Aurora University Magazine Spring/Summer 2024

SPRING/SUMMER 2024

AI Arrives at AU

EXPLORING WHAT ARTIFICIAL INTELLIGENCE MEANS FOR HIGHER EDUCATION

ALSO IN THIS ISSUE: WHY COLLEGE INTERNSHIPS ARE ON THE RISE

Aurora University Magazine

Spring/Summer 2024 Volume 10, Issue 1

aurora.edu/magazine

President

Susana Rivera-Mills, PhD

Senior Vice President for Enrollment and Marketing

Deborah Maue

Editor

Sandra Jones

Designer

Nicole Dudka

Contributing Designers

Teresa Drier

Rabia Mahmood

Mary Nicholas ’17 MBA

Contributing Writers

Zachary Bishop

Sean Frey

H. Lee Murphy

Leah Rachel von Essen

Christina Young ’16, ’21 MBA

Copy Editor

Molly Heim

Photographers

Sam Krueger

Sylvia Springer

VR lab takes flight

Nursing students learn new skills by stepping into a hospital setting without leaving campus, thanks to AU’s new Virtual Reality Nursing Lab. page 14

8

Aurora University

347 S. Gladstone Ave. Aurora, IL 60506-4892

© 2024 Aurora University

Aurora University is accredited by the Higher Learning Commission to award degrees at the baccalaureate, master’s, and doctoral levels.

Aurora University won a top award for the beauty and sustainability of its campus landscape. page 6

Cover illustration by Federico Gastaldi

16

Features

What Does AI Mean for AU?

No one knows for sure how artificial intelligence is going to reshape the world. But it’s clear that it will change the way we live, work, learn, and communicate.

The Rise in College Internships

Learn how AU’s growing internship programs are helping young alumni and new graduates launch their careers.

From the President

As we explored the theme of technology and artificial intelligence for this issue of Aurora University Magazine, memories of the cutting-edge innovations from my undergraduate years rushed back to me. Back then it was considered a luxury to have an answering machine in a dorm room. Our computer labs relied on dot-matrix printing, and we were on the brink of delving into the wonders of the World Wide Web.

How times have changed with the proliferation of electronic devices and digital resources. Students today are well acquainted with the fast-paced and ever-evolving technological landscape; yet, as a university, we have a responsibility to prepare them for an uncertain future amid such rapid change.

For example, AI has advanced drastically during the past several months. While our students view AI as a useful and efficient tool, our faculty must explore its impact on how they teach and how their students learn. We know AI will enable more opportunities for personalized learning. It is also changing how students research, collaborate, and study.

To this end, we’ve formed a faculty and staff committee aimed at integrating advanced technology and equipment into our curriculum. The committee is actively exploring how AI and virtual reality can be introduced into classrooms to enrich experiential learning and ensure students are well prepared for the workforce—including training for jobs that do not yet exist.

I was able to explore such technology firsthand in our nursing laboratories. Picture this: I’m wearing a virtual headset, holding controllers, and immersing myself in a computer-generated world where our nursing students are learning to care for a variety of patients and diagnoses. It wasn’t just educational; it was fun! I believe this technology can inspire students to deepen their learning and explore different career paths.

Other committee work at the university is focused on incorporating National Association of Colleges and Employers competencies—communication, critical thinking, equity and inclusion, leadership, professionalism, teamwork, and technology—into the curriculum. Faculty are aligning their syllabi to ensure meaningful learning outcomes, enabling students to articulate their knowledge and demonstrate to employers how their classroom experiences apply to the skills they desire.

These efforts align with our current work on AU’s strategic planning initiative, which will establish our priorities for the next five years and provide a long-term road map to 2040. The planning process is guided by several principles, such as fostering a climate of continuous improvement and drawing upon data regarding student learning outcomes to improve the quality of the educational experience.

I am deeply grateful for the collective dedication of our faculty and staff in shaping our strategic plan. It has truly been a team effort. I encourage alumni and friends of the university to engage in the process. Learn more about the plan and our progress at aurora.edu/strategicplan.

As I finish writing this letter on my laptop, with my cellphone next to me, I am reminded again of how far we have come since my time in college— and I am filled with excitement about the future.

Susana Rivera-Mills, PhD President

A new home for the sciences

In a move to spark excitement and creativity around the sciences, Aurora University moved all of its science courses under one roof this past summer into high-tech, open classrooms that give students hands-on experiences in cutting-edge labs.

AU designated John C. Dunham Hall as the home of its new science labs for biology, chemistry, exercise science, health and wellness, health science, physics, pre-health professions, and science education. Previously, the labs had been housed on different floors and in buildings across campus.

“The intent is to have collaborations between several programs and inspire students to see the

connections within areas of science as well as between science and health-track professional programs,” said Chetna Patel, Smith distinguished chair in science and mathematics, chair of biology and physical sciences, and professor of chemistry. “Many labs are visible so students can see what’s taking place inside the classes. The spaces allow for students to get curious and ask questions and for faculty to collaborate.”

Thanks to several Illinois Mathematics and Science Partnerships Program grants over the years, AU boasts an array of professional, high-quality scientific equipment that students can experience before they enter the workforce or pursue

Training on cutting-edge equipment

In recent years, AU has acquired professional-level scientific equipment that students will encounter when they enter the workforce or continue on to advanced studies:

• High pressure liquid chromatography (HPLC), atomic absorption (AA), and powder X-ray diffraction (PXRD) instruments for analyzing materials

• Lifelike synthetic human models

• Anatomage tables that provide 3D, interactive digital images of anatomy

• Vernier probeware to measure temperature, pH, conductivity, and radiation

• Bioinstrumentation including a polymerase chain reaction (PCR) machine, fluorescent microscope, and high-speed refrigerated centrifuge

• Two fume hoods for cell culture research

advanced degrees. The move also allows the university to be more intentional about having first- and second-year students gain experience with the types of equipment they will encounter in the workplace starting in their lower-level labs rather than having to wait until their junior and senior years.

“The healthcare field is among the fastest-growing professions and the largest source of jobs in the U.S.,” said Sarah Radtke, dean of the College of Health and Sciences.

“That is why we have been so mindful about providing the most current technology and experiences for our students. We want to get them excited about and prepared for their future careers.”

AU president honored at Women’s Empowerment Summit

President Susana Rivera-Mills was honored by the Quad County Urban League at the organization’s 2024 Women’s Empowerment Summit in Oak Brook in March. Dr. Rivera-Mills received the Women of Power Award and also participated in a panel discussion about inspiring minds and transforming futures through education. The award celebrates women who make a significant difference in their community professionally and personally.

The QCUL, founded in 1975, supports racial justice, civil rights, and economic empowerment within DuPage, Kane, Kendall, and Will counties in Illinois. An affiliate of the National Urban League, the organization advocates for educational excellence and economic self-reliance.

Brauer ’24 named Lincoln Academy Student Laureate

Mason Brauer ’24 was recognized this past fall with the Abraham Lincoln Civic Engagement Award, representing Aurora University as Student Laureate of The Lincoln Academy of Illinois.

As a student, he was active in a wide variety of AU organizations, serving as president of the AU Students’ Association, president of the AU Pre-Law Student Association, and holding leadership posts in several academic and service clubs.

Brauer graduated with a bachelor’s degree in both health science and in political science and public policy, with minors in chemistry, physiology, and psychology. He plans to pursue a master’s degree in public administration. His ultimate goal is to become a medical lawyer and make a positive societal impact.

“AU has been the greatest stepping stone in my journey through life. I have been given many leadership and growth opportunities, and the supportive community of faculty, staff, and students has continually pushed me to dive further into figuring out what I’m passionate about and helping me prepare for my career, life, and continuing education after graduation,” said Brauer.

The Springfield, Illinois-based Lincoln Academy gives the award annually to one outstanding senior from each of the participating colleges and universities in Illinois.

On course: New programs in education and healthcare

In an effort to help address the school leader shortage in Illinois, Aurora University has made it easier for teachers to earn their principal endorsement. AU introduced the alternative principal endorsement program this past fall, allowing educators who already have a master’s degree in education to earn their principal endorsement in just one year through a unique combination of internship activities and microcredentials.

The university also expanded a variety of programs in healthcare. For students interested in helping others improve the quality of their lives, AU added the health and wellness program. This new major allows students to develop a holistic understanding of health and wellness, as well as develop the skills necessary to educate others in the areas of physical, mental, and social health.

At the same time, the university launched two new pre-health professions tracks, the pre-nutrition and the pre-respiratory care programs. The former helps students interested in becoming a clinical nutritionist or registered dietitian, and the latter, a respiratory therapist, prepare for advanced degree programs.

To support the new professional tracks, AU also expanded its partnership with Rush University to provide as many as two qualified AU students per Fall Term guaranteed admission into three of its graduate programs: the Master of Science in clinical nutrition, the Master of Science in medical laboratory science, and the Master of Science in respiratory care.

