Aurora University is accredited by the Higher Learning Commission to award degrees at the baccalaureate, master’s, and doctoral levels.
e
page 46
Cover photograph by Benjamin Breth and Sylvia Springer
Expanding horizons
Emily Skiba ’24 was among the Spanishlanguage students who visited Cuba in May as AU increases travelstudy opportunities. page 30
8 16
Features
AUnity: Fulfilling Our Promise
The new strategic plan charts a path to 2030 and positions the university for the future.
The
Power of Relationships
Alumni share stories of the role faculty mentors have played in helping shape their personal and professional journeys.
hogar’ Through a seniorproject-turned-book, in o es is owning her story and sharing the history of Puerto Ricans in Aurora. page 50
The Celebrating Arts and Ideas series offers unique cultural experiences to the community, free of charge. The series showcases renowned leaders, original and innovative thinkers, and respected artists and musicians, whose talents and insights shape our world.
To learn more or to register for an upcoming event, visit auartsandideas.com , call 630-844-4924 , or scan the QR code .
From the President
As the holidays approach, one of my favorite pastimes is visiting local shops and boutiques. During a recent visit to downtown Aurora, I couldn’t help but notice the word “hope” appearing everywhere—on cards, decorations, and even in the smallest details throughout the stores. Perhaps it caught my attention more this year because it also reflects the aspiration behind our university community’s involvement in developing the new strategic plan, “AUnity: Fulfilling Our Promise.”
I am proud of the collaborative spirit that shaped the plan. Over six months, faculty, sta , alumni, and community partners came together to share their hopes for Aurora University’s future, discussing our strengths and identifying areas for growth. This e ort re ects our commitment to building a stronger, more united campus community.
We aim to do this through five bold ideas— transformational initiatives that will shape the future of AU: expanding hybrid learning, becoming an employer of choice, creating career-ready graduates, embracing a global perspective, and increasing civic and community engagement. These ideas address pressing needs in our rapidly changing world, helping AU meet societal and economic demands while fostering a mission-driven workplace culture. They prepare us
to lead in a dynamic educational landscape and ensure our students are ready for the future.
The good news is, we are already making meaningful strides toward these endeavors. For example, class of 2023 data indicate that 91% of graduates who are employed full-time work in Illinois. Our top three majors—nursing, business administration, and social work—address essential healthcare needs, drive business innovation, and support vulnerable populations, respectively.
Other in-demand programs such as criminal justice, education, and psychology are preparing students to make significant contributions in vital sectors of society. Our education program, in particular, is helping address the teacher shortage, and we are working closely with schools to support current teachers in pursuing certifications and advanced degrees.
On campus, our Office of Global Engagement is coordinating study away programs designed to immerse students in culturally rich environments. We are also exploring ways to enhance learning accessibility by effectively combining in-person and online classes, among other forward-thinking strategies.
Looking ahead, I am confident that our university community will be empowered to make an even greater impact—not only within Illinois but across the Midwest. As outlined in our vision statement, we will redefine the landscape of higher education and make a lasting impact on our society. I invite you to join us as we pursue this inspiring hope for Aurora University’s future.
Susana Rivera-Mills, PhD President
Susana Rivera-Mills, PhD
Petersen receives 2024 Trumbo Teaching Award
Aurora University awarded its most prestigious faculty recognition this year to Mark Petersen, chair and associate professor of political science and public policy. The Marcus and Mark H. Trumbo Excellence in Teaching Award acknowledges the finest work of full time AU faculty in their roles as teachers, mentors, and scholars.
Petersen received accolades from students and colleagues for his dedication to teaching and was cited in particular for his commitment to student mentoring outside the classroom. As a prelaw advisor, he has provided countless hours of support to students interested in pursuing law degrees, including organizing trips to local law schools and arranging for students to take mock Law School Admission Tests (LSATs).
He also is director of the Dunham Scholars program, a professional development program for high-achieving students pursuing a major in AU’s College of Liberal Arts and Business. In both roles, he demonstrates an understanding of the challenges for students who are the first in their families to attend college. In their nominations, students described Petersen as approachable, caring, and deeply invested in their success. They praised him not only as an excellent professor, but for making time to talk whenever they struggle with issues outside the classroom that are a ecting their academics and their future.
take a great deal of pride in my students’ accomplishments while they are with us at and long after they graduate, etersen said. As an under graduate, I had professors who invested in me heavily, both as student and as a person. The experience sparked an interest in me career as well. I’m very grateful that I get to pay it forward and help our students as they forge their own paths.
AU had professors who a a person. The experience sparked an to make this my joined the AU a
By the Numbers
The incoming class of first-time freshmen for fall 2024 ranked high in academic achievements.
3.56 Average GPA 20% GPA of 4.0 or higher
professor, but for to honors
Petersen joined the faculty in 2017. He holds an MA and PhD in political science from Purdue University and earned a BA in political science and history at resno acific University.
Connecting with ‘First-Gen’ buttons
27%
Received AU Trustees’ Scholarships, the highest recognition for incoming students
Scholars, AU’s program for high-achieving students
More than 6 AU faculty and sta are proudly sporting irst en buttons, sharing their own ourneys as first generation college students. t’s all about fostering connections with the many AU students who are the first in their families to go to college and building a supportive community for them on campus. The university plans to roll out more initiatives this academic year to support first generation students.
SPARK opens doors for undergraduate research
In the new Student Partners in Academic Research and Knowledge program, first and second year students work side-by-side with faculty as active collaborators on a research or creative pro ect, gaining hands on experience and skills they can use in college and career settings while also building professional relationships.
SPARK exposes students to meaningful, high-impact experiences early in their undergraduate studies.
Students in the pilot this past spring assisted in a wide variety of faculty pro ects, including investigating neurodiversity in hiring, performing exercise science tests on individuals, and evaluating the topics of sin, eating, and punishment in medieval art.
Career networking for alumni,students
The Aurora University Career Network, a private LinkedIn group designed to connect students, alumni, faculty, and employers, launched this summer with more than 1,500 members.
The private group provides a platform for AU community members to share and find ob opportunities, seek career advice, and discuss career-related topics,while outside employers can connect with the university’s talent pool Moderated by the AU Career Services team, the group fosters a supportive environment where members can make professional connections and stay informed about career events.
To oin, re uest access by searching for the group on LinkedIn or visiting aurora.edu/career
First
class of direct-entrynursing students earn master’s degree:
‘I wanted
more out of life’
There are many reasons to want to change careers and become a nurse. For Kate Herrera ’24 MSN, it was the call to make a di erence, to travel to parts of the world in need of better healthcare, and to follow in the footsteps of her grandmother, who worked as a nurse in Mexico.
“I wanted more out of life,” Herrera said. “I had a sense of what a nurse could be and was inspired by the stories my dad would tell me of my grandmother.”
Herrera, 46, of Batavia, Illinois, (pictured above, middle) was part of Aurora University’s rst graduating class in the Direct-Entry Master of Science in Nursing program. The intensive, two-year accredited program, which debuted in fall 2022, is designed for people who have a bachelor’s in another eld and want to enter nursing with an advanced degree. In addition to their coursework, students gain hands-on experience alongside nursing faculty at top area hospitals. Upon graduation, they’re quali ed to seek licensure as registered nurses.
Of the 22 students who graduated this summer, 15 identi ed as rst-generation college students and 20 were the rst in their family to receive a master’s. The students had a variety of backgrounds, including business and the arts.
Like many of her classmates, Herrera was drawn to the program’s exibility, which allowed her to earn the degree while balancing other life demands. “It was a sacri ce and stress on our family, but the way the AU program is designed, it worked really well for me,” she said.
Herrera started in November as a pulmonary recovery nurse at Northwestern Memorial Hospital in downtown Chicago. Her goal is to get involved with an international humanitarian organization such as Doctors Without Borders to deliver emergency medical aid to people in crisis. “I have a lot of respect for the profession,” Herrera said. “Nursing for me is about lifelong learning and helping people.”
News of Note
AI at AU
AU launched an e ort this year to advance A literacy by empowering students, faculty, and sta with the knowledge and skills to use A tools and resources ethically and responsibly in the classroom, in career preparation, and in daily life. The work is happening across the university and evolving uickly. Here are a few highlights
AI Ethics course unveiled for spring semester: opal upta, the oe unham istinguished Associate rofessor of Ethics, has created a philosophy course on the ethics of artificial intelligence. ered online for pring , the course explores critical uestions surrounding A development and deployment, including the moral status of A entities, the impact of A on privacy, employment, education, and social e uity, and the governance of A technologies.
AI@AU website launched: This summer the university launched A AU, designed to educate the campus community about the use of artificial intelligence at the university. The web pages provide resources for teaching, learning, career preparation, and institutional operations, and a schedule of A focused events, speakers, and workshops. or more, visit aurora.edu/ai
Ask Sammy Chatbot debuts: n eptember, an A powered chatbot debuted on the AU website. amed after the university’s mascot, ammy partan, the chatbot helps users uickly get answers to uestions, navigate the website, and receive assistance after traditional business hours.
AU takes part in AI webinars: AU oined the ouncil of ndependent olleges’ educational webinar series on A topics in higher education for faculty and sta .
Meet AU’s new provost
Let’s get the first question out of the way.
Yes, Paaige Turner spells her name with two a’s. Aurora University’s new provost and executive vice president for academic affairs explains that the double “a” comes from her grandmother, who determined that according to the stars, her baby granddaughter’s name needed six letters—so she snuck the extra “a” onto her birth certificate.
“I could have changed it, but I never would,” Turner said. “I loved it. I loved that it represented so much of who she was and how she saw the world.”
It may seem like a small thing, but that extra “a” has helped Turner in her communications career as
a scholar, consultant, professor, dean, and, as of this past July, her position as AU’s provost. When one academic journal editor couldn’t accept the spelling of Paaige, Turner changed her approach.
“I finally said, ‘I’m Swedish,’” she recalled with a laugh. “I’m not. But that immediately solved it. Even though she knew I was joking, it was a way I could break through into her view of the world. It really just drove home to me how important it is to give people a framework to understand what they’re looking at or what they’re experiencing.
“This is one of the things I try to do in my job as a leader, to remember to provide a frame or context for information,” Turner added. “We
live in a world that’s inundated with information, and what we are all desperate for is meaning.”
