Mohammed Bati ’26 was recently featured in The Minnesota Star Tribune for his success as a cross-country runner at Augsburg University. This year, Bati became the first men’s athlete in MIAC history to while simultaneously , , and being named .

The article highlights Bati’s dedication and hard work. As a full-time student, he balances his class schedule with an overnight job and an intense running regimen, fitting in rest and sleep whenever possible.

Chip Scoggins of The Minnesota Star Tribune writes: “Bati works the overnight shift because he logs 150 miles running per week with the goal of becoming an Olympic marathoner. He would not have time in his day to train otherwise. He dreams of competing for the United States after earning his citizenship through naturalization two years ago.”

Read more about Bati’s story in in The Minnesota Star Tribune.

Top image: With no other runners in sight, Mohammed Bati ’26 comfortably secures first place at the 2024 St. Olaf Invitational. (Photo by Don Stoner)

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Stephen Nushann ’27 took his first tour of Augsburg through AVID, a college preparatory course offered through his high school. He had heard about Augsburg through family members and felt comfortable when he was on campus, noting the option for small classes while being in a big city. After discovering the Act Six scholarship, which provides full tuition, room, and board for up to seven incoming undergraduate students each year, he knew that applying to Augsburg was a no-brainer.

“I first met Stephen the summer after his high school senior year. He was a leader among his peers even then, going out of his way to engage and involve the other participants in the program he was attending,” says Jeremy Myers, Bernhard M. Christensen Professor of Religion and Vocation and director of the Christensen Center for Vocation (CCV). “And now, I see him stepping up and trying on new leadership roles as a junior in college, becoming the student body president with the continued intention of creating community and a sense of belonging for all of his peers. He is an incredibly selfless and self-aware leader.”

What made you decide to run for student body president?

I hadn’t participated in student government before, so my immediate thought was “no.” Then I talked to my grandma—I really love and respect my grandma—about this opportunity. She really encouraged me to do it. My biggest fear was that I might not know enough and would make mistakes. She told me, “You’ll be great,” and reassured me that it’s fine to make mistakes as long as I learn from them. That was all I needed to tell myself that I could do this and make a change on campus.

What are some of your goals as president this year?

I want to make sure that student government is seen on campus. As a freshman and sophomore, I didn’t always know about student government and what they did. So I want the students to know us and know that we are here to represent them. We meet on Wednesday nights, and I want to encourage students to come to meetings. I want students to see me around campus and feel comfortable asking me questions.

I want to think more intentionally about dining options around campus. It’s such an important part of the student experience, and I think there are ways to improve the food and the experience for students. I’d like to see more ethnic food on the menu, but even better if we can partner with community members to bring their recipes to campus.

What would you like other students to know about student government?

We are a group of students for students. We represent the student body. If or when students want to make a change on campus, we are here to listen to them.

What are you most excited about this year, both as president and as a student?

As a student, I’m most excited about getting involved with student government, Campus Ministry, Auggie Cup, and other activities around campus. I’m excited about these experiences, the people I’ll meet, and the things I will learn.

As president, I look forward to seeing results. Last year, student government supported the Environmental Stewardship Committee to give us the [the grounds crew’s new electric utility cart named for former environmental student leader Leah Tift ’25]. It took a lot of work to make that happen. I’m excited to see more ideas and plans come to life.

How has Augsburg helped you to become the leader you are today?

I have a really, really good support system here at Augsburg, whether that’s Campus Ministry, Act Six Scholars, Eve [Christensen] in Campus Life, and the CCV. I have people who are rooting for me to succeed and people who I can go to with questions and concerns. That support system has encouraged me to become the leader I am today.

What would you like the public to know about your experience here at Augsburg?

My Augsburg experience has been absolutely amazing. I could not imagine myself anywhere else. I have found my community here. Augsburg has been so welcoming, and I’ve experienced so much learning and growth. The person I was two years ago when I came here to the person I am now is completely different. The people I’ve encountered, the lessons I’ve learned, the classes and professors—it’s all changed me to be a better person.

Quick Facts About Stephen

• Favorite people on campus: Pastor John [Rohde Schwehn], Pastor Babette [Chatman ’06], Jeremy Myers, Eve Christensen
• Favorite campus event: Friendsgiving, Back to School Block Party, Taste of Augsburg
• Favorite food at The Commons: Sushi, spaghetti, and the cultural cuisines
• Favorite class: All of my religion classes and my class with Jeffrey Clement

Top image: Stephen Nushann ’27 wears many hats at Augsburg, including his active role within Campus Ministry. (Photo by Courtney Perry)

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Learn more about Thrive and its work with Program Coordinator Abdikarim Abdi and Assistant Professor of Education Sergio Madrid-Aranda.

Tell us about Thrive.

Madrid-Aranda: Thrive is the expansion of EAST, which changed to serve more students. Dr. Lensmire’s work was so fundamental to what Thrive is now. Her time building the EAST Program is the basis of what Thrive is today, and we are growing from what she has put in place.

Abdi: Working from the EAST Program, we saw the positive influence that educators of color have in the classroom. We wanted to expand this for all BIPOC students in the education department. The first level of support is financially through scholarships. Secondly, it comes through mentorship and counseling services. Lastly, we provide resources for professional development. These all come together to create teachers who will eventually change the landscape of the K–12 education system throughout the state.

Why is representation important in the classroom?

Madrid-Aranda: Historically, the education field has been dominated by white women. That wasn’t a problem at first, but as [student] demographics started to change in the U.S., the demographics of teachers did not.