Campus landscape wins top award

Aurora University received the 2023 Grand Award from the Professional Grounds Management Society, the highest honor for small (under 200 acres) university and college grounds.

The award recognizes the overall beauty of the landscape, the efforts of the grounds crew, the challenges and solutions in maintaining the site, and the sustainability and safety practices.

AU was cited in particular for its commitment to sustainability, including the rain garden outside of Eckhart Hall, which provides a flower-rich habitat for pollinators, birds, and other wildlife, as well as the green roof at John C. Dunham Hall, which is a LEED Platinum building.

“Our goal as a grounds department is to provide a safe and beautiful environment, not only for

students and staff but for the entire community of which we are a part,” said Noah Parker, grounds director at AU. “Excellence is the standard at AU, and we strive to make that obvious when students and visitors first walk on and through campus.”

The efforts do not go unnoticed. Not only is this the third time AU has received a Grand Award, but the beautiful surroundings attract

prospective students and seal their decision to attend AU.

“I decided on AU after I took a campus tour,” said elementary education major Jordyn Spencer ’25. “AU has a great campus with a lot of beautiful landscaping. It gave off a sense of home and was filled with welcoming people.”

AU’s grounds are managed by SSC Services for Education.

2,400

54,450

Sunny skies ahead

Did you know that longtime WGN-TV meteorologist Tom Skilling received the honorary degree Doctor of Humane Letters from AU in 2015? Raised in Aurora, Skilling began his career at an Aurora TV station before his folksy style and accurate forecasts made him the undisputed king of Chicago weather. Join us in congratulating Tom on his retirement!

February 28

AU’s new strategic plan

Aurora University launched a new universitywide strategic-planning process that will chart the university’s course for the next five years and offer a vision for the institution aimed at 2040. The plan is slated to be released late this summer. Scan the QR code to follow the progress or visit aurora.edu/strategicplan

THANK YOU for this honor. My sister Sue did indeed attend Aurora University. AU is a gem in Aurora’s crown--and with such a beautiful campus!

Tom Skilling

Aurora University

What Does AI

No one knows for sure how artificial intelligence is going to reshape the world.

Mean for AU?

But it’s clear that it will change the way we live, work, learn, and communicate.

BY FEDERICO GASTALDI

ILLUSTRATIONS

AArtificial intelligence is all around us. We’re accustomed to using it in different ways every day: Asking Alexa to play our favorite music. Composing an email with help from suggested words. Tracking our health activity and sleep on a smartwatch.

It has been invisible, ubiquitous, and nothing much to worry about. Then everything changed. The power of AI has taken on a new urgency since startup OpenAI released ChatGPT, a generative AI tool that learns and communicates like a human being.

Within five days of its debut in November 2022, ChatGPT signed up more than 1 million subscribers. Within two months, it reached 100 million active users, making it the fastest-growing consumer application in history—faster growing than TikTok and Instagram. Its inventors trumpeted the dawn of a new technology era that will change humanity more profoundly and with far greater speed than the industrial revolution, the computer revolution, and the internet revolution combined.

Whether you’re an evangelist or a skeptic, it’s clear that AI has sweeping implications for all facets of society, and higher education is no exception.

“This is why it’s so important to bring this technology into the collective consciousness so people understand the impact—not from papers, not from articles, but from living them and really seeing how it affects your job and how it affects your life, and adapting to this change, because it’s incredibly rapid and it’s completely unprecedented,” said Mira Murati, chief technology officer at OpenAI and one of the lead engineers behind ChatGPT, in an on-stage forum with The Atlantic last September. “It affects everything, so we need everyone to understand what we are doing and what we are building.”

But for now at most universities, including at Aurora University, AI is raising more questions than answers. Educators are grappling with questions at the classroom level, asking if AI is making it too easy for students to cheat on their homework and exams without detection. How do you teach students to think critically if AI is doing their work?

Across universities, professors and administrators alike are asking the broader questions too: Is AI literacy a skill students must learn in order to compete in the rapidly changing world of work? How can we move quickly to teach AI skills now before an AI chasm, much like the digital divide, emerges between those who can use AI effectively and those who can’t?

AU faculty have been convening forums to share their AI knowledge and swap stories about how they are addressing AI in their classrooms and beyond. AU administrators formed the Emerging Technology Committee to focus on how virtual reality, AI, and other new technologies can be incorporated into the learning experience. They are all asking themselves and each other, what does AI mean for AU?

I see it becoming a big tool in developing new skills and in tutoring. We need to embrace any type of technology and not fear it.”

—Professor Chetna Patel, Smith Distinguished Chair in Science and Mathematics

Paving the way for customized teaching

At the heart of AI in education is the promise of personalized learning. For now, there are AI-enhanced software tools that act as virtual tutors. They can answer study questions at midnight when a professor isn’t around and help explain complex topics. They can offer instant feedback on a student’s work and provide encouragement. There are even AI apps that take notes in class and create flashcards and quizzes for studying.

Eventually, AI tools will allow educators to personalize teaching to students’ unique needs, providing tailored content and pacing that adapts in real time to their strengths and weaknesses. The tools will be able to adjust to individual learning styles, take notice when a student is losing interest, and know what will motivate that student to get back on track.

But there are risks. While the potential benefits of AI in personalized teaching are many, there are also challenges and ethical considerations related to privacy, data security, and algorithmic bias. AI relies on vast amounts of personal data, and universities are just starting to look at the important policies that need to be developed around the best ways to use data transparently and ethically. It is one reason many higher education institutions are moving cautiously.

When ChatGPT first appeared on the scene, many students quickly learned how to use it to manufacture homework assignments. Others steered clear, not wanting to be accused of cheating.

Professors had a difficult time discerning an AI-composed essay, and an even harder time proving it.

A debate brewed over if and when to allow AI into the classroom: Ban generative AI to keep students from plagiarizing? Embrace it to prepare students for jobs that don’t even exist yet?

Some professors brought back handwritten exams. Others incorporated generative AI exercises into their curriculum.

Speaking of AI: A glossary of terms

Artificial intelligence is the umbrella term for the tools and technologies that make software smart. AI encompasses a wide range of such technologies that allow computers to think and learn like humans.

Machine learning is the primary subset of AI. It allows computers to learn from vast data sets and interactions without a human having to write explicit code. It’s the fundamental technology behind such predictive tasks as Netflix suggesting what you should watch or Amazon recommending what you should buy.

Deep learning is a type of machine learning, and it’s where most of the innovation has happened in the past decade. Artificial neural networks simulate the way the human brain processes information, giving deep-learning machines the ability to see, think, and behave like humans—and more importantly, improve on their own.

Large language models are a type of AI trained on vast amounts of text data to understand and generate humanlike language. LLMs can write, summarize, translate, chat, answer questions, play games, and generate software code. OpenAI’s ChatGPT (GPT stands for “generative pretrained transformer”), Google’s Gemini (formerly known as Bard), and Microsoft’s Copilot are examples of LLMs.

Generative AI is a class of AI that creates new content on the basis of what it has learned from existing content. Generative AI can include images, text, video, audio, code, and other media.

Prompting is a technique used when working with generative AI products to create content. It’s like giving directions and refining the responses through conversation. There is an art and a science to prompting. Learning how to create effective prompts is a skill that can unlock value more quickly and effectively.

Three things to know about the state of AI

AI is also “augmented” intelligence. Large language models, such as ChatGPT and Gemini, are aids that augment but do not replace human abilities. They don’t function like traditional software. And they don’t always do what they’re told. Sometimes they do the unexpected. They have inherent flaws. Having a baseline understanding of how LLMs work allows you to discern how to use their outputs.

The art of prompting matters (for now). When ChatGPT first emerged, many people assumed that prompt engineering would be a career path. Not true. It should be looked at as a skill set. Your ability to create effective prompts dictates how much value you can get out of the system. Experts say the best way to interact with your AI tool is to talk to it like an intern in training. Tell it what you want, give examples, describe your expectations for an outcome, and if the first answer doesn’t suffice, instruct it to try again.

Adoption is early, but accelerating. The proliferation of AI tools has become almost impossible to comprehend. Many people aren’t actively doing anything with it yet because they don’t know where to start. According to a 2023 Pew Research poll, the vast majority of Americans, or 90%, say they have heard at least “a little” about artificial intelligence, and only 1 in 3 say they have heard “a lot” about it. Microsoft founder and philanthropist Bill Gates predicted in his Gates Notes blog that by 2025, the use of AI will be common among most Americans.

“There are two immense pressure points for higher education right now,” said C. Edward Watson, associate vice president for curricular and pedagogical innovation at the American Association of Colleges and Universities in Washington, D.C. and author of “Teaching with AI: A Practical Guide to a New Era of Human Learning.” “Our instructional practices and our classrooms are being significantly disrupted by students’ access to generative AI, while at the same time, employers are rapidly shifting to look for employees who possess AI skills.”

