The Lumberjack -- May 2, 2019

THE FINAL WALK A SPECIAL ISSUE

THE LUMBER JACK

MAY 2, 2019 – MAY 22, 2019

Online at JackCentral.org

From the Editor

S

ome have asked me during my time, “why get a degree in journalism?” and when I first started, it was because it fit my interests best. But now, it’s much more than that. Yeah, I love news and politics, and love reporting on the things that happen, but more importantly, it’s because the nation needs good journalists — now more than ever — who will pursue the truth at any cost and hold true the principles of the practice.

In this era of fake news, when false information is pervasive and detrimental to a well-informed democracy, it is imperative that the journalists out there uncover the nefarious characters lurking in the shadows — or in some cases, in broad daylight — and hold them accountable.

Fake news is cheap. Genuine journalism is expensive.

Growing up, I always wanted to help people. I still do. So I’m not joining the military, or striving to be a firefighter, or a cop. I’m choosing to be a journalist.

A hard-working truth seeker who will do right by those marginalized and shoved aside by the wealthy and powerful.

CONOR A prime example of this type of reporting can be found in this week’s issue SWEETMAN about rumors and controversy around the W.A. Franke College of Business.

Issues of accreditation and loss of Ph.D. faculty have caused a stir and our DIRECTOR OF DIGITAL CONTENT reporting has brought that to public light. (See page 4) Reporting that makes a difference in your community, in your own backyard is the most important. Yeah, the Muller report, or the latest news out of Washington is important to the national civil discourse, but farmers in Iowa aren’t worried about that. The poor and underserved on the streets of Flagstaff aren’t worried about the appropriations sub-committee hearings, they’re worried about their next meal and if they’ll have a place to go home to.

While the field is changing day-to-day, we have to adapt, overcome and embrace the new changes or fall behind. We have to stay ahead of the fake news and the disinformation spread by politicians at the local, state and national level.

As I look back on my college career at NAU, I’m filled with a great fondness for my time here, so much so that I am staying to pursue a masters degree in communication. School has not always been my favorite thing but I’m looking forward to new adventures.

If reporting the news has taught me anything, it’s to be kind and treat all with respect. Take into account their perspective on life before rushing to judgement and consider all points of view.

College will open your eyes and teach you things that you can never learn in a classroom. It will broaden your horizons and help shape who you are for the rest of your life. Focus on the big picture.

I leave you with this quote from Gary Allen: “Life isn’t always beautiful, but it’s a beautiful ride.”

Thank you for reading.

“I think that we’re in a state of alarm” – Bernadine Lewis, W.A. Franke College of Business Director of Undergraduate Programs

The average salary between 31 full-time equivalent professors with a Ph.D. at NAU is $112,102, according to the 2019 fiscal year budget.

MacKenzie Brower | The Lumberjack

Phone: (928) 523-4921 Fax: (928) 523-9313 Lumberjack@nau.edu P.O. Box 6000 Flagstaff, AZ 86011

THE LUMBERJACK VOL. 108 ISSUE 15

Editor-in-Chief Bailey Helton

Managing Editor Sebastian Moore

Director of Digital Content Brady Wheeler

Copy Chief Collin W. Clayton

Faculty Adviser Annette McGivney

Faculty Adviser, Photo Taylor Mahoney

Sales Manager Marsha Simon

Print Chief Bella Valenzuela

Media Innovation Center Editorial Board News Editor Scout Ehrler

Features Editor Shaelene Walker

Asst. News Editor Trevor Skeen

Asst. Features Editor Ash Lohmann

Online News Editor Ray Anne Galzote

Culture Editor Sabrina Proffitt

Online News Editor Asst. Culture Editor Nathan Manni Gabriella Karin Johnson Op-Ed Editor Caitlin Burke

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Director of Circulation Robyn Monroe

Sports Editor Molly Smith

Director of Multimedia Jack Mehl

Asst. Sports Editor Jacob Terrill

Director of Photography Morgan Fisher

Director of Illustration Madison Cohen

Asst. Dir. of Photography Bess Valdez

Asst. Dir. of Illustration Aleah Green

Senior Photographer Shannon Swain

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On the cover Illustration By Ryan Hitt

Corrections & Clarifications The Lumberjack is committed to factual correctness and accuracy. If you find an error in our publication, please email Bailey Helton at brs289@nau.edu.

PoliceBeat

Jan. 14 At 3:14 p.m., a High Country Conference Center staff member reported a serial trespasser that had repeatedly returned after being asked to leave earlier during the day.

An officer responded, but the subject had left the area.

collecting Target carts to put on a trailer. Upon a field interview, the officer discovered the subject was hired privately

by Target to collect carts on campus.

Feb. 5 At 8:12 p.m., a staff member reported the odor of burning electric wires in the Adel Mathematics building.

NAUPD and FFD responded and concluded that the odor was caused by a hot speaker.

FFD safely cleared the scene.

Jan. 16 At 1:25 p.m., a subject reported observing a student lying in the roadway on West University Drive between Runke Drive and South Knowles Drive. NAUPD officers responded and Feb. 9 discovered the student was At 8:59 p.m., a RA taking pictures and was advised reported a student trying to not to lie down in the street. purchase a fake ID at Tinsley Hall. NAUPD responded Jan. 31 but was unable to locate the At 2:52 a.m., an NAUPD subject. officer reported encountering a stray dog near West McConnell Feb. 21 Drive and East Knoll Drive.

At 4:21 p.m., facilities The officer was unable to catch staff called to report several the dog. subjects that had been sliding off the Walkup Skydome.

At 8:59 a.m., a student Subjects were contacted and reported seeing a stray dog warned against doing so. near the Walkup Skydome.

NAUPD officers responded March 9 but were unable to catch the At 11:11 a.m., a student dog. The report was referred to called to report the theft of FPD Animal Control. personal belongings from a dorm room at Campus Heights At 12:14 p.m., a student Apartments. NAUPD officers reported they had caught a stay responded and took a report, dog near the skydome. Both but it was discovered that it FPD and NAUPD responded was a false claim. The student and thanked the student for was cited and released for false fianlly catching the stray dog. reporting to law enforcement.

Compiled by Ray Anne Galzote

NEWS

with what they suspected to be shotguns near the intersection of West Riordan Road and South Knowles Drive.

NAUPD officers responded only to discover it was two photography students setting up their tripods.

March 28 At 10:21 a.m., an employee at the Native American Cultural Center called to report a dog running loose. The area was searched, but no contact with the dog was made.

April 9 At 4:30 p.m., an officer reported following up on a complaint. One non-student was booked into CCDF because of an active warrant.

The subject was booked on one count of resisting arrest and two counts of aggravated assault on an officer.

April 11 At 1:49 a.m., at the Health and Learning Center, officers initiated a foot patrol.

A non-student was arrested and booked into CCDF for second-degree criminal trespassing, possession of narcotics, drug paraphernalia and use of marijuana.

April 20 At 5:49 p.m., multiple people at Raymond Hall reported a broken pipe in the area and water leaking Feb. 3 March 12 into multiple dorms. Officers At 10:58 a.m., a NAUPD At 6:01 p.m., a subject responded and took a report. officer observed a non-student reported seeing two people

MAY 2, 2019 – MAY 22, 2019 | THE LUMBERJACK

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NEWS

Faculty morale at an 'all-time low' in college of business Kade Gilliss

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ome graduation week, there will be a number of newly empty offices in the W.A. Franke College of Business (FCB) due to a record number of faculty departures. According to NAU President Rita Cheng, there are seven “announced” retirements or individuals who are moving on within FCB faculty. However, multiple sources within FCB say the actual number is closer to 12 recently opened positions out of 67 total faculty, an 18% turnover. Sources report that most of these open positions are tenure-track.

Over the past several weeks, The Lumberjack has been investigating concerns within FCB and discovered tensions between faculty and higher administration, including the Office of the President.

These frustrations have added further strain to the ratio of faculty doing scholarly research required by the Association to Advance Collegiate Schools of Business (AACSB International) for retaining accreditation.

“I think that we’re in a state of alarm,” said Bernadine Lewis, FCB Director of Undergraduate Programs.

The mounting pressure for faculty to increase their workload has been a reason for an evident sinking level of morale among faculty and staff within the college.

Along with early retiring faculty and those leaving Flagstaff for opportunities to teach elsewhere, low morale has played an integral part in the recent vacancies.

“This is definitely the lowest that morale has been,” said Lewis, who has been at NAU for 10 years. “The reality is you have some professors leaving because they do not feel like they are appreciated for what they’re doing.

They’re finding a level of unhappiness for whatever reason ... and that’s sad, but it’s a reality.”

Professor Tim Clark began his career at NAU 10 years ago as a tenuretrack faculty member. His reasons for

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The new W.A. Franke College of Buisness opened its doors in 2006. MacKenzie Brower | The Lumberjack

moving to the elevated college town were the same as many. He had a love for the welcoming community, the breathtaking atmosphere of outdoor living and a job that he was excited about.

Clark had intentions of planting permanent roots in Flagstaff, but as frustrations with his job at NAU have grown over the past five years, Clark decied to leave his tenured position for a non-tenured position at another university.

“I wanted to finish my career here ... I had no intention of going elsewhere,” Clark said. “I even built a house here. I'm almost done and it looks like I'll never be able to live in it ... That was my dream and it’s a disappointment.”

Clark is one of many faculty members in FCB who are leaving their jobs after this academic year in search of greener pastures as pressures

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on faculty mount and concerns about the school grow.

Clark has stated that over the past five years, morale has “steadily eroded.” In addition, over the past couple of months with accreditation concerns looming over faculty members’ heads and a discouraging meeting with the president and provost April 8, morale has only gotten worse.

“I cannot think of an employer that I have worked for whose morale is lower than this,” Clark said. “The morale was already on the decline, if not [at] an all-time low, a couple months ago, which is why I and a couple of others looked for jobs elsewhere.”

The Lumberjack reached out to dozens of faculty across FCB. Three have commented on the record and multiple others have remained anonymous, including an anonymous

letter sent to the newspaper in order to avoid “consequences for the person that [they] get the information from.”

The anonymous writer stated that FCB has no need for concern about losing its accreditation as the college has been given time to fix those issues. An example is spring 2018 when NAU went through the Higher Learning Commission accreditation review for NAU and was given time to fix the “poor communication issues with the president.”

The required ratio for tenured Ph.D. scholarly positions is 40% of total FCB faculty to meet the AACSB International accreditation standard. NAU is one of 865 schools throughout 56 countries accredited

by AACSB International. NAU has maintained its accreditation status since the mid-1960s. In order to mainatin the scholarly faculty ratio, FCB has received approval to search

for eight tenure-track faculty that will join the college full time by fall 2020, according to FCB Dean Daniel Goebel.

Suzanne Mintz, AACSB International's assistant vice president of accreditation strategy and policy, emphasized the unlikeliness that a college would get its accreditation revoked. According to Mintz, since 2016, there have only been four schools worldwide that have lost accreditation and even then it was “voluntarily” given up by the colleges before accredidations were stripped away. Mintz also said the last time a college got stripped of its accreditation due to issues so egregious was more than a decade ago.

Mintz called the probability of losing accreditation “very, very rare.”

However, the anonymous writer states that there is a “larger issue” within the college of business that has

NEWS nothing to do with the state of accreditation.

According to the letter, President Rita Cheng has reduced FCB's faculty and staff to the point that the college has “at least 60 classes” for the fall semester that do not have a full-time faculty member to teach them. The drop in faculty has also affected many student initiative projects. When asked about the 60 unstaffed classes, Dean Goebel has yet to comment.

The letter goes on to state that FCB has lost 10 to 15 faculty and counting in the spring 2019 semester due to the poor environment within the college.

Additionally, the author pointed out that FCB’s executive job shadow program, which is is an important initiative to the Franke family who fund the college, has been put on hold due to lack of qualified staff.

“There is a clear neglect that the FCB receives from [President Cheng],” according to the anonymous letter. “The college is slowly deteriorating. The college has zero support from the president to enable the college to be successful.”

In Lewis’ 22 years of work in higher education, she found it unusual that President Cheng, who has an Master of Business Administration (MBA)from the University of Rhode Island and has years of practice in business, doesn’t seem to be as involved with FCB. “I expected having programs where the president would come in and do workshops with the students and talk to them and, for some reason, that has not happened,” Lewis said. “Usually a president will come in and give a lot of special attention to their discipline wherever they got their degree from.”

A meeting to discuss the future of FCB was held April 8 by President Cheng and Interim Provost Brian Levin-Stankevich regarding business faculty.

In the meeting, there were “three bitter pills” to swallow, according to Clark. It was announced that: 1. Leadership within FCB would turn over with Dean Goebel stepping down and Associate Dean Wade Rousse leaving for another opportunity.

2. The number of Ph.D. professor vacancies would increase substantially prior to the end of the academic year, with 12 potential openings.

3. According to Clark, President Cheng and Levin-Stankevich said the university would only be able to offer salaries that are 10% below market average for comparable colleges to hire potential professors.

The average salary between 31 full-time equivalent professors with a Ph.D. at NAU

is $112,102, according to the 2019 fiscal year budget. ASU offers an average salary of $163,243 to its business scholarly academics and UA’s average salary is $162,670 for the same qualified position. Both ASU and UA are accredited by AACSB International.

ASU salaries were provided by The State Press and UA salaries were provided by The Daily Wildcat newspaper. Positions including those within the dean’s office, directors and head management were not included in the averages.

President Cheng told The Lumberjack in an email that, “It is always a challenge to meet growing salary demands, especially in areas of highly competitive market value.”

The poor morale is a result of belowmarket salaries as well as FCB faculty noticing a lack in vision within the college. “[The April 8 meeting] was really pretty blunt, unempathetic and uninspirational,” Clark said. “Not one statement regarded how to actually be a great college. There was nothing in there about long-term prospects to restore to this place the joy of working in a college we can all be proud of. Not one sentence from either the president or the provost referred to a visionary inspirational statement like that.”

Clark was also concerned with the faculty time commitment required for the hiring process, which can include “multi-dozen hours of subcommittees” for screening a single candidate. Clark has witnessed multiple qualified candidates that wanted to work at NAU, but the lower salary along with a higher cost of living in Flagstaff often pushed them to decline.

During the 10 years Clark has been at NAU, there have been four different deans within FCB. According to a 2017-2018 survey

by AACSB International, a dean’s average time in their role is 5.9 years. Rather than someone familiar with the college taking the dean position, NAU will hire an interim dean from outside the university to fill the post vacated by Goebel, who is stepping down to rejoin FCB faculty.

“We will be bringing in an interim dean this summer to work on the leadership issues in the school,” President Cheng said during the faculty senate meeting April 22. “We reinforce that the business school is accredited and will continue to be accredited, [but] they have some issues.”

One of the issues according to business faculty is lack of communication between the president’s office, the provost and dean’s office toward FCB faculty. There also seems to be a lack of goals and future planning from higher administration.

“We would like to have a more deep and meaningful conversation with university

leadership for more than an hour — more than just statements prepared,” Lewis said. “[We’re] waiting, expecting more communication, an opportunity to have a dialogue of what really is our mission for the college of business. What do we really want to do for our students? What are we really committed to?”

During his career, Clark has never witnessed a predicament like the one currently going on at FCB. “I’ve never worked at any organization that is more opaque in its communication,” Clark said. “I started [looking for jobs elsewhere] when I started getting increasingly frustrated by the short-termism and the lack of strategic intention and execution [by] either the dean's office or from top administration.”

Many faculty within the college of business have only heard rumors to provide clarity toward the issue of faculty retention within FCB. Communication issues for faculty in FCB were not only present during the AACSB International review process earlier in the 2018-2019 academic year, but are a continual concern for the college.

AACSB International also requires tenured research faculty to publish a set amount of research and peer reviewed work.

Director of the MBA program James Hilliard is another faculty member leaving NAU after five years at the university, but said he has been “generally very happy” and has worked well with administrators.

Still, he recognizes that there have been some struggles to produce research over the years at NAU. “I think the biggest challenge is we’ve seen our increase in class sizes sap our research productivity,” Hilliard said. “I would say our focus on student engagement and classroom success may have come at the cost of some research support. I think those of us who are research inclined find that frustrating and when we see fewer resources to help alleviate that problem, that’s going to cause anyone to feel underappreciated and overworked.”

When asked if she believes there is tension between the president’s office and faculty within FCB, President Cheng stated in an email, “No, in fact, many of the issues raised recently have not been brought to my office. I look forward to working with our new provost and interim dean to move FCB forward.”

W.A. Franke College of Business enrolls approximately 2,500 undergraduate students.

