange was when Havard-Rockwell asked the class to decide which sonnet they liked better: one about the death of the poet’s father or one about, as one student replied, YOLO (you only live once). By the way, this great class nearly universally preferred the YOLO sonnet!
Being back in Spanish class brought up many memories of my time studying Spanish in college and while living in Seville, Spain during the fall of my junior year of college. And, while it’s not a sonnet, I want to go back— because YOLO.
Dr. Havard-Rockwell’s response after reviewing my blogpost follows:
This is great, thanks for sharing! Your comprehension of the discussion was quite good! The only correction I would offer is in regards to the relationship between the establishment of universities and the advent of the printing press. While the latter does indeed provide some democratization of access to knowledge, as I mentioned in response to one student’s question, both of these late medieval advances continue to privilege certain groups along lines of gender, socioeconomic status, ability, and other factors. Also, the first universities worldwide were established a few centuries before the period that we were discussing (the late medieval into the Renaissance), but this period does see the establishment of some of Spain’s most prominent institutions that continue to thrive today.
I give myself a B!!!
Dr. Megan Havard is an Assistant Professor of Spanish in the Department of World Languages, Literatures, and Cultures. She hails from Texas, where she completed her B.A. at the University of Texas at Austin. She then moved to the Midwest to earn her M.A. and Ph.D. at Washington University in St. Louis. Her research focuses on Medieval and Early Modern Iberian literary and cultural studies. She is also interested in Gender and Masculinities, as well as Second Language Acquisition and Pedagogy.
Megan is an experienced traveler and has studied, lived, and worked abroad in a number of Spanish-speaking countries including Mexico, Costa Rica, Argentina and Spain. She also speaks Portuguese and has spent time in Brazil and Portugal.
In 2014, she completed the Camino de Santiago, a 1,000-year old Christian pilgrimage across northern Spain to the tomb of the apostle St. James. She looks forward to walking the Camino again with students and faculty from the Augustana community in 2017.
- B.S., University of Texas
- M.A., Ph.D., Washington University, St. Louis
Classroom Sessions: “Let’s fight:” My visit to Natural Resource Management with Dr. Matt Fockler #liberalarts #augustanacollege #highered #geography
Dr. Fockler asked me to introduce myself to the class and describe what I do. During my brief introduction I mentioned I focus primarily on external stakeholders, but am visiting classes to learn more about the ways faculty interact with our students and create a meaningful classroom experiences. I am also sharing my experiences with my team and the stakeholders with whom we work so they have a complete picture of how amazing an Augustana education is.
Fockler followed my introduction by mentioning that, “as a faculty member, he’d never really thought about external stakeholders.”
He continued by reminding the class how important one’s “lens” is and that as he thought about having me in class, he had to see things through my lens to understand why it was important to me to sit in.
In the moment, I had no idea how important the concept of one’s lens was going to be to this classroom experience and how expertly and imaginatively Fockler had set up today’s classroom discussion.
In a nutshell, the class was about the conflict between horses and cows (both novel functional groups, I now know) in rural areas of Nevada, where Fockler grew up, and the cultural, societal, symbolic and economic conflict inherent in creating policy. While the subject matter was fascinating, the purpose of the class was not to steep these students in policy surrounding land management and grazing rights.
It’s presumptuous of me to speculate on the intent of an instructor, but I think the actual purpose of the class session was to remind students that one’s lens is focused on what is important to them as an individual, and that it is critically important to seek to understand someone else, even if you don’t see the world the same way.
Through a discussion about cows and horses in the American West, Fockler introduced the deeply complex and often deeply personal perspectives that citizens may have about the same issue.
At one point, he shared a personal anecdote about a friend who lived in a sod home and drove a car that ran exclusively on biofuel, but also would take the maximum number of deer (11 in this case) allowable annually. I am pretty sure this was Fockler’s way of saying, “don’t judge a book by its cover.”
Fockler pushed students hard to consider all of the lenses of everyone involved in cows v. horses. At one point he said, “Come on, let’s fight.” He asked:
What should be done?
How would you deal with this issue?
Where do you draw the line?
Where do you quit if you don’t know where to start?