Like

a Google search on steroids

For now, AU is encouraging instructors to set the rules in their own classrooms about what is an acceptable use of ChatGPT on assignments and what is not, said Matt Dabros, associate vice president for academic affairs.

“Different disciplines are thinking about this differently,” said Dabros. “It’s not black and white. The faculty have a lot of autonomy on what that looks like, as long as they give students clear guidance on if, how, and when they can use ChatGPT and how to cite it in their work.”

Teaching students the nuances of how to use AI to inform rather than replace their work is a first step. This requires that students analyze the situation and exercise judgment. Matthew Kneller, professor of communication and director of general education, demonstrates to students in his classes how ChatGPT can be used for brainstorming and sparking ideas.

In Kneller’s Audience Analysis and Research course, he takes students through the exercise of prompting ChatGPT to write advertising copy targeted at customers in the market for a luxury car. Students use the results to help create their own ads and then explain the strategy behind their work.

“The line for me is that AI isn’t writing the paper for them but helping them do the legwork,” Kneller said. “It’s like a Google search on steroids rather than a substitute for content.”

Thought made visible

That said, Kneller remains a stalwart advocate for teaching students how to write. It’s a skill many of them had already been struggling with when they entered college, even before the arrival of ChatGPT.

“Writing is like a thought made visible,” said Kneller. “Often you sort your thoughts in writing. When you give that away to artificial intelligence, you lose the thought process.”

For Gopal Gupta, the Joe Dunham distinguished associate professor of ethics, nothing can replace a simple pen and paper when it comes to learning how to think clearly. That’s why he has changed the way he assigns essays in his philosophy and ethics courses. Students are given a topic one week in advance to reflect upon and research. They then come prepared to handwrite the essay during the class period.

Limiting the essay writing to class time makes it easier for Gupta to evaluate students’ ability to reason. And the students are happier, he said, because it removes the uncertainty over how much time they should allot to the composition.

“What I’m concerned most about with AI is dependency and skill degradation,” said Gupta. “I know many of my students are using ChatGPT, but I am less worried about plagiarism and more focused on helping them develop their writing and thinking skills. I don’t want them to become dependent on ChatGPT—or whatever generative AI tool they use—to think.”

At the same time, Gupta is intrigued with what AI means more broadly and is hoping to eventually offer a course about artificial intelligence and consciousness.

“The aspect of AI that really intrigues me is: Can an AI machine become sentient?” said Gupta. “I’m hoping to offer a course in this area eventually. What does it mean to be a human being? We have to distinguish between real worlds and artificial worlds as the two worlds combine. Where is the boundary?”

While ChatGPT can be a hindrance in the classroom, it’s one AI skill that students are expected to master by the time they enter the workforce.

Almost all employers in the U.S., or 92%, plan to be using AI in some form by 2028, according to a December 2023 report from Amazon Web Services and public policy consultancy Access Partnership. The survey found that 73% of employers consider it a priority to hire workers with AI skills, yet 75% said they can’t find the talent they need.

AU career services advisors are starting to help students craft résumés and cover letters with ChatGPT. Some students are hesitant. They are concerned about the computer putting words in their mouth and don’t want to misrepresent themselves, according to Chris de Kok, director of career services.

“It’s all so new,” said de Kok. “What we are doing is educating students on the possibilities and showing them examples.”

Keeping students on track and in seats

There is preliminary evidence that AI tools can be particularly useful in helping students succeed in college, in particular by keeping them in school. AI systems are able to analyze data, such as grades and attendance, to predict which students may need additional support so they can get extra help before they are at risk of dropping out.

Arizona State University—the first higher-education institution to partner with OpenAI—uses an AI-driven platform to monitor student progress and track students’ course selections and grades. It alerts advisors if a student is off track, which has led to increased retention rates.

Likewise, when Georgia State University added an AI-enhanced chatbot to an introduction to government course to remind students of their assignments, there were significant improvements in student performance, particularly among first-generation students, according to a randomized controlled trial led by Lindsay Page, the Annenberg associate professor of education policy at Brown University, who presented her findings at the Association for Education Finance and Policy conference in Denver in 2022.

Writing is like a thought made visible. When you give that away to artificial intelligence, you lose the thought process.”

—Professor Matthew Kneller, Director of General Education

Immersive VR training prepares future nurses

Nursing students are getting their first taste of virtual reality in the classroom thanks to technology at the intersection of VR and artificial intelligence.

The School of Nursing at Aurora University introduced VR into its curriculum this past fall, giving students a chance to practice realistic scenarios for diverse populations of patients in a virtual clinical setting, such as a hospital or doctor’s office.

With the help of a VR headset and handheld controllers, students find themselves in an interactive, three-dimensional, computer-generated environment where they can, for example, step into a hospital room, talk to a patient, answer questions from a family member sitting at the bedside, read a chart, call the provider to discuss the patient’s treatment plan, draw blood, interpret labs, and administer intravenous infusions.

The scenarios help nursing students develop critical-thinking and decision-making skills, said Kerry Vaccaro, assistant professor of nursing and director of nursing skills and the simulation center at AU.

“We can simulate situations that students may never get to see or experience in their clinical rotations,” said Vaccaro.

Nursing student Guadalupe Chavez ’24 recently used the VR during her pediatric rotation.

“I found this to be a better alternative than doing worksheets and just reading about the case study,” said Chavez. “With the VR, my classmates and I were able to walk through the scenario the same way we would during clinical. It was very helpful and a fun way to tie everything together.”

Nursing student Laura Spain ’24 agreed. “It was fun using the new technology. It really does enhance the nursing program. It took a little while to get used to, but after I understood how the VR worked, it was a great learning experience.”

The VR equipment was purchased through a $775,000 federal grant awarded to AU in fall 2022 to help bring advanced technology and equipment to the university’s nursing labs. The grant was secured with the assistance of U.S. Sen. Dick Durbin of Illinois.

With the success of the nursing pilot, advanced technology and equipment are starting to be integrated across AU curricula and programs to help bring the theories of the classroom to life.

“ My classmates and I were able to walk through the scenario the same way we would during clinical.” Guadalupe Chavez ’24

“We’re beginning to make a positive transition,” said AAC&U’s Watson. “The year 2023 was largely about discovery and resistance—how we can stop students from using AI to cheat. And the answer is we can’t. Last year was largely reactive. This year there has been a shift to looking into how to incorporate AI into teaching, as employers are expecting graduates to have those skills.”

ChatGPT can make mistakes

Professor Caroline St. Clair, chair of computer and data science, along with David Lash, assistant professor of computer science, and Juan Colón Santana, associate professor of physics, have presented ways to use AI in the classroom to colleagues in other parts of the university. One of their goals is to help faculty demonstrate to students how ChatGPT can spit out incorrect information and why it is important to understand how to discern if an AI tool is giving a true or false response.

Indeed, the makers of ChatGPT acknowledge the machine’s answers aren’t always correct and post a disclaimer on the bottom of every one of its webpages that says, “ChatGPT can make mistakes. Consider checking important information.”

St. Clair instructs students that they need to understand enough about their subject to be able to analyze the output that generative AI tools provide. In fact, one of her class exercises is to find the flaws in the responses from ChatGPT and Google Gemini (another AI chatbot).

“I explain that AI is a tool that’s still being developed,” said St. Clair. “It’s just something that we have to keep having conversations about, and do it honestly with students. I tell them when I’ve used ChatGPT to help me create a class assignment, and I explain how I did it. There are ways to use it. We just don’t want them to plagiarize.”

In chemistry, biology, and physical sciences classes, Professor Chetna Patel, the Smith distinguished chair in science and mathematics, encourages her students to use ChatGPT to learn how to problem-solve.

“I use it and I love it,” said Patel. “If I get stuck on something, I ask it for help. I see it becoming a big tool in developing new skills and in tutoring. We need to embrace any type of technology and not fear it.”

RUSH Copley Medical Center’s CEO on how AI is changing medicine

“

AI is enhancing the delivery of medicine. It’s something to embrace and not fear. It will not replace the need for doctors and clinicians, instead it will allow them to deliver care in a more efficient and effective way.

Workforce challenges now and in the future paired with burnout mean we need to allow doctors and other clinicians to do the jobs they are trained for, while minimizing their time spent on nonclinical functions. Healthcare providers currently spend a tremendous amount of time on completing medical records, notes, emails, and reports. AI will be able to help automate their time spent on charting and thereby improve their work-life balance.

It is also enhancing the quality of patient care. For example, in the fields of radiology and pathology, AI can aid our providers in searching millions and millions of patient images and slides to aid with more predictive diagnoses. These tools will give our clinicians and patients even more confidence in pursuing the best treatment options and pathways.