MacKenzie Brower | The Lumberjack

MAY 2, 2019 – MAY 22, 2019 | THE LUMBERJACK

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NEWS

Flagstaff businesses prepare for graduation Ciaran Gallagher & Trevor Skeen

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ach year, NAU’s spring graduation brings thousands of visitors to Flagstaff. As families, friends and loved ones all gather to celebrate, the local economy is strengthened through their business — in particular, the hotel and house rental industries.

Sophomore Jasmine Landavazo has been a front desk agent at the GreenTree Inn since September 2018. Landavazo discussed the influence of graduation on the local economy.

“Flagstaff’s economy benefits a lot from graduation season,” Landavazo said. “The majority of hotels are sold out and restaurants are getting a higher volume of guests as well.”

Landavazo also spoke about how the graduation period requires more planning and organization within the hospitality industry, specifically at her workplace.

“We have been booked for May’s graduation probably since November,” Landavazo said. “We adjust by holding rooms just in case something happens. We also have more staff working on our busy days.”

Landavazo said Flagstaff is a popular destination year-round.

However, specific times and seasons are busier than others.

“Graduation is very busy, but we are sold out at various times of the year, like the holiday season and summer time as well,” Landavazo said.

Airbnb owner and property manager Deanna Comish discussed the impact that could come from NAU's commencement season.

“NAU’s graduation absolutely benefits both me personally and economically, and the Flagstaff community as well,” Comish said.

“All of our local businesses are booked solid for the entire week of graduation.”

Comish said during this season, Airbnbs can be filled months and years in advance, similar to the local hotel industry.

“We are completely booked two years ahead of time for the weekends of graduation, both in May and in December,” Comish said. “I have several rounds of guests every year on a waitlist to see if that weekend opens up to be able to book my property.”

Comish said graduation represents the beginning of a busy summer season within the Airbnb business. “[Graduation] is my busiest time of year, second only to the months of June and July, which book every single night of both months,” Comish said. “The guests who come always take great care of our home and have such a good time with their extended family celebrating graduation.”

Comish and Landavazo both expressed the ways graduation benefits the lodging industry. In addition, the celebration strengthens other local businesses, such as restaurants and bars. Comish said NAU supports Flagstaff’s economy in great ways.

“Graduation brings in an influx of people that utilize all of the businesses here in Flagstaff,” Comish said.

Restaurants in Flagstaff are supported by graduation visitors from all over the country.

Freshman Jake Connolly is employed at Bun Huggers, a local restaurant that specializes in burgers and brews. Connolly discussed what happens around graduation time and how Bun Huggers’ business is affected.

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Illustration By Madison Cohen “On a regular weekend, we have around seven workers in the morning and eight employees in the afternoon,” Connolly said.

“Around one or two more people will come in and help with the afternoon rush, making it around 10 workers in total.”

Connolly described Bun Huggers’ methods for handling the graduation rush.

“We don’t have the biggest staff, so it's first come, first serve when we start to get busy,” Connolly said.

Connolly also discussed how the graduation period helps to increase tips for hourly employees.

“Normally, we make around $20 to $30 in tips on an average weekend, but with graduation we could expect up to $60 in tips,” Connolly said.

Freshman Chance Arnoldussen is a former employee at the

Sweet Shoppe Candy Store on East Aspen Avenue. He said the Sweet Shoppe and other retail stores downtown become busy around graduation. “[During] graduation, hundreds of people come into town,” Arnoldussen said. “We will be very busy, as we are one of the bigger shops downtown.”

Arnoldussen discussed other popular times throughout the year.

“The shop receives a lot of business in an average week, especially during the weekend,” Arnoldussen said. “During homecoming weekend and similar events we get overwhelmed with a rush of visitors.”

While restaurants, hotels and other businesses in the Flagstaff area are preparing for the graduation rush, locals should too.

NEWS

MAY 2, 2019 – MAY 22, 2019 | THE LUMBERJACK

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NEWS

As graduation approaches, student debt looms

Photo Illustration by Jay Soliz

Teana Long

T

he academic year is drawing to a close, and May will be the end of numerous students' college careers. For many graduates, May is also the start of the lengthy process of repaying student loans.

Student debt has become a huge problem throughout the United States. Many politicians, such as Elizabeth Warren and Bernie Sanders, have made it the forefront of their campaigns.

Both politicians have promised to erase student debt and make college significantly cheaper to attend.

According to The Institute for College Access and Success, NAU students graduate with an average of $24,413 in debt, with 59% of graduates owing money. NAU's student debt level is comparable to other public universities in Arizona. ASU students typically graduate with an average of $24,000 to $31,100 in debt.

At UA, the average student graduates with about $24,000 of debt.

According to a Forbes article regarding student loans and debt within the U.S., “There are more than 44 million borrowers who collectively owe $1.5 trillion in student loan debt in the U.S. alone."

Students receive more than $325 million annually in

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scholarships, grants and other financial aid, according to NAU's website. While these programs and allocations offer assistance, numerous students still need help paying for school.

Senior Serena Sorensen said that when she entered her freshman year, she simply accepted all the financial aid she was offered.

“I was so eager to start school that I did not even think about paying off my loans," Sorensen said. "Now I have seven months to figure out how the heck I am going to pay all of this back."

Senior Morgan McKinney plans to attend graduate school for elementary education after she graduates this May. “I have about $5,000 of debt," McKinney said. "However, most of that has been from Seattle University, where I went before I transferred to NAU. I am very aware of how much I have taken out and how much I will need to pay back after I graduate, and exactly how long it will take me to pay that back."

Other students such as senior Ryan Shiner are fortunate enough to have their parents pay for their college education.

“I am lucky, I know I am," Shiner said. "My parents work really hard, so when my sister and I went to college we could just focus on school. I know a lot of people are not as lucky as me. I want to find a job after graduation where I can do what I love and

help pay my parents back."

Junior Jacob Dunn explained how he is already worried about paying back his loans. Like Shiner, Dunn is financially assisted by his parents, but the debt is his to pay.

“It is like a big, dark cloud looming over my future," Dunn said. "I am already worried about trying to pay all these loans back. My parents have helped me a lot with college, but paying back my loans is my responsibility."

Similar stories can be found all around campus. Some students are complacent about their debt, and others are anxious about paying it back.

Now that the university has raised tuition, NAU has become the second most expensive public university in Arizona for instate residents, according to an article by AZCentral. The rise in tuition could mean more expensive fees, larger loans, bigger grant amounts and increased student debt.

Many students are forced to worry about paying thousands of dollars in debt back after graduation. However, students also have numerous options for help. Graduates can set up payment plans, consolidate loans and extend repayment plans. It is important for students to be conscious of the money they are borrowing and how they will pay it back.

MAY 2, 2019 – MAY 22, 2019 | THE LUMBERJACK

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OPINION-EDITORIAL

before they cross the stage colton starley ASSISTANT DIRECTOR OF ILLUSTRATION

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here do I start? Three years is a long time — and yet here I am at the end, and it feels like it’s flown by.

I joined the paper as an illustrator with no idea what to expect. It would have been so easy for the staff to just write me off as another newbie and yet they welcomed me, included me and made me feel like I was not only important to the team, but their friend as well. Their support, their friendship and their example helped me grow as an artist and a person. I’m glad I have the pleasure of graduating alongside many of them next week.

Working at The Lumberjack, especially as part of the editing staff, has been one of the most valuable experiences of my college career. The editors, writers, photographers and illustrators alike work so hard — collaborating, taking late nights and early mornings in stride and seeking perfection in everything. The result is not just a great student newspaper, but a newspaper that’s great in its own right.

It has been so rewarding to see the illustration department grow in size and influence over the course of my time here. So many people have a hand in its success, but none more so than our director Katie Dobrydney. Her incomparable skill as an artist and her devoted leadership without a doubt made the section what it is today. I am so proud of her, our incredible team of illustrators and the two amazing artists – Maddie Cohen and Aleah Green – who will be taking over the section after we’re gone.

I want to say thank you to everyone who I’ve had the pleasure of working with. You are the most committed, welcoming and loyal team I’ve ever been a part of, and I will miss you all so much.

james Lemarr DIRECTOR OF MULTIMEDIA

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only joined The Lumberjack last semester in fall 2018, but with a full year under my belt, I can honestly say I am very happy I took the opportunity.

Conor Sweetman approached me in spring 2018 and insisted I apply for the Director of Multimedia position, with only one night to think about. It took me all of 20 minutes to determine whether I should do it, but I’m glad I did.

For the past few years, I have been working solely with the TV side of the Media Innovation Center (MIC) at NAZ Today. But I always wondered what it was like on the other side of the room. Conor and I would chat every now and then about The Lumberjack side and what he was up to over there.

On more than one occasion I would sneak over and steal chips and salsa when no one was paying attention. But then I joined and was immersed in the print side of journalism and news, and grew fond of the people who make up the paper. I made some new friends and connections, created a podcast and got my name spread around the MIC a little bit more.

As my final year at NAU comes to a close, I look back and think what it would have been like had I begun my journey with the newspaper instead of television. What would have been different and what would my life be like today?

College life was nothing like what I expected. I transferred here from community college and never had the freshman experience, so I threw myself out there searching for where I thought I fit best. I think the MIC was one of the best decisions I made as a student, and joining The Lumberjack was definitely part of that idea.

Rylee Flowers ASSISTANT DIRECTOR OF PHOTOGRAPHY

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ecently I read a tweet that said, “Having to spend 13 years with your high school graduating class and only getting four years with your college friends is the biggest scam,” and boy were they right.

Now don’t get me wrong, I have a handful of friends in my life that I knew before college, and they mean the world to me. Without them, I’m not really sure if I would even be here right now. And I want to thank every single one of them for supporting my endless dreams and always taking my midnight phone calls.

But the people I have met in college have absolutely rocked my world. Every day, they have pushed me to succeed in my field and become a better person overall. Thank you for the exhausting nights of sitting in the newsroom until 1 a.m. and letting me rant while we share a beer on The Mayor’s patio.

During my time at The Lumberjack, I have not only been able to practice the craft of journalism, but I have been exposed to a whole new side of storytelling. Being able to capture the life around me and share it with the Flagstaff community, alongside some of the most talented people I know, has been the most fulfilling experience during my college years.

Thank you for bringing me into this crazy family we call The Lumberjack.

Illustrations By katie dobrydney and colton starley

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MAY 2, 2019 – MAY 22, 2019| THE LUMBERJACK

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OPINION-EDITORIAL

Ariel Cianfarano DIRECTOR OF CIRCULATION

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rom all of my four years at The Lumberjack, it’s hard to put all the experiences and lessons I’ve had within the 300 word limit for this goodbye.

All I can say is that I am so thankful for the opportunities I’ve had here. It has made me a better reporter, editor and leader.

So, this is my final curtain call, the period at the end of the sentence, the last page of a novel and my final wave goodbye.

Farewell! Adios! Caio!

Pruthvi khilosia ASSISTANT FEATURES EDITOR

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henever I embark on an adventure, I always remember the phrase Imhotep said in The Mummy, “Death is only the beginning.” No, I am not dying and I am not planning on bringing a deadly wrath from the dead.

Whenever the sun sets in front of my lounge, I always know that it’s only an end of a tiny segment in my life and the day after will be a new adventure.

I have traveled thousands of miles from home, and my time at NAU is the biggest adventure of my life so far. People always ask me why I decided to study abroad ­— why I chose Arizona, and my answer is always, “why not?”

I have always wanted to come to the United States. I wanted to take every opportunity it had to offer. I dreamt, wished and hoped for many years, and finally it happened. Two months in Washington, D.C. in the summer of 2018, and another 11 here in the Wild West. I have been away from home for 13 months and not once have I felt home sick.

Everyone here has made me feel at home, especially my team at The Lumberjack. I am glad that I took on more than I can put on my plate. An assistant editor and illustrator for the paper, a reporter for NAZ Today, a screenwriter for UTV, being able to work on set in Hollywood and just being able to be myself and venture to new places with different people.

I can honestly say this has been a dream come true and I know that this is just the start of another adventure. My home is open to all you wonderful people just as you have opened your doors to me.

I hope I was the light whenever you came across darkness.

Katie Dobrydney DIRECTOR OF ILLUSTRATION

L

ife is strange, isn’t it? And to think it all started when I saw a flier in the Performing and Fine Arts Center advertising for illustrators.

Greetings, Lumberjack readers old and new. My name is Katie Dobrydney. I have illustrated for The Lumberjack for the past three years and had the pleasure of serving as the Director of Illustration this past year.

Never in my dreams did I imagine I would enjoy it so much. In fact, I was convinced I was going to hate it when I first joined. Someone telling me what to draw every week? Hello?

And yet, I stuck around. At first, it was just for class credit. Two weeks into my sophomore year, I found myself tip-toeing into the Media Innovation Center and sheepishly asking the first person I saw where the illustrators were. As time passed, I became more and more invested in the work that we do. It’s been an honor to watch my section grow, evolve and improve upon the standards set by the illustrators of yesteryear.

At this time, I must extend my sincerest, sappiest thanks to Alanna Secret and Colton Starley. Alanna is the reason I joined The Lumberjack — it was their fliers that caught my eye and piqued my interest. Their work is still buried on JackCentral.org, and it would behoove all of you to check it out.

Colton, where do I begin with you? You were my partner in crime, my supervisor when you were Director of Illustration and, above all, my friend. This section would not be where it is today had you not set the foundation last year, and I could not have done any of this without your help. You are truly the unsung hero of our section.

It’s been a pleasure, everyone.

May you all continue to be brave, stay wild and kick axe.

Illustrations By katie dobrydney and colton starley

12

THE LUMBERJACK | JACKCENTRAL.ORG

OPINION-EDITORIAL peggy packer

maria laura angulo

OP-ED EDITOR

ASSISTANT OP-ED EDITOR

remember almost too clearly what I felt like walking into the newsroom — which was called the Student Media Center at the time — the second week of my freshman year. I was nervous and, oddly enough, a little intimidated. But above all other things, I was overwhelmed with excitement.

My very first article was a controversial opinion piece, and The Lumberjack didn’t shy away from it. I had finally found an outlet where I could make my voice heard, instead of just talking to myself all the time.

Fast-forward almost three years later, and here I am — the editor of the section that stole my heart on day one.

I have had the privilege of leading extremely talented writers, becoming a better writer myself and doing it alongside a group of people I grew to care so much about.

If you sat in on an editorial board meeting on a Monday morning, you would see an interesting group of people who are all so different in a thousand ways but all have one similar passion.

This publication has given me inspiration and motivation when I couldn’t find it myself. This publication has given me more knowledge than I could have imagined. This publication gave me one of the best friends, and assistants, I could have asked for.

To think I could ever pay back The Lumberjack for everything it’s given me these past three years would be absurd. I am forever grateful for this experience, for my writers, my editorial board and friends. To say that saying goodbye is bittersweet would be an understatement.

How do you say goodbye to the best part of your college experience?

It’s tough.

B u t my journey on The Lumberjack editorial board has run its course, and I don’t regret a second of it.

s my college ride comes to an end, a sense of accomplishment is what is left behind. My dream was always to attend college in the United States, and with commencement so close, I still cannot believe I made it.

As I am writing this, I feel like this is my Oscars speech ­— I want to thank everyone who helped me get here.

Because if something is clear to me, it is that I didn’t do it alone.

So, I want to be able to express my gratitude to everyone who has supported me.

Starting with my family who have been part of this dream since I was a kid and never doubted me and supported my decisions. To my friends who have become family, and have had to endure all my ups and downs. To my adviser Mary Solomon, who saw me having a meltdown my first day at NAU, I don’t know if I would be here without you.

Lastly, to everyone at The Lumberjack, being part of the editorial team was a dream come true, and I have learned so much from everyone, but especially from Peggy Packer. To her, I will always be grateful for taking a chance on me and giving me the opportunity to be her assistant, but she has also become one of my closest friends.

This was my American dream, as cheesy as it sounds, and now it’s finally complete. This, however, has not been easy, but anything w o r t h d o i n g takes work — hard work.

A s t h i s experience comes to an end, I look forward to what is next.

Even though the unknown is very scary, I am as ready as I can be.

NAU will always have a place in my heart, and for all the people that have been a part of it, I am truly grateful.

Muchas gracias a todos!

I I

My final PillowTalk

n January 2018, the very first PillowTalk ran in The Lumberjack.

I remember being a writer sitting in the conference room when a fellow writer, the unforgettable Liz Wendler, pitched the idea of bringing a new sex column to NAU. It wasn’t until a semester later, when Liz became editor and I her assistant, that we were able to bring what is now called PillowTalk to the paper.

Now, at the end of my senior year, I have sat down to write this column for the last time.

I have treated this column like my baby for the past year and while I have come to the point in my life where I have to leave it behind, I am so proud of all that it has become and all that it has the PEGGY potential to be.