Fockler’s students responded as they were pushed. They pushed back. They formed their own ideas. They thought about each lens impacted. And, they discovered that there are no easy answers when it comes to cows v. horses or life in general.
Fockler concluded the class by describing what it takes to make progress when people with deeply held beliefs find themselves on opposite side of things—as is often the case in Natural Resource Management. This is my summary of what he said: change seldom happens when the presumption starts with remaking everything.
He went on to say that success comes when we ask what can we try? Where can we start?
Watching and listening to the students engage left me with no doubt that this set of students will encounter the world in a way that involves awareness of another’s lens—and they will ask,
What can we try in order to move forward? This is exactly what a liberal arts education is intended to do.
Matt Fockler earned his M.S. from the University of Nevada and his Ph.D from Montana State University. He began teaching at Augustana in 2013.
Fockler has geographic teaching and research interests in nature and society interaction, natural resource management, and social and environmental responses to resource management and adaptation in mountainous environments.
His research has explored irrigation and water management in Nevada and United States Forest Service landscapes in Montana.
Currently, Fockler is researching historic and current forest canopy cover in Army Corps of Engineers managed forest lands along the Mississippi River and investigating how Army Corps fire management policy has contributed to current forest cover.
Specializations: Human and environment interaction, Natural resource use, Management, Resilience, Vulnerability, American West, Public lands and management, Historical geography, Natural hazards, Natural resource policy
If you are interested in reading more Classroom Sessions, you can read more on my blog
Classroom sessions: Sophisticated analysis, serious discussion, information synthesis and mature insights: My visit to Dr. Rupa Gordon’s Advanced Seminar in #Neuroscience #highered #augustanacollege #liberalarts
Twice while attending Dr. Rupa Gordon’s class I got the feeling one gets while going down a very steep roller coaster.
Because in the 70 minutes I spent with Gordon and the 19 students in class last Friday, I witnessed the complete masterpiece that is a liberal arts education. This class offered a case study in the modern value of liberal education.
This was a class full of seniors – enthusiastic, curious learners guided by a teacher on par with my vision of Socrates. Gordon’s perfect Q&A sequence allowed her to ask a question and teach through each student’s response.
Here’s what I learned.
Students prepared for classroom discussion, and they were anxious to do so. There were a couple of hands up ready to respond to every single question Gordon posed. The students’ notebooks revealed as much, as they consulted the articles assigned and their own notes. I’d like to think that the level of preparedness I witnessed is exactly what employers and graduate schools get when they land an Augie grad.
Every single student was engaged. Nobody was hiding in this class. Students moved their desks into a circle for better discussion and eye contact. In fact, I didn’t see a single student glance at a smartphone.
Their curiosity enriched the discussion. Students asked Gordon lots of questions, even some that seemed off topic or unpredictable. They asked questions about compensating subjects of experiments, and why some subjects were tested twice and others three times. One challenged the ethics of experiments described in the reading material. The questions revealed they were not in the class simply to soak it all in. They displayed the type of critical thinking that students educated at a liberal arts college are known for.
A deep mastery of material, serious content knowledge and synthesis were on display. The seniors in this class were clearly at a stage in their academic journey where they are putting all the pieces together. They referenced previous classes that touched on related content and demonstrated well their recall of theory.
These students challenged Gordon and each other and did so fearlessly. While there was quite a bit of head-nodding in agreement throughout the class, there were also moments during which students challenged each other and their professor. This was done respectfully, in the spirit of the best possible discussion, debate and dialog. They gave me confidence that these graduates will be comfortable challenging authority and speaking truth to power.
Gordon’s techniques contributed to such a high-performing class. She assigns a manageable amount of reading for discussion. She also asks students to complete an online form about the reading in advance, which she reviews for misunderstandings to clear up during discussion. She tailors her questions. And, she uses a classroom discussion to double down on some of the special benefits of a liberal arts education. It was clear to me that she was testing recall of content, synthesis of information, and the ability to read critically and communicate clearly.
Now I want to go back and ask about the neuroscience behind the feeling (roller coaster butterflies) I experienced as I witnessed this impressive group of students.