AI technology is moving so fast. Universities will need to keep up with the latest trends to arm their students with an awareness of the most effective tools. This will optimize their marketability as they enter such a competitive workforce.”

John Diederich, CEO and President, RUSH Copley Medical Center, Aurora

College internships are on the rise at Aurora University and across the country. Meet a few of the many young alumni and students who are turning their AU internship experiences into careers.

IMPACTFUL, INVALUABLE INTERNSHIPS

TThere was a time when a college student’s experience in the work world during after-school and summer hours entailed mowing lawns, painting houses, and waiting tables in restaurants. How things have changed: Students today are working in their “off” hours for Fortune 500 companies—selling their products, writing code for their computer systems, and performing high-tech research in their laboratories. They look a lot like full-blown employees, though in most cases they are getting school credit for their work.

A form of internship has always existed—education majors are required to student teach, and nursing students do clinical rotations. But then big business caught on to the advantages, and now even history, English, and other liberal arts majors are climbing aboard.

The rising popularity of internship programs in the past couple of decades has changed the face of higher education. And internships, usually involving at least a semester in the workforce, have turned the fundamentals of the job search upside down. What once consumed the attention of seniors facing graduation has now become a settled issue before their classes end, with students coming out of internships wielding job offers even before they finish school.

72% of interns get a full-time job offer from their employer

My criminal justice professor encouraged me to apply for an internship that led to a job. I discovered a new career that achieves my goal of helping people in the legal system.”

Abigail Jacome ’23, Claims analyst, Office of the Illinois Attorney General, Chicago

I credit the professional development and business management skills that I acquired at AU with landing my internship at UFC Gym and preparing me for life after college.”

Jorge Duran ’19, Assistant general manager, UFC Gym, Naperville

I would not have gotten my foot in the door at Sikich if I hadn’t done an internship with them. I recommend that everyone do an internship.”

Isabel Schultz ’22, Auditor, Sikich LLP, Naperville

76% of intern hires still work for their postgraduation employers a year after starting their jobs, compared with 52% of nonintern hires

Aurora University’s internship program encourages students to start thinking about opportunities for off-campus work experiences as early as their freshman year.

“Both students and employers have come to see real value in internships,” said Tory Nair, a career counselor in career services. “For students, it’s the chance to actually apply what they’re learning in their classroom to the real world. They can try things out. For employers, it’s an ideal way to test talent before they hire. They essentially are training these students for future work. Internships have become a key source of talent. The entire process has been booming over the past 10 years.”

Statistics support the internship advantage. The National Association of Colleges and

Employers 2023 Internship & Co-Op Report found that 72% of college interns end up winning jobs with their intern sponsors. Some three out of every four intern hires are still working for their postgraduation employers a year after starting their jobs, the report said. The ratio for noninterns is close to two out of four.

Another 2022 NACE survey of employers found that 80% of companies report that internships provide their best return on investment in recruiting—better than on-campus visits, career fairs, and other forms of outreach.

Finally, interns get more job offers by graduation and end up winning better pay, with median starting annual salaries of $62,500 compared with $52,500 for students with no internship experience, according to Mary Gatta, director of research and public policy at NACE.

Edward Ouille ’23 landed his job as a cellular and molecular biologist at RUSH University Medical Center thanks in part to an internship.

“As a first-generation college student, I would not be in the position I am today without the help of AU and their faculty. My inside sales internship at BrandSafway led to a job upon graduation at their office in Houston.”

Michael Gomez ’21, ’22 MBA, Market analyst, BrandSafway, Houston

“The internships I had in finance and management with Enterprise Mobility and Fastenal built my confidence and allowed me to fully explore all of my options for the future.”

Alexia Bucio ’24, Management trainee, Enterprise Mobility, Chicago

“Internships are more important than ever before,” said Chris de Kok, director of career services at AU. “Internships today provide excellent work opportunities and an understanding of corporate culture. Many students are just looking to get their feet in the door, and internships provide the best means of accomplishing that. And they also help ensure the success of the worker after hiring.”

More paid internships

At one time, 20 years ago and more, the majority of internships were unpaid, meaning that many candidates could not afford the financial sacrifice required to intern. But that is changing.

There is a movement within higher education to encourage all employers to pay interns. Most internships in the financial and professional services industries are paid. Even the White House recently gave up its unpaid internship program and began paying all of its interns $750 per week for the first time.

“We are working to educate employers that our student population cannot afford to do unpaid internships,” said Leticia La Voy, assistant director of career services and employer engagement. “Many of our students are balancing life as a full-time student with a job and, in some cases, family obligations.”

More than a dozen majors at AU—including a wide range of business majors such as

of companies report that internships provide their best return on investment in recruiting—better than oncampus visits, career fairs, and other forms of outreach

accounting, finance, and marketing—require internships as part of the curriculum. Many other courses of study, such as biology and psychology, strongly recommend internships as a way to prepare for the job market and graduate school. Ultimately, no matter what their major, AU students are encouraged to participate in at least one internship before graduation.

Shawn Green, the Vernon Haase distinguished professor of business, works with business students to land internships as part of their degree requirements. Green, who has been teaching at AU since 1991, remembers that before then, as he rolled through his own studies, internships were rare.

“I worked in restaurants, I worked in construction, and I worked in a camp one summer while going to school,” Green said.

“There were no formal internship programs back then. Even in the ’90s at AU, the internships were just getting off the ground.”

Micro-internships: One project at a time

Last fall, Aurora University rolled out a new concept among higher education institutions called the micro-internship. Instead of working 200 hours or more on full internships, students take on individual corporate projects, usually involving between 10 and 40 hours of work.

One advantage is that these projects are available to students as early as their freshman and sophomore years, said Leticia La Voy, assistant director of career services and employer engagement. AU is offering the micro-internships through a central online platform managed by Parker Dewey, a Chicago-based organization that contracts with universities and colleges to connect students and recent graduates with employers for short-term projects.

“We realized that many companies and students don’t need an entire semester to audition for a job,” said Jeffrey Moss, CEO and founder of Parker Dewey. “Many professionals in business have short projects that aren’t difficult, but they require perhaps number crunching or data research that they don’t have time for. There are lots of students who would be excited to take on such work.”

Micro-internships are nearly always performed remotely, which helps to expand a student’s reach to companies farther afield.

“These flexible, short-term, professional paid opportunities are a big win for our students,” said La Voy.

Andrea Barron ’25 is the first AU student to land a micro-internship. She began working in January remotely as a communications intern creating the social media calendars for the University of Montana’s forestry and conservation programs. She completed the 20-hour paid internship within a month and was hired to begin a second internship continuing the same work. The position has given her experience using software platforms for project management and content scheduling.

Andrea Barron ’25 was the first student to take part in AU’s new microinternship program. She worked remotely for the University of Montana.

“It allowed me to work at my own pace,” said Barron. “I learned new skills, and I got to build my professional network.”

There are thousands of companies currently posting projects on the Parker Dewey platform, and there are students from more than 3,000 colleges participating. Employers pick up all the costs via the commissions they pay to Parker Dewey. The projects are specific, with the subject and deadlines clearly stated upfront.

“Some companies get to know freshmen and sophomores doing really good work and then make a point of getting to know them better,” said Moss. “These companies use the micro-internship program for relationship-building. And some use it as a feeder system for summer internships.”

Employers have since come to realize that they have a lot to offer students who are still studying. Meanwhile, universities are committed to preparing students for careers where they can thrive. The collaboration benefits everyone, said Green.

“Companies are being careful in their hiring these days,” said Green. “They would rather bring in a part-time intern and see how it works out than have a mismatch at the new-hire level. And students need experience and the exposure to the professional world to test out careers as part of their education.”

Trying a job on for size

Angie Lopez Estrella ’23 knew she was interested in environmental issues and business, but she wasn’t sure how that could add up to a job.

While interning for the environmental underwriting team at Philadelphia Insurance Companies in Naperville, she was exposed to new career possibilities and gained a better understanding of what she could do with her double majors in business administration and environmental studies and sustainability. After graduating last summer, she was hired at the Pennsylvania-based property/ casualty and professional liability insurance company’s Naperville office as an environmental underwriting trainee.

“My internship helped me see that there are a wide variety of opportunities available for environmentalists,” said Estrella. “Getting to intern in a field that I

How Fastenal empowers student interns

One of the most steadfast supporters of AU interns in recent years has been Fastenal Co., a distributor of industrial parts and equipment based in Winona, Minnesota, with 3,300 offices and $8 billion in yearly revenue. Lloyd Appling is the market manager in Fastenal’s Aurora fulfillment center and routinely recruits two Aurora interns each semester. He also visits the AU campus frequently to speak to business students, usually about sales and marketing techniques. Fastenal pays its interns above minimum wage and maintains a flexible schedule that allows them to balance work and class responsibilities. Interns work in the office, at the warehouse, and in the field with customers.