Turner grew up in Medford, Oregon. The first in her family to attend college, she applied to Lewis & Clark in Portland on her own initiative. She secured financial aid and arrived not knowing what to expect. After one year and nine weeks, she dropped out, without direction and without a degree—and with the burden of student loans.
“I was on my way to take a statistics exam and realized I didn’t know what I was doing there. I had gotten into college, but there was no one to guide me once I was there. For my parents, college wasn’t really top of mind.”
She moved to southern California and made ends meet with secretary and accounting jobs. When Turner got accepted at the University of Oregon, she moved to Eugene, where she returned to school and majored in rhetoric and marketing. She went on to earn her master’s and doctorate degrees in organizational communication from Purdue University in Indiana.
It took Turner a long time to pay back her student loans, so when she began her career in higher education administration as an associate vice president at Saint Louis University in Missouri and found herself meeting students much like herself dropping out of school and facing debt, she wanted to be a force for change.
“As a first-generation college student whose first attempt at college ended in the fall of my sophomore year, I appreciate AU’s commitment to helping every student succeed,” Turner said. “AU shows students that they belong and that we’re going to support them in their success. That’s why I am so grateful to be part of this community.”
Before coming to AU, Turner was dean of the College of Communication, Information, and Media at Ball State University in Muncie, Indiana, a post she had held since 2018. She oversaw operations and strategic planning, managing more than 80 faculty members, 1,500 students, and more than 40 campus organizations. Before Ball State, Turner was executive director for the National Communication Association and associate dean at Webster University in Missouri.
At AU, one of her key responsibilities is to assist President Susana Rivera-Mills in implementing the new strategic plan, for which her training and technical skills make her well suited.
Turner said she is focused on creating a shared sense of meaning as the plan unfolds. “A strategic plan is not a hierarchy, and oftentimes we think of it as vertical,” Turner said.
“It’s really a lattice of meanings, a lattice of work. What we do in academic affairs has to align with what we’re doing in student success and with what we’re doing in facilities, and so on,” she said. “Those are the skills that I’m really excited to bring to this process and why I’m thrilled to be joining AU at this particular point in time.”
Four fun facts about Paaige Turner
s o fi s o
At 16, I worked the drive-through window at Wienerschnitzel in my hometown. The manager would only allow women to work to the time of closing, but not the half hour after to close. I wanted to get the extra half hour of pay and was able to get the policy changed. I did question if this was really a win as I crawled into a garbage can to clean out the stuck-on mustard at 10:15 p.m.
You’re an ardent advocate for travel. s een o o i e o ne I traveled to South Africa during apartheid and attended Christmas Eve services in a Black township. The late Archbishop Desmond Tutu delivered one of the most memorable sermons I have ever experienced. After the services, I met and talked with him about how to share his teachings about conict resolution, nonviolence, and peace.
Describe your most treasured possession.
My grandparents had a candy dish in their home when I would visit. I now have that in my home, and look forward to passing it on to my children in the future.
o o e o o
I do. It derives from the great Roman philosopher and statesman Cicero, who observed: “Wisdom without eloquence has been of little help to states, but eloquence without wisdom has been a great obstacle and never an advantage.”
The new strategic plan charts a path to 2030 and positions the university for the future.
AAurora University has unveiled its new strategic plan, “AUnity: Fulfilling Our Promise,” a framework that positions the university for the future.
The five-year plan charts a path to 2030 meant to ensure AU continues to meet its mission of providing affordable and adaptive high-quality education that is student-centered and teaching-focused, while also stretching to meet the challenges of modern learners, future employers, and the new higher education marketplace.
“This is an ambitious plan. It doesn’t look like other plans across academia. It is something that is uniquely ours, and it is a result of a collaborative e ort,” said President Susana Rivera-Mills as she unveiled the plan in August on AU Day, the o cial kicko of the academic year.
“It represents the inclusive voices of various stakeholders on campus and o campus,” she said. “It is alive, dynamic—a strategic plan that will be reviewed annually to ensure that the strategies we have committed to are still relevant.”
“AUnity: Ful lling Our Promise” is built on four main pillars: learn and thrive, strengthen and expand, engage and value, and innovate and resource. Within those pillars are more than a dozen goals that will lead AU into the future—steps that include creating innovative learning opportunities for students, expanding capacity and technical infrastructure, promoting a culture of inclusion, and optimizing nancial health.
The development of AU’s strategic plan involved conversations with alumni, students, faculty, and community leaders. The Board of Trustees approved the plan in August.
Here is a look at ve bold strategic initiatives underway that will shape AU in the years ahead and rede ne the student experience.
Vision statement
Aurora University aspires to be a leading Midwest university recognized for its access to an a ordable and adaptive high-quality education that is student-centered, teaching-focused, and committed to excellence. Our collaborative learning environment will empower lifelong learners to elevate their lives and those of others, foster critical thinking, and prepare learners to be catalysts for societal advancement.
Aurora University will continue its tradition of integrating the liberal arts with STEM and professional credentials. We will maintain our growth and financial strength by ongoing development of a hybrid campus that responsibly embraces emerging technology and the AI era, meeting the needs of modern learners and future employers.
Recognizing the essential role of faculty and sta in fulfilling our mis sion, Aurora University will seek to be an employer of choice. Together we will redefine the landscape of higher education and make a lasting impact on our society.
“
This is an ambitious plan. It is alive, dynamic ... and will be reviewed annually to ensure that the strategies we have committed to are still relevant.”
—President Susana Rivera-Mills
Learn and Thrive
Strengthen and Expand
Engage and Value
Innovate and Resource
Expand hybrid learning
For many college students today, the path to earning a degree is rarely straightforward. Many are balancing demanding work schedules—sometimes holding multiple jobs—while also caring for children or elderly family members. These challenges often prevent students from attending college full time or completing their degrees without interruption.
Flexible schedules, an expanded hybrid learning environment with more courses that mix in-classroom and online learning, and a continuum of support services, including advising and tutoring, can make the di erence in students completing their educational journeys. By o ering multiple paths to achievement, the university will expand learning opportunities for everyone, in accordance with AU’s values of inclusivity and innovation.
“The expectations of traditional students today are different than they have ever been, and the pressures on adult students who want to complete their degrees or advance their careers are more challenging than they have ever been,” said Donna Liljegren, dean of online and graduate studies. “It’s our mission to make learning accessible to everyone.”
To that end, AU unveiled the Lifelong Learning and Innovation Center this fall, comprising AU Online, the Center for Graduate Studies, the O ce of Strategic Partnerships, and the O ce of Strategic Learning Innovation. Through the center, AU is expanding lifelong learning opportunities with community colleges, corporations, and other outside partners. The center is creating programs for students to accumulate certi cations and alternative credentials that allow them to build progressively more advanced skills and meet employers’ expectations. The center is also providing faculty and curriculum development support with the goal of improving the learning experience for all AU students.
Meanwhile, AU is tapping technology in other ways to help students succeed academically. The new learning management system Brightspace is allowing faculty to nd innovative ways to improve student learning. It also helps students manage their time and priorities and keep track of deadlines.
Professor Christopher Wells is relying on Brightspace for his parks and recreation leadership courses to monitor students’ assignments and track the feedback he provides. He is also teaching students how to create content using virtual reality headsets and then upload the images to Brightspace, where they can be viewed in 360 degrees on their laptops or tablets and shared with classmates.
“The adoption of Brightspace has inspired our faculty to innovate and develop new student-centered approaches in the classroom,” said Jon Gorgosz, instructional design manager at AU. “It has sparked creativity and innovation among our students.”
Become an employer of choice
The strategic plan calls for AU to stand out among its peers as one of the best places to work in higher education, with a supportive work environment, robust menu of employee bene ts, and collaborative culture.
AU’s human resources department is being reshaped into the O ce of People and Culture. That means changing the focus from operations and compliance to a people- rst culture. The goal is to establish AU as an employer of choice, emphasizing factors such as work-life balance, career growth opportunities, and wellness initiatives.
“We want to create a culture where our employees consistently experience feeling valued, respected, included, and connected,” said Joanne Tolbert-Wells, associate vice president of people and culture. “Becoming an employer of choice is all about how the university can help position faculty and sta for continued success in their personal as well as their professional lives, ways we can promote higher levels of job satisfaction and a greater sense of being part of a large, caring community.”
In October, AU launched its rst employee engagement survey, seeking input on how employees feel about their daily work-life experience. The university partnered with Gallup Inc., a globally recognized rm specializing in workplace surveys, to ensure a meaningful and e ective assessment.
Hiring managers are learning how to improve the hiring experience as well as expand and optimize their candidate pools. Other upcoming projects include building a more robust new-hire orientation and onboarding experience that includes training on and expanded use of technology resources.
“I believe that our students’ success is directly related to the success of our employees,” said Rivera-Mills. “We cannot have one without the other.”
“
Create career-ready graduates
As more Americans question the value of a college degree, it’s become essential for universities to succeed at making sure students are prepared with the skills to land a job and embark on a career when they graduate. While technical know-how is important, research consistently shows that success in the job market depends more on soft skills, such as the ability to collaborate, communicate, and solve problems effectively.
AU is establishing partnerships with employers to ensure that the curriculum and student experiences are relevant to what companies seek. By infusing career skills such as teamwork, communication, and leadership into academic courses, the university not only confers subject-area knowledge to students but also practical, transferable abilities that employers value.
“We want our graduates to be career-ready and sought-after employees,” said Jennifer Buckley, senior vice president for student success.
I believe that our students’ success is directly related to the success of our employees. We cannot have one without the other.”
—President Susana Rivera-Mills
AU introduced the first phase of the Skills Infusion Program this fall. The effort bridges the gap between academic learning and employer expectations by aligning coursework with National Association of Colleges and Employers core competencies—a list of eight skills employers value most, including professionalism, critical thinking, and equity and inclusion.
AU has already integrated the NACE competencies across 19 faculty-led courses and three cocurricular programs, fostering collaboration among AU’s departments of career services, academic affairs, and student success, along with industry leaders. The university plans to expand the program further by launching a faculty externship initiative in summer 2025, creating new professional development opportunities for faculty and further strengthening ties between academia and industry.