PACKER In my introduction to PillowTalk, I OP-ED EDITOR wrote, “Our goal is to provide a place for our readers to explore these topics in a way that is not boring or condescending.”

I feel like we have accomplished that goal.

We have addressed so many topics since the start of this column, ranging from bi-phobia, to STDs, to faking orgasms, to birth control and even more. I hope through reading the sex column people have realized how important it is to talk about these topics. The minute we stop viewing them as taboo, we will be able to learn so much more about sex, sexuality, sexual health and ourselves.

I want to thank The Lumberjack for trusting us enough to start this thing to begin with. The Opinion-Editorial section is a place for writers to speak their mind and articulate their own opinions, but issues revolving around sex rarely fit into that. I mean, not many writers want to write about sex if everyone else finds it so uncomfortable to talk about.

Those fears went out the door when PillowTalk came in.

Now there is a place where people can learn about sex, comfortably. You can sit down and read the sex column and realize that other people are facing some of the same struggles in terms of relationships, sexuality and knowledge about their own sexual health.

Sex and sexuality is a huge part of life, and I’m so happy that The Lumberjack now has a place to talk about it.

So, with that being said, I can’t wait to see where PillowTalk goes from here, and I’m so thankful to have had the opportunity to be part of it.

A

Illustrations By katie dobrydney and colton starley

MAY 2, 2019 – MAY 22, 2019| THE LUMBERJACK

13

OPINION-EDITORIAL

matthew strissel EDITOR-IN-CHIEF

S

o here we are. Graduation. To be honest, when I began this journey three years ago, this moment seemed almost impossibly far away. I thought I had all the time in the world to do all the things I wanted to in and around Flagstaff. I planned to climb to the top of Mount Humphrey’s — didn’t happen. I planned to hike the Grand Canyon rim to rim — didn’t happen.

I planned to do so many things, but as John Lennon once wrote, “Life is what happens while you’re busy making other plans.”

One thing I have learned during my time here is that you cannot dwell on the things you wish you had done, and you should focus on the things you have accomplished. I did get to see the Grand Canyon, even if I didn’t hike it. I did get to “stand on a corner in Winslow, Arizona,” which was on my bucket list.

Moving forward, I encourage all of you, dear readers, to focus on your accomplishments and not forget your failures, but learn and become a better person because of them.

I am eternally grateful for everyone who has helped me along my journey. I know for a fact that I could not have accomplished my dream of graduating and becoming Editor-in-Chief without their help. I cannot tell you how much I have missed being home in Montana. But everyone on The Lumberjack, my advisers, professors and classmates in both the photography and journalism departments have truly become my family and made my life one thousand times easer. I am going to miss you all so much.

For now, farewell Flagstaff. This isn’t goodbye forever. It’s “until we meet again.”

I’m listening to “See You When I See You” by Jason Boland & The Stragglers.

conor sweetman

Ashley Besing COPY CHIEF

I

feel like this semester has just been building up to a series of “lasts” — my last first day of school, my last day as copy chief for The Lumberjack, my last final.

Every time I hit one of these milestones I have a bittersweet feeling come over me. It’s sad to come to the end of an era, to say my goodbyes to the university I have attended for four years and the organization, The Lumberjack, I have called home for the last two.

However, with these lasts also come new beginnings. I am taking everything I own and moving to a new state where I don’t know anyone — unless my cat counts. While that is daunting, I’m ready.

I’m ready to leave my safety net, my home, where I feel safe and comfortable.

These last few moments don’t have to be sad. They signify the great times I have had at NAU and The Lumberjack. The friendships I’ve made and the knowledge I’ve gained will stick with me forever.

These lasts aren’t really lasts — they’re just the first moments of my life beginning.

DIRECTOR OF DIGITAL CONTENT/VAMPIRE

I

’ve seen these written before. I’ve even read a few from friends who have moved on to bigger and better things. I’ve seen their portraits sitting in the paper, looking back at me as I read their final goodbye to our readers. It never hit me as a reality, until writing this, that I would one day be leaving the place that I’ve called home and the people that I’ve called family for the past four years.

But here I am. It seems like just the other day that I first arrived at NAU to begin my collegiate career. Inexplicably, that time has come and gone, marked now only by memories of the good times and the bad.

After working for eight semesters for The Lumberjack, I have developed the tendency to mark my time at NAU by major news events that I covered. The 2015 NAU shooting, the 2016 presidential election and the run-up to it, the subsequent fight for free speech and protests against President Trump, campus and local politics, the never-ending breaking news and scores more. One of my final memories marked at this paper is this final goodbye, a rather bittersweet moment. I’ve always held the belief that when the good times pass they should be celebrated and remembered for happening, not cried over because it’s over.

I have been given opportunities that I never would have had elsewhere, and mentors like former Editor-in-Chief Scott Buffon and numerous faculty, too many to name here, have led me to a better understanding of the news, the world we live in and the people I interact with every day. For that, I am eternally grateful.

To my family at The Lumberjack, to my devoted friends, to my parents and extended family, to my dedicated faculty members and to all those that believed in me and helped me during my college tenure, thank you.

Illustrations By katie dobrydney and colton starley

14

THE LUMBERJACK | JACKCENTRAL.ORG

Grow with

SUMMER

CLASSES nau.edu/summer2019

College of Arts and Letters Arts and Cultural Management ACM 350 ACM 408

ARTS AND CULTURAL POLICY FIELDWORK EXPERIENCE

Art Education ARE 330W CRITIQUING AND WRITING ABOUT ART

Art History ARH 142 ARH 143 ARH 145 ARH 346 ARH 408

WESTERN ART SINCE 1400 INTRODUCTION TO THE ARTS OF ASIA INTRODUCTION TO NATIVE NORTH AMERICAN ART BAROQUE AND ROCOCO ART FIELDWORK EXPERIENCE

Art ART 100 ART 135 ART 143 ART 161 ART 181 ART 362

ART APPRECIATION DRAWING FUNDAMENTALS I INTRODUCTION TO HANDMADE BOOKS CERAMICS I SCULPTURE I WOOD-FIRED CERAMICS

Comparative Cultural Studies CCS 250

CULTURAL PERSPECTIVES

LITERATURE FOR ADOLESCENTS APPROACHES TO TEACHING GRAMMAR CONTEMPORARY DEVELOPMENTS TOPICS IN PUBLIC AND DISCIPLINARY WRITING TOPICS IN DIGITAL/SOCIAL MEDIA STUDIES ASSESSMENT FOR SECOND LANGUAGE SKILLS THE NOVEL AND ITS TRADITION

German GER 485

UNDERGRADUATE RESEARCH

HIS 100 HIS 292 HIS 392 HIS 481 HIS 686

INTRODUCTION TO CINEMA STUDIES FIELDWORK EXPERIENCE

English ENG 105

CRITICAL READING AND WRITING IN THE UNIVERSITY COMMUNITY ENG 110 RHETORIC IN THE MEDIA ENG 205 THE ACADEMIC WRITER’S WORKSHOP ENG 270 INTRODUCTION TO CREATIVE WRITING: FICTION ENG 300 CURRENT TRENDS AND THEORIES IN THE TEACHING OF ENGLISH ENG 302W TECHNICAL WRITING ENG 305W WRITING IN DISCIPLINARY COMMUNITIES ENG 345 TOPICS IN US MULTI-ETHNIC LITERATURE ENG 499 CONTEMPORARY DEVELOPMENTS ENG 504 INTRODUCTION TO LANGUAGE AND LINGUISTICS ENG 522 RHETORIC AND WRITING IN PROFESSIONAL COMMUNITIES ENG 538 CROSS-CULTURAL ASPECTS OF LANGUAGE LEARNING ENG 548 FUNDAMENTALS OF SECOND LANGUAGE TEACHING ENG 558 ESL METHODS AND MATERIALS: LISTENING AND SPEAKING ESL METHODS AND MATERIALS: READING AND WRITING ENG 559 ENG 573 WRITER’S CREATIVE PROCESS

Graduate courses indicated in green.

Spanish SPA 101 SPA 102 SPA 201 SPA 202 SPA 301 SPA 304W SPA 310 SPA 340

FIRST YEAR SPANISH FIRST YEAR SPANISH SECOND YEAR SPANISH SECOND YEAR SPANISH ADVANCED SPANISH GRAMMAR SPANISH STYLISTICS: INTERMEDIATE COMPOSITION COMMERCIAL SPANISH SPANISH LINGUISTICS

Theatre

History WORLD HISTORY I UNITED STATES HISTORY SINCE 1865 THE CIVIL WAR: UNION IN CRISIS POPULAR CULTURE IN MODERN LATIN AMERICA INTERNSHIP

TH 101 TH 213 TH 218 TH 313 TH 340 TH 413

INTRODUCTION TO THE THEATRE PRODUCTION WORKSHOP II INTRODUCTION TO THEATRICAL DESIGN PRODUCTION WORKSHOP III SUMMER THEATRE PRODUCTION PRODUCTION WORKSHOP IV

Humanities

College of Education

HUM 101 HUM 261 HUM 351

Bilingual and Multicultural Education

HUM 362 HUM 370 HUM 371 HUM 373 HUM 375 HUM 408

INTRODUCTION TO HUMANITIES ASIAN IDEAS AND VALUES PERSPECTIVES ON WESTERN HUMANITIES I: SELECTED TOPICS FROM ANTIQUITY TO THE RENAISSANCE PERSPECTIVES ON ASIAN HUMANITIES THE POPULAR ARTS HUMANISTIC VALUES IN A TECHNOLOGICAL SOCIETY NATURE AND VALUES WOMEN IN AMERICAN ARTS AND CULTURE FIELDWORK EXPERIENCE

Language

Cinema CINE 101 CINE 408

ENG 576 ENG 582 ENG 599 ENG 624 ENG 626 ENG 638 ENG 655

LAN 250 LAN 299 LAN 350

INTRODUCTION TO LANGUAGE STUDY FOR LANGUAGE LEARNERS SPECIAL TOPICS WORLD CINEMA

BME 210 BME 420 BME 430 BME 437 BME 520 BME 530 BME 531 BME 537 BME 631 BME 637

FOUNDATIONS OF MULTICULTURAL EDUCATION LITERACY AND BI-LITERACY DEVELOPMENT METHODS AND MATERIALS IN SECOND LANGUAGE TEACHING AND STRUCTURED ENGLISH IMMERSION STRUCTURED ENGLISH IMMERSION METHODS FOR SECONDARY SCHOOL LITERACY AND BI-LITERACY DEVELOPMENT FOUNDATIONS OF BILINGUAL AND ESL INSTRUCTION BILINGUAL AND SECOND-LANGUAGE METHODOLOGY STRUCTURED ENGLISH IMMERSION METHODS FOR SECONDARY SCHOOL STRUCTURED ENGLISH IMMERSION AND SHELTERED ENGLISH CONTENT INSTRUCTION CULTURAL COMPONENT OF BILINGUAL AND ESL INSTRUCTION GRADUATE SEMINAR

Museum Studies

BME 698

MST 408

Community College Higher Education

FIELDWORK EXPERIENCE

Music MUS 333 MUS 360

JAZZ HISTORY AND STYLES TOPICS IN WORLD MUSIC

Philosophy PHI 105 PHI 150 PHI 223 PHI 332

INTRODUCTION TO ETHICS PHILOSOPHIES OF THE WORLD ARGUMENT ANALYSIS HEALTHCARE ETHICS

CCHE 580 CCHE 590 CCHE 600 CCHE 620 CCHE 640 CCHE 650 CCHE 680 CCHE 687 CCHE 688 CCHE 730

THE COMMUNITY COLLEGE TECHNOLOGICAL FLUENCY AND LEADERSHIP LEADERSHIP SKILLS PROGRAMS FOR ACCESS AND OPPORTUNITY IN HIGHER EDUCATION CURRICULUM CONSTRUCTION IN COMMUNITY COLLEGE SOCIAL ENTREPRENEURSHIP IN HIGHER EDUCATION HIGHER EDUCATION IN THE UNITED STATES PROFESSIONAL DEVELOPMENT SEMINAR COLLEGE TEACHING HIGHER EDUCATION LAW

Religious Studies

Career and Technical Education

REL 150 REL 220 REL 408

CTE 300 CTE 392 CTE 408

RELIGIONS OF THE WORLD CHRISTIAN SCRIPTURES (NEW TESTAMENT) FIELDWORK EXPERIENCE

CONTEXTS OF CAREER AND TECHNICAL EDUCATION ACCIDENT PREVENTION FIELDWORK EXPERIENCE

Course availability is subject to change. Please visit nau.edu/LOUIE for the most up-to-date information.

MAY 2, 2019 – MAY 22, 2019 | THE LUMBERJACK

15

nau.edu/summer2019 Career and Technical Education continued

Educational Foundations

ESE 424

CTE 486 CTE 550 CTE 561 CTE 593 CTE 608 CTE 670 CTE 696

EDF 301W EDF 500 EDF 630 EDF 671 EDF 677 EDF 742

ESE 434

MULTIMEDIA DEVELOPMENT GRANT WRITING FACILITIES DESIGN IN-SERVICE TEACHER WORKSHOP FIELDWORK EXPERIENCE ADULT LEARNERS SCHOOL-COMMUNITY RELATIONS IN CAREER AND TECHNICAL EDUCATION

Curriculum and Instruction ECI 302 ECI 305 ECI 308 ECI 312 ECI 316 ECI 321 ECI 330 ECI 402 ECI 403 ECI 405 ECI 406 ECI 407 ECI 411 ECI 497C ECI 505 ECI 521 ECI 526 ECI 530 ECI 531 ECI 541 ECI 551 ECI 602 ECI 603 ECI 604 ECI 608 ECI 620 ECI 625 ECI 642 ECI 643 ECI 647 ECI 648 ECI 651 ECI 652 ECI 659 ECI 661 ECI 671 ECI 675 ECI 687 ECI 696 ECI 698 ECI 701 ECI 721 ECI 730 ECI 740 ECI 761

CHILDREN’S LITERATURE EARLY CHILDHOOD DEVELOPMENT SUPERVISED PRACTICUM CURRICULUM AND ASSESSMENT IN EARLY CHILDHOOD PLAY EDUCATION ELEMENTARY SCHOOL CURRICULUM EVALUATION OF LEARNING: ELEMENTARY INTEGRATED LIT I: DEV LITERACY, EVIDENCEBASED PRACTICES, AND LANGUAGE ARTS IN THE ELEMENTARY SCHOOL INTEGRATED LIT II: READING THEORY, DECODING, EVIDENCE-BASED PRACTICES, AND LANG ARTS IN THE ELEMENTARY SCHOOL MATHEMATICS AND EVIDENCE-BASED PRACTICES IN THE ELEMENTARY SCHOOL SCIENCE AND EVIDENCE-BASED PRACTICES IN THE ELEMENTARY SCHOOL SOCIAL STUDIES AND EVIDENCE-BASED PRACTICES IN THE ELEMENTARY SCHOOL INTEGRATED LITERACY III: WRITING INSTRUCTION FOR ELEMENTARY SCHOOL INDEPENDENT STUDY GRADUATE MATHEMATICS AND EVIDENCED PRACTICES GRADES 1–8 QUESTIONING STRATEGIES PARENTAL INVOLVEMENT IN EDUCATION THE ROLE OF PHONICS IN READING INSTRUCTION FOUNDATIONS OF READING INSTRUCTION CORRECTIVE AND REMEDIAL READING CLINICAL PRACTICE IN READING PRACTICUM K-8 ADVANCED CHILDREN’S LITERATURE ASSESSMENT OF STUDENTS ADVANCED STUDY IN EMERGENT LITERACY FIELDWORK EXPERIENCE EARLY CHILDHOOD CURRICULUM DEVELOPMENT OF CHILDREN’S LOGICAL CONCEPTS MODERN LANGUAGE-ARTS INSTRUCTION MODERN ELEMENTARY SCHOOL MATHEMATICS MULTIAGE EDUCATION ADVANCED MULTIAGE EDUCATION ISSUES IN READING GENDER ISSUES IN EDUCATION INSTRUCTIONAL PROBLEMS IN JUNIOR HIGHS AND MIDDLE SCHOOLS ADMINISTRATION AND SUPERVISION OF READING PROGRAMS READING IN THE CONTENT AREA PRINCIPLES OF CURRICULUM CONSTRUCTION SUPERVISED APPLIED READING RESEARCH PROJECT PROFESSIONAL PROBLEMS OF TEACHERS GRADUATE SEMINAR FRAMEWORKS OF CURRICULUM WRITING FOR PUBLICATION SEMINAR PARADIGMS FOR RESEARCH IN CURRICULUM AND INSTRUCTION PRAXIS SEMINAR ADVANCED SEMINAR IN CURRICULUM PROBLEMS

Graduate courses indicated in green.