“We teach them to fully participate in the business,” said Appling. “They aren’t spectators here. They are expected to pick items off a shelf, label them, process a price quote, and then send the order off. Many interns spend half their time out of the office calling on real customers.”

Agustin Gamez Jr. ’22, who earned a bachelor’s degree in business administration, had an internship at Fastenal in the 2022 spring semester,

just before graduation. As an intern, Gamez spent much of his time in sales, and that led to a full-time sales associate job at Fastenal’s Elk Grove Village office.

“The internship was a huge advantage,” said Gamez. “I already knew the products, and also many of the customers. The company didn’t have to devote much additional time to training me.”

Bryan Flores ’24 spent his college career taking on as many internships as he could, including at Fastenal. During the spring semester of his senior year, he worked three days a week at Fastenal in Aurora and two days a week at the local office of 84th District Illinois State Representative Stephanie Kifowit in Aurora—all while taking classes at AU three nights a week.

He was just a 19-year-old sophomore when he held his first internship at a Northwestern Mutual office in Naperville selling life insurance. Told that he needed a state insurance license before he could start, he studied hard and got one. Before long, he was counseling families on their financial needs, and by the time his internship ended, he ranked 36th in the nation in

The internship was a huge advantage. The company didn’t have to devote much additional time to training me.”

—Agustin Gamez Jr. ’22

insurance sales volume within Northwestern’s sales force. He has also interned in sales and client services at Enterprise Rent-A-Car in Shorewood and in tax accounting at Illinois Tool Works in Glenview.

“My professors are supportive and encouraging,” said Flores. “And I think all this work will look good on my résumé.”

Flores is a big advocate for the experience and connections that internships afford students as they explore potential careers.

“My advice to students is to attend the Aurora University career fairs, network with the market managers, work hard, be persistent in trying to get your name out there, use LinkedIn as much as possible, and be honest and confident in the hiring process,” said Flores. “Present yourself professionally and focus on what aligns in the internship description and your skill set. Internships are terrific for launching your career, no matter what you end up doing.”

Bryan Flores ’24 (left) at work with Fastenal’s Lloyd Appling. The industrial firm hires many AU interns.

My internship with Amazon gave me a huge advantage. I was hired to work on the team I had interned with.”

Darryl Harris ’22, Recruiter, Amazon Web Services, Seattle

I got my internship by stepping out of my comfort zone and networking with others. I gained real-life experience.”

Courtney Rickard ’24, Marine restoration intern, Orange County Coastkeeper, Costa Mesa, California

Interning allowed me to test-drive a potential career path, connect with industry professionals, learn about the company’s culture, and make new friends with similar interests.”

McKyley Cherry ’24, Software engineering intern, Avanade, Oak Park

didn’t know was available to me made me so much more curious about other career paths for environmentalists.”

When Edward Ouille ’23 first started college, he thought about going to medical school to become a doctor, but after an internship, he discovered he really wanted to be a research scientist. While working on a double major in health science and biology at AU, Ouille spent a summer interning at University of Illinois Chicago’s College of Medicine Rockford in the Blazer Foundation of Rockford Nanomedicine Laboratory, working on cellular and molecular biology techniques that involved drug-delivery programs using nanoparticles.

The internship experience allowed him to land a job as a cellular and molecular biologist at RUSH University Medical Center. He is involved in stud -

ies related to the mechanisms of heart arrhythmias while he applies to PhD programs to advance his research career.

For Angie Lopez Estrella ’23, an internship led to a career combining her interests in business and the environment.

“My internship allowed me to demonstrate that I had gained skills and knowledge in the classroom that could make me into a productive and efficient research scientist,” said Ouille. “Along with the connections I made, it was one of the most valuable experiences I had while attending AU.”

Interested in hiring an AU intern?

Are you a proud AU graduate eager to support the next generation of upcoming talent? If your company already has an internship program in place, why not extend it to students from your alma mater? If not, consider initiating one. Your contribution could make a world of difference in a student’s educational journey.

To recruit AU students for internship opportunities, contact employers@aurora.edu.

Unexpected opportunities

Sometimes, the route to an internship and on to full-time work can be unpredictable.

Nick Brosman ’20, worked part time in the garden department at the Home Depot in Aurora while attending classes at AU, where he studied business administration, marketing and graphic design. His manager, impressed with his work ethic, mentioned that the company had internships available for college students, and encouraged him to apply.

The odds were daunting: some 5,000 students from around the country applied for 200 intern positions. After being flown to Home Depot’s headquarters in

Atlanta for an interview, Brosman won a place over students from much bigger schools with higher GPAs. He is certain that his work at the Home Depot retail branch was key.

“I would not have gotten in the door in Atlanta unless I had worked at the ground level in a store,” he said. “I learned retail and merchandising at the store level, and I learned the values and culture of the company.”

As an intern, Brosman worked in search engine optimization for the marketing department. Home Depot arranged for him to live with fellow interns from across the country in a dormitory at nearby Georgia Tech.

The internship experience went so well that Home Depot offered him a job upon graduation, and, after deferring to earn his MBA, Brosman joined the home improvement retailer. Today, he works as a marketing manager on the Emerging Segments team in the Retail Media+ division.

“The internship allowed me to develop an understanding of the corporate lifestyle and work ethic, and that allowed me to adapt quickly once I became a full-time associate,” said Brosman. “It was definitely a valuable experience.”

Nick Brosman ’20 got hired for a position at Home Depot headquarters in Atlanta after working as an intern.

Student Life

Finding a new level of compassion

GWC’s Bree Huston ’23 met a patient who forever changed her approach to nursing

Bree Huston ’23 recalls the exact moment when she met the patient who would change her life—we’ll call her Lily. She was standing in the hospital room witnessing a doctor deliver the news to Lily that she had less than a week to live. On some level, Lily already knew—she had stopped eating and drinking—but Huston watched as the news truly sank in.

This was Huston’s first experience with an end-of-life patient. As a nursing student at Aurora University’s George Williams College campus in Williams Bay, Wisconsin, Huston was going through her senior year 14-week clinical rotation. Each day, students delivered supervised care

both individually and as a group, taking part in patient interviews, exams, and team discussions.

Part of Huston’s daily training included selecting a patient to evaluate and write an extensive care plan for. Despite warnings from nurses that Lily was a difficult patient, on this day, Huston chose her.

“Nothing was making her comfortable,” said Huston. “She was continually calling the nurses, and, frankly, annoying them. I love a good challenge, so I wanted to see if I could figure out some way to put her at ease.”

Assistant Clinical Professor of Nursing Christina Pykett, who was Huston’s faculty advisor, saw instantly that this was a learning opportunity.

“I told Bree, ‘There is a lot of learning in listening,’” said Pykett. “It is important to pause and see the opportunities presented to us. Most of us rush through the day and miss many ‘aha’ moments. We have to be smart enough to see them.”

They agreed that Huston could skip the usual care plan, and instead journal about her experience interacting with Lily. So when Huston went into Lily’s room, she asked if she could pull up a chair and simply hang out for a while.

“Her whole face lit up,” Huston said. “She was so excited just to have somebody to talk to. I ended up sitting there for the entire day. I heard her life story—her doubts, her regrets, all of it. She had no family to help her transition. Instead of

“

The experience opened up a level of compassion that I had inside me that I didn’t even know existed.”

—Bree Huston ’23

Christina Pykett

Assistant Clinical Professor of Nursing

completing a clinical assessment, I focused on talking with her in hopes of making her comfortable. Lily was not an annoying or needy patient. She just needed someone to talk to. I took it as such a privilege to be that person for her. The experience opened up a level of compassion that I had inside me that I didn’t even know existed.”

Huston graduated from AU with a Bachelor of Science in nursing in December 2023 as a member of the GWC campus’s final graduating class. She passed her nursing exams in February and began her first nursing job in March as a float nurse at Advocate Lutheran General Hospital in Park Ridge, Illinois.

Originally from Huntley, Illinois, Huston knew from a young age that she wanted to be a labor and delivery nurse, following in her mother’s footsteps of bringing new life into the world. But until that day, she hadn’t known that she could deal with the heart-wrenching side of nursing—helping patients who were going through the very worst, near the end of their lives.

Huston said her faith got her through the challenges of nursing school, and that she believes God knew that she and Lily needed each other. She thinks about Lily, and her final advice, all the time.

“She told me to appreciate the little things that I might take for granted—a cold glass of water, spending time with family, a lake, a sunset,” Huston said. “The last thing she told me was, ‘Now go live your life, Bree. I know it’s going to be beautiful.’”

“There is a lot of learning in listening. It is important to pause and see the opportunities presented to us.”

Helping with horses and houses

During spring break, groups of students traveled to two Midwest cities to take part in humanitarian service projects.