“This initiative not only enhances student preparation for the workforce but also provides a framework for employers to engage with talent development through internships and experiential education,” Buckley said.
In another move to support students’ career readiness, this fall the university launched the President’s Advisory Committee on External Relations, a forum for community and corporate leaders to share insights with the president, such as how their companies are using AI, what hiring trends they see, and where they are experiencing skills gaps in the workforce.
The goal is to develop a mutually beneficial relationship in which employers provide students internships, sponsorships, mentoring, scholarships, and professional networking opportunities, and in turn have access to a talent pool of skilled graduates.
“We know that the majority of our graduates live and work in Illinois,” said Rivera-Mills. “The economic impact of AU providing a diverse, career-ready workforce is invaluable.”
President Rivera-Mills: AUnity is about connections
Why did you name the strategic plan “AUnity: Fulfilling Our Promise”? What is the significance?
One of the reasons we call it AUnity is that we are being very intentional about building connections. We are a collaborative community made up of individuals with different roles and contributions. We have different ideas and perspectives, different insights and solutions. We’re not the same. But we are not separate. We are connected by a common goal to create a better world for ourselves and for others. We are united at this time, in this place, for this important work. It is AUnity that makes all the difference.
What are some of the strengths you discovered about AU over the months of gathering input to create the strategic plan?
We are an inclusive institution. The student survey we conducted as part of the strategic planning process showed us that our students do have a sense of belonging here, and they do feel included and welcomed. We are flexible. We personalize our programs, our experiences, and our services.
I have also been impressed with the way that we integrate our liberal arts emphasis with our STEM courses and professional credentials. We are an affordable private institution, and that’s important to keep in mind as we move forward.
How does this strategic plan position AU to meet the challenges of the changing higher education landscape?
We’re in a moment of uncertainty and transformation for higher ed. The universities that will ultimately succeed will do so by being adaptable and nimble and responsive to the challenges we’re facing, by embracing a future that is changing instead of holding on to a past that no longer works for today’s learners. AU has a tradition of having done that well. We want to build on that culture of innovation and entrepreneurship and continue to be responsive to the fast-evolving needs of students, the workforce, and the world.
Embrace a global perspective
AU is laying the groundwork to infuse a global education in the classroom so all students have a broadened perspective.
“We want to help our students experience a more interculturally connected world,” said Paaige Turner, provost and executive vice president for academic affairs. “People, products, and ideas are crossing boundaries, and we need to prepare our students to live in that global world.”
This fall AU established the Office of Global Engagement to support a broad range of experiences for students, starting with study away programs that include study travel experiences in the U.S. and abroad. The programs expand on the longstanding one- to two-week travel courses AU has traditionally offered in May after school ends and before summer jobs and summer school begin.
Next year, for the first time, AU students will have the opportunity to travel during the last week of a semester course in which their classroom learnings will be brought to life at a destination. Two pilot courses will take place this spring: a trip to Rome as part of a sociology course on the Eternal City’s history, culture, and society, and a trip to Washington, D.C., as part of a health sciences course on travel medicine and global public health.
“We want AU graduates to leave the university with a broad understanding of our globally connected world and with the know-how to thrive and work on diverse teams,” Turner said.
Increase civic and community engagement
The strategic plan calls on the university to build on its historic role of fostering civic and community engagement by creating more opportunities for students to connect with and contribute to their communities.
Learning through service projects and volunteering has always been core to the AU student experience, and those efforts will continue. AU will also continue to bring nationally renowned musicians, artists, and authors to AU free of charge for the local community.
Meanwhile, the university is exploring ways to strengthen existing connections with the city of Aurora and develop new ones. Earlier this year, AU opened the campus to the community for a variety of civic events, including the Latinos in Action 2024 Youth Leadership Conference, the city of Aurora’s State of Edu-
We want AU graduates to leave the university with a broad understanding of our globally connected world and with the know-how to thrive and work on diverse teams.”
— aaige urner, ro ost and ecuti e ice resident for
Academic A airs
cation in Aurora address, and a discussion about the importance of making higher education affordable with Illinois State Comptroller Susana Mendoza.
Also, for the first time, AU welcomed judges of the Second District of the Illinois Appellate Court to campus to hear oral arguments in two cases. Afterward, the judges took questions from the audience about the legal process and met with a small group of students over lunch. The event provided an opportunity for deeper understanding and appreciation of the complexities of the legal system and its significant role in shaping societal norms and governance.
“It’s so important for universities to create spaces to bring together diverse groups where we can encourage open dialogue and collaboration,” said Meg Howes, senior vice president for advancement. “In today’s world, where divisions can feel more pronounced than ever, these spaces help bridge differences and promote a sense of togetherness.”
In other efforts, AU is collaborating with the city of Aurora to host financial literacy training workshops for students. The workshops help students develop essential financial skills, equipping them with the knowledge to manage their finances responsibly as they transition into adulthood, while also addressing a community-wide need for greater financial literacy.
AU is also bringing together local nonprofit leaders to meet with university leaders to discuss ways to partner that will benefit the organizations and AU students.
“We aspire to make AU a model of how institutions of higher learning can actively contribute to the well-being of the cities and regions they inhabit,” Howes said.
The path forward
The challenges AU students face in an ever-evolving landscape demand more than just technical knowledge—they require the ability to think critically, communicate effectively, and approach complex problems with creativity and adaptability. These are the hallmarks of a liberal arts education, and they have never been more essential. This is a pivotal moment: The vision put forward in the plan will shape the future of AU graduates and the world they will lead.
Higher education institutions nationwide face a profound revolution. Demographics are shifting, and AI is reshaping how education is delivered. Students today want more control over their educational experiences and are demanding more flexible learning models and clearer career pathways.
As AU prepares students for this changing world, skills such as communication and leadership, teamwork, and problem-solving will not only make them valuable in the workforce but also empower them to be thoughtful, agile leaders in society.
“This is more than just a plan,” Rivera-Mills said. “It’s a shared commitment to shape the future of a university that we all cherish. The possibility of what we can achieve together is boundless. It is my hope that the work we will do in the next five years, guided by the strategic plan, will bring unity and understanding and equip our students with the knowledge and the skills to achieve their dreams and to make a positive impact in the world.”
To read the full plan, visit aurora.edu/strategicplan or scan the QR code.
The Power of Relationships
Mentors play a crucial role in shaping the academic and personal lives of students, o ering guidance that goes far beyond the classroom. In this collection of pro les, 12 university alumni re ect on the profound e ect an Aurora University professor had on their journey. These stories highlight the diverse ways mentors can support students: from providing insightful career advice and helping them discover their passion, to encouraging them during academic struggles or moments of doubt. Some professors helped re ne their students’ goals, opened doors to new opportunities, or simply listened during personal challenges.
The professors highlighted in this feature are all recipients of the Marcus and Mark H. Trumbo Excellence in Teaching Award, which acknowledges the nest work of full-time AU faculty as teachers, mentors, and scholars. The university has been granting this award to a professor since 1977. (Read about the rst award recipient on page 52, and about this year’s honoree on page 4).
Each year, AU honors faculty for teaching with imagination and creativity, motivating learners to explore their passions, and helping students discover what it means to build a life of meaning and purpose. Whether by sparking intellectual curiosity or o ering emotional support, these professors have left an indelible mark on their students.
Lisa Pertl Associate Professor of Nursing and Judith B. Dunham Distinguished Professor in Nursing
“My students motivate the teaching and guiding I do as they discover what it means to be professional nurses who are culturally sensitive, committed to human dignity and social justice, and able to create a caring-healing environment, not only for the physical body but for the heart, soul, and mind.”
Antonio Hernandez-Silva ’17
Registered Nurse
St. Joseph Hospital, Elgin
As a teenager a decade ago, Antonio Hernandez-Silva ’17 landed a job as a pharmacy technician at St. Joseph Hospital in Elgin. He was surrounded by doctors, X-ray technicians, and nurses, and frequently asked them about their career choices.
“In my conversations, I got solid feedback from every nurse I met. I learned that nurses could look forward to good pay and job security,” Hernandez-Silva said.
When he transferred to Aurora University his junior year from Elgin Community College, his interest in nursing got a significant boost almost immediately from Lisa Pertl, the Judith B. Dunham Distinguished Professor in Nursing. He took Pertl’s introduction to nursing class his first semester at AU. Not only did she make complex medical care topics understandable and convey excitement about nursing, she made time for Hernandez-Silva.
“She was accessible via phone or email and for just a few minutes in the hallway after a class,” he said. “I suffer from test anxiety, and a week before any upcoming test I’d go and meet with her in her office and in just a five-minute conversation she’d transmit a great calmness and assure me that everything would be just fine.”
Pertl helped steer him to hospital clinical rotation opportunities. When his schedule of work, classes, and rotations began to overwhelm him, she gave him tips on time management.
With her support, Hernandez-Silva earned a master’s degree with a specialization in mental health nursing a year ago from the University of St. Francis in Joliet.
“Professor Pertl explained to me that nursing is difficult and stressful,” Hernandez-Silva said. “People are very vulnerable when they are sick. She told me never to treat nursing as just a job. ‘You are helping patients get better, to get through difficult times,’ he recalled her telling him. ‘Don’t ever forget they are human beings.’”
Julius LaGrone ’14
History Teacher and Track Coach
Freeport High School, Freeport
Julius LaGrone ’14 recalls the day he was going to quit teaching. He was working as a substitute in the Chicago Public Schools, discouraged by the shortage of supplies and support, when he got a job offer from a company for better pay. Unsure what to do, he called his mentor Professor of History Gerald Butters for advice.
“I was about done with teaching, but then got on the phone with Dr. Butters, and he convinced me to stick it out,” LaGrone said.
After talking through the options with Butters, LaGrone contacted the school district in Freeport, Illinois, where his girlfriend had just moved, and landed a
teaching job within days of applying.
Growing up on Chicago’s West Side playing football and earning good grades at Lane Tech College Prep on the North Side, LaGrone was the first generation in his family to go to college. He leaned on Butters to help pick his classes at AU and map out his future.