16

THE LUMBERJACK | JACKCENTRAL.ORG

SCHOOL AND SOCIETY CULTURAL FOUNDATIONS OF EDUCATION FOUNDATIONS OF EDUCATION LAW HISTORY OF AMERICAN EDUCATION EDUCATIONAL SOCIOLOGY HISTORICAL RESEARCH AND EDUCATIONAL HISTORY

Educational Leadership EDL 600 EDL 622 EDL 623 EDL 625 EDL 627 EDL 629 EDL 635 EDL 650 EDL 662 EDL 733 EDL 736 EDL 788 EDL 789

LEADERSHIP SKILLS LEGAL ASPECTS OF SCHOOL ADMINISTRATION PUBLICITY AND POLITICS OF EDUCATION SUPERVISION OF INSTRUCTION PERSONNEL ADMINISTRATION IN EDUCATION THE PRINCIPALSHIP SCHOOL FINANCE CRITICAL ISSUES IN EDUCATIONAL LEADERSHIP LEADERSHIP IN INSTRUCTIONAL PLANNING EDUCATIONAL ORGANIZATION DEVELOPMENT ADVANCED SCHOOL LAW: SEMINAR IN POLICY ANALYSIS, DEVELOPMENT, AND APPLICATION ADVANCED LEADERSHIP THEORY ADVANCED LEADERSHIP SEMINAR

Educational Research EDR 610 EDR 720 EDR 725

INTRODUCTION TO RESEARCH RESEARCH DESIGN QUALITATIVE RESEARCH

ESE 436 ESE 501 ESE 502 ESE 503 ESE 504 ESE 506 ESE 510 ESE 519 ESE 520 ESE 530 ESE 536 ESE 548 ESE 549 ESE 569 ESE 602 ESE 603

Education Yuma

ESE 634

EDU 313

ESE 649

EDU 314 EDU 436

GUIDANCE AND MANAGEMENT IN EARLY CHILDHOOD EDUCATION INTEGRATED MATHEMATICS IN EARLY CHILDHOOD FOUNDATIONS IN EARLY CHILDHOOD SPECIAL EDUCATION

Educational Psychology EPS 324 EPS 525 EPS 580 EPS 590 EPS 591 EPS 595 EPS 596 EPS 599 EPS 605 EPS 606 EPS 610 EPS 611 EPS 615 EPS 620 EPS 625 EPS 664 EPS 669 EPS 671 EPS 694 EPS 720 EPS 796

EDUCATIONAL PSYCHOLOGY IN ELEMENTARY AND MIDDLE-SCHOOL EDUCATION INTRODUCTION TO STATISTICS HUMAN DEVELOPMENT SUBSTANCE-RELATED AND ADDICTIVE DISORDERS PERSONALITY ADJUSTMENT SELF-MANAGEMENT TECHNIQUES DEVELOPMENT PERSPECTIVES OF HUMAN DIVERSITY CONTEMPORARY DEVELOPMENTS EDUCATIONAL PSYCHOLOGY APPLIED TO LEARNING APPLIED BEHAVIOR MANAGEMENT CHILD PSYCHOLOGY ADOLESCENT PSYCHOLOGY LIFESPAN HUMAN DEVELOPMENT: IMPLICATIONS FOR COUNSELING VOCATIONAL COUNSELING AND CAREER DEVELOPMENT INTERMEDIATE STATISTICS TESTS AND MEASUREMENTS TOPICS IN CRISIS, TRAUMA, AND DISASTER COUNSELING CONSULTATION IN THE HELPING PROFESSIONS COUNSELING INTERNSHIP: MASTER’S SEMINAR IN LEARNING DOCTORAL INTERNSHIP

Special Education ESE 280 ESE 330

INTRODUCTION TO CHILDREN WITH EXCEPTIONAL NEEDS PRINCIPLES AND STRATEGIES FOR TEACHING ADOLESCENTS WITH EXCEPTIONALITIES

FOUNDATIONS AND LEGAL ASPECTS OF SPECIAL EDUCATION: MILD TO MODERATE DISABILITIES FOUNDATIONS OF MODERATE TO SEVERE DISABILITIES AND LANGUAGE DEVELOPMENT FOUNDATIONS OF SPECIAL EDUCATION: EARLY CHILDHOOD STUDENTS WITH EXCEPTIONALITIES IN REGULAR PROGRAMS BEHAVIORAL MANAGEMENT IN SPECIAL EDUCATION DIAGNOSIS AND ASSESSMENT OF CHILDREN WITH EXCEPTIONAL NEEDS METHODS AND MATERIALS IN SPECIAL EDUCATION ADMINISTRATION AND SUPERVISION OF SPECIAL EDUCATION CREATIVITY AND GIFTEDNESS IN THE CLASSROOM PRINCIPLES AND TACTICS OF POSITIVE BEHAVIOR SUPPORT BILINGUAL AND MULTICULTURAL ASPECTS OF SPECIAL EDUCATION PRINCIPLES AND STRATEGIES FOR TEACHING ADOLESCENTS WITH EXCEPTIONALITIES FOUNDATIONS OF EARLY CHILDHOOD AND SPECIAL EDUCATION SURVEY OF SPECIAL EDUCATION METHODS IN EARLY INTENSIVE BEHAVIORAL SUPPORT ETHICS IN APPLIED BEHAVIOR ANALYSIS AND POSITIVE BEHAVIOR SUPPORT TEACHING CULTURALLY AND LINGUISTICALLY DIVERSE STUDENTS WITH EXCEPTIONALITIES INCL COLLABORATIVE METHODS FOR TEACHING CULTURALLY AND LINGUISTICALLY DIVERSE STUDENTS W/ EXCEPTIONALITIES ADVANCED FOUNDATIONS OF MODERATE TO SEVERE DISABILITIES ADVANCED FOUNDATIONS AND LEGAL ASPECTS OF SPECIAL EDUCATION: MILD TO MODERATE DISABILITIES

Educational Technology Curriculum ETC 545 ETC 547 ETC 567 ETC 585

INTERNET FOR EDUCATORS INSTRUCTIONAL THEORY AND STRATEGIES IN TECHNOLOGY INTEGRATION TECHNOLOGY, SOCIETY, AND EDUCATION TECHNOLOGY INTEGRATION IN THE PK–16 CLASSROOM

College of Engineering, Informatics, and Applied Sciences Civil and Environmental Engineering CENE 150 CENE 225 CENE 251 CENE 253 CENE 253L CENE 270 CENE 281L CENE 286

INTRODUCTION TO ENVIRONMENTAL ENGINEERING ENGINEERING ANALYSIS APPLIED MECHANICS STATICS MECHANICS OF MATERIALS MECHANICS OF MATERIALS LAB SURVEYING ENVIRONMENTAL ENGINEERING LAB I CIVIL AND ENVIRONMENTAL ENGINEERING DESIGN: THE PROCESS CENE 333L WATER RESOURCES LAB CENE 383L GEOTECHNICAL ENGINEERING I LAB CENE 389 COOPERATIVE EDUCATION CENE 450 GEOTECHNICAL ENGINEERING II CENE 470 GIS APPLICATIONS FOR ENGINEERING AND CONSTRUCTION CENE 476 ENGINEERING DESIGN: CAPSTONE PREPARATION

Course availability is subject to change. Please visit nau.edu/LOUIE for the most up-to-date information.

nau.edu/summer2019 Civil and Environmental Engineering continued CENE 486C ENGINEERING DESIGN CENE 499 CONTEMPORARY DEVELOPMENTS CENE 540 ENVIRONMENTAL PROTECTION: TODAY AND TOMORROW

Construction Management CM 408 CM 470

FIELDWORK EXPERIENCE GIS APPLICATIONS FOR ENGINEERING AND CONSTRUCTION

Computer Science CS 112 CS 399

INTRODUCTION TO THE WORLD WIDE WEB AND INTERNET SPECIAL TOPICS

Electrical Engineering EE 110 EE 280 EE 325 EE 386W EE 448

INTRODUCTION TO DIGITAL LOGIC INTRODUCTION TO ELECTRONICS ENGINEERING ANALYSIS II ENGINEERING DESIGN: THE METHODS DIGITAL SIGNAL PROCESSING

General Engineering EGR 386W ENGINEERING DESIGN: THE METHODS

Information Systems ISM 120 ISM 360 ISM 408 ISM 440

INTRO TO COMPUTER INFORMATION SYSTEMS MANAGEMENT INFORMATION SYSTEMS FIELDWORK EXPERIENCE APPLIED BUSINESS INTELLIGENCE

Mechanical Engineering ME 240 ME 252 ME 252R ME 286 ME 291 ME 291R ME 365 ME 392 ME 395 ME 450 ME 465 ME 476C ME 486C

MATERIALS SCIENCE APPLIED MECHANICS DYNAMICS APPLIED MECHANICS DYNAMICS RECITATION ENGINEERING DESIGN: THE PROCESS THERMODYNAMICS I THERMODYNAMICS I RECITATION MACHINE DESIGN I THERMODYNAMICS II FLUID MECHANICS I HEAT TRANSFER MACHINE DESIGN II MECHANICAL ENGINEERING DESIGN I MECHANICAL ENGINEERING DESIGN II

College of the Environment, Forestry, and Natural Sciences

BIO 181 BIO 181L BIO 182 BIO 182L BIO 201 BIO 201L BIO 202 BIO 202L BIO 205 BIO 205L BIO 240 BIO 244 BIO 300 BIO 302 BIO 305W BIO 310 BIO 320 BIO 326 BIO 334 BIO 366 BIO 399 BIO 408 BIO 408C BIO 485 BIO 499 BIO 526 BIO 599

Graduate courses indicated in green.

Physics PHY 111 PHY 112 PHY 161 PHY 262 PHY 485

GENERAL PHYSICS I GENERAL PHYSICS II UNIVERSITY PHYSICS I UNIVERSITY PHYSICS II UNDERGRADUATE RESEARCH

SCI 530 SCI 599 SCI 689

FUNDAMENTAL CHEMISTRY FUNDAMENTAL CHEMISTRY LAB GENERAL CHEMISTRY I GENERAL CHEMISTRY I LAB GENERAL CHEMISTRY II GENERAL CHEMISTRY II LAB FUNDAMENTAL ORGANIC CHEMISTRY FUNDAMENTAL ORGANIC CHEMISTRY LAB GENERAL ORGANIC CHEMISTRY I GENERAL ORGANIC CHEMISTRY I LAB GENERAL ORGANIC CHEMISTRY II GENERAL ORGANIC CHEMISTRY II LAB FUNDAMENTAL BIOCHEMISTRY FIELDWORK EXPERIENCE UNDERGRADUATE RESEARCH

Earth and Environmental Science EES 608

FIELDWORK EXPERIENCE

HISTORY OF SCIENCE CONTEMPORARY DEVELOPMENTS MAST PORTFOLIO

Statistics STA 270

APPLIED STATISTICS

College of Health and Human Services Athletic Training AT 229 AT 500 AT 510

EMERGENCY CARE IN ATHLETIC TRAINING BRACING AND PADDING IN ATHLETIC TRAINING ETHICS IN ATHLETIC TRAINING PRACTICE

Environmental Science

Communication Science and Disorders

ENV 110 ENV 115 ENV 250

CSD 515

ENV 377 ENV 408 ENV 485

FOR 211

PRINCIPLES OF BIOLOGY PRINCIPLES OF BIOLOGY LAB THE ART AND SCIENCE OF HUMAN MOVEMENT

MATHEMATICS PATHWAY ALGEBRA FOR PRECALCULUS QUANTITATIVE REASONING FINITE MATHEMATICS WITH CALCULUS PRECALCULUS MATHEMATICS CALCULUS I CALCULUS II PRINCIPLES OF MATHEMATICS I PRINCIPLES OF MATHEMATICS II DISCRETE MATHEMATICS CALCULUS III DIFFERENTIAL EQUATIONS INTRODUCTION TO LINEAR ALGEBRA INTRODUCTION TO NUMERICAL ANALYSIS TECHNOLOGY IN MATHEMATICS EDUCATION EQUITY IN MATHEMATICS EDUCATION RESEARCH IN MATHEMATICS EDUCATION

Science Education

Forestry

BIO 100 BIO 100L BIO 154

MAT 100 MAT 108 MAT 114 MAT 121 MAT 125 MAT 136 MAT 137 MAT 150 MAT 155 MAT 226 MAT 238 MAT 239 MAT 316 MAT 362 MAT 508 MAT 600 MAT 602

CHM 130 CHM 130L CHM 151 CHM 151L CHM 152 CHM 152L CHM 230 CHM 230L CHM 235 CHM 235L CHM 238 CHM 238L CHM 360 CHM 408C CHM 485

AST 180 AST 201 AST 485

Biology

Mathematics

Chemistry

Astronomy INTRODUCTION TO ASTRONOMY INTRODUCTION TO INDIGENOUS ASTRONOMY UNDERGRADUATE RESEARCH

UNITY OF LIFE I: LIFE OF THE CELL UNITY OF LIFE I LABORATORY UNITY OF LIFE II: LIVES OF MULTICELLULAR ORGANISMS UNITY OF LIFE II LABORATORY HUMAN ANATOMY/PHYSIOLOGY I HUMAN ANATOMY/PHYSIOLOGY I LAB HUMAN ANATOMY/PHYSIOLOGY II HUMAN ANATOMY/PHYSIOLOGY II LAB MICROBIOLOGY MICROBIOLOGY LAB GENETICS AND EVOLUTION FUNDAMENTAL EVOLUTIONARY BIOLOGY HUMAN BIOLOGY RELEVANCE OF SCIENCE WRITING IN BIOLOGY SCIENTIFIC CONCEPTS IN HUMAN BIOLOGY GENERAL PATHOLOGY ECOLOGY FUNCTIONAL ANATOMY AND KINESIOLOGY BEHAVIOR OF ANIMALS SPECIAL TOPICS FIELDWORK EXPERIENCE FIELDWORK EXPERIENCE UNDERGRADUATE RESEARCH CONTEMPORARY DEVELOPMENTS HERPETOLOGY CONTEMPORARY DEVELOPMENTS

EXTREME WEATHER CLIMATE CHANGE ENVIRONMENTAL CONSERVATION ON THE COLORADO PLATEAU HUMANS AND THE HYDROSPHERE FIELDWORK EXPERIENCE UNDERGRADUATE RESEARCH

FOREST MEASUREMENTS

Geology GLG 112 GLG 112L

GEOLOGIC DISASTERS GEOLOGIC DISASTERS LAB

CSD 521 CSD 531 CSD 541 CSD 551 CSD 552 CSD 554 CSD 556 CSD 557 CSD 558 CSD 599 CSD 602 CSD 608

AUGMENTATIVE AND ALTERNATIVE COMMUNICATION FOR THE SLP COMMUNICATION DISORDERS: BIRTH TO THREE LANGUAGE AND LITERACY DEVELOPMENT AND DISORDERS: PRESCHOOL THROUGH EARLY SCHOOL AGE LANGUAGE ASSESSMENT AND INTERVENTION: ELEMENTARY SCHOOL TO HIGH SCHOOL MOTOR SPEECH DISORDERS APHASIA AND RIGHT HEMISPHERE DAMAGE QUANTITATIVE AND QUALITATIVE METHODS IN SPEECH-LANGUAGE PATHOLOGY AUDIOLOGY FOR SPEECH-LANGUAGE PATHOLOGISTS PHONOLOGICAL DEVELOPMENT AND DISORDERS SWALLOWING DISORDERS: EVALUATION AND TREATMENT CONTEMPORARY DEVELOPMENTS CLINICAL PRACTICUM IN SPEECH-LANGUAGE PATHOLOGY EXTERNSHIP IN SPEECH-LANGUAGE PATHOLOGY

Course availability is subject to change. Please visit nau.edu/LOUIE for the most up-to-date information.