One group landed in northwest Indiana, where they began their week at Reins of Life, a nonprofit organization dedicated to improving the quality of life for children and adults with

disabilities through equineassisted therapy. The AU volunteers, including nursing student Michelle Morales ’24, helped with clean up, painting, and trail maintenance at the facility.

“I learned how horses can greatly help individuals by promoting mental, physical, emotional, and social health,” said Morales. “It was truly inspiring listening to the stories of children becoming more social and verbal through this program.”

The group rounded out the week at the Food Bank of Northern Indiana–South Bend, and at Habitat for Humanity in La Porte, Indiana.

A second group of students traveled to Minneapolis-St. Paul to learn about social issues facing Native Americans living in urban areas. “I enjoy giving back to the community,” said Gina Gomez ’26. “It’s nice that the university offers these kinds of opportunities to meet people from different backgrounds and form connections that you can’t make anywhere else.”

Students Lindsey Cepa ’25 (above) and Ashlyn Kalei Nakashima ’25 (top) were among the two dozen students who spent their spring break volunteering.

Student Life

Stressed out? Skip Netflix and head to an aquarium

Next time you need to scale down your worries, try some aquarium therapy.

Watching tropical fish swim back and forth has been shown to improve mental health. There is something about the tranquility of the water, the rainbow of colors, and the graceful movements that can lower your blood pressure, ease anxiety, and lift your mood.

Students can try it out themselves thanks to an exciting new addition to the Aurora University campus. The human-animal studies program is supporting student wellness with a beautiful fish tank installed in John C. Dunham Hall last fall.

In this 150-gallon tank housed in a study space beside cubicles and desks, two black clown fish waggle around the bright coral while other fish and invertebrates add to the activity, including an anemone waving its small tentacles. More sea life will be added soon once the tank matures and can support additional fish and other marine life.

“It’s well documented that sitting quietly and observing fish is very relaxing,” said Jane Davis, distinguished professor of biology and chair of human animal studies. “We intentionally had the tank installed in the study area in the science building so students can take a short break from the rigor of studying.”

The aquarium also builds upon the human-animal studies major by providing an outlet for students to earn their aquarist certification. Through helping to care for the fish and maintain the aquarium, students can work their way through an aquarist certification course accredited by the Association of Zoos and Aquariums, allowing them an extra edge when looking for a job. For the spring semester, 10 students and four faculty went through the rigorous course.

First-generation student invited to the White House

Sophomore Ximena Bermudez ’25 took her first trip to Washington, D.C., as a proud representative of Aurora University’s first-generation college students. And she came back home “more motivated than ever” to pursue her education and give back to the community.

The 19-year-old Bermudez was one of about 100 students from around the nation who spent an afternoon at the White House this past November meeting some of the administration’s top education officials, a roster that included Viviann Anguiano, the White House Domestic Policy Council’s director of education, and Under Secretary James Kvaal of the U.S. Department of Education.

“They told us to dream big,” Bermudez said. “I was inspired and moved by the stories of the panelists, people with leadership positions at the White House who are paving the way for my generation and generations after mine. Hearing about their experiences makes it clear that there are many people working to make college and careers more accessible to everyone.”

President Joe Biden’s administration hosted the inaugural First-Generation College Celebration Day in Washington to highlight the importance of educational equity in higher education, dis-

cuss the resources available to the first-generation student community, and recognize the contributions of first-generation college graduates to the U.S.

“Ximena’s success is a direct result of her hard work and the sacrifices she makes to put her studies first,” said Serrano.

“ They told us to dream big. I was inspired and moved by the stories of the panelists.”

Ximena Bermudez ’25

“Students who are the first generation in their family to attend college often have an additional hurdle to overcome,” said Mark Petersen, associate professor of political science and public policy. “There are few people to turn to for learning how to apply to college, forge careers, network, and pursue advanced degrees. At AU, we provide additional support beyond the classroom to help first-generation students discover their path to a career.”

Eva Serrano, associate professor of foreign languages and emeritus dean for Latino/a Initiatives, nominated Bermudez for the event and accompanied her on the trip to Washington. Serrano was a first-generation college student herself when she attended Loyola University Chicago.

As an AU student, Bermudez is double majoring in political science and public policy and sociology, with a double minor in Spanish and Latin American and Latino/a studies. She is maintaining a 4.0 GPA while working part time at Whole Foods and is on track to graduate in just three years.

As for the future, the trip to the nation’s capital bolstered Bermudez’s passion to earn her law degree and help immigrants navigate the tangle of rules and regulations of U.S. immigration.

“I am more motivated than ever to continue working toward my career and personal goals. And I’m committed to giving back to my community,” she said. “I want to make a difference.”

Athletics

For Spartan athletes, giving back is all about teamwork

When they aren’t in the classroom or competing in their respective sports, Aurora University student-athletes can often be found giving back to the community— bringing fun, food, and comfort to children and adults throughout the region.

One of the Spartans’ longest-running projects has been making colorful, soft blankets to comfort sick children. For the past two decades, AU’s Student-Athlete Advisory Committee has partnered with Project Linus, a national nonprofit organization that donates handmade blankets to children who are fighting serious illness or who are otherwise in need. This past February, student-athletes flocked to Thornton Gymnasium, where they gathered into dozens of teams in a race to make as many blankets as possible in one hour as the scoreboard kept count. This year’s total: 92. The blankets were donated to RUSH’s Waterford Place Cancer Resource Center in Aurora.

The AU athletics program entered into its newest partnership last year with Team Impact, a nationwide program that pairs children affected by serious injury or disability with collegiate athletics

programs. Student-athletes from AU women’s basketball, women’s lacrosse, and men’s soccer are matched with children from nearby communities. The children get to take part in practices, attend games and join in team dinners, and even hear their names announced as part of the team’s starting lineup.

“The experience has been super fun,” said Kielly Reeve ’25 from Mission Viejo, California, who plays defense on the women’s lacrosse team. “We get to know the kids and develop connections with them. It’s just great to give back to the community.”

Meanwhile, students compete off the field with rival schools of the Northern Athletics Collegiate Conference once a year to see who can collect the most canned food and other nonperishable items for local charities. The Spartans have been taking part in “Cans Across the Conference” since it began in 2006. This past year, the student-athletes combined their efforts with the university staff executive council and collected more than 2,000 items to benefit the Aurora Area Interfaith Food Pantry and AU’s on-campus food pantry Libby’s Place.

Sports roundup

Aurora University’s athletics program enjoyed another successful autumn, adding numerous individual and team accolades to the history books.

Five programs claimed Northern Athletics Collegiate Conference championships, with one advancing to the NCAA postseason. Spartan athletes received national recognition for their performances in competition including seven All-American, two Academic All-American, and 15 All-Region selections.

For the first time since 1992, Spartan football went undefeated in the regular season. The team won the NACC Championship for the fifth year in a row, finishing the season 11-1 overall. In another milestone, the Spartans made history by hosting their first-ever NCAA Division III playoff game at AU, defeating Coe College 20-7. The team also won top honors in the NACC and postseason awards: The football coaching staff, led by Head Coach Don Beebe, was named NACC Coaching Staff of the Year, quarterback Ian Luyando ’25 was named Offensive Player of the Year, and linebacker Marcellus Romious ’24 was named Defensive Player of the Year.

Women’s golf won a third-consecutive NACC Championship, its eighth in the past 10 years. The Spartans won by an incredible 68 strokes, and all six Spartan student-athletes who competed in the tournament were named All-Conference. The team secured a berth in the NCAA Division III Cham pionship, held in May at Keene Trace Golf Club in Kentucky. Head Coach Justin Wyeth was named NACC Coach of the Year.

Women’s cross country soccer each won an NACC Champi onship for the second straight year, and both programs had All-American student-athletes for the first time.

Women’s volleyball the 2023 NACC regular season for the sixth consecutive year, and the sev enth time overall—marking the most regular season championships among all NACC schools.

Number of comfort blankets that student-athletes made as a team in one hour to donate to children facing serious illnesses.

Spartans win All-American honors for the first time in men’s soccer and women’s cross country

Deedee Colon Maldonado ’25, from Aurora, Illinois, became the first AU woman to earn cross country All-American honors after placing 29th out of 294 runners in the NCAA Division III Championship this past November. Weeks later, Maldonado went on to run her way to All-American honors in the NCAA Division III Indoor Championship with ninth place finishes in the 3,000-meter and 5,000-meter events.

Jalen Depenbrock ’23, a graduate student and goalkeeper from LaSalle and Enrique Gonzalez ’24, a forward from Woodridge, were named All-Americans by the United Soccer Coaches. The athletes made history as the first Spartan All-Americans in soccer since AU became an NCAA member in 1982 and the first for the program overall since 1979. Gonzalez scored 22 goals in 21 games to earn first-team honors, while Depenbrock received second-team recognition after making 76 saves and posting three shutouts. Gonzalez was also named NACC Offensive Player of the Year.