The mentorship began in LaGrone’s freshman year when he failed to prepare for a test and Butters reached out to him, knowing he could do better. Butters’ encouragement continued through school and beyond: He attended LaGrone’s wedding, shares books with his former history student, and even lends a hand to LaGrone, a first-time homeowner, with his gardening.
“I have a lot of appreciation for his extra efforts on my behalf,” LaGrone said.
Gerald Butters
Professor of History
“I am hopelessly pragmatic. When I teach American history, I ask myself: What will make my students better citizens? Capable parents? Culturally intelligent? Stronger critical thinkers? Powerful writers? Empathetic human beings? I want students to learn about American history in a way that will make them better human beings.”
MENTOR, 2021 TRUMBO RECIPIENT
MENTEE
Michael DeVries ’10
Head Athletic Trainer Schaumburg High School, Schaumburg
Sarah Radtke
Raised in the little farming community of Princeville near Peoria, Illinois, Michael DeVries ’10 was a standout football player. “Better study hard at something you can make a career of,” his mother warned as he left for AU.
DeVries was more excited about sports than coursework, and he arrived in Aurora with no idea what to study. Then he took a class with Dean Sarah Radtke, who at that time was professor of athletic training. Radtke encouraged him to consider studying to be an athletic trainer. For DeVries, who had always been interested in strength training and anatomy, a light bulb went on.
“I think she knew that the way to get me excited about academics was through sports,” DeVries said. “She was from a small town like me and she seemed to want to make something out of me, to help me nd a path forward.”
Radtke would ask him about football practices and how he was managing his time. She encouraged him to work as an athletic trainer at Christmas holiday high school basketball tournaments and also at the Bank of America Chicago Marathon. And she directed him on to a graduate program at Northern Illinois University, where he earned a master’s degree in education.
Finally, it was Radtke who suggested that DeVries look into working at a high school athletic training program, which led to his current position as head athletic trainer at Schaumburg High School in Schaumburg, Illinois. “She saw something in me, and it made all the di erence.”
Dean of the College of Health and Sciences
“Giving back in the service of others is my calling. In my 20-plus years, AU has provided me with the opportunity to educate and mentor thousands of students. I’ve been able to invest my time and energy in their future, and seeing their successes is what has motivated me to teach all these years.”
MENTOR, 2017 TRUMBO RECIPIENT
Shawn Green
Professor of Marketing and Vernon H. Haase Distinguished Professor in Business
Dora Rodriguez ’22
“I nd great value in being one of the many people at AU who seek to help our students reach their potential. I appreciate helping students expand their skills and discover career paths they may not have considered.”
Sales Development Representative Qualtrics, Chicago
As a freshman, Dora Rodriguez ’22 stumbled upon Aurora University’s Professional Sales Association (PSA) student organization on a whim. A friend was going to a meeting and Rodriguez tagged along. When she entered the room, Rodriguez was struck by the student who was leading the gathering. “He had the sort of poise that I wanted to have,” she said.
With the encouragement of PSA faculty leader Shawn Green, professor of marketing and the Vernon H. Haase Distinguished Professor in Business, Rodriguez joined the student sales group, eventually becoming its president. She took part in collegiate sales competitions across the country in which students demonstrated their selling skills in front of business executive judges. Nervous at first, Rodriguez grew to love the contests and the role-playing and strategizing they required.
“Professor Green stressed that sales as a career would pay off,” Rodriguez said. “He was always introducing us to contacts he had at other campuses and to company executives he knew.”
At the National Collegiate Sales Competition, a university sales role-play competition each year at Kennesaw State University in Georgia, Rodriguez followed Green’s advice to get business cards from as many companies as she could. Like a good sales professional, Rodriguez followed up to set up job interviews. One of those contacts became her employer.
Today she’s a sales development representative in the Chicago o ces of Qualtrics, a web-based survey software company based in Seattle. She credits Green with helping her organize her job search and evaluate o ers.
“His insistence that I keep making contacts led me to my job at Qualtrics in the end,” she said. “He is so passionate about sales. He truly loves selling. And he wants what is best for his students. He had a very big influence on me.”
Gina Galanis ’17 always knew she wanted to become a police officer. In high school, she was so fascinated with the profession that she took part in a civilian “ride-along” program at the local police department, getting to spend shifts in patrol cars observing police work.
She witnessed how often police were sent to incidents related to mental health, so when she arrived at AU, she decided to major in psychology with a minor in criminal justice. When she encountered Professor Stephanie Whitus in a class on criminal profiling, Galanis was taken with the authority she exuded.
“We all respected her,” Galanis said. “As a freshman I lacked confidence, but steadily I gained confidence by working closely with her through school. She encouraged me to get increasingly involved in the AU Criminal Justice Association and to be on the executive board. Even though I had never been in a leadership position before, with Dr. Whitus as the advisor of the ACJA, I knew I would be in good hands.”
Galanis was elected president of the student-run ACJA. She served an internship with the Aurora Police Department, helped patrol campus as a student worker at the school’s campus safety office, and took a job upon graduation as an AU campus public safety officer. Today she is a detective with the police department in Montgomery, Illinois.
“Through Professor Whitus’ unwavering support and insightful guidance throughout my college experience, she not only imparted great knowledge but she also nurtured my growth,” said Galanis, “which helped shape me into the person I am today.”
Stephanie Whitus Professor of Criminal Justice
“Seeing students’ curiosities evolve into passions and professional pathways is an unparalleled reward. My motivation is driven by a deep commitment to fostering critical thinking, ethical decision-making, and solutions-oriented approaches, empowering students to make meaningful impacts in their professions and communities.”
MENTOR, 2014 TRUMBO RECIPIENT
Donovan Gwinner Associate Professor of English
“To some extent, I teach because I have had some in uential teachers who have contributed to my intellectual and personal growth. As much as possible, I want to have meaningful experiences and interactions with students in class and one to one. I remain devoted to the notion that I can share both knowledge and an enthusiasm for continuing to learn and grow.”
Rachel Metcalfe ’18, ’22 MAT
English and Social Studies Teacher
Wredling Middle School, St. Charles
From her freshman to junior years at AU, Rachel Metcalfe ’18, ’22 MAT changed her major seven times. Then in her junior year, she took an American literature class with Associate Professor of English Donovan Gwinner.
Metcalfe, a perfectionist, had built a solid academic record by striving for precision in her studies. That wasn’t what Gwinner was after. He gave his students free rein to formulate their own opinions about everything they read.
“I remember discussing ‘Moby Dick’ and in class I gave a summary of one chapter, and then another student took his turn and said something very different. But Dr. Gwinner didn’t shoot either one of us down,” Metcalfe said. “It wasn’t about what are you thinking, but why are you thinking this way? That opened up a part of my brain that I didn’t know existed. I realized for the first time you don’t have to be 100 percent correct to have a valid opinion. Things don’t have to come in black and white.”
In her classroom today, as an English and social studies teacher at Wredling Middle School in St. Charles, Illinois, Metcalfe borrows much of Gwinner’s teaching style, and is even using some of the same textbooks she had at AU.
“I don’t like to just teach and talk for 45 minutes in my classes,” she said. “I like to introduce a concept and then let the students talk. That’s what Dr. Gwinner did. It’s all about sharing ideas. He was always the kind of teacher I wanted to be.”
MENTEE
Tom Hart ’12
English Teacher and Head Varsity Football Coach Joliet Central High School, Joliet
At 6-foot-3 and 320 pounds, Tom Hart ’12 was a linchpin for four years on the AU football team’s offensive line. But he also took a lot of ribbing from other players: In the middle of double practices he could often be seen at lunchtime under a tree reading books and writing. Hart had natural writing ability and looked forward to a career teaching English. Yet in his first assignment in his first advanced English course—comparative literature taught by Professor Daniel Hipp—he got a C, not what he was expecting.
Daniel Hipp
Professor of English
He made an appointment to meet with Hipp to find out where he went wrong. Hart calls that hour-long meeting a “pivotal” moment in his academic career.
“He pointed out that I needed more organization in my writing. Treat a paper like a sandwich, he told me. The top bun is the context, the bottom bun is for the analysis and the quotes are the meat in the middle of the sandwich.”
Today, Hart is an English teacher and head varsity football coach at Joliet Central High School in Joliet, Illinois, and, like Hipp, he is a mentor to many of his students.
“I’ve carried what I learned from Professor Hipp with me, and that’s how I teach today in high school,” Hart said. “He gave me the tools I needed and believed in me, and I try to do the same with the students I mentor today.”
“What inspires me to teach are the opportunities I have to watch students grow and develop. At a small school, with a tightly knit group of students in our English program, it’s my good fortune to have students in class for multiple semesters. To see where they begin and then where they end up continues to motivate me.”
MENTOR, 2006 TRUMBO RECIPIENT
MENTEE
Denise
L. Hatcher
Professor of Spanish and Chair of Foreign Languages
“Teaching, for me, is a magical process that exposes all involved to new ways of learning, thinking, communicating, and living. Teaching Spanish allows me to challenge students to learn and grow by exposing them to new cultures and ways of living. It’s an honor to be a part of students’ journeys at AU.”
Araceli De Robles ’20
High School Spanish Teacher
Elgin Area School District U46, Elgin
Araceli De Robles ’20 grew up speaking Spanish at home in Streamwood, Illinois, with her parents, who came to the U.S. from Zacatecas, Mexico. Like many children of immigrants, De Robles spoke a casual form of Spanish, far removed from the traditional version taught in school. When she enrolled in Spanish her freshman year at AU, she wasn’t sure what to expect from Spanish Professor Denise Hatcher.
“It was 8 a.m., but Professor Hatcher filled the room with so much energy that you couldn’t begin to sleep through her class,” De Robles said. “I just loved her outgoing personality.”
De Robles started as a communication major. Inspired by Hatcher’s energetic teaching style, she soon added Spanish secondary education as a second major. The double major required her to extend her studies into a fth year, and Hatcher helped De Robles nd the nancial aid to keep going. When it came time to apply for teaching jobs, Hatcher was at her side. Most recently, Hatcher urged De Robles to earn a master’s degree in Spanish Language Teaching from Southern Oregon University’s Summer Language Institute, a joint program with the University of Guanajuato in Mexico.