MAY 2, 2019 – MAY 22, 2019 | THE LUMBERJACK

17

nau.edu/summer2019 Communication Science and Disorders continued CSD 651 CSD 652 CSD 653

FLUENCY: DIAGNOSIS AND TREATMENT VOICE AND RESONANCE DISORDERS: ASSESSMENT AND TREATMENT TRAUMATIC BRAIN INJURY AND DEMENTIA

Dental Hygiene DH 313 DH 369 DH 408

CLINIC II: PATIENTS ORAL PAIN MANAGEMENT PUBLIC HEALTH EXTERNSHIP

Fitness Wellness FW 299 FW 311 FW 321 FW 343 FW 405 FW 406 FW 430

SPECIAL TOPICS TRANSFORMATIONAL CHANGE PRACTICES STRESS MANAGEMENT FACILITATING ACTIVE LIVING WORKSITE HEALTH PROMOTION HEALTH COACHING SKILLS PROFESSIONAL PRACTICE AND RESPONSIBILITIES

Health Sciences HS 200 HS 300 HS 310 HS 313 HS 317 HS 320 HS 390W HS 403C HS 404 HS 408 HS 410 HS 417 HS 460C HS 471 HS 497 HS 499 HS 511 HS 572 HS 599

HEALTHY LIFESTYLES HUMAN DISEASES MEDICAL AND SCIENTIFIC TERMINOLOGY ENVIRONMENTAL HEALTH MATERNAL, CHILD, AND SEXUAL HEALTH MIND-BODY HEALTH CURRENT HEALTH ISSUES PLANNING, IMPLEMENTING, AND EVALUATING HEALTH PROMOTION PROGRAMS PRINCIPLES OF EPIDEMIOLOGY FIELDWORK EXPERIENCE ORGANIZATION AND ADMINISTRATION OF HEALTH SERVICES FUTURE DIRECTIONS IN PUBLIC HEALTH LEADERSHIP AND INTERPROFESSIONAL TEAMWORK FOR HEALTH PROFESSIONALS RACIAL/ETHNIC HEALTH DISPARITIES INDEPENDENT STUDY CONTEMPORARY DEVELOPMENTS HEALTH POLICY AND MANAGEMENT ENVIRONMENTAL AND OCCUPATIONAL HEALTH CONTEMPORARY DEVELOPMENTS

Nutrition Science NTS 135

INTRODUCTION TO NUTRITION AND FOODS

NTS 325W NTS 335 NTS 425

NUTRITION RESEARCH AND COMMUNICATION CULINARY ARTS FOR HEALTH NUTRITION FOR SPORT PERFORMANCE AND WELLNESS

Nursing NUR 307 NUR 307L

HEALTH ASSESSMENT FOR REGISTERED NURSES HEALTH ASSESSMENT FOR REGISTERED NURSES PRACTICUM NUR 320 BASIC PRINCIPLES IN PALLIATIVE CARE NUR 321 GERONTOLOGY NUR 330 INTRODUCTION TO NURSING AS A DISCIPLINE AND PROFESSION NUR 331 APPLIED PHARMACOLOGY AND PATHOPHYSIOLOGY NUR 333 COMMUNICATION AND MENTAL HEALTH NURSING NUR 333L COMMUNICATION AND MENTAL HEALTH NURSING PRACTICUM NUR 336 FOUNDATIONS OF NURSING PRACTICE NUR 336L FOUNDATIONS OF NURSING PRACTICUM NUR 390W RESEARCH AND EVIDENCE-BASED PRACTICE

Graduate courses indicated in green.

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NUR 420 NUR 424 NUR 442 NUR 497 NUR 510 NUR 550 NUR 560 NUR 608 NUR 660 NUR 661 NUR 675 NUR 700 NUR 703 NUR 705

FAMILY NURSING ROLES NURSING INFORMATICS AND HEALTHCARE POLICY PUBLIC HEALTH NURSING ROLES INDEPENDENT STUDY THEORETICAL FOUNDATIONS FAMILY NURSING THEORY AND PRACTICE RURAL THEORY AND HEALTH POLICY FIELDWORK EXPERIENCE: CLINICAL LEADERSHIP FAMILY PRIMARY HEALTHCARE I FAMILY PRIMARY HEALTHCARE PRACTICUM I ADVANCED ROLES TRANSITION INTRODUCTION TO DOCTOR OF NURSING PRACTICE DOCTOR OF NURSING PRACTICE CLINICAL IMMERSION LEADERSHIP FOR ADVANCED PRACTICE NURSES IN CLINICAL PRACTICE

Physician Assistant Studies PHA 599 PHA 612 PHA 613 PHA 614 PHA 615 PHA 616 PHA 617 PHA 618 PHA 620 PHA 621

CONTEMPORARY DEVELOPMENTS INTERNAL MEDICINE ROTATION SURGERY ROTATION PEDIATRICS ROTATION WOMEN’S HEALTH ROTATION MENTAL HEALTH ROTATION EMERGENCY MEDICINE ROTATION PRIMARY CARE ROTATION ELECTIVE I ROTATION ELECTIVE II ROTATION

Applied Indigenous Studies AIS 101 AIS 201 AIS 202 AIS 255

INTRODUCTION TO INDIGENOUS STUDIES AMERICAN INDIAN EXPRESSION ROOTS OF FEDERAL AMERICAN INDIAN POLICY GENDER AND INDIGENOUS REPRESENTATION

Anthropology ANT 101 ANT 102 ANT 103 ANT 104 ANT 106 ANT 206 ANT 305 ANT 306 ANT 350 ANT 351 ANT 608

HUMANKIND EMERGING EXPLORING CULTURES CULTURE IN COMMUNICATION LOST TRIBES AND BURIED CITIES THE ART OF ANCIENT TECHNOLOGY ANCIENT NORTH AMERICANS: THE PREHISTORIC LEGACY FOLKLORE OF THE WORLD: ANTHROPOLOGICAL PERSPECTIVES PEOPLES OF THE SOUTHWEST ANCIENT CIVILIZATIONS: THE ROOTS OF CULTURAL DIVERSITY SOUTHWESTERN ARCHAEOLOGY FIELDWORK EXPERIENCE

Bachelor of University Studies BUS 449C BUS 450C

BACHELOR OF UNIVERSITY STUDIES CAPSTONE PROPOSAL DEVELOPMENT CAPSTONE ON INTEGRATIVE LEARNING

Physical Therapy

Criminology and Criminal Justice

PT 582 PT 608 PT 687

CCJ 210 CCJ 215 CCJ 220 CCJ 250 CCJ 314

THERAPEUTIC EXERCISE FIELDWORK EXPERIENCE PROFESSIONAL DEVELOPMENT SEMINAR

Speech Sciences and Technology SST 191 SST 202 SST 251 SST 301 SST 302 SST 303 SST 304 SST 350 SST 375 SST 376 SST 405 SST 455C SST 456 SST 460 SST 497

COMMUNICATION DISORDERS IN LITERATURE AND MEDIA PHONETICS ANATOMY AND PHYSIOLOGY OF SPEECH AND LANGUAGE SPEECH-LANGUAGE PATHOLOGY ASSISTANT (SLPA) -CHILDHOOD COMMUNICATION DISORDERS SPEECH-LANGUAGE PATHOLOGY ASSISTANT (SLPA) -ADULT COMMUNICATION DISORDERS SPEECH-LANGUAGE PATHOLOGY ASSISTANT (SLPA) -PRINCIPLES OF SCREENING AND TREATMENT SPEECH-LANGUAGE PATHOLOGY ASSISTANT (SLPA) -CASE STUDIES COMMUNICATION DEVELOPMENT IN CHILDREN SPEECH-LANGUAGE SCIENCES HEARING SCIENCE NEUROLOGICAL FOUNDATIONS OF SPEECH, LANGUAGE, AND HEARING SURVEY OF SPEECH PATHOLOGY SURVEY OF AUDIOLOGY CLINICAL INTERACTION IN SPEECH-LANGUAGE PATHOLOGY AND AUDIOLOGY INDEPENDENT STUDY

College of Social and Behavioral Sciences Advertising ADV 207 ADV 310 ADV 485 ADV 497

INTRODUCTION TO ADVERTISING ADVERTISING MEDIA SELECTION UNDERGRADUATE RESEARCH INDEPENDENT STUDY

CCJ 325 CCJ 340 CCJ 360 CCJ 380 CCJ 385 CCJ 390 CCJ 408 CCJ 410

COURTS AND JUSTICE CRIME, JUSTICE, AND THE MEDIA LAW ENFORCEMENT SYSTEMS CRIMINOLOGY HOLLYWOOD AND THE SOCIAL CONSTRUCTION OF CRIME AND JUSTICE DRUG ISSUES AND THE LAW WHITE COLLAR AND CORPORATE CRIME WOMEN, CRIME, AND JUSTICE LAW IN AMERICA SECURITY IN A GLOBALIZED WORLD CRIMINAL INVESTIGATION INTERNSHIP YOUTH, CRIME, AND JUSTICE

Creative Media and Film CMF 106 CMF 122 CMF 129 CMF 208 CMF 235 CMF 275 CMF 328W CMF 330W CMF 382 CMF 482 CMF 485 CMF 497

INTRODUCTION TO DOCUMENTARY STUDIES INTRODUCTION TO MEDIA STUDIES INTRODUCTION TO SCREENWRITING FIELDWORK EXPERIENCE FILMMAKING TECHNIQUES POST PRODUCTION MEDIA DEVELOPMENT WRITING WRITING MEDIA CRITICISM THE ART OF CINEMA TOPICS IN MEDIA STUDIES UNDERGRADUATE RESEARCH INDEPENDENT STUDY

Communication COM 100 COM 101 COM 131 COM 150 COM 200 COM 208 COM 212

SURVEY OF COMMUNICATION COMMUNICATION ANALYSIS WRITING FOR COMMUNICATION CHANNELS ENVIRONMENTAL COMMUNICATION BASIC COMMUNICATION THEORY FIELDWORK EXPERIENCE MASS MEDIA AND SOCIETY

Course availability is subject to change. Please visit nau.edu/LOUIE for the most up-to-date information.

nau.edu/summer2019 Communication continued COM 301 COM 400 COM 408 COM 497 COM 690 COM 698

RACE, GENDER, AND MEDIA MASS COMMUNICATION REGULATION AND RESPONSIBILITY FIELDWORK EXPERIENCE INDEPENDENT STUDY COMMUNICATION PROJECT SEMINAR IN COMMUNICATION THEORY

POS 315 POS 356 POS 357 POS 359 POS 408 POS 428 POS 501 POS 597

THE AMERICAN PRESIDENCY RACE, POWER, AND POLITICS TOPICS IN CULTURAL DIVERSITY ENVIRONMENTAL POLICY FIELDWORK EXPERIENCE TOPICS IN PUBLIC ADMINISTRATION RESEARCH METHODS AND ANALYSIS READING FOR COMPREHENSIVE EXAM

Communication Studies

Public Relations

CST 111 CST 151 CST 271 CST 315 CST 321 CST 424 CST 485 CST 497

PR 272 PR 371 PR 372W PR 373 PR 485 PR 497

FUNDAMENTALS OF PUBLIC SPEAKING INTRODUCTION TO INTERPERSONAL COMMUNICATION GROUP COMMUNICATION BUSINESS AND PROFESSIONAL SPEAKING NONVERBAL COMMUNICATION GENDER AND COMMUNICATION UNDERGRADUATE RESEARCH INDEPENDENT STUDY

Ethnic Studies ES 100 ES 160 ES 191 ES 200 ES 215 ES 255 ES 335

INTRODUCTION TO ETHNIC STUDIES INTRODUCTION TO LATINO(A)/CHICANO(A) STUDIES WOMEN, GENDER IDENTITY, AND ETHNICITY RACE, IDENTITY, AND FILM RACE AND ETHNIC RELATIONS GENDER AND INDIGENOUS REPRESENTATION AFRICAN AMERICANS AND THE LAW

Geography Science and Community Planning GSP 148 GSP 150 GSP 201 GSP 239 GSP 240 GSP 299 GSP 408 GSP 524 GSP 599 GSP 689

FOODS OF THE US PHYSICAL GEOGRAPHY: AIR, WATER, EARTH, AND LIFE COMMUNITIES, PLANNING, AND CHANGE INTRODUCTION TO GEOGRAPHIC INFORMATION SYSTEMS WORLD GEOGRAPHY WEST SPECIAL TOPICS FIELDWORK EXPERIENCE: PROFESSIONAL INTERNSHIP FUNDAMENTALS OF ENVIRONMENTAL LAW AND PROFESSIONAL ETHICS CONTEMPORARY DEVELOPMENTS PROFESSIONAL PRACTICUM EXPERIENCE

Journalism JSM 104 JSM 105 JSM 131 JSM 250 JSM 485 JSM 497

GRAMMAR AND STYLE INTRODUCTION TO JOURNALISM BASIC REPORTING INTRODUCTION TO VIDEO JOURNALISM UNDERGRADUATE RESEARCH INDEPENDENT STUDY

Merchandising MER 135 MER 485 MER 497

MERCHANDISE BUYING UNDERGRADUATE RESEARCH INDEPENDENT STUDY

Photography PHO 199 PHO 485 PHO 497

SPECIAL TOPICS UNDERGRADUATE RESEARCH INDEPENDENT STUDY

Political Science POS 100 POS 120 POS 220 POS 230

INTRODUCTION TO POLITICS WORLD POLITICS FEDERAL AND ARIZONA CONSTITUTION CURRENT ISSUES POLITICS

Graduate courses indicated in green.

SOC 318 SOC 353 SOC 356 SOC 360 SOC 365 SOC 408

Sociology

INTRODUCTION TO PUBLIC RELATIONS PUBLIC RELATIONS CASE STUDIES AND RESEARCH PUBLIC RELATIONS WRITING NEW MEDIA ENGAGEMENT UNDERGRADUATE RESEARCH INDEPENDENT STUDY

Parks and Recreation Management

Psychology

PSY 280 PSY 340 PSY 347 PSY 348 PSY 375 PSY 406 PSY 432 PSY 485 PSY 490C PSY 497 PSY 625

INTRODUCTION TO PSYCHOLOGY EDUCATIONAL AND CAREER PLANNING IN THE PSYCHOLOGICAL SCIENCES ABNORMAL PSYCHOLOGY INTRODUCTION TO PERSONALITY INTRODUCTION TO STATISTICS IN PSYCHOLOGY DEVELOPMENTAL PSYCHOLOGY SOCIAL PSYCHOLOGY INTRODUCTION TO COGNITIVE AND BEHAVIORAL NEUROSCIENCE CROSS-CULTURAL PSYCHOLOGY CHILD AND ADOLESCENT DEVELOPMENT PERSONNEL PSYCHOLOGY ORGANIZATIONAL PSYCHOLOGY SOCIAL PSYCHOLOGY OF SELF AND IDENTITY CLINICAL PSYCHOLOGY PSYCHOPHYSIOLOGY OF DRUGS AND BEHAVIOR UNDERGRADUATE RESEARCH SENIOR CAPSTONE: SPECIAL TOPICS INDEPENDENT STUDY INTERMEDIATE STATISTICS

Psychology PSYCH 302W PSYCH 370 PSYCH 420 PSYCH 460C

RESEARCH METHODS IN PSYCHOLOGY MOTIVATION AND EMOTION HUMAN COGNITION COMMUNITY PSYCHOLOGY

Sociology SOC 101 SOC 204 SOC 210 SOC 215 SOC 301 SOC 316

INTRODUCTION TO SOCIOLOGY SOCIOLOGY OF GENDER SOCIAL PROBLEMS RACE AND ETHNIC RELATIONS TOPICS IN CONTEMPORARY SOCIAL ISSUES SOCIOLOGY OF SEXUALITY

FAMILY ISSUES AND SOCIAL CHANGE SOCIAL PSYCHOLOGY CRIME, LAW AND SOCIETY DEVIANCE

Sustainability SUS 689

SW 220 SW 295 SW 310 SW 320W SW 321 SW 355 SW 401 SW 408 SW 450 SW 498C SW 555 SW 556 SW 599

HAPPINESS INTRODUCTION TO PARKS AND RECREATION PRACTICUM IN PARKS AND RECREATION MANAGEMENT PRM 325 SPECIAL EVENT PLANNING PRM 326 INCLUSIVE RECREATION PRM 346W OUTDOOR RECREATION PRM 350 CULTURAL RECREATION PRM 408 INTERNSHIP IN PARKS AND RECREATION MANAGEMENT PRM 426 PARKS AND RECREATION ADMINISTRATION AND FINANCE

PSY 215 PSY 227 PSY 230 PSY 240 PSY 250 PSY 255

SOCIO 216 SOCIO 320 SOCIO 339 SOCIO 441

FINAL INTEGRATIVE PROJECT

Social Work

PRM 205 PRM 220 PRM 308

PSY 101 PSY 202

SOCIOLOGY OF HEALTH AND ILLNESS POWER, WEALTH AND INEQUALITY THE SOCIOLOGY OF POPULAR CULTURE SOCIOCULTURAL AGING SOCIAL STATISTICS INTERNSHIP

PEOPLE TO PEOPLE: SOCIAL WELFARE AND SOCIAL WORK SOCIAL JUSTICE AND DIVERSITY IN SOCIAL WORK HUMAN FUNDAMENTALS OF SOCIAL WORK PRACTICE SOCIAL POLICY AND LEGISLATION GENERALIST PRACTICE I SOCIAL WORK RESEARCH CRISIS INTERVENTION METHODS FIELD PLACEMENT CONTEMPORARY TOPICS IN SOCIAL WORK SENIOR SEMINAR SOCIAL WORK RESEARCH METHODS SOCIAL JUSTICE AND DIVERSITY IN SOCIAL WORK CONTEMPORARY DEVELOPMENTS

Visual Communication VC 161 VC 485 VC 497

HISTORY OF VISUAL COMMUNICATION UNDERGRADUATE RESEARCH INDEPENDENT STUDY

Women’s and Gender Studies WGS 180 WGS 191 WGS 199 WGS 250 WGS 280 WGS 360

FEMINIST MEDIA STUDIES WOMEN, GENDER IDENTITY, AND ETHNICITY SPECIAL TOPICS INTRODUCTION TO QUEER STUDIES WOMEN, HEALTH, AND SEXUALITY TOPICS IN GLOBAL FEMINISMS

W. A. Franke College of Business Accounting ACC 205 ACC 255 ACC 256 ACC 302 ACC 355 ACC 408

INTRODUCTION TO BUSINESS LAW PRINCIPLES OF ACCOUNTING: FINANCIAL PRINCIPLES OF ACCOUNTING: MANAGERIAL COST ACCOUNTING FINANCIAL REPORTING I FIELDWORK EXPERIENCE

Business Administration BA 520 BA 521 BA 522 BA 523 BA 524 BA 587

ECONOMIC ANALYSIS ACCOUNTING FOR MANAGERS QUANTITATIVE ANALYSIS AND OPERATIONS MANAGEMENT FOR DECISION MAKING INTEGRATED INTRODUCTION TO MANAGEMENT AND MARKETING PRINCIPLES OF FINANCE AND LAW FOR MANAGERS PROFESSIONAL DEVELOPMENT

Course availability is subject to change. Please visit nau.edu/LOUIE for the most up-to-date information.