Faculty News

AWARDS AND ACCOLADES

New scholarships address the shortage of certified addiction counselors

More Aurora University students will receive scholarships to help people overcome addictions, thanks to the efforts of Laura Donavon, assistant professor of social work and coordinator of the addictions and forensics track at AU.

As the demand rises for social workers trained to address the ongoing overdose crisis in Illinois, the university awarded 25 social work students $520,000 in scholarships and other support to pursue their Certified Alcohol and Other Drug Counselor credentials.

The scholarships are funded by a grant from the Illinois Certification Board’s CADC Workforce Expansion Program, which was secured by Donavon. The grant includes tuition, internship stipends, child care, transportation, and other aid. On-campus and online social work students at both the undergraduate and graduate levels received the award.

“We’re excited to provide this opportunity for our students and to do our part to help address this critical need in our communities,” said Donavon. “Our students work hard juggling their studies, jobs, and families, and having this stipend lightens the burden for them.”

The CADC Workforce Expansion Program was launched in May 2023 to help individuals overcome barriers related to acquiring the education, skills, and experience necessary to work in the substance use services field in Illinois.

In Brief

Christina Cicero, MSN, RN, CPN, CNE, assistant professor of nursing and chair of the Bachelor of Science in nursing program, was honored with a 2023 Pinnacle Nurse Leader Award at the annual Power of Nursing Leadership event hosted by the University of Illinois Chicago College of Nursing. The award winners are selected by their peers for their extraordinary service in nursing and for making positive, lasting changes in their profession while serving as mentors to those less experienced. Cicero was also awarded a 2024 Illinois Board of Higher Education Nurse Educator Fellowship to support professional development for nursing faculty.

John McCormack, PhD, associate professor of religion and history, led a gallery talk at the Art Institute of Chicago about a portrait of Marie de’ Medici by Frans Pourbus the Younger. The discussion explored how the Queen of France, member of the powerful House of Medici and regent for her son King Louis XIII, attempted to use her portraiture to reinforce her status in the face of significant challenges to her power after the assassination of her husband, King Henry IV. The talk was part of the 2024 University Partner Fest at the Art Institute.

Don Phelps, PhD, LCSW, professor of social work, led an effort in the fall to reinstate the Spar-

tan Faculty Mentor Program after it was put on hold during the COVID-19 pandemic. The program was originally introduced in 2014 to help student-athletes reach their potential in the classroom and feel more connected to the university independent of their athletic participation. There are 20 teams and 16 faculty members involved in the program for the 2023–2024 academic year. President Susana Rivera-Mills serves as a faculty mentor for the women’s hockey team.

Eva Serrano, EdD, associate professor of foreign languages and emeritus dean for Latino/a Initiatives, was elected as vice president of the Chicago Bilingual Nurse Consortium. The nonprofit helps internationally educated nurses living in the greater Chicago area achieve licensure in Illinois.

Marcia K. Thompson, JD, assistant professor of criminal justice, established the Let’s Talk Criminal Justice Speaker Series to create space for candid conversations between students and leaders about novel and timely issues impacting the profession. The monthly series covers a variety of topics including specialized areas of the law and the daily life of professionals in criminal justice.

In the media

Don Phelps Professor of Social Work, Faculty Athletics Representative

“We are very fortunate to have coaches and an athletic director that put academics first.”

Aurora University faculty appeared in local media to talk about monster movies, music history, and the

mysteries of science.

Bridgitte Barclay, PhD, associate professor of English and environmental studies, joined “Roundtable Perspective” on Lakeshore PBS in December for a 30-minute episode about the connection between creature features and the environment. Barclay explained why “Creature from the Black Lagoon” is one of her favorite films. “It’s a quieter film by today’s standards … a slow-moving film with all these amazing camera angles, and we get to see the creature’s point of view.” Creature films offer a window into humanity’s fear of science, modernity, or events of an era and are “an accessible way for students to understand cultural moments and build community,” she said.

Mark Plummer, DA, associate professor and chair of music, was featured in the Chicago Tribune in January for his long-running History of Rock and Roll course. Students listen to an entire album each week and write a report on it that focuses on the era and the artist. “They are working every week on listening and getting into the social aspects of music,” he said. Plummer also gives free lectures locally in downtown Aurora.

Nursing school dean becomes U.S. citizen

Connie Zak, DNP, MBA, FNP-BC, professor of nursing and dean of the School of Nursing (pictured, center), started 2024 by being sworn in as an American citizen. She received her U.S. citizenship on January 9 at the Dirksen Federal Building in Chicago accompanied by her children, Melissa and Kyle, and her best friend, Mary Bonaccorsi (not pictured).

Born in Sicily, Zak moved to Venezuela with her family at age 2 and immigrated to the U.S. when she was 15. She maintained her Italian citizenship, living and working in the U.S. her adult life as a permanent resident with a green card.

“I never felt that I was different than any other American citizen, except I couldn’t vote,” said Zak. “I follow politics and I like politics, and I feel I need to vote at this point. To me, this is the most important time in American history to vote, and that’s why I did it. It’s so important to make your voice heard and get involved.”

Natasha Ritsma, PhD, director of the Schingoethe Center and instructor of museum studies, appeared on WDCB 90.9 public radio’s “The Arts Section” podcast with Gary Zidek in March to talk about how art and science mix in the exhibition “Beyond the Visible,” a collaboration with the guest artist and composer program of the Fermi Research Alliance. The goal is for artists to visually represent the mind-boggling particle physics experiments going on at the Fermi National Accelerator Laboratory and to bring the mysteries and wonders of science to life, said Ritsma. (Read more about the exhibition on page 34.)

Art meets science: Looking beyond the visible

The Schingoethe Center and Fermilab team up for the first time in an exhibition

The intersection of art and science came to life this spring at “Beyond the Visible,” an original exhibition created in a collaboration between the Schingoethe Center of Aurora University and the FRA guest artist and composer program at Fermi National Accelerator Laboratory.

When visitors walked into the exhibition at the Schingoethe Center, they entered a realm where scientific concepts were brought to life through art. In one room, a virtual reality experience immersed guests in a vat of liquid argon. Nearby, neon tubes blinked in patterns as musical bells

pinged the imaginary, elusive scales of time and space.

“Having this art here at the Schingoethe Center allowed people who don’t think of themselves as ‘science people’ to consider these concepts in new ways,” said Natasha Ritsma, director of the Schingoethe Center and co-curator of the exhibition.

Located just 10 miles from AU’s campus, Batavia-based Fermilab is one of the U.S. Department of Energy’s 17 national laboratories. Fermilab scientists conduct rigorous experiments involving neutrinos, particle acceleration, quantum physics, and the most elemental

particles that help explain the intricacies of space and time.

For a decade, the laboratory has hosted artists-in-residence who spend time talking to the scientists and learning about their research and data in order to transform them, externalize them, and manipulate them into works of art that are extraordinary and allow people to understand how this intangible-feeling science impacts the real world.

“Our collaboration focused on achieving a deeper understanding on every level—curator to curator, scientist to artist, artist to scientist—and ultimately connecting with the viewer through curiosity and understanding,” said Georgia Schwender, founder of the Fermi-

Scan the QR code for FRA artist videos.

lab’s artist-in-residence program and co-curator of the exhibition.

The partnership between AU and Fermilab brought years of work from these FRA guest artists and composers at Fermilab together in one place on display at AU. The scientists at Fermilab are creating experiments that are measuring and testing what seems impossible—and the work in this exhibition helps make it tangible.

In one example, artist Mare Hirsch’s “Precession” (2022) explores the patterns used in the Muon g-2 experiment—an experiment conducted at Fermilab that examined the interactions of short-lived particles called muons in a magnetic field. Just one minute of gathered data from the experiment takes four days to express in light and sound in the exhibition, reflecting the immense scale of the data that Fermilab scientists are studying.

In James G. Jenkins’ “Does This Ring a Bell” (2018), visitors could participate in an experiment themselves. The sculpture is made of entirely found objects given to Jenkins during his tenure at Fermilab. When visitors dropped a provided magnet down a copper pipe, it should have fallen to the bottom—but instead, thanks to the effect of eddy currents, it seemed to float down, taking a full 15 seconds to hit the bell at the base.

Throughout the exhibition, AU presented talks from scientists and artists, held workshops, and hosted the world premiere of “Quantum Field,” a piano composition by FRA guest composer at Fermilab Roger Zare and performed by pianist Marianne Parker that imagines the piano as a conduit to explore quantum field theory.

The exhibition was sponsored by a grant from the National Endowment for the Arts.

Opposite page: Ellen Sandor, “The Magnificent MicroBooNE: Science Through the Art of Jackson Pollock and David Smith,” 2016. Digital PHSCologram. Above: Ellen Sandor, “Binary Bypass: Neutrinos for Data Communications,” 2016. Digital PHSCologram. Images courtesy of the artist.