Speaking for myself and my own experience as a student, I didn’t see a teacher who looked like me until I went to grad school. Throughout my education, I never thought I could even go to grad school because I never saw anyone who looked like me there. Students, especially students of color, need to see themselves in the teachers and leaders around them. That’s why representation is important.

Abdi: Studies have shown that students may learn better when they can identify with their teacher. When I was a student, I was fortunate enough to have some teachers of color because I was in a more diverse school district. When I had a teacher of color, not only did I learn better but so did my peers. Unfortunately, I experienced that later in my life, so I often wondered if I’d had a teacher of color when I was younger if my interest in school could have been different. As a student, it was important for me to see a teacher who could bring something else to the table other than the narrative of the dominant culture.

How does the lack of diverse representation among teachers impact K–12 learning experiences, particularly for students of color?

Madrid-Aranda: The curriculum that teachers are following is already Euro-centric, and so students of color already do not see themselves in the curriculum. Research shows us that when there is a teacher of color, there is a higher chance that the curriculum will be adapted to reflect the lived experience of the students. Additionally, research tells us that teachers of color benefit the learning of both our students of color as well as our white students.

What challenges do you see for BIPOC individuals who aspire to become teachers?

Abdi: The biggest challenge has been having to student teach for 12 weeks, which is all unpaid and often becomes a financial burden. It becomes a make-or-break moment for all potential educators. A challenge specific to the students of color is when they are the only person, or one of few people, of color in a district or a school. This causes isolation to the teacher, not having others to relate to. Additionally, this person often becomes the “expert” or “spokesperson” for all persons of color. During the first three years when the teacher is just starting a career, adding these challenges—in addition to their regular responsibilities of building a curriculum, navigating the system, and trying to build relationships with students and parents—becomes overwhelming to many new educators of color.

Madrid-Aranda: I have been a teacher for a long time, and now I am a professor teaching teachers, so I have seen this through different lenses. There are systemic barriers that present more challenges for teachers of color than their white counterparts. Research has shown that for students who want to become teachers, it is harder for them to be admitted into college. College graduation rates are lower for students of color. When these students graduate and apply for jobs, it is harder for them to get their foot in the door and become teachers. There are implicit biases during the hiring process and the promotion process. Not everyone is consciously trying to be discriminatory, but there are implicit biases that exist so that teachers of color have fewer opportunities compared to their white counterparts. An applicant not being a “good fit” for the team or school often comes up.

Once they become teachers, they struggle to survive the first three years of teaching because new teachers need to be supported in the crucial first years, but often teachers of color are in a community that isn’t welcoming. They often are the only person of color in their school, which can make it harder to build relationships and partnerships.

Let’s visit the first-three-years issue. What is Thrive doing to help prepare students for the first three years of teaching?

Abdi: One of the things we do in the Thrive Program is hold community-building gatherings for our students. The purpose of this is so they can build a network and support each other before they become full-time teachers. Another thing we do is bring in mentors—graduates from the EAST Program, other Augsburg BIPOC alumni, and teachers with whom we have connections. We’re aiming to build a strong network for teachers of color here at Augsburg to help fight that challenge of isolation and belonging.

Madrid-Aranda: Our main job has been recruitment and retention, but our big goal goes beyond graduation to ensure that they survive those first three years of teaching. Recently we connected with a national organization in Maryland that is building a network of teachers of color. We continue to work with our alumni. We want to be intentional in how we can continue to grow this mentorship opportunity to support our students.

How does the Thrive Program align with Augsburg’s mission?

Madrid-Aranda: Intentional diversity. ���ܲ������ܰ���’s focus and work with underrepresented communities to build diversity on campus is key. The drive to build leaders for our communities goes hand in hand with Thrive’s work to prepare our students to be leaders in the classroom.

Abdi: Beginning with EAST, it really shows ���ܲ������ܰ���’s commitment to being a leader and member of the community. EAST could not have happened if the Cedar-Riverside community didn’t already feel that they could trust Augsburg. With that trust and with ���ܲ������ܰ���’s intention of helping students of color succeed to become responsible leaders, you see how Thrive and ���ܲ������ܰ���’s mission are interwoven together.

The Thrive Program provides scholarships to students through the Collaborative Urban and Greater Minnesota Educators of Color (CUGMEC) Grant. In 2023, Augsburg was awarded over $630,000 to fund Thrive and support students of color pursuing education-related degrees.

To learn more about Thrive, visit .

Top image: The last EAST gathering in October 2022 before its expansion to Thrive (Photo by Courtney Perry)

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���ܲ������ܰ���’s school song could be heard overseas this past December as the women’s hockey team traveled from Helsinki, Finland, to Stockholm, Sweden, to play three exhibition games against international teams.

“We are grateful and excited to continue the tradition of an international trip,” said head coach Michelle McAteer. “Players often say it’s one of their best experiences to travel and compete overseas. It is the ultimate road trip!”

This was the fifth international trip for Augsburg women’s hockey. The team traveled with a group of more than 70 people including coaches, staff, and family members.

The Auggies played games against HIFK and Hollola from Helsinki and Hammarby from Stockholm.

Winning two of the three games was great, but the real highlight of the trip was interacting with players and coaches from other countries. After every game, the Auggies joined the host teams with a shared meal to connect about hockey and life.

Additionally, they toured the cities, visiting local and famous sites like the Nobel Prize Museum and Stockholm City Hall. At the Vasa Museum, they saw a preserved warship from 1628 and learned about its history.

“International travel broadens our perspective as we navigate different cultures, languages, and experiences. Doing it together creates lifelong memories and strengthens our bond as a team,” McAteer said.

Top image: The Augsburg women’s hockey team at Stockholm City Hall, Sweden (Courtesy photo)

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