MAY 2, 2019 – MAY 22, 2019 | THE LUMBERJACK

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nau.edu/summer2019 Bachelor of Business Administration BBA 201 BBA 205

STATISTICS FOR MANAGEMENT LEGAL, ETHICAL, REGULATORY, AND GLOBAL ENVIRONMENT OF BUSINESS BBA 255 FINANCIAL ACCOUNTING BBA 256 MANAGERIAL ACCOUNTING BBA 284 PRINCIPLES OF MICROECONOMICS BBA 285 PRINCIPLES OF MACROECONOMICS BBA 290 MANAGERIAL ACCOUNTING AND FINANCIAL ANALYSIS BBA 291 ECONOMIC ANALYSIS AND BUSINESS LAW BBA 293 INFORMATION AND TECHNOLOGY LITERACY PRINCIPLES OF MANAGEMENT IN A GLOBAL ECONOMY BBA 300 BBA 303 BUSINESS MANAGEMENT FUNDAMENTALS BBA 305W EFFECTIVE BUSINESS COMMUNICATIONS BBA 310 PRINCIPLES OF MARKETING IN A GLOBAL ECONOMY BBA 313 PERSONAL SELLING BBA 320 MANAGERIAL FINANCE BBA 330 SUPPLY CHAIN AND OPERATIONS MANAGEMENT BBA 335 HUMAN RESOURCE MANAGEMENT BBA 336 STAFFING ORGANIZATIONS BBA 337 EMPLOYMENT LAW BBA 340 MANAGEMENT INFORMATION SYSTEMS BBA 360 TEAMS AND PROJECT MANAGEMENT BBA 380 MANAGEMENT FOR ENVIRONMENTAL SUSTAINABILITY AND DURABLE COMPETITIVE ADVANTAGE BBA 408 FIELDWORK EXPERIENCE BBA 420 GLOBAL FINANCE AND FINANCIAL ANALYSIS BBA 430 ADVANCED LOGISTICS AND SUPPLY CHAIN MANAGEMENT BBA 435C STRATEGIC LOGISTICS AND SUPPLY CHAIN MANAGEMENT BBA 439 BUSINESS RESEARCH FOR DECISION MAKING BBA 450 LEADERSHIP BBA 460 CURRENT TOPICS IN INFORMATION TECHNOLOGY BBA 465C TECHNOLOGY MANAGEMENT PROJECT BBA 471C BUSINESS ETHICS BBA 480 BUSINESS PLAN DEVELOPMENT BBA 486 CURRENT TOPICS IN MANAGEMENT BBA 490C STRATEGIC MANAGEMENT BBA 495 MANAGING FOR ORGANIZATIONAL QUALITY EXCELLENCE BBA 497 INDEPENDENT STUDY

Economics ECO 201 ECO 280 ECO 284 ECO 285 ECO 408 ECO 473

INTRODUCTION TO BUSINESS STATISTICS INTRODUCTION TO ECONOMICS PRINCIPLES OF ECONOMICS: MICRO PRINCIPLES OF ECONOMICS: MACRO FIELDWORK EXPERIENCE MONEY AND BANKING

PERSONAL FINANCE IN A GLOBAL ECONOMY CONCEPTS IN FINANCE PRINCIPLES OF FINANCE CORPORATE MANAGERIAL FINANCE FIELDWORK EXPERIENCE

Hospitality Administration HA 208 HA 210 HA 240 HA 243 HA 250 HA 260 HA 270 HA 280 HA 284

FIELDWORK EXPERIENCE — INTERNSHIP HOTEL OPERATIONS AND MANAGEMENT RESTAURANT OPERATIONS AND MANAGEMENT FOUNDATIONS IN KITCHEN OPERATIONS FACILITIES AND SUSTAINABILITY MANAGEMENT FOR HOTELS HOSPITALITY MANAGERIAL ACCOUNTING HOSPITALITY INFORMATION TECHNOLOGY II BEVERAGE PRODUCTION AND SERVICE INTERNATIONAL TRAVEL AND TOURISM

Graduate courses indicated in green.

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HA 351 HA 355 HA 365 HA 380 HA 381 HA 400 HA 401 HA 407 HA 408 HA 415 HA 490C

THE LUMBERJACK | JACKCENTRAL.ORG

HOSPITALITY LEADERSHIP AND ETHICS HOSPITALITY LAW HOSPITALITY ORGANIZATIONAL BEHAVIOR AND HUMAN RESOURCES MANAGEMENT CORPORATE FINANCE FOR HOSPITALITY MANAGERS REVENUE MANAGEMENT AND COST CONTROL FOR RESTAURANTS HOSPITALITY MARKETING GLOBAL ISSUES IN HOSPITALITY GREEN RESTAURANTS HOTEL GROUP SALES MANAGEMENT RESORT OPERATIONS MEETINGS, EVENTS, AND CONVENTIONS INDUSTRY MANAGEMENT FIELDWORK EXPERIENCE HOSPITALITY INDUSTRY ANALYTICS SENIOR SEMINAR

Master of Global Business Administration MGBA 560 MGBA 605 MGBA 610 MGBA 680

CROSS-CULTURAL TEAMS CROSS-CULTURAL NEGOTIATION AND COMMUNICATION GLOBAL MARKETING GLOBAL STRATEGY

Management MGT 300 MGT 301 MGT 303 MGT 340 MGT 350W MGT 405 MGT 408 MGT 475 MGT 490C

MANAGING, ORGANIZING, AND LEADING PRINCIPLES OF OPERATIONS MANAGEMENT CONCEPTS IN MANAGEMENT BUSINESS ETHICS BUSINESS COMMUNICATION INTERNATIONAL MANAGEMENT FIELDWORK EXPERIENCE MANAGERIAL DECISION MAKING STRATEGIC MANAGEMENT

Marketing MKT 303 MKT 333 MKT 334 MKT 337 MKT 348 MKT 408 MKT 480 MKT 494

CONCEPTS IN MARKETING INTRODUCTION TO MARKETING CONSUMER BEHAVIOR AND SATISFACTION PROFESSIONAL SELLING INTEGRATED MARKETING COMMUNICATIONS STRATEGY FIELDWORK EXPERIENCE INTERNATIONAL MARKETING STRATEGIC MARKETING

Organizational Leadership MOL 515 MOL 530

Finance FIN 190 FIN 303 FIN 311 FIN 350 FIN 408

HA 315W HA 335 HA 34

MOL 555 MOL 581 MOL 600 MOL 650 MOL 660 MOL 675

PRINCIPLES OF LEADERSHIP STRATEGIC PLANNING, IMPLEMENTATION, AND EVALUATION DIVERSITY, CONFLICT, AND COMMUNICATION INTRODUCTION TO PROJECT MANAGEMENT MANAGEMENT INFORMATION SYSTEMS LEADERSHIP AND HUMAN CAPITAL EFFECTIVE DECISION MAKING LEADING CHANGE

ETHICS, POLICY, AND ADMINISTRATION CONFLICT RESOLUTION AND MEDIATION IN THE PUBLIC SECTOR PADM 421C PLANNING AND DECISION MAKING IN THE PUBLIC SECTOR PADM 450 LEADERSHIP CONCEPTS, SKILLS, AND MODELS IN THE PUBLIC SECTOR

PADM 411 PADM 415

Project Management PM 529 PM 683

Other Applied Human Behavior AHB 350 AHB 390 AHB 420

INEQUALITY, SOCIAL JUSTICE, AND GLOBAL CITIZENSHIP IN THE 21ST CENTURY DIVERSE WORK ENVIRONMENTS ADDICTIONS, RECOVERY, AND RESILIENCY

Emergency Management EMGT 302 EMGT 440

INTRODUCTION TO EMERGENCY MANAGEMENT DISASTER RECOVERY

Intelligence Studies INT 301 INT 315 INT 440

INTELLIGENCE AND NATIONAL SECURITY INTELLIGENCE COLLECTION, ANALYSIS, AND TECHNOLOGY LEGAL AND ETHICAL ISSUES IN INTELLIGENCE

Honors HON 202 HON 291 HON 303

ENGAGING IN HONORS SCHOLARSHIP TOPICS IN AESTHETIC AND HUMANISTIC INQUIRY: CREATIVE EXPRESSIONS HONORS ADVANCED SCHOLARSHIP

Justice Studies JUS 110 JUS 120 JUS 235 JUS 315 JUS 330 JUS 331 JUS 338 JUS 350W JUS 410 JUS 411 JUS 412 JUS 420 JUS 421C JUS 450

Public Administration

JUS 452

PADM 301 PADM 302W PADM 325 PADM 326 PADM 327 PADM 355 PADM 401 PADM 408C

JUS 530 JUS 610 JUS 620

INTRODUCTION TO PUBLIC ADMINISTRATION PUBLIC SECTOR COMMUNICATION PERSONNEL ADMINISTRATION IN THE PUBLIC SECTOR ORGANIZATIONAL THEORY AND APPLICATION PUBLIC BUDGETING AND FINANCE RESEARCH METHODS IN THE SOCIAL SCIENCES MANAGING CHANGE IN 21ST CENTURY ORGANIZATIONS FIELDWORK EXPERIENCE: PUBLIC SECTOR INTERNSHIP

PROJECT COST ESTIMATING PROJECT STRATEGIES AND METHODOLOGIES

INTRODUCTION TO CRIMINAL JUSTICE INTRODUCTION TO CRIMINOLOGY CRIMINAL INVESTIGATION INTELLIGENCE-LED POLICING ADJUDICATION JUSTICE RESTORATIVE JUSTICE MENTALLY IMPAIRED OFFENDERS RESEARCH METHODS IN CRIMINAL JUSTICE CULTURAL DIVERSITY IN THE JUSTICE SYSTEM CRIMINAL JUSTICE ETHICS CRIME CONTROL STRATEGIES EMPLOYMENT LAW FOR CRIMINAL JUSTICE ADMINISTRATORS SENIOR CAPSTONE IN JUSTICE STUDIES LEADERSHIP THEORY AND PRACTICE FOR JUSTICE ADMINISTRATORS CRIMINAL INTELLIGENCE LEADERSHIP AND MANAGEMENT COUNTERTERRORISM AND INTELLIGENCE ETHICS IN JUSTICE ADMINISTRATION CRITICAL ISSUES IN POLICING

Strategic Leadership LEA 422

MANAGING HIGH PERFORMANCE TEAMS

Course availability is subject to change. Please visit nau.edu/LOUIE for the most up-to-date information.

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FEATURES

RELAY FOR LIFE Top Left: Wife and husband Heather and Bryson King (left to right) embrace during the Luminaria Ceremony. Heather joined the survivors march as her stage four cervical cancer is in remission. They are currently awaiting results.

Top Middle: A paper bag reading “Imagine a world with more birthdays,” is displayed in the end zone of Walkup Skydome. Attendees are encouraged to dedicate paper bags, or luminaria, to people whose lives have been touched by cancer. These bags are lit simultaneously during the Luminaria Ceremony.

Top Right: Music education major Ian Helfrich plays the mellophone. Bottom: Luminaria spell out the words “Hope” and “Cure” along with a cancer awareness ribbon on the seats of Walkup Skydome during Relay For Life April 27.

Michael Patacsil | The Lumberjack

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FEATURES

Getting honest about graduating with honors relaxing and effective way to learn. It felt like a really laid-back community, which was better than just being lectured with a ith commencement just around the corner, students PowerPoint, and I appreciate that.” are reminded of how competitive professional and However, Sandoval said she didn’t think the networking academic endeavors can be. Many students believe and undergraduate opportunities available through the Honors graduating from NAU’s Honors College is a great way to College helped her much as a film major. She said she thought distinguish themselves from other candidates in their postgraduate the Honors College especially catered to STEM majors in terms aspirations. Meanwhile, other students don’t think the trouble of of additional networking opportunities and events offered to studying in the Honors College is worth the esteem. students. Sandoval said being in the Honors College allowed her Honors College adviser Christina Hornett reported that to enroll for classes earlier than most other students, and that’s 125 honors students will be graduating at the close of this what was most important to her. spring semester. She said the Honors College Hornett said that although some of these things are is designed to provide gained through experiences honors students have opportunities and outside of class, much of how the Honors resources to talented College shapes students for success occurs students who are inside the classroom. committed to their “Honors is not something extra that education. The major students have to do,” Hornett said. “It’s distinctions between the about creating an experience that sets honors and standard curricula students apart in terms of the classes they are the smaller, seminar-style classes can take and how those classes help develop and the added course requirements. critical thinking, communication and Honors college senior Rebecca innovative ideas moving forward.”

Sandoval said the education she Hornett also said that establishing received in honors, with its added relationships is a big part of what makes the rigor, made her experience at Honors College unique and the student-faculty NAU more satisfying. She said that relationships formed in honors are truly special. honors students must attend “Upper division students have been able five honors explorations to develop relationships with our staff from before they graduate. the beginning,” Hornett said. “Through Honors explorations are these relationships, they’re introduced academic and cultural to really amazing internships and events that honors students undergraduate research opportunities.” are required to attend for Hornett said there are more credit. positive aspects to being a part of “I think that it did the Honors College than students add to my experience and might realize, and that there is likely I have to appreciate it in something that would appeal to that sense,” Sandoval said. anybody interested in honors.

“It forced me to take a “Our new building has created second language, and for such a wonderful community film, you’re not required for the incoming freshmen,” to take a second language, Hornett said. “They have the so that was really cool. advantage of living where they You have to do all of take their classes. [This] allows these explorations, and students to have more interactions I honestly would not have with faculty, administration and staff. gone to any of these school events NAU allows for great student connections across otherwise, which I appreciated as well.” campus, but honors has that additional perk of Illustration By Tonesha yazzie Sandoval said she especially values the being a community within a community.” atmosphere of classes offered through the Honors College Dean Kevin Gustafson said Honors College in comparison to regular that honors is unique in more ways than just NAU courses. smaller classes and opportunities for exploration. He said it is “What makes [classes] different from what normal students the individualized educational experience, community building take is the fact that it’s 20 people in a room all facing each other and focus on preparation for success after university that really and we’re just talking,” Sandoval said. “I think that’s the most encapsulates the Honors College.

Ashley Lohmann

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Gustafson said students should join the Honors College to focus on building their writing, presentation and networking skills rather than for tangible benefits, such as getting to put honors on their resumes.

“We are the sum of our actions, and the actions of being an honors student will transform you,” Gustafson said.

Gustafson said the Honors College is like a melting pot of students coming from various backgrounds, different majors and with unique experiences and perspectives. He said students are able to form connections with people who are vastly different from them. Gustafson said the varied abilities brought to the table by honors students encourage them to engage with their peers in unique ways.

Senior Ray Hoffman decided not to be in the Honors College because he said he did not want to complete the additional work required. He agreed with Gustafson that looking good on paper should not be one’s motivation for being in the Honors College.