Left: Guests at Schingoethe’s opening reception surround Ricardo Mondragon’s “Spherical Harmony,” 2022. Birch. Above: Ellen Sandor, “The Supernova Spectacle,” 2016. Digital PHSCologram. Image courtesy of the artist.

Arts+Culture

The butterfly effect

Scores of monarch butterflies filled the walls outside Crimi Auditorium this past spring as part of an art installation featuring the print work of 125 artists from Chicago and Michoacán, Mexico.

The exhibition, “Mariposa Migrantes” (Migrant Butterflies), explores the human migration experience through the extraordinary journey the monarchs take between Canada and Mexico annually. Each artist expressed their personal experiences around migration by creating a story within a single monarch butterfly print.

Aurora University President Susana Rivera-Mills invited the project to campus after viewing it in Pilsen, a Chicago neighborhood rich in Mexican culture.

The printmakers drew their images in wooden or linoleum blocks and, through “gouge strikes,” created the reliefs from which they printed an image. Some butterfly prints depicted travelers; others had drawings of parents; one had the Statue of Liberty spreading her wings.

“There are so many stories captured within the engraved wings of the prints,” said freshman Betzaida Eurioles at the opening reception in February.

The exhibition, which runs through May, is a collaboration between Casa Michoacán in Pilsen, the Federation of Michoacán Clubs in Illinois, the National School of Higher Education (ENES) Campus Morelia of the National Autonomous University of Mexico (UNAM), and the Michoacán University of Saint Nicholas of Hidalgo. It was organized by AU’s Schingoethe Center.

From top: Iván Montero, “El Sueño,” 2022. Relief print. Cesar Magenta, “Traje de Gala,” 2022. Linocut. Gabriel Ávalos, “Sin Fronteras,” 2022. Linocut.

The power of voice

As Aurora University’s first artist-in-residence, Rain Wilson spent the past year working on one main theme: finding your voice.

Voice is how we fight, how we stand up, how the world knows we exist.”

Rain Wilson, AU Artist-in-Residence

“To me, everything comes back to voice,” said Wilson. “Voice is how we fight, how we stand up, how the world knows we exist.”

In keeping with the theme of voice, Wilson brought her directing talent and her professional acting troupe to AU’s Celebrating Arts and Ideas series in February to perform the one-act play “The Meeting” about two of the most iconic voices of all time: the Rev. Martin Luther King Jr. and Malcolm X. King and Malcom X are known to have met only once, momentarily, on March 26, 1964, in Washington D.C. The play, written by Jeff Stetson in 1987, is inspired by a photo taken of the two men passing each other in a crowd after the U.S. Senate debate on the Civil Rights Act of 1964. The two leaders were both in attendance, and for just a few minutes, they came together and shared a brief, much-photographed exchange.

They would never meet again, both assassinated before the opportunity arose. But many, including Stetson, have wondered since: If another meeting had come, what would they have said to each other?

While the conversation is set in 1965, Wilson emphasizes that the questions Stetson poses through King and X are just as relevant today as they ever were.

AU President Susana Rivera-Mills named Wilson the first artist-in-residence and interdisciplinary catalyst last summer as part of a presidential initiative to build community and elevate the arts. Wilson’s artistic and

educational work involves creating art for social justice and prompting dialogue for change. Her goal at AU has been to develop projects that allow disciplines to intersect with art at the core, that support students and faculty, and that engage the local community.

“How do students identify their voice and use their voice to be heard?” said Wilson.

It’s a question she explored in many ways throughout her year at AU. She helped students find their own voices through a monthly “Spoken Word Poetry” series in partnership with the Schingoethe Center, through visual art projects, and through writing. She also staged “Flowers and Fire,” a spoken word poetry and creative writing event to celebrate Women’s History Month in March.

“We know that the arts are powerful in building community, reflecting societal issues, and providing a vehicle through which diverse voices can be heard,” said Dr. Rivera-Mills.

and

AU and directed by Rain Wilson. Above: Students worked with Wilson to name a piece of artwork she created during her time on campus, “Generations: Evolution of Identity,” 2024. Mixed media.

Top of page: Actors in rehearsal for “The Meeting,” a play by Jeff Stetson about Malcolm X

Martin Luther King Jr., performed at

Crimi comes alive with jazz for first-gen student fundraiser

Legendary trumpeter Wynton Marsalis took the stage at Aurora University’s Crimi Auditorium on a Sunday evening in April to lead the Jazz at Lincoln Center Orchestra in a 90-minute performance that entertained, enlightened, and educated.

The concert marked AU’s first fundraising event to benefit the Future Promise Fund, an initiative launched by President Susana Rivera-Mills this past fall that supports first-generation college students at AU. Almost 40% of AU students are the first in their families to attend college, and AU

remains steadfast in its commitment to their success.

“This initiative holds personal significance for me, as I, too, navigated the challenges of being a first-generation college student,” said Dr. Rivera-Mills. “Despite facing academic and financial hurdles, I was fortunate to have teachers and mentors who instilled in me the belief that pursuing higher education was indeed possible.”

A winner of nine Grammy Awards and a Pulitzer Prize for musical composition, Marsalis directed the 15-member orchestra from the back row as fourth trum-

pet. A key component of his extensive work has been to continue the legacy of jazz through education.

“This is an incredible opportunity provided by Aurora University for our students to see some of the top jazz artists in the nation, right here in our own community,” said Jonathan Hauser, board president of the Fox Valley Music Consortium. “It is so important to pass on our arts and culture by making these experiences accessible to our next generation.”

The evening included a reception for students at the Welcome Center with President Rivera-Mills before the concert began.

Left: Wynton Marsalis, managing and artistic director of the Jazz at Lincoln Center Orchestra. Photo by Lawrence Sumulong. Top: Marsalis and the orchestra perform. Above: Brandon Escobedo ’26 enjoys the show.

Number of attendees

Beyond Campus

Getting to know Aurora

Since settling into their new home on campus, AU President Susana Rivera-Mills and her husband, Sean Paul Mills, have jumped right into exploring the vibrant culture of Aurora—and they’re enjoying every moment. It didn’t take them long to grasp why AU students appreciate the location of their university.

From visiting farmers markets to community parks and everything in between, they’ve been soaking up the diverse offerings of Illinois’ second-largest city and the surrounding area. They’ve strolled through the local libraries, cheered on teams at its sports arenas, and visited museums. Even Scout, their beloved golden retriever, is exploring the area, enjoying his time at various dog parks. Everywhere they go, they are impressed by the friendly people and the enthusiasm they have for the city.

Having explored so much in a short amount of time, Dr. Rivera-Mills is uncovering her go-to spots for delicious meals, flavorful coffee and tea, scenic hikes, and local shopping. Here are some of her top picks:

What the president is reading

“The Coming Wave: Technology, Power, and the 21st Century’s Greatest Dilemma”

By Mustafa Suleyman with Michael Bhaskar

“Leaders Eat Last: Why Some Teams Pull Together and Others Don’t”

By Simon Sinek

@presidentriveramills

Follow President Rivera-Mills on Instagram for news of her campus and community activities.

Spartan Ale House

I love that I can enjoy a delicious meal right down the street. The Asian Salmon Grain Bowl serves up all my favorite flavors in one dish.

Virgil L. Gilman Trail

We are so fortunate to have this beautiful trail right at the front door of AU campus. Whether on foot or by bike, I enjoy spending time on this path that winds its way through forests, wetlands, parks, and charming neighborhoods.

Society 57

For me, the blend of spicy and sweet in the chai latte is the perfect way to warm up in the morning or rejuvenate in the afternoon.

Wyckwood House

I admire how boutique owner Shannon Gutierrez and entrepreneurs like her are building community in our city. She has tapped her design talent to create a homey shopping environment for distinctive clothes and gifts. And the Champagne and cocktail bar adds a classy touch.

“Build

the Life You Want: The Art and Science of Getting Happier”

By Arthur C. Brooks and Oprah Winfrey

First Computer Science Lab. Aurora College invested in the cutting-edge world of computing technology in 1973 by purchasing its first computer under the guidance of Professor Homer Easley ’59. The machine was a Digital Equipment Corporation PDP-11/20 model that was accessed using keypunch terminals around campus. Easley (right) is shown here instructing student Jerry Marcec ’74 and Business Manager and Treasurer Gale Corson ’55 how to operate a terminal at the lab in Stephens Hall. A physics professor since 1960, Easley became the first professor and chair of computer science. He was instrumental in building the computer science program and encouraging students to pursue careers in technology. Easley’s daughter, Sherryl Frank ’87, director of corporate, foundation, and government grants at AU, said, “My dad, who came from humble beginnings, combined his passion for lifelong learning, technology, and the Aurora University community to create opportunities for students to change the world for the better.”

Stay Connected with AU