Today De Robles has become a mentor herself. At her high school in Elgin, Illinois, she is the faculty sponsor of the Organization of Latin American Students, with 100 students participating. She also has adopted Professor Hatcher’s teaching style. “I try to radiate her energy. I don’t want my students to fall asleep. She makes learning exciting, and I hope that’s what I’ve learned to do too.”
Renae Franiuk Professor of Psychology
Kelly Hoppensteadt ’09
Talent Acquisition Leader
Menlo Park, California
When Kelly Hoppensteadt ’09 decided to major in psychology at AU, she had only a vague notion of where it would lead. She liked the idea of an academic life, but she didn’t want to teach. She also didn’t want to go into private practice.
What really interested her was how people in communities and companies interact with each other, a field she soon discovered was known as social psychology. It was Professor of Psychology Renae Franiuk who opened Hoppensteadt’s eyes to the practice of psychology in the corporate world.
“She told me that if I really liked social psychology then maybe a master’s in human resources would be the right avenue for me,” Hoppensteadt said. “I didn’t know there were degrees for that at first. But she helped me identify the best programs, helped me organize my application processes, and was one of the professors who wrote my letters of recommendation. I ended up selecting to go to Michigan State and have never looked back.”
Today, Hoppensteadt is a head of nontechnical talent acquisition for a Silicon Valley fintech company. “I have a job I love, and I’m not sure I’d be here at all today if Dr. Franiuk hadn’t entered my life and shown me the possibilities of where psychology could lead me.”
“I teach because I love learning new things, and I want to get students excited to learn more. I hope students leave my classes not only with more understanding about human behavior but with the curiosity to explore and the con dence to use what they have learned.”
Jane Davis
Tyler Senft ’15
“It is such a privilege to help guide students toward their goals, watch them gain con dence, and see them become who they are meant to be. It is especially sweet to have students come back and help encourage the next group. I hope the relationships last a lifetime.” Professor of Biology
Veterinary Medical Officer
U.S. Department of Agriculture, Boise, Idaho
When Tyler Senft ’15 entered AU as a freshman, his future career plans looked hazy. Senft, who was an honors student at West Aurora High School, liked biology and was attracted to green energy. But he also loved animals. He worked part-time at a Petland store and as a veterinarian assistant at VCA Aurora Animal Hospital. He wanted to go to veterinary school but was disheartened that he would need to take out more than $200,000 in student loans. Senft graduated from AU with a double major in biology and health science and no student loan debt.
Professor Jane Davis was more than a biology teacher and model veterinarian to Senft. She also helped him figure out how he could afford to make his dream happen. Davis came to the rescue by telling him about the federal Public Service Loan Forgiveness program, which eliminates some student loan debt if you work for an approved employer.
“She was super knowledgeable and also very honest with me,” Senft said. “I didn’t know about that program, but she pointed it out to me, and it’s been a lifesaver.”
Senft was accepted into graduate school at the University of Missouri at Columbia for advanced degrees in public health and veterinary medicine. Today he’s a veterinary medical officer at the Animal and Plant Health Inspection Service at the U.S. Department of Agriculture in Boise, Idaho, working on the front line of disease response in U.S. agriculture.
“Jane and I text each other all the time and we are connected on Facebook,” Senft said. “She’s still my No. 1 go-to when I need career advice. I’ll never forget the faculty support I got at AU.”
Donald W. Phelps Professor of Social Work
“By sharing my passion and experiences, I aim to mentor, support, and inspire future social workers, helping students gain the knowledge and skills to promote human well-being and advocate for social justice. Watching my students grow into competent, compassionate professionals is incredibly rewarding.”
Briana Tomaszewski ’19, ’20 MSW
Behavioral Health Therapist
Family Counseling Service, Oswego
As a teenager Briana Tomaszewski ’19, ’20 MSW enrolled at a state university but dropped out after six weeks, disillusioned with the big-school environment. She switched to a community college for two years and was considering becoming a teacher until she transferred to AU her junior year and met Professor of Social Work Donald W. Phelps.
Tomaszewski discerned that when she was observing young children in school as part of her education courses, the relationships intrigued her more than teaching.
“I found I was more interested in the kids’ personal stories and what was going on in their homes than I was in their actual education,” Tomaszewski said.
She registered for a social work class with Phelps, became sold on the field, and went on to earn both her bachelor’s and master’s degrees in social work at AU. Phelps provided her the guidance and encouragement to pursue her calling, she said.
Today, Tomaszewski is a behavioral health therapist at Family Counseling Service in Oswego, Illinois. She meets with patients with eating disorders. In her free time, she returns to AU at Phelps’s invitation as a guest speaker in his classes.
“Professor Phelps knows how to connect with students and make us feel important,” she said. “Rather than just lecture at us, he showed us how to bring our personal experiences from real life to our social work. He’s been a great role model for me.”
Julie Galauner ’21, ’22 MBA
Recreation Supervisor, Facilities and Aquatics, Batavia Park District, Batavia
As a 5-foot-9 shooting guard on the AU women’s basketball team, Julie Galauner ’21, ’22 MBA was looking for a career that involved playing sports, so when Professor Christopher Wells brought a parks and recreation program to campus, she jumped at the chance to take his classes.
Wells had a way of making learning exciting and helping students feel at home at AU. Galauner particularly thrived in Wells’ class on leadership.
“I was a shy kid trying to find my way, and with Professor Wells’ help, I eventually came out of my shell,” she said. “He demonstrated
Christopher Wells Professor of Parks and Recreation
what leadership looked like, and it wasn’t about being a drill sergeant. It was a lot about trust.”
Galauner went on to become captain of the AU women’s basketball team and today is a recreation supervisor at the Batavia Park District in west suburban Chicago. She oversees a staff of 80 lifeguards at the Hall Quarry Beach pool, which attracts thousands of swimmers every summer. Galauner credits Wells with setting her on her path.
“He took a huge interest in my basketball career at AU,” she said. “He knew that it was my passion and made a point of attending some of the games. It meant a lot to me to see him devote part of his weekends to come and root for me. He’s amazing in the care he has for his students.”
“I’m inspired by seeing students construct knowledge and create meaning from what they learn—connecting the dots between their courses and their lived experiences, and then applying that knowledge and meaning to the life and career to which they aspire.”
MENTOR, 2023 TRUMBO RECIPIENT
MENTEE
Up, Up, and Away
From Havana to the Parthenon, study away allows students to explore the wider world and broaden their perspectives.
Aurora University is expanding its study away program, o ering more opportunities for students to participate in travel-study experiences.
From short-term travel to long-term study abroad to virtual internships, the new O ce of Global Engagement is making it easier for students to immerse themselves in other cultures while earning academic credit.
“Educational travel invites us to experience people and places that are unfamiliar, while it simultaneously inspires us to learn and examine so much about ourselves,” said Mary Tarling, director of global engagement.
This past May, Spanish-language students got a rare opportunity to visit Cuba, while students interested in athletic training and sport management traveled to the epicenter of U.S. Olympic training in Colorado and to the site of the ancient Olympic Games in Greece.
“It’s one thing to read a book,” said Spanish Professor Denise Hatcher, who led the Cuba trip. “But it’s a totally di erent thing to travel, meet the people, eat the food, have the experiences, and make the memories.”
Maya Stevens ’25 said she recommends study travel experiences to other students “because it helps you get outside of your comfort zone. It can be really, really hard at rst. But it’s a great exercise to learn and to grow.”
Spanish Professor Denise Hatcher (foreground) led students on a travel study experience through Cuba, including to the “Mural de la Prehistoria” in the Viñales Valley.
Cuba
This past spring, AU Spanish-language students had an opportunity to visit Cuba, where evolving U.S. travel restrictions can make arranging a trip to the island nation challenging. They stayed with host families, spending the mornings in language class and using the afternoons to explore cultural sites in Havana, including the historic Parque Central (left). They went horseback riding in the Viñales Valley and visited Callejón de Hamel, famous for its music and murals (above).
Cuba is a living museum of history, especially for students interested in Cold War politics, revolution, and t e effects of em a goes e istine eac es and lush mountains contrast with the widespread economic hardships and shortages of basic goods.
“Going to Cuba was out of my comfort zone,” said Brayan Lopez ’24, “and it’s going to help me to get out of my comfort zone for future things in life.”
Colorado
A small group of AU students traveled to Colorado in May to visit athletic facilities and learn about the training of elite athletes.
One highlight was a visit to the U.S. Olympic and Paralympic Training Center (bottom), a world-class venue that attracts elite athletes from around the country. The group also visited the University of Denver and Mullen High School, both known for their extensive strength and conditioning programs.
The AU students learned about high-altitude training st and w en t e con ue ed Manitou Incline, which rises 2,000 feet in less than a mile.
Chad Trudo ’09 and Jenee Rago ’14, now A staff members, led the trip. Rago recalls taking a similar trip as an AU student more than a decade ago. “I was hooked,” she said of her experience.
Greece
This spring, AU students took a nine-day trip to Greece, the birthplace of the Olympic Games, exploring the Panathenaic Stadium (above), the Parthenon, and the Acropolis in Athens; Mt. Olympus, the highest peak in Greece; the Temple of Apollo at Delphi; and Nafplion (left). They took a ferry to the island of Hydra, which has no cars. (Donkeys, they discovered, are used for land transportation.)
“There’s no better way to explore the beginnings of the Olympic Games than to set foot on these historic sites,” said trip leader Shaun Neitzel, assistant professor and chair of sport management. “It brings Olympic history to life.”
Olivia Buzzelli ’25 was intrigued to learn how much the country’s economy depends on tourism and was captivated by the beauty of the scenery, food, and fashion.
“I absolutely loved learning about the culture and the architecture,” Buzzelli said.
“One of the most memorable experiences from the trip was meeting local students and comparing our languages, education, and hobbies. It was so rewarding.”
Giving
A loving tribute to a life spent exploring
The Ashby-Greksa scholarship supports global student travel
The life of Leah Jean Ashby-Greksa was a rich and colorful tapestry, woven together by diverse experiences, deep and meaningful relationships, and adventures that spanned the globe. From trekking through the lush forests of Kathmandu and Buddhist monasteries in Nepal or at home in Colorado welcoming tourists onto her family’s heritage railroad through the gorges and canyons of the American West, Leah understood that travel could do more than just take you places—it could transform you.