“Getting to put it on your resume is a good thing about it, but that shouldn’t be the be-all, end-all decision to do something,” Hoffman said. “I don’t think that’s something you should look at for any kind of program in college. You should do things because you want to learn and seek out the knowledge that interests you, not just something that’ll get you a job or look good on a resume.”

Hoffman said he didn’t think being part of the Honors College was worth it because the experience does not outweigh the extra work.

“From what I’ve heard from other students who were in the honors program, it seemed like it was more work for not that much of a payoff,” Hoffman said.

Honors College senior Alyzabeth Allen said the thing she appreciates most about being in honors were the opportunities she had to meet people she wouldn’t have met otherwise. Allen said that unlike other learning communities around NAU, the Honors College is not specific to a narrow academic group of students with similar interests. Honors students are brought together by their shared dedication to learning.

With additional emphasis on writing and reading courses, Allen said the Honors College can offer more challenges for people with different skills.

“It’s so writing based and if that’s not your strong suit, it’s really hard to succeed in classes,” Allen said. “But they’re meant to help teach you to be better at writing and effectively translating your thoughts from your brain onto a piece of paper in a cohesive manner, but that’s really difficult for some people.”

Allen said for her, being part of the Honors College was worth it because she is an English major, and the added writing courses worked well with her schedule. However, she said that honors is not for everyone and the Honors College is not as adaptable to other majors as she would like.

Gustafson said a future goal for the Honors College is for its curriculum to work well with other majors. That way, students don’t feel like it’s a hassle to be part of something they should feel included in. He said the Honors College’s aim is to create a college where all students feel welcome and feel as though the college is worth the students’ time and effort.

MAY 2, 2019 – MAY 22, 2019 | THE LUMBERJACK

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FEATURES

Period power provided by NAU’s Green Fund Collin W. Clayton

M

enstruation poses an assortment of challenges to people throughout the world. Not only do disposable period products cost menstruating individuals substantial sums of money, they also produce massive amounts of waste on a global scale. In many parts of the world, menstruating individuals don’t have access to disposable products and are often forced to stay at home or improvise crude absorption devices during their times of the month.

NAU’s Green Fund, in partnership with the company Dot Cup, recently took action against worldwide struggles surrounding menstruation.

On the morning of April 8, hundreds of students gathered in the Health and Learning Center (HLC) for a special tabling event where they were given free, reusable menstrual cups, courtesy of the Green Fund.

Green Fund Vice Chair Janice Baldwin-Rowe said the event was nothing short of a success. Of the 1,200 menstrual cups purchased by the Green Fund, Rowe said 300 were given away at the event. She said she was surprised to see such a sizable crowd of eager students waiting in line to receive free cups.

“It was just great,” Rowe said.

“I was so overwhelmed, actually, because I showed up and there were all these people in the HLC. I had not expected that turnout.”

Cups were distributed in handcrafted satchels that were sown for profit by foreign refugees.

Pamphlets with directions on how to use the cups, as well as information about their benefits were also offered.

Rowe said the fund’s primary objective in distributing Dot Cups is to further campus sustainability efforts. She estimated that if all 1,200 were taken and utilized for the rest of students’ lives, it could save nearly 36,000 pounds of waste from being disposed in landfills.

Betsy Drach, the founder and

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Illustration By Kiana Gibson

creative director for Dot Cup, was present at the tabling event and explained the financial savings offered through the use of her product. She said that menstruating individuals can save roughly $1,500 in their lifetimes by making the switch from disposable to reusable.

“That’s a lot of money,” Drach said. “Every menstruating person can benefit from using a menstrual cup, whether they have the means to purchase them or not.”

Drach is not only working to benefit menstruating people in privileged communities. Her company, in collaboration with the nonprofit organization World Vision, donates one menstrual cup to someone who does not have access to disposable hygiene products for every Dot Cup purchased. That means,

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thanks to the Green Fund’s purchase, 1,200 people worldwide will receive the care they need from one of Drach’s cups.

“On the other side of the world or even here in the United States, for people who are living in poverty, the impact is probably greater because they’re often staying home from school or work when they’re on their period,” Drach said. “Products like a menstrual cup really allow them the freedom and flexibility to do and pursue what matters most to them during all times of the month.”

For many people, menstrual cups offer a sense of empowerment and freedom. Drach said Dot Cups can be worn for up to 12 hours, eliminating the need for frequent reapplication.

Despite taking time to get used to the product, junior Spiryt McMahon

said her cup has kept her out of the restroom and focused on her life.

“It’s a lot more comfortable to not have to worry about it all day,” McMahon said. “If I’m out at a clinical site, I don’t really get a break for six hours or have time to go to the bathroom and change my tampon.

Whereas with the cup, I have a lot more time to just live my life.”

McMahon is a nursing student at NAU and expressed concern for some of the possible health risks associated with using disposable period products.

“They put some weird things in tampons like bleach and rayon,” McMahon said. “Stuff that you shouldn’t necessarily put in your body.”

Claims that the bleaching process and use of rayon in tampon production are harmful were disputed

by Tampax — the No.1 producers of tampons in America — in an informational page on the company’s website. However, Rowe emphasized another possible health perk of menstrual cups.

“Virtually, there’s no risk of toxic shock syndrome [TSS] with menstrual cups,” Rowe said. “What causes TSS is bacteria that grows in warm, moist environments, and the cotton in tampons provides a really nice medium for bacterial growth. So, that’s a risk that’s significantly reduced with the menstrual cup because it’s made out of silicone.”

Articles in Today and the Chicago Tribune, which are based on microbiology research conducted by medical doctors at Claude Bernard University in France, suggest it is unclear whether or not menstrual cups pose less risk of TSS than tampons. It appears that the physical design and prolonged use of menstrual cups could lend itself to the growth of harmful bacteria, just like with tampons.

The articles conclude that TSS is a rare condition and there are very few reports of the illness tied to the use of cups. With cautious washing routines and mindful use, it is highly unlikely to contract TSS from using a cup.

Drach said she’s thrilled to see people of a younger generation get excited about Dot Cups. The entrepreneur said she hopes the lives of menstruators everywhere will be touched by the freedoms that come with using her product.

“It is such an honor when I hear from people that the Dot Cup has completely transformed their period and the way that they view it,” Drach said. “It really excites me to get college students involved in the menstrual cup movement, because I truly believe that menstrual cups are the future of period care.”

Rowe said the Dot Cup distribution program will continue while supplies last. Students interested in give the cup a try can pick one up in the Health Promotion office, located inside the HLC.

Sunday - Thursday 11am - 12am Friday - Saturday 11am - 2am

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5 S SAN FRANCISCO ST | 928.779.2739 3 S Beaver St | Flagstaff, Az | 928.779.0079

MAY 2, 2019 – MAY 22, 2019 | THE LUMBERJACK

27

CULTURE

sayonara sorority seniors Audrey Woods

S

eniors often feel a mix of emotions as graduation approaches.

While they may be excited about what is to come, they will have to leave their campus, classes and current ways of life behind. For some students, this also means saying goodbye to their sorority sisters.

NAU’s website states that sororities are a great place for “making new friends, gaining leadership experience, providing community service and pursuing academic excellence.”

Sophomore and Tri Delta member Amber Koklys said being in a sorority can be a big commitment, and seniors often take on a major role in planning and organizing events within the sisterhood. She said that is why it is so important to honor the seniors toward the end of the year.

“The seniors put a lot into our chapter and they help make us who we are,” Koklys said. “[Senior] week is a time to celebrate them before they go off into the world.”

Similar to other sororities, Tri Delta has several traditions for their graduating seniors. One of these is a day of letter reading, which is when seniors read letters to their little sisters about the impact they have made on them during their time at NAU. Other sorority members may also choose to write letters to the seniors, reflecting on memories and thanking them for all of their support for the group.

Another part of Tri Delta’s senior week features an event called Secret Sis. Similar to Secret Santa, a game played by friends around the holidays, sisters are assigned to a senior and are responsible for leaving gifts for that senior in the chapter room.

At the end of the week, the seniors have to guess which girls left each of their gifts.

Koklys also said that during this week, seniors select a song that either represents them or is a personal favorite. The rest of the women have to guess which senior picked each song. In addition, Tri Delta holds a Pansy Brunch event at Oakmont Country Club to celebrate the seniors’ final days as active members.

“I’ll really miss making memories with them in college,” Koklys said. “We will always be sisters, but I will miss having them on campus.”

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Sophomore Tri Delta member Amber Koklys poses for a portrait April 24. She shares her sorority’s traditions for saying goodbye to their seniors, such as letter readings. Maria Saldivar | The Lumberjack

Gamma Phi Beta has senior traditions of their own. Gamma Phi Beta President Sasha Jeffery said that honoring the 28 seniors who are graduating is important to all sorority members and it is not only a time of celebration, but a time of reflection and gratitude.

“Sometimes we have our bad days, but these traditions allow us to rekindle the love for Gamma Phi and show what true sisterhood can do,” Jeffery said. “It is also a reason to hang out with sisters for hours and laugh about all of the fun memories we have made during their time in the chapter.”

During the chapter’s senior week, a tradition referred to as “willing” takes place where seniors can will their stories to the sisters who helped create them. There is also a prophecy reading where the Gamma Phi Beta’s family members read them a story of what their life will look like after graduating.

A big part of senior week is the closing alumni ceremony.

Jeffery said this is a part of their ritual that is very sacred to the members of the sorority. The entire chapter and its alumnae are encouraged to attend the event, which occurs in the chapter room. During this ceremony, seniors receive a basket of gifts made by their littles and a pink carnation — Gamma Phi Beta’s official flower.

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“Our seniors are some of the strongest, most dedicated members, and I will miss their love for Gamma Phi,” Jeffery said.

“They continuously share their stories, lessons and love that make a lasting impression on all of us.”

Alpha Phi, another sorority on campus, celebrates their seniors in what freshman Micah Aviles described as “reverse biglittle week.” During the week of their last chapter meeting, sisters will decorate paddles for the seniors to hang in their rooms as a representation of the time they spent in Alpha Phi. Seniors also have the opportunity to pass down Alpha Phi clothing they acquired during their time at NAU to their littles. Every member of the sorority attends a celebratory brunch as a way to honor their senior sisters.

“We do these traditions because our seniors worked really hard and did their time,” Aviles said. “They were always helping us with everything.”

Like many clubs and groups on campus, a sorority is a commitment and an opportunity to grow. While sorority members are confident they will continue to thrive at NAU after the current group of seniors graduate, those seniors have created lasting impressions on their younger sisters.

CULTURE

Graduates, get ahead of the competition Kiara Brown

W

ith graduation season in full swing, many soon-tobe graduates are seeking employment. Employers look for specific degrees, qualifications and a certain level of professionalism in competing individuals. When sending off a single piece of paper that’s supposed to display a graduate’s full capabilities and potential, that graduate should know their audience.

“It really just depends on the employer and on the industry, but there are a lot of employers out there that work with NAU that want to see a degree,” said Chrissy Speer, employer engagement coordinator for NAU’s Career Development. “They also want to see a well-rounded resume with things such as part-time work experience, volunteer experience, student organizations and clubs.”

Speer also takes part in making sure that NAU’s third-party job search site for students, Handshake, is up and running accordingly. This site hosts approximately 15,000 employers, a number that is steadily growing, and the employers are aware that their primary audience is students and graduates.

Handshake and Career Development have an unlimited supply of resources and information on career and job fairs that will take place in Flagstaff. Speer said that oftentimes employers will travel to NAU to interview specific students rather than doing an online interview or expect the student to come to them. Career Development helps facilitate these meetings and makes them work more smoothly.

Career Development also helps students understand exactly what employers are looking for and how to put their best selves forward.

“Employers nowadays are looking at the whole package. What else are they doing?” Speer said.

“Did they have a job their whole time through college? Were they on the leadership team of their sorority?

[Are] they a parent?”

Illustration By Brooke Berry

Speer said employers sometimes want to see a student’s GPA, but that won’t be all they will consider when looking at an application. They will think about how many classes a student was enrolled in and skills such as leadership, teamwork, communication and problem-solving.

“Did they have a lot going on but they still maintained [their GPA]?”

Speer said. “Maybe that’s a more trainable employee in the long run than someone that walked out with a 3.9 but didn’t do anything else.”

However, Speer usually advises people to only include their GPA if it’s a 3.5 or greater and that a resume for graduates shouldn’t be longer than one page.

Senior Deidre Magaña will graduate this spring with a degree in exercise science. Magaña said she usually doesn’t put her GPA on an application or resume unless an employer specifically asks for it. She

also said a GPA isn’t a crucial element of any application compared to other areas, such as work experience, that require more attention.

“Usually, I try to draw attention to the fact that I work with different age groups rather than just adults,” Magaña said. “I try to make it clear that I’m bilingual. Hopefully, those things are more appealing than grades.”

Harriet Gorman, an accountant and human resources employee for the Courtyard by Marriot in Flagstaff, said she is always eager to hire students and graduates.

“We love to hire students,” Gorman said. “They’re great and very useful, and I know that students, in general, are hard workers. They bring a lot to the Courtyard. They’re a valuable asset.”

Gorman said when she’s hiring

someone she looks for specific qualities in their application. One of those areas she reviews is the presence or lack of a cover letter.

“If you really want a job you’ve got to go further than a resume itself because anyone can do a resume,” Gorman said. “Brag about yourself.

Tell me why you want me to hire you, and with honesty.”

One red flag Gorman said she’s seen are resumes that are too lengthy.

Any more than two pages and she said she won’t bother looking at it.

“I’ve seen a person completing their resume in person, by hand in front of me,” Gorman said. “A polished resume would be great.”

Gorman wants to see that potential employees really sit down and review their paperwork before giving it to her.

“Maybe the person looks very [prepared] in front of me,” Gorman said. “But then when I look down at their resume, I always see grammar

[issues].”

Speer said Career Development is there to help with readability issues, questions surrounding what content to put on a resume, formatting and grammar.

At this point in a graduate’s journey, Speer said students shouldn’t put high school experience on their resume, unless it is directly significant to their careers.

“We say if you’re still needing to put your high school jobs on there or things you did in high school when you’re about to graduate and go to the workforce then you didn’t do enough,” Speer said.

Magaña said one of the scariest things about searching for employment after graduation is the competition she’ll have to face when other people want the same position she does. However, Magaña said she does have a plan of attack. “[It’s] trying to compete with other candidates and people that want to do the same thing that I do,” Magaña said. “It’s just trying to make myself look different and more appealing to the clinics versus other students.”

Magaña plans to take a break after graduation. She will teach a dance class and take on a position as a pilates trainer. After one year Magaña plans to attend graduate school for a degree in physical therapy.

Gorman said having a certain skillset can make students stand out among others.

“Keep up with the software all the time,” Gorman said. “It’s always good to keep up with your Excel or Word. Just keep it fresh, don’t ever lose that skill. We have programs that I thought I’d never use.”

The Courtyard and many other local establishments are continuously hiring NAU students and graduates.

Career Development is always available to assist with resumes, cover letters or job searches.

Employees of the department say anyone is welcome to talk to them if they have any career-related questions.

MAY 2, 2019 – MAY 22, 2019 | THE LUMBERJACK

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CULTURE

Graduates make a generational change Braedon Huff

S

pring graduation is a week away, and seniors are awaiting the day they will move over their tassels and start their adult lives.

Graduation is a big deal to most students, but there are some who anticipate their diplomas for an additional reason. These students are firstgeneration students, which means they are the first in their families to graduate from college.

For most first-generation seniors who will graduate this semester, the journey toward receiving their degrees has taken a lot of time and effort. There are many resources, such as First-Generation Programs, around campus that give first-generation students a place to receive help and guidance. Tim Melnick, a coordinator for NAU’s First-Generation Programs, said he has noticed several different experiences first-gen students commonly go through.

“Students do receive support from home, but sometimes it can be hard for them because they feel guilty for leaving and not supporting their families,” Melnick said. “I think the biggest challenge for them is that they don’t really have anyone in their families to help them navigate college for the first time.”

Melnick said there are many reasons firstgeneration students strive to be the first in their families to get a degree.

“They want to attend college to break the cycle in their family, gain personal motivation or take pride in being the first,” Melnick said.

Most careers today require a college degree, which may result in students acquiring a higher education. While some students want to be the first in their family to graduate college, the journey can be difficult.

Senior Carmen Pugliese said being a firstgeneration student comes with a lot of support, but it can be a lonely road. She also said it was really important to attend college to achieve her goals.

“Although my family has always encouraged me, sometimes I felt alone in my journey,” Pugliese said. “I had no family to reach out to that could help guide me through the challenging parts of college. I had dreams, big dreams, and I had no way to reach them without attending college.”

Although many first-generation students want to attend college to help with the success of their own futures, some do it for other people as well. Some first-generation students want to show their families they can make it through college and have their family members live

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Illustration By Dominic Davies

vicariously through them. Some may also want to complete school because their families want them to be successful.