Dr. Rupa Gordon earned her bachelor’s from Purdue University and Ph.D. at the University of Iowa. An assistant professor of psychology, she teaches neuroscience courses, and she is an advocate for interdisciplinary learning and experiential learning. See her here: https://youtu.be/OfRGJ0ntQSk
Classroom Sessions: Philosophy 101 with Dr. Doug Parvin, a great reminder of the purpose of liberal arts education…critical thinking, clear communication and big yellow die #liberalarts #augustanacollege
Marx, Mill, Rawls and Nozicki! Sheesh, I haven’t been involved in a good old-fashioned philosophical debate since my college days. But, on Tuesday I attended Dr. Douglas Parvin’s Philosophy 101 Knowing and Being and was reminded first-hand of the importance and impact of liberal education.
Parvin’s emphasis on critical thinking and clearly communicating an idea was apparent from the beginning of the class through the end.
Let me start with some take-aways from the class:
*Parvin used very relevant examples to explain very complex theories. In fact, his use of a cookie example in describing distributive justice was very helpful.
*Parvin was very transparent about his teaching method. He stated that his class is about “taking you on a ride between all of these different ways of thinking.” It’s clear to me that Parvin wants his students to think and think deeply. He summarized his method by stating that he wants his students “to be able to place a viewpoint within a philosophical approach.” This is what I’ve always believed a liberal education to be about.
*International students add greatly to classroom discussion. During a very thought-provoking discussion on distributive justice, which of course also touched on taxation, one student talked about how higher education is financed in his home country in Europe and the understanding that one gets something for their tax dollars. Another international student, while taking about what is just, brought just war and the impact of war on justice. They added important perspective
*Parvin also offered some grad school advice: He told the students that the most important concepts are going to be discussed in the first chapter of a book or in the first couple of paragraphs of an essay.
*Parvin is a skilled teacher who works hard to bring the best out of his students. He’s practical as a philosopher and tries to bring real life into the class. One of the things Parvin said, and I wrote in my notebook, will stick with me for some time to come. He reminded the class that “a wealth of theory will help you find common ground.” In this fractured world, Parvin makes the case for liberal arts education with that reminder. We could all stand to build our wealth of theory to work to find common ground.
Now, if you want to read a little more about my time in class and understand why Dr. Parvin is holding a big yellow die read on below.
10:20 a.m. Tuesday, September 17
Parvin greeted me when I entered the classroom and asked if I’d like to participate in an activity that he planned to use later in the class. I agreed–more on that later. He told me that each class begins with “a chance of a quiz,” which I soon discovered revolved around a big yellow dice.” Students were clearly reviewing class material in preparation.
A roll of the dice would determine whether or not there would be a quiz, which there was.
The quiz focused on the readings for the day, which included essays by Rawls and Nozicki, and it required a brief written statement summarizing Nozicki’s main points.
Parvin is an experienced teacher and knows his students. He told students that “an honest stab will result in full credit.” It was clear to me that he wanted to test engagement more than anything. Parvin also invited students who had not fully completed the reading to write a haiku. It amused me (and I think the class) that each of the Hi-kus, which Parvin read, included an apology for not reading and a promise that it wouldn’t happen again.
Parvin’s class started with a review of the previous class and then jumped right into a lively discussion of what constitutes a social contract. From the beginning Parvin pushed discussion and critical thinking. Parvin even described one student’s description of a social contract as “beautiful.” Parvin asks tough questions, but shows his experience as a teacher by asking for examples and clarifications that strengthen the respondent’s argument. This is a gift to future employers because these students will be critical thinkers who can communicate well.
The discussion of social contract was the lead-up to the exercise Parvin invited me to join. He divided the class into three groups and within each of the three groups he divided individuals into economic class categories. He asked everyone to create a character. Incidentally, I was asked to create a character who was destitute. Parvin then asked each character to introduce themselves to the group. And, then Parvin asked each participant to choose from systems of laissez faire, utilitarianism, equality of welfare and Maximin to identify which system would benefit one’s character most. This was an interesting exercise and might be the first time I was arguing for equality of welfare!