It is with the belief in the life-changing impact of travel and the generosity of lifelong friends from Aurora University that her parents, Rosa (Frost) Ashby ’56
and Lindsey Ashby (pictured above), established the Leah Jean Ashby-Greksa Endowed Scholarship for International Experiences. Created in memory of their daughter, this scholarship aims to inspire students to explore the diverse cultures of the world, fostering a deeper appreciation for both our di erences and commonalities. Through experiences like those that Leah cherished, students will have the opportunity to embark on their own journeys, discover the joys of travel, broaden their worldview, enrich their lives, and understand the shared humanity that connects us all.
For the Ashbys, passion for travel was a family a air. Rosa herself caught the travel bug early, leaving Weiser, Idaho, at 17 to move to
Chicago before enrolling at what was then Aurora College. After graduation, she taught at Freeman Elementary School in Aurora before taking a job as a civilian teacher with the U.S. Air Force, serving in England and Japan. Before Rosa left the country, she met Lindsey at church, and they exchanged letters while she was abroad. Upon her return, Lindsey was waiting for her. They married, settled in Colorado, and started their rst railroad.
The railroad played a signi cant role in the family’s life, and with the crucial nancial support Rosa and Lindsey received from Aurora University friends, they were able to turn their railroad tourism company into a successful venture. Today, the Royal Gorge Route Railroad o ers travelers a ride through breathtaking scenery in the Colorado Rockies.
—Rosa (Frost) Ashby ’56 “
We wanted to pay it forward by creating a lasting legacy that would continue Leah’s passion for exploration.”
When Leah passed away in 2012 at age 48, Rosa and Lindsey knew exactly how they wanted to honor her life. “For us, it was a natural choice to return to AU,” Rosa said. “That’s why we chose AU to establish this scholarship; we wanted to pay it forward by creating a lasting legacy that would continue Leah’s passion for exploration.”
Leah’s love for travel and her belief in its transformative power guided her life and work. She and her husband, Mark, began their international travels together after meeting in college and explored numerous destinations, including Germany, Asia, and Australia. Later in life, Leah led her husband, her daughter, Cali, and her parents on
many expeditions through Europe, Thailand, and New Zealand. Leah and Mark used the lessons they learned from their travels to build and manage the family’s successful railroad operation, always treating their guests with warmth and hospitality. Leah’s favorite spot was in the open-air car, where she could connect with people from around the world.
Before she died, Leah expressed her wish for Cali to live “a life lled with a passion for adventure, fearing little and embracing people of all lifestyles and beliefs, learning and loving, and always valuing diversity.” Through the scholarship, Rosa and Lindsey have given voice to Leah’s vision, ensuring that future generations of AU students can carry forward her spirit of adventure.
As they embark on their own journeys, these students will not only discover new places but also develop a deeper understanding and appreciation for the global community.
“It’s incredibly gratifying to think that, over time, students will have the opportunity to see that the world is bigger than their neighborhood,” Rosa said. “Maybe someday, a student who receives the scholarship will wonder about the person it’s named after, look up Leah’s story, and be inspired to explore the world with the same passion and openness she embodied.”
To learn more about establishing a scholarship at Aurora University, please contact Lisa Vivoda at (630) 844-6160 or lvivoda@aurora.edu.
life of adventurous exploration, trekking around the world to Germany, Nepal, New Zealand, and more. Her enthusiasm for travel was instilled in her by her parents, Rosa (Frost) Ashby ’56 and Lindsey Ashby, and passed along to Leah’s own family, husband, Mark, and daughter, Cali.
Pictured: Leah Jean Ashby-Greksa lived a
Two trustees share their insights about the vision for AU
The Aurora University Board of Trustees in August approved “AUnity: Fulfilling Our Promise.” The five-year strategic plan will guide institutional decision-making through 2030. (Read more about the plan in the cover story, page 8.)
In a conversation with AU Magazine in August, Board members Mary Margaret Sharp-Pucci GWC ’83 (pictured above, left) and Ann Sheets GWC ’77 (right) discussed the strategic plan, recalled their experiences as George Williams College alumni, and reflected on Dr. Susana Rivera-Mills’ first year as AU’s president.
Sharp-Pucci joined the Board in 2021. She is an emerita professor of the Parkinson School of Health Sciences and Public Health at Loyola University Chicago, retiring in 2023 as associate dean for academic affairs and chair of the Department of Healthcare Administration. She holds a master’s
degree in physiology and cardiac rehabilitation from GWC, a master of public health from the University of Illinois at Chicago, and an EdD from Northern Illinois University, where she also completed her undergraduate degree in education. Her career spans senior roles at the Blue Cross Blue Shield Association and Loyola University Health System, where she founded the
Center for Clinical Effectiveness. Sharp-Pucci has advised on disability and healthcare policy at the federal level, including as an appointee of President George W. Bush and the Centers for Medicare and Medicaid Services. She is on the board of ViMedicus and a fellow of the Institute of Medicine of Chicago. Sheets has been on the AU Board since 2015. She graduated from GWC in 1977, earning a master’s degree in camping administration. Sheets is a retired president and CEO of Camp Fire First Texas, where she previously was chief financial officer and was named the 2012 CFO of the Year-Nonprofit by the Fort Worth Business Press. She served as national president of the American Camp Association board of directors and has written several camp business-related books for ACA published by Healthy Learning. In her retirement she works with a nonprofit consulting group in her hometown of Fort Worth, Texas. This is an edited conversation.
How does the new strategic plan align with your vision for the university’s future?
Ann Sheets: I think the folks who have contributed to it have done a really good job. And I appreciate that it recognizes Aurora University for what it is. It’s not a national university; it’s a regional university that is a ordable and serves many rst-generation college students. We have a place in the higher-education landscape, and we are going to be the best at what we are.
“
We have a place in the highereducation landscape, and we are going to be the best at what we are.”
—Ann Sheets GWC ’77
One of the things I particularly like about it is that there is an acknowledgment that we have to be innovative, and that we will responsibly—and that’s the key word, responsibly—embrace technology in the AI era.
Mary Margaret Sharp-Pucci: Like Ann, I have great respect for those who put it together. To me it hit a lot of high notes. It addresses being a ordable, being student-centered, a commitment to excellence, lifelong learning, the integration of liberal arts with STEM education, and professional credentials. And I like the fact that the emphasis on technology and AI is foc used on the needs of employers. The clarity in this plan is what’s really going to help us as a Board realize our vision. Because we have this very articulate document, it makes it easy for us as trustees to align and stay on track.
What do you consider to be the top priorities for the Board in supporting the strategic plan?
Sheets: I think there are three things. First, supporting the president and her cabinet—and staying out of their way. We’ve got a good plan and good people in positions to bring it to life, and we need to let the appropriate people do their work. Second, making sure there are enough resources, and that is going to be the key to everything. Whatever we can do to help ensure that the resources are available is important.
Giving
Third, to make sure that we as a Board do our job of recruiting our successors who can provide continuity and future leadership of the Board, because we’re not going to be here forever.
Sharp-Pucci: I also have three priorities. The first is staying on top of the strategic plan, staying connected to it. Knowing the milestones. Knowing the successes. Knowing if there is slippage and why—and its adaptations as time goes on. Second, like Ann said, it’s supporting leadership in achieving the goals they’ve laid out. Not directing or taking over, but supporting. That may take the form of getting the fiduciary resources in place or identifying risks.
The third priority is asking the right questions at each opportunity with regard to where we are. It’s also important for the Board to celebrate our successes with leadership and those involved. Are there any particular initiatives or goals within the plan that you are most passionate about or eager to support?
Sheets: The goal that particularly caught my eye was developing a model that allows every student to have a mentor and every graduate to build a professional network. When you couple that with the internships AU offers, that could differentiate us from a lot of other educational institutions.
Sharp-Pucci: Each of the four pillars resonated with me. But the one I’m most passionate about is “learn and thrive.” That’s not a surprise because I’m an educator at heart. This pillar focuses on the learning experience, the student outcomes, our whole portfolio of academic offerings. With so many questions out there in the public space about the value of a college education or a college degree, it’s imperative that we get this one right.
How do you measure success?
Sheets: There are a number of identified key performance indicators, but ultimately the success of the plan is going to boil down to three things that we can measure: enrollment, the retention of students and faculty, and financial health. Success in any of the other areas will be reflected in these three items.
Sharp-Pucci: I agree. And I would add that our job is to understand the data and ask questions when necessary.
You both are alumnae of George Williams College, which as you know became affiliated with AU starting in 1992. How has the GWC experience shaped your life?
Sheets: Attending graduate school at George Williams College was a very positive experience. I wanted to go into camping administration and found that GWC offered
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GWC worked hard to inspire integrity, citizenship, and ethics. I see the same in AU—and in this way, the GWC legacy continues.”
—Mary Margaret Sharp-Pucci GWC ’83
that as a graduate major at a time when there weren’t many such graduate programs. The things I learned there shaped my role as a camp director and then as a CEO for a nonprofit youth organization. I was an undergraduate music education major, so the whole field was quite a change. But the faculty at GWC were extremely supportive, and I literally made friends for life with my fellow grad students.
As far as informing my role on the Board, my GWC classes were my first introduction to formal education about boards, governance, and organizational administration—all of which have made me a better board member.
Sharp-Pucci: Professor Jeanne Norris was very influential in my career. When I was starting out in healthcare, she arranged an introduction with one of the cardiac surgeons at Loyola. She understood that with me being deaf, I was going to face more challenges, and she just wanted to make the introduction to get things going in my job search. This particular surgeon had a daughter who was deaf. I had the interview, it was a success, and the rest is history. He and I are still good friends, and we have worked together in so many ways ever since that first meeting. It is so clear when I look back that every advancement I’ve had in my healthcare career relates back to that initial introduction that Professor Norris made. Her doing that has made all the dif -
ference. I see the same culture of caring and engagement at AU, just like it was back then at George Williams. At AU it’s even greater, more expanded, and more formalized. It’s what I had experienced in spades, and I love supporting this.
Do you have a favorite memory from your time at GWC?