Senior Mark Rubio said getting a degree as a first-generation student is important to achieving his own goals, but also the goals of his family.

“Possessing this opportunity is crucial to being able to fulfill not only my own aspirations in the future but also to carry out the wishes and longings that my family has as well,” Rubio said.

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“In a sense, my family is living through me and wishes for me to become successful in society’s standards. While not only do I want to be my family’s champion, I want to accomplish these things for my family and make them proud.”

For the seniors at NAU who will be the first in their families to get a college degree, graduation will be more than just receiving a diploma. It will be a chance to show people that hard work, dedication and perseverance can get anybody to their goals.

“I had dreams, big dreams. and I had no way to reach them without attending college” – Senior Carmen Pugliese

MAY 2, 2019 – MAY 22, 2019 | THE LUMBERJACK

31

SPORTS

Bachelor’s or baseball

I

n collegiate athletics, education sometimes tends to come secondhand. Athletic representatives make sure to say something like, “It’s student, then athlete. Education comes first.”

To a lot of people, I am sure they feel this way too. It seems that sports are what motivates athletes to get to and through college, which is fine. We all have our muse.

Specifically in baseball, my issue is when the extremely talented athletes are in high school. There is often debate over whether or not they should apply to college and earn a scholarship or train to be drafted and go pro.

If you are good enough, you will be sought after and will see your name pop MOLLY up on draft day. Those who get drafted out SMITH of high school are big names who play in a professional league long enough to secure SPORTS EDITOR a stable future for themselves and their family.

Take Mike Trout for example. He graduated high school in 2009 and was drafted in the first round of the MLB draft by the Los Angeles Angels. Ten years later he is still with them and signed the largest contract in sports history at $426 million.

Trout was set for life after his first year with the Angels.

Others aren’t as lucky.

Players who get drafted out of high school miss out on an education. They are taking a chance on themselves in hopes of being successful in the major leagues. If they fail and aren’t making those starting positions or receive a career-ending injury, what do they do, just go home? They don’t have a degree and probably can’t get a decent job but getting a late start and going to college is always an option.

Last summer, No. 1 draft pick Brady Aiken agreed to a $6.5 million contract out of high school with the Houston Astros. After the draft, they found an abnormality in his elbow.

The Astros hesitated and lowered his contract amount. Aiken declined the offer and skipped out of the major league. Luckily, he is young and still has a lot of options open to him.

When players are drafted out of college, they have their degree to fall back on. Some may see college as a waste of time if they are exceptionally talented, but others see a degree as security if they aren’t.

Come on, only 5.6% of high school baseball players eventually make it to the MLB, according to Bleacher Report.

It could be the paranoia in me coming out — I always have a backup plan.

For most of these athletes, school is theirs.

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Junior Brian Barry (23) celebrates after catching an interception during the Spring Football Showcase at the Walkup Skydome April 27. John Chaides | The Lumberjack

Lumberjack defense demonstrates its capabilities Jacob Terrill

T

he Lumberjacks scrimmaged against themselves in the Spring Football Showcase April 26. With offense wearing white and defense in blue, the NAU team took the opportunity to improve their skills as a squad and get ready for the fall season. The game consisted of two quarters with a 15 minute running clock in each.

Offense and defense warmed up in just shorts and tank tops, and dressed with shoulder pads just before the game began.

Before the scrimmage started, the teams ran blocking drills to create energy before of game time. The offensive and defensive lines also ran blitz drills while the skill positions ran a small 7-on7 at the opposite end of the field.

The game went like most spring games do, with players working on fundamentals. In the first drive of the game, redshirt

freshman quarterback Heath Beemiller threw an interception directly to senior defensive back Marcel Myers.

On the next play, the second offensive team came out and threw another interception. NAU’s offense made mistakes that its defense capitalized on them.

Redshirt freshman quarterback Gino Campiotti came in for some playing time in the first half as well. He threw an 80-yard touchdown to senior wide receiver Tommie Dorsey on the sixth drive down the left side of the field. This was the first positive play for the offense since the start of the game.

In the first half, the offense never seemed to get anything going apart from the long touchdown pass from Campiotti to Dorsey. The defense displayed its ability to effectively stop rushing attacks, making the running backs work for each new yard.

NAU’s defense came out with nothing different in the

SPORTS

Left: Redshirt freshman Heath Beemiller (19) passes the ball during the spring football game at the Walkup Skydome April 27. Top Right: Junior Aramis Aldredge (31) and sophomore Nate Stinson (2) celebrate as the offense completes a play. Bottom Right: Junior Brian Barry (23) intercepts the ball from junior Aramis Aldredge. John Chaides| The Lumberjack

second half, picking up their third interception. The offense was able to answer back with a 1-yard rushing touchdown from redshirt sophomore fullback Jacinto Castillo.

The second half consisted of a back-and-forth matchup between teammates. Each possession consisted of a turnover or touchdown. When Campiotti was at quarterback, both offensive teams showcased their ability to score.

Campiotti was consistent while playing his position, showing good vision through the pockets

and opening opportunities for his offensive line.

Other than the plays that Campiotti was able to make, the offense was inconsistent throughout the scrimmage. A lack of communication caused balls to be overthrown or out of reach for players.

Junior defensive back Brian Barry intercepted two throws and tracked down the ball to make plays that were not completed by teammates. Barry had minimal starting appearances in past seasons but capitalized on the extra playing time during the

scrimmage.

NAU struggled last season with an overall record of 4-6 and a 3-4 Big Sky Conference record.

Returning senior running back Joe Logan said he is excited going into his senior year. Logan wants to show fans that NAU can compete this year.

“We are better than what we have shown ... we are able to come out, win and compete in football games,” Logan said. “I think we got a lot better this spring and I’m excited to see what we do.”

Head coach Chris Ball

emphasized that his new team is putting in a lot of work, and it is not going unrecognized.

“Each day they are out on the field, they strive to get better,” Ball said. “The most important part of this program is the summer. This is the time to get stronger, faster and let the strength coach do his job.”

The spring game showed the aggressive strategy that Ball is looking for from his defensive coordinator.

“The defense that coach [Jerry] Partridge brought was similar to what we did in Memphis,” Ball said. “He

has a little more attack than me, but that is what I wanted.”

Ball’s goal for the game was to get good practice and let the team mesh as one.

“Everyone played hard, and it was nice to see my team come out of the game healthy,” Ball said.

NAU will take on Missouri State in their first game of the fall season Aug. 28 at the Walkup Skydome.

Last year the Lumberjacks lost 40-8, although this season they have practiced to redeem themselves against the Bears.

MAY 2, 2019 – MAY 22, 2019 | THE LUMBERJACK

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SPORTS

An ode to graduated athletes Molly Smith

Adrian Nixt and Anna Goebel

T

he NAU women’s soccer team has had their fair share of legacies left behind.

Forward Adrian Nixt left her imprint on the program long before she left the mountain town after graduating in 2017.

As a freshman, Nixt grabbed a Big Sky Honorable Mention after she scored the gamewinning goal during the Big Sky Championship semifinals.

By her junior year she climbed from an honorable mention to All-Conference First Team then Second Team her senior year. After scoring a hat trick in 2017, Nixt was selected as offensive Big Sky Player of the Week.

Her aggressiveness on the field is shown through the numbers she posted during her time at NAU. Nixt holds a spot in the top 10 of three categories. She is No. 4 in game-winning goals with 10, tied for No. 7 in points at 45 and No. 7 in goals at 18.

Alongside Nixt was forward Anna Goebel.

During their junior years, Goebel made three goals during the Big Sky Conference tournament alone with two being game winners. This was the same year the team lost in the championship. The performance had Goebel selected to be on the All-Tournament team.

Both athletes played under the reign of Andre Luciano throughout their entire collegiate careers. Before their senior years, Luciano took the team on a tour through Spain. They immersed themselves in the culture and expressed their thoughts to NAU Athletics.

“It will be nice to witness soccer as a priority, and I think this trip will give me an even better perspective on the game I love,” Goebel said.

This was the last team to take a trip as large as this one, and also the ones who went furthest in the Big Sky Championship.

“As a group we live and breathe soccer daily, but I think we will really be in for a treat when we see die-hard soccer fans who get to spend their lives watching pros play,” Nixt said.

Sophomore Adrian Nixt dribbles downfield against Northern Colorado at Lumberjack Stadium, Oct. 9, 2015. Alan Viramontes | The Lumberjack

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Nathan Manni

Emmanuel Butler

L

umberjack football has had few names as memorable as Emmanuel Butler’s.

The recent NAU graduate leaves an illustrious career in his wake, terrorizing end zones all over the Big Sky Conference.

The wide receiver had a productive career in NAU blue and gold, with totals of 187 receptions, 3,217 receiving yards and 33 touchdowns. In 2015 he was selected for Associated Press First Team All-America and he broke NAU’s single-season records for both receiving yards (1,208) and touchdowns (15).

In that 2015 season he held an average of 109.8 receiving yards per game, an incredible standard of performance for the Phoenix native. His senior season was cut to just two games due to a shoulder injury.

Over his four-year stint with the Lumberjacks, Butler played at a high level with consistency. He was chosen as a member of the All-Big Sky First Team in back-to-back

seasons, and he is the program’s leader in alltime receiving yards and touchdowns.

Butler still excels on the gridiron currently.

He participated in the 2019 NFL Scouting Combine, where only four other players from the Big Sky Conference were invited among a total of 338. Butler recently signed as a free agent with the New Orleans Saints.

As Butler continues his football career, he leaves a great one behind in Flagstaff. He is the only player in program history to have 1,000 receiving yards in a season twice, and had 11 games over 100 receiving yards. Whether it’s burning defensive backs down the sideline or leaping over defenders for an acrobatic catch, the man has done it all.

No matter how far football takes Butler, he will always have a strong support system in northern Arizona.

Junior Emmanuel Butler holds on to the ball in the end zone for a touchdown Sept. 17, 2016 at the Walkup Skydome. Michael Patacsil| The Lumberjack

PRE-SESSION: 5/13/2019 - 5/31/19 (ALL online) AIS CCJ ES GSP PRM WGS

101 325 191 148 346W 191

Intro to Indigenous Studies Drug Issues & The Law Wmn, Gender Identity & Ethncty Foods of the US Outdoor Recreation Wmn, Gender Identity & Ethncty

Trujillo Arazan A. Burford Hawley Lynch A. Burford

7.5 WEEK SESSION: 5/13/2019 - 7/2/2019 (ALL online) ES SW SW SW

200 220 320W 498C

Race, Identity & Film People to People Social Policy & Legislation Senior Seminar

Herman Staff Staff Staff

SUMMER SESSION I: 6/3/2019 - 7/2/2019 (MOST online) AIS AIS AIS AIS ANT ANT ANT ANT ANT ANT ANT ANT ANT CCJ CCJ CCJ CMF CMF COM COM CST CST ES ES ES ES ES

101 101 201 255 101 102 102 103 104 106 206 305 351 215 360 385 106 328W 150 301 111 151 100 191 200 255 335

Intro to Indigenous Studies Intro to Indigenous Studies American Indian Expression Gender & Indigenous Rep Humankind Emerging Exploring Cultures Exploring Cultures Culture in Communication Lost Tribes & Buried Cities Ancient Technology Ancient Americans Folklore: Anthro Perspectives Southwestern Archaeology Crime, Justice, & the Media Women, Crime, & Justice Security in a Globalized World Intro to Doc Studies Media Development Writing Environmental Communication Race, Gender, & Media Public Speaking Interpersonal Communication Intro to Ethnic Studies Wmn, Gender Identity & Ethncty Race, Identity &d Film Gender & Indigenous Rep African Americans & Law

CUE SPW CUE CU JWRT CUE

AHIE SPW JWRT CAP

Jarratt Snider CUE Jocks CUE Ishii CUE Ali Joseph AHIE Burke SAS Humphrey CUG Garic-Humphrey CUG Fenigsen CUG Ebert SPWG F. Smiley IV AHI S. Smiley CUE Rickli CUG Downum SPWE R. Garcia III AHI Robb SPW Oden-Stiglitz SPW Neumann AHI Lancaster JWRT Tso SPW Schutten CUE Walker SPW Umphrey SPW Paudyal CUE Miskinzod CUE McAllister AHIE Ali Joseph AHIE Weeks AHIE

SUMMER SESSION I: 6/3/2019 - 7/2/2019 (Continued) GSP GSP GSP GSP POS POS POS POS POS PRM PRM PSY PSY PSY SOC SOC SOC SOC SOC SOC SOC SOC SOC SOC WGS WGS WGS

150 201 239 240 100 220 230 356 359 205 350 101 240 250 101 204 210 301 301 301 316 318 353 360 191 250 280

Phy Geo: Air Water Erth & Life Communities, Planning & Change Intro to Geographic Info Sys World Geography West Intro to Politics Federal & Arizona Constitution Current Issues Politics Race, Power & Politics Environmental Policy Happiness Cultural Recreation Intro to Psychology Developmental Psychology Social Psychology Intro to Sociology Sociology of Gender Social Problems Rural Sociology Alcohol, Drugs & Society Race, Class, And Gender Sociology of Sexuality Sociology of Health & Illness Power, Wealth & Inequality Sociocultural Aging Wmn, Gender Identity & Ethncty Intro to Queer Studies Women, Health & Sexuality

Stan Wheeler Schiefer Barnes Tagma Bekafigo Lenze Jr Kunze

LAB SPW SAS SPW SPW SPW SPW CUE SPW Hammersley AHI Montoya CU Thomas SPW Dmitrieva SPW Goodman SPW Mahmoudi SPW Brand SPW Eyraud SPW Lauderdale SPW Desmond SPW Finch SPW Mohamed SPW Palmer SPW Lemons SPW C. Mandino CU Miskinzod CUE Heller SPWE Miskinzod SPWG

SUMMER SESSION II: 7/8/2019 - 8/6/2019 (MOST online)

AIS AIS AIS AIS ANT ANT ANT ANT ANT ANT ANT ANT ANT CCJ

101 101 201 202 101 102 103 104 106 206 305 306 350 314

Intro to Indigenous Studies Ali Joseph CUE Intro to Indigenous Studies Ishii CUE American Indian Expression Healey CUE Roots Fedrl Amer Indian Policy Healey SPWE Humankind Emerging Ebert SAS Exploring Cultures Humphrey CUG Culture in Communication Garic-Humphrey CUG Lost Tribes & Buried Cities Dale SPWG Ancient Technology F. Smiley IV AHI Ancient Americans Burke CUE Folklore: Anthro Perspectives Rickli CUG Peoples of the Southwest Down SPWE Ancient Civilizations S. Smiley SPWG Hollywood & Crime R. Garcia III AHI

SUMMER SESSION II: 7/8/2019 - 8/6/2019 (Continued) CCJ CCJ CMF CMF COM

340 380 330W 382 212

White Collar & Corporate Crime Oden-Stiglitz SPW Law in America Robb SPW Writing Media Criticism Torn JWRT Art of Cinema Helford AHI Mass Media & Society Sommerness SPW

COM ES ES ES ES ES POS POS POS PR PSY PSY PSY PSY PSY SOC SOC SOC SOC SOC SOC SOC WGS WGS WGS WGS

301 100 160 191 200 215 120 220 357 372W 101 240 280 302W 490C 101 215 301 301 318 339 356 180 191 199 360

Race, Gender, & Media C. Burford CUE Intro to Ethnic Studies Paudyal CUE Latino(a)/chicano(a) Studies Moreno AHIE Wmn, Gender Identity & Ethncty A. Burford CUE Race, Identity & Film Soza War Soldier AHIE Race & Ethnic Relations Eyraud SPWE World Politics Tagma CU Federal & Arizona Constitution Kunze SPW Politics Of Race & Space Weeks CUE Public Relations Writing Hitt JWRT Intro to Psychology Thomas SPW Developmental Psychology Myers SPW Cross-cultural Psychology Demir SPW Research Methods in Psychology Myers JWRT Senior Topics Capstone Palamaro-Munsell CAP Intro to Sociology Butcher SPW Race & Ethnic Relations Eyraud SPWE Sociology of Internet Mohamed SPW Sociology of Fear Garelick SPW Sociology of Health & Illness Schipper SPW Crime, Law & Society Reed SPW Sociology of Pop Culture Moreno AHI Feminist Media Studies Cavalari CUE Wmn, Gender Identity & Ethncty A. Burford CUE Trans & Queer Film/TV Reprsnts Porter Topics in Global Feminisms Miskinzod CUG

MAY 2, 2019 – MAY 22, 2019 | THE LUMBERJACK

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A S | 5 9 9 | 7 4 0 4 2 F P N E W S PA P E R A D

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