Finally, Parvin asked each participant to randomly select a character someone else had created, and then choose a system not knowing which character they were representing. The characters were then shuffled and redistributed, and students had to justify their choices in writing to their new characters. This was a pretty nifty exercise to get students thinking about something pretty challenging. I was impressed with the level of discussion in my small group.
This class session was a great reminder to me of the sustaining value of liberal arts education and the purpose of introductory classes like Philosophy 101, which I took in the late 1980s while a student.
Dr. Doug Parvin is an associate professor of philosophy. He earned his bachelor’s degree at Harvard and Ph.D. at Rutgers. He specializes in Philosophy of mind, Epistemology, Metaphysics, Decision theory, game theory and logic.
Classroom Sessions: My visit to Dr. Kelly Daniels’s English/Creative Writing 202 #highered #liberalarts #augustanacollege
Last Thursday I had the privilege to participate in Dr. Kelly Daniels’s creative writing class.
Daniels is a forty-something Ph.D., with a graying goatee and a tattoo on his left arm that peeks out of his shirtsleeves when he speaks with his hands. He wears one of those caps, with a small brim, like cyclists wear; he pulls it off. He is an accomplished fiction writer and has been an essential part of building Augustana’s creative writing major.
Dr. Daniels engaged in some pre-class banter about Harry Potter with a few of the early arrivals and he used one student’s tee-shirt to make a connection.
The class was in a small seminar room on the third floor of Old Main. I was invited to sit around the table,but chose to observe from outside the circle.
There were two things that stood out to me.
First, Daniels left the door to the hallway open for the whole session. This surprised me (pleasantly) because I knew students would be reading out loud from their short pieces of fiction. It showed Daniels’s confidence in se in what’s happening inside his classroom, I was impressed.
Next, I noticed there was no clock anywhere in the room. Daniels, however, kept close track of the time throughout by checking his iPhone, about which he made a joke at the beginning of class. As he was shutting off his ringer, he told the class he was “turning up his ringer so to make sure not calls are missed during class.” The class chuckled a bit.
The class began with a very brief quiz in which students were asked to supply the proper punctuation to dialog. I was excused from this quiz, for which I am grateful. Daniels explained that that he “is nitpicky” about punctuation.” He added, “Everyone who passes this class should know how to punctuate dialog flawlessly.” It’s worth noting that it looked like Daniels was doing the quiz along with the students.
The “main event” as Daniels described it was four students reading aloud from a brief fictional piece they had written for the class session. I was treated to four excellent stories and remarkable interaction between students and Daniels. In each instance the following happened:
The author read their story aloud as the class followed along silently.
Next, Daniels asked a member of the class to provide a summary of the arc of the story before opening up discussion about the piece.
Then the author was invited the author to respond and reply.
Each author took a different approach to their writing, but demonstrated strong story-telling, dialog (the emphasis of the exercise and class session) and very strong technical writing. One author was particularly animated and entertaining while reading, which seemed to entertain the whole class. Another author’s short gave Daniels reason to describe “Flash Fiction” and how the student’s piece was nearly ready for flash fiction publishing.
The class included 8 women and 5 men who all contributed, meaningfully, to the discussion at one point or another. Really, with only 13 people sitting around a table it’s impossible to hide. Their level of comfort with each other, and presumably me, grew and the discussion was richer as the class session went on.
My take-aways from English/Creative Writing 202 including the following:
*Daniels is gifted at providing generous and constructive feedback. He also is refreshingly affirming of good work.
*Students offered very mature, creative, insightful feedback to their peers.
*Students demonstrated an impressive confidence in discussion and very high-quality writing.
*Daniels offered insights that connected with the students. He talked about stick figure bumper stickers, his seven-year-old son, the Maquoketa Caves and shared that describing the make and year of a car almost always helps in fiction writing.
So, as I drive home tonight in my 2017 Kia Cadenza, I will reflect on Daniels advice to “thicken up” an aspect of a story and his affirming feedback of each of these emerging fiction authors. Creative Writing 202 showcases what is best about Augustana—talented students, gaining confidence and valuable skills, with a talented insightful mentor.