Sheets: My favorite memory has to be my first couple of weeks at GWC, going to the Lake Geneva campus and participating in September camp. It was like a camp on steroids. We spent some intensive time learning how to sail, canoe, row, operate a motor boat, rock climb, and on general outdoor education. I had never been sailing in my life, and I didn’t know anything about any of the stuff they were teaching. It was fun, but it was also a challenge!
My other favorite memory had nothing to do with my major but shows the culture of GWC. I recall reaching out to the music professor, Dr. Don Morrison, and sharing with him that I had a music degree and played oboe. GWC didn’t have any kind of instrumental music program, but Dr. Morrison, on his own time, invited me to come and see him each week, practice together, and prepare to give a concert in the spring, which we did. Keep in mind that this was not a campus used to oboe concerts.
Meanwhile Professor Nelson Weiters, my professor for camping and
outdoor education courses, came to the concert. I’ll never forget what he said: “I didn’t understand any of that, but I liked it!” And that’s the way people at GWC were, much like the people I’ve encountered at AU. They had a genuine interest in students. If something was important to me as a student, it was important to my professors, and it showed.
Sharp-Pucci: We had a very close cohort in my cardiac rehab program. As we reached the end of our time together, we decided to celebrate by roasting our program director, Dr. Neil Sol, at what we thought at the time was a fancy dinner. I was honored to be the emcee roaster and surprisingly took to being a stand-up comedian. It was a wonderful way to close out our GWC time and reflected the tight-knit group that we had become.
How do you envision the GWC legacy continuing at AU?
Sheets: First, it’s wonderful that AU absorbed the GWC social work program and that it’s now known by the George Williams name. That alone is a legacy of providing education for human services that I hope continues for a long time— because that’s what GWC did.
Sharp-Pucci: In my experience, GWC was about leadership by example. I think the GWC institution worked hard to inspire integrity, citizenship, and ethics. I see the same in AU— and in this way, the GWC legacy
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In this past year, Dr. Rivera-Mills has shown herself to be on top of all these issues.”
—Mary Margaret Sharp-Pucci GWC ’83
continues. Going forward GWC will always be a part of the history of AU and the name will live on—appropriately—through the George Williams College School of Social Work.
What are your reflections about Dr. Rivera-Mills’ first year at AU?
Sharp-Pucci: She hit it out of the park. In my mind, she has had an exceptional first year. I’m really struck by her ability to listen and her respect for open discourse, and her ability to build meaningful relationships and form connections and create a sense of belonging.
In general, university presidents in this era are required to have some unique and adaptive talents; higher education is changing at such a quick rate. There are a lot of big questions around the role of online education, affordability, access, student debt, free speech on campus, the value of a college degree—just to name a few things. When we have questions like these looming, it makes it all the more imperative to have the right person in the president’s seat. And in this past year, Dr. Rivera-Mills has shown herself to be on top of all these issues and the right person to have in that seat.
Sheets: I’d also say it’s a home run. It’s very obvious that she is a very caring person, and it shows in her interactions with the cabinet, with students, with the Board. We hit the jackpot and we’re very lucky she is here and is committed to this university.
Alumni
At Florida’s first retirement community, a legacy of faith and the AU family
Aspecial spirit is alive and well at Advent Christian Village, a vibrant retirement community in Dowling Park, Florida.
It is the spirit of faith and ministry past and present, originating from long-held ties to Aurora University and continuing on through the guidance of J. Pomeroy Carter ’58, a champion of the aging-in-place movement in senior care, along with his wife, Jerry Lynn Harris Carter ’58.
The community has thrived for more than a century with Advent Christian leadership, starting with founder Burr A.L. Bixler, who attended Aurora University predecessor Mendota College to prepare for the ministry, and including three Advent Christian Village presidents who graduated from AU (see the facing page). Pomeroy Carter served as president from 1962 to 1995 and contributed indelibly to ACV’s success. Both Pomeroy and Jerry Lynn passed away in recent years, but the passion they had for their work lives on in the village.
“Dad’s legacy was to focus on quality—anything we do in Christ’s name should be done with quality,” said Craig A. Carter ’85, the Carters’ son and current president of ACV. “A defining moment was when there was talk of bringing in a dismantled Quonset hut to house our aged residents in the late 1950s. Dad said, ‘We can do better than that.’ A few years later, they had raised enough money to build a quality, state-ofthe-art nursing home.”
Today, ACV remains true to its mission: to express Christ’s love by providing compassionate care and quality services for older adults in a faith-based senior-living community. The self-contained village consists of 800 residents, including many retired Advent Christian ministers, living on 1,200 acres along the Suwannee River. It holds the distinction of being the first retirement community in Florida. A benevolence fund helps provide for the needs of low-income residents.
David Stone ’67, serving on the ACV board since 2012, has witnessed the unique environment at the village. “What’s special is the commitment to Jesus Christ and faith-based service to all the residents,” he said.
Stone recalled Pomeroy’s talent for making personal connections. “He had a special gift for remembering people’s names, even though he may not have seen you in many years,”
“ Dad’s legacy was to focus on quality— anything we do in Christ’s name should be done with quality.”
—Craig A. Carter ’85
Stone said. “During a reception at the Advent Christian Village Winter Retreat in 2012, Pomeroy greeted me and my wife, Judy, by name and remembered that Judy had grown up in the Clovis, New Mexico, Advent Christian Church. It had been many years since we had seen Pomeroy and Jerry Lynn—in Judy’s case, about 50 years!” This personable nature and personality helped Pomeroy gain support among Advent Christian churches across the country, Stone said.
Aurora College roots Pomeroy’s Christian values of faith and community were nurtured during his time as a student at Aurora College, where he met Jerry Lynn. Pomeroy went on to earn a master’s degree in social work from Florida State University, and then joined his father, M.A. Carter, then president of ACV, to work in resource development for the village.
Jerry Lynn earned a bachelor’s degree in education from Aurora College and a master’s degree from the University of Florida. She was a longtime teacher in the local school system in Live Oak and helped out with life in Dowling Park, taking part in the activities of the home and the orphanage that the village operated at the time. The children called her Mother Carter, and she had a positive influence on their lives.
Over his career, Pomeroy developed a national reputation for creating healthy living environments for retirees. One of his first decisions as superintendent of ACV was to introduce a selective dining menu for residents. “We felt that if people could have some choice in what they ate, they would be happier,” he said at the time. This simple yet profound idea—the freedom of personal choice—became the centerpiece of his work with the aging population.
Pomeroy’s expertise led to his appointment to the planning committee for the Governor’s Conference on Aging in Florida in 1980, as a delegate to the White House Conference on Aging in Washington, D.C., and to other influential public policy commissions. He traveled to Taiwan in 1986 to present a paper about the village’s unique model at an international conference on social service and aging polices.
ACV experienced tremendous growth and expanded services in the Pomeroy Carter era. Craig marvels at his father’s “brashness” to move the village forward during his years in leadership. “We’re still carrying out the master planning from his days as president,” he said.
Over their lifetimes, the Carters maintained close ties to their alma mater. AU established the Pomeroy and Jerry L. Carter Scholarship in 1999, and all four
of the Carter children attended AU. In addition to Craig Carter, Chris Carter ’82 and Kay Carter ’87 also earned AU degrees. Kerry Carter Harmon attended AU for two years before transferring to the University of North Florida. Dozens of AU alumni have retired to the village, and key staff positions are often held by AU graduates.
Craig Carter’s career at the village began in 1992, when he grew tired of corporate work while living in Tampa, Florida. “Dad asked me if I’d considered moving back to the village. It became the ideal place to raise a family. He instilled a life of service in all of us.”
Three Advent Christian Village presidents graduated from AU.
Top: e Ad ent istian illage Flo ida s st retirement community, has longstanding ties to AU. Bottom: J. Pomeroy Carter ’58 was an advocate for the aging, leading the village for 33 years and overseeing a booming era of growth.
Pomeroy Carter ’58
James L. Humbles ’68
Craig A. Carter ’85
Spartan pride unites generations at Homecoming
Spartan spirit and nostalgia were on display in September as more than 2,000 alumni, family members, students, employees, and friends convened on campus for Homecoming and Family Weekend.
Festivities began Friday, with alumni gathering for a “Conversation with President Susana Rivera-Mills,” followed by a celebration of the new 50-Year Club, which honors alumni who graduated 50 or more years ago. The AU football and men’s and women’s soccer teams all competed Saturday, with women’s soccer celebrating its 30th anniversary and inducting its rst two alumni into the AU Athletic Hall of Fame.
Spartan alumni and supporters were in high spirits as they mingled among food trucks and tents around Vago Field. Alumni a nity groups including the Black Student Union, the Latin American Student Organization, and Young Alumni were among those reuniting during the festivities. The weekend concluded with the Service of Remembrance on Sunday.
Arts+Culture
This page: Chicago artist Louise LeBourgeois explores the horizon of Lake Michigan in “It All Comes Down to Breath #666,” 2022. Oil on panel. Image courtesy of the artist.
Top of facing page: Katsushika o usai e eat a e off Kanagawa,” circa 1832. Woodblock print.
Bottom of facing page: Art Sinsabaugh, Untitled, 1950. Gelatin silver print. Courtesy of the Illinois State Museum.
Making waves
‘Waterways’ explores our relationship with the rivers and lakes that surround us
Water shapes us, just as it shapes the world around us—constantly moving, connecting, and inspiring.
“Everyone has a personal connection to water, but we often don’t think about it, don’t contemplate the meaning of it,” said Natasha Ritsma, director of Aurora University’s Schingoethe Center. “There’s a nite amount of fresh water in the world. How we’re living with it and taking care of it, or not taking care of it, is one of the most important issues of our time.”
“Waterways” at Schingoethe explores the social, political, historical, environmental, and poetic response to living close to bodies of fresh water. This original exhibition—co-curated by Ritsma and Doug Stapleton of the Illinois State Museum—features photographs, sculptures, prints, and other artwork from over 40 artists spanning more than 150 years.
“The perception of the Midwest is of this land-locked, corn eld-ridden area between the two coasts,” Stapleton said. “Actually, we are embedded between two signi cant, major water systems: the Great Lakes and the Mississippi River watershed.”
One theme that particularly excites the curators is the collection of works that explore the horizon of Lake Michigan, from the photographs of Jin Lee to the paintings of Louise LeBourgeois to a painting by a little-known Chicago artist named Esther Johnson. Where the water meets the sky has an ancient
tug on the heart and soul of human beings, Stapleton said.