Dr. Daniels has been at Augustana since 2007, and he now serves as associate professor of English.. Daniels grew up on the road, living for stints with his parents in a Hawaiian commune, a waterless, powerless cabin in the desert, and in an old step-van outfitted with bunks. His life story inspired ‘Cloudbreak, California’ which was one of BuzzFeed’s “13 favorite works of nonfiction in 2013.
Opportunities for careers in higher ed and a little “Speed dating” with Quad Cities interns. #quadcities #quadcitizen #highered #higheredjobs #liberalarts #augustanacollege
This past Tuesday I was invited to speak at the Quad Cities Chamber of Commerce’s Intern QC Networking Express. It was a “speed dating” event between college students participating in internships this summer in the Quad Cities and local employers.
It’s another one of the awesome events the Chamber organizes to highlight the tremendous benefits of living and working in this region. Augustana College was a sponsor for the event, which is why I had a little face time with all of the interns (and employers) who participated.
I only had three minutes, so I tried my best to rock the participants’ minds with some information about employment opportunities in higher education and debunk a few misperceptions about Augustana.
First, I was pretty certain that very few of these really talented interns from across the country were looking for employment opportunities in higher education. So I took the opportunity to share some employment data with them that I found very interesting.
I remembered seeing some data this past year about the top employers in each state and I recollected how surprised I was about the impact of higher education and its role as a major employer.
I shared this tidbit: In 11 of the 50 states, a university or university system is the largest employer! If you doubt me, take a look at this map.
I saw lots of surprised looks, which is exactly what I had hoped for.
I continued by listing off the fields in which these interns were interning (ITS, finance, human resources, marketing, constituent relations, communications, logistics, facilities, construction management, accounting, auditing, etc.), and reminded them that higher education has great professionals doing all of those things.
What I was revealing to the group was the idea that working in higher ed can involve professional roles beyond teaching. I hope I made an impression because the interns with whom I met were awesome.
Once I had this group’s attention, I went on to dispel some myths about Augustana College that persist in our community.
Myth 1: All of Augustana’s students are from the Chicagoland suburbs.
Reality: While a little more than 50% of our students do come from the Chicago suburbs, which, incidentally, is 2.5 to 3 hours away, 10% of our students are international. There are 23 different states represented in this year’s entering class. We attract students from all over the US and the world.
Myth 2: All of Augustana’s students are affluent.
Reality: One-third of Augustana students are first-generation students and 1 in 4 is a recipient of the PELL grant. 99% of our students receive financial aid—most from Augustana scholarships and grants—and one of the platforms of our strategic plan, Augustana 2020, is to improve access and affordability for students.
Innovative financial aid programs like Close the Gap and an emphasis on building the college’s endowment will help make this a reality. In addition, pilot programs using exclusively free online resources as class material help keep other costs, like books, down for our students.
Myth 3: All of Augustana’s students come from a Swedish-Lutheran background.
Reality: Augustana College has a rich diversity—religiously and ethnically. Four out of 10 students who entered Augustana in the fall of 2018 were students of color or international students. Yup, 40%!
Our Campus Ministries outreach emphasizes interfaith dialog and understanding, and at Augustana, students from all faith backgrounds (and those with none) feel welcome and have avenue to express their religious identity.
Myth 4: Colleges like Augustana are struggling in a competitive marketplace.
Reality: Although some private, independent liberal arts colleges are struggling, Augustana College is stronger than ever. New and recently added academic programs include data analytics, musical theatre, cyber security and kinesiology, and we are expanding enrollments in many other areas.
In addition, we are investing in our campus facilities to improve the learning environment for our students. In June the Anderson Pavilion outdoor theatre ($450,000) was completed; in April we broke ground on an expansion of the Brodahl Building, which will house our new master’s degree in speech-language pathology ($3.1 million); and in August we will open an $8.5 million addition to Hanson Hall of Science.
In each of these cases, these projects were made possible because of the generosity of donors who believe in Augustana’s mission.
Finally, President of the College Steve Bahls is well on the path to raising a quarter of a billion dollars in support of Augustana by the end of the current campaign, AUGUSTANA NOW.