“We look out at this vast, endless horizon, and what do we think of?” he said. “What does it bring up for us?”
Another theme addresses the varying perspectives on the changing climate. In one work, a photograph by Jennifer Steensma Hoag looks from far away like a Dutch still-life, but up close, viewers realize it’s a bu et of invasive species, including a terrifying sea lamprey, also known as a “vampire sh,” with all its teeth showing.
Ritsma hopes the art invites conversations about invasive species and their impact.
“We live so close to Lake Michigan but don’t know all the things a ecting it, such as zebra mussels and the lamprey,” she said. “Our hope is that this broad collection of art provokes people to emotionally connect with the idea of water, and then think about their relationship with it.”
Artists in the exhibition, which runs through Dec. 12, include René Arceo, Sadiq Amarea-Bey, Shepard Fairey, Chris Pappan, Yoonshin Park, Alison Ruttan, and Je rey Wolin.
“Water is essential for our existence. We can’t live without it,” Stapleton said. “Yet, we treat it like a commodity, a resource to extract for our needs alone. This exhibition aims to get people talking about the power of water to nourish and sustain us and to inspire us to a greater relationship with the natural world.”
From the highway to Aurora
A new art installation plays on the concept of oasis
Two giant sheets of blue metal in the shape of a highway sign stand near the entrance to Aurora University, beckoning curious passersby to take a closer look. Erik L. Peterson’s “The Oasis” is the Schingoethe Center’s firstever art installation outside the museum and is part of the fall exhibition “Waterways.”
Peterson, a Chicago artist and sculptor, was inspired with the idea for the artwork while driving on Interstate 294, noticing one of the blue “Oasis” signs that point Illinois Tollway drivers to the food and gas rest areas over the highway. He saw the deep blue background and thought of a desert spring.
“Art can be an oasis to everyday life, and so can the museum,” said Natasha Ritsma, director of the Schingoethe Center and co-curator of the “Waterways” exhibition, which explores the human relationship with bodies of water.
“I think people are going to say, ‘What is this doing here?’ And it will be fun for them to discover all the parts of it,” she said.
Peterson produced the work at a local highway sign maker. Highway signs have thousands of tiny “retro-reflective” prisms, used to reflect headlights directly back to drivers so they can read road signs clearly. “The Oasis” is made with the same technique.
The 8-by-12-foot art installation allows viewers to experience the
HOW IT WORKS
effect of a highway sign close up by shining a light at night on the sign and seeing the reflective light. The Schingoethe Center has headlamps available for visitors to experience the effect. Viewers can stand in front of “The Oasis” and have a friend take a photo to create a silhouette portrait against the colorful sign.
The artwork was rst displayed at The Arts Club of Chicago in 2016.
“I think that good public art is accessible,” Peterson said. “It’s made with something that you can recognize from daily life, and you can connect with it, notice it, look more deeply at it. I mean, when was the last time you really noticed a highway sign? They’re meant to be seen. But they’re also meant to not be seen, to almost become a part of the urban landscape. And I kind of like that.”
Point headlamp at blue sign. Stand between headlamp and sign.
Snap a photo with phone!
José M. Hernández on reaching for the stars
e fi s e ic n e ic n s on s o s den s o o ing d d e ing ig nd seeing o d i o o de s
José M. Hernández, dressed in a blue NASA flight suit, ignores the podium on the Tapper Hall stage and instead sits down on the steps facing the first row of seats. He moves seamlessly between English and Spanish as he tells students about his journey from migrant farmworker picking fruit in California to becoming the first Mexican American astronaut.
“I was 10 years old and watching on our black-and-white TV as astronaut Gene Cernan walked on the moon as part of Apollo 17. I said, ‘That’s what I want to be. I want to be just like him.’ I was too naive to realize how big of a challenge it was,” Hernández said.
After earning bachelor’s and master’s degrees in electrical engineering, Hernández worked at Lawrence Livermore National Laboratory in California for 14 years. While there, he applied a dozen
times to the National Aeronautics and Space Administration’s astronaut program before getting accepted at age 42. In 2009, he flew his first mission to the International Space Station on the space shuttle Discovery.
He had reached the stars, and the view was “life-changing,” he said.
“When I first unbuckled my seat belt and went to the window, what struck me was that I couldn’t tell where one country ended and another began,” he said. “I had to go out of this world to realize that borders are human-made concepts designed to separate us.”
Hernández met with students before giving a public lecture to a sold-out crowd at Crimi Auditorium as part of Aurora University’s Celebrating Arts and Ideas series in October. Hernández, 62, is now
a motivational speaker and runs his own aerospace consulting rm. His book“Reaching for the Stars: The Inspiring Story of a Migrant Farmworker Turned Astronaut”(2012) was adapted into an Amazon Prime original movie, “A Million Miles Away” (2023).
One of the most important lessons, he said, is hard work and perseverance. Whenever NASA rejected his application, he worked to improve it and tried again.
“I took flying lessons because NASA was selecting mostly pilots,” he said. “I became scuba dive–certified. I accepted a job that no one wanted, working in a nuclear nonproliferation arena in Russia, because I saw NASA would be working with the Russians. I was p retty strategic in doing things that got me closer and closer each time. There were a lot of nos before I finally got to the yes.”
Education is the great equalizer that allows us to have an opportunity to move forward in life.”
—José M. Hernández “
Beyond Campus
Taina Torres ’23 is determined to preserve local Puerto Rican history
From an early age, Taina Torres ’23 has had deep pride in her Puerto Rican roots. It was instilled by her parents, who named her after the Taíno, Puerto Rico’s indigenous people. But when she was growing up in Aurora, her American history classes all but skipped Puerto Rico, a Caribbean island and U.S. territory. That omission spurred in her a natural curiosity about her heritage.
“I wanted to learn about my own history,” she said. “I wanted to learn about our triumphs and our failures. I wanted to be a more
informed Puerto Rican, because I think history grants credibility, and when you know your own history, you have an assurance of yourself.”
Torres came to Aurora University with the help of the Santos Maisonet scholarship, granted by the Aurora, Illinois-based Puerto Rican Fraternal Order. She double-majored in business administration and history and did her senior project on local Puerto Rican history. Her work included interviewing 102-year-old Emilio Berrios Matos, who lived in the Puerto Rican community in Aurora
for 71 years, from his arrival in the U.S. via cargo plane in 1951 to his death in 2022. Berrios was an active labor advocate, fighting for the rights of workers at manufacturing plants in Aurora and representing his union at a convention in Washington, D.C., at a time when there were few Latinos in leadership.
“If it’s not written down it gets lost,” Torres said. “What isn’t lost, it’s my honor to recover, to get it written down.”
Torres is assembling her senior project into a self-published book to spread the word about the history of Puerto Ricans in Aurora. The title is “Borinquen Es Nuestra Tierra, Pero Aurora Es Nuestro Hogar” (“Borinquen Is Our Homeland, but Aurora Is Our Home.”) Her father, Carlos M. Torres, a musician, came up with the title while writing a plena based on her research. A plena is a music genre that tells listeners about current or historical events and originated in Puerto Rico when literacy rates were low.
“The plena my dad is making will allow for more people to easily consume historical knowledge in Spanish,” Torres said. “For older-generation Puerto Ricans, this is particularly important.”
Torres was named Miss Puerto Rico of Aurora in 2023 and gave presentations on local Puerto Rican history to local schools during Hispanic Heritage Month.
“I told the students: You are history-makers in our city. You don’t have to be from New York or Chicago to make history. You can make history in Aurora by being yourself, standing up, doing what’s right.”
Around town
After a year as AU’s president, Dr. Susana Rivera-Mills is continuing her efforts to connect with people and places in the Aurora area. Whether it’s speaking at the Lions Club, joining in celebrations such as the Fiestas Patrias at RiverEdge Park, supporting scholarships at the Hispanic Scholarship Fund Leaders reception, or simply holding discussions with local leaders, she has approached every event as an opportunity for building strong, meaningful relationships.
As she continues to explore Illinois’ second-largest city, her focus remains on creating partnerships that help educators, students, and the community thrive—and having fun along the way.
@presidentriveramills
Follow President Rivera-Mills on Instagram for news of her campus and community activities.
Yellow Bird Books
“Shortly after we moved to Aurora, a wonderful independent bookstore opened in the downtown area. The staff is welcoming and knowledgeable, and always helps me find my next read.”
Charlie’s Creamery
“The mix of crunchy chocolate cookies and creamy homemade vanilla in Cookies N Cream makes for the perfect scoop of ice cream and a delicious treat.”
Aurora Farmers Market
“The Aurora Farmers Market brings me joy. I love seeing the downtown come alive as the local artisans and vendors engage with the community.”
RiverEdge Park
“We are so fortunate to have a year-round outdoor venue for live music and events, including the annual Christkindlmarket. What better way to share community and experience the holiday spirit?”
By Robert D. Putnam
What the president is reading
“Finding
By Paola Ramos
“The
By Stephen M.R. Covey
“Bowling Alone: The Collapse and Revival of American Community”
Latinx: In Search of the Voices Redefining Latino Identity”
Speed of Trust: The One Thing That Changes Everything”
BackStory
Professor Kenneth V. Mull, Hon ’72, was the first recipient, in 1977, of Aurora University’s Marcus Trumbo Excellence in Teaching Award. With an educational background in theology and experience as a pastor, the late Rev. Mull taught courses on the Bible, religion, and archaeology from 1968 until his retirement in 1999. He held his students to high standards, challenging them to apply themselves to their studies and think deeply about their passions and beliefs. He held himself to the same standards, once holding class while hospitalized. He led student trips to archaeological digs in the Middle East and was lauded as a stimulating and imaginative teacher with a contagious enthusiasm for learning. The Trumbo Award was established by Mark H. Trumbo ’37, a longtime professor, dean, and administrator, and his wife, Marium Watkins Trumbo ’37, to honor Mark’s father, Marcus Trumbo. The university later added Mark’s name to the award. (Read more about Trumbo Award recipients through the years and the students they mentored, on page 16.)
Stay Connected with AU
MAY YOUR DAYS BE merry
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