It’s a collision of energy that delights anyone observing, each drawn to its light for reasons both obvious and intensely personal.

Maybe it’s poetry, or maybe it’s providence.

But the meeting of seemingly opposing forces is creating something spectacular in other parts of this border town, too. The magic is made of one cup of coffee, one shared car ride, one page at a time. Here, a book club brings rural community members and urban college students together, meeting each person wherever they are and challenging them to think differently. The book club is one of a number of experiential learning opportunities offered at Augsburg University that put into practice just what it means to pursue one’s calling and build a meaningful life and career.

Removing obstacles

What’s become known as the Anti-Racist Book Club began as the brainchild of Augsburg alumni and Hallock residents Kristin Eggerling ’89 and Paul Blomquist ’88. For some time, the couple had been hosting a club, welcoming their neighbors into discussions of social justice issues. But the group grew to include current Auggies when Timothy Pippert, the Joel Torstenson Endowed Professor of Sociology, began reminiscing about a pre-pandemic writing retreat that gave him time for thought and reflection.

“I started talking to Darcey [Engen ’88] about it, about how I missed it, and she said, ‘You need to meet two of my friends,’” Pippert said.

Engen, professor and chair of the Augsburg theater department and founder of the theater company Sod House, helped get all the parties involved in conversation. Eggerling—a writer, editor, and community activist—found comfort and friends at the Hallock library when she first moved to the town after working for a time in the Twin Cities. Hallock is where Blomquist grew up, and where he returned after college to run his family’s Ford dealership after his father’s unexpected death. Their Augsburg experience was imprinted on them on an almost cellular level, and it eventually led to them celebrating things in Hallock that some overlook or take for granted, while also asking critical questions and inviting others in the community to engage in challenging conversations.

When Pippert heard of the couple’s work, it wasn’t long before he asked if the group could join them.

The couple said yes. With that, planning began in earnest. What book? When? Who will be involved? How? The cumulative efforts of that organizing came together with a Fall 2021 trip, funded by Board of Regents member Mark S. Johnson ’75, that brought the city-dwelling students to the small country community that sits within 20 miles of the Canadian border.

Welcome to Hallock, population 981.

“One of the things we were trying to do was to focus not just on the anti-racism theme, but to explore the urban and rural divide. Many of our students don’t really have a sense of what it’s like to live in or know many people who come from a town of 900 people,” Pippert said.

Conversely, folks who’ve spent their entire lives in and near a place where Friday night is synonymous with fish fry don’t necessarily understand why someone would want to live in a place where a high school can be larger than their entire community.

“When it comes to this idea between urban and rural, there’s a big divide in lots of ways,” Engen said. “Yes, of course, there are often issues around race, but there are economic issues, too. And in greater Minnesota, there are people who are struggling and need resources, the same as in the Twin Cities.”

What’s more, Engen said, specialty skill sets aren’t simply the purview of urbanites. Visiting a small farming community, and actually communicating with the residents there, is a great reminder that gifts and talents are universally distributed.

“To not forget there are artists, writers, sociologists, lawyers in greater Minnesota, all over the state—people who are born in the Twin Cities don’t think about that,” Engen said.

Being exposed to new ideas affects how a person thinks, maybe just for that moment. But sometimes the experience informs a lifetime.

Lydia Rikkola ’22 grew up in Minnesota’s cities and their suburbs.

There were some stereotypes about rural Minnesota that she expected to see when the book club visitors took a tour of Hallock. Rikkola doubted there would be much racial and ethnic diversity, and she was right: Census data confirms 96% of Hallock residents are white.

“It’s very homogenous,” Rikkola said. “But some of the things that surprised me were how open-minded and aware some of the community members were. The woman who runs the food shelf … just to see her passion about social justice and the need for food, that food insecurity is in more places than just the Twin Cities. That was really cool to see her acknowledge that and do everything in her power to address it. It was incredible to see that kind of attention and care and detail.”

‘It became about the meal’

The evening of the group’s tour in Hallock and conversations with various community members, Eggerling and Blomquist invited the whole book club to their house for dinner.

It’s hard to be intimidating when you’re eating.

“Everyone becomes a little more vulnerable and willing to share themselves,” Eggerling said. “We were sharing food and stories, laughing at our cat. It wasn’t rushed; we were able to talk about a variety of things. Some really great connections did come about.”

Engen agreed.

“Yes, absolutely, it became about the meal.”

People sat on the floor, on the couch—wherever an open space presented itself. And the easy environment meant everyone had a chance to just breathe, relax, and reflect.

“I’ll never forget the dinner we had,” Rikkola said. “There were like 30 people stuffed in this house. It was buffet style, and the hosts were so kind as to pay attention to the fact that some of us are vegan, and it was a real home-cooked meal.

“The conversations were so rich. The adults in the room were so interested in seeing us grow, and we talked about everything—politics, social issues, life issues.” The following morning, the group all returned to the Eggerling-Blomquist home for much-needed coffee and a hot breakfast, before a planned tour of the town’s school.

“During part of that morning conversation, one of the students said, ‘I thought all you folks in small towns were hicks and racists’—they voiced that, they felt comfortable sharing that. And that started some really good conversations,” Pippert said.

Taking students out of the classroom and trying something somewhat unknown takes a bit of a leap of faith, Pippert said.

“There are things you can’t control with it, certainly. One of the things we were really cognizant of was that we didn’t want to put students in a position of teaching; it’s not their responsibility to teach the folks up there, and it’s not those folks’ responsibility to teach the students—it has to be about relationships.

“It took us a while to realize that’s where the real work is and the real opportunity: in those relationships. Meeting people who aren’t anything like yourself, and talking and learning not only on the big issues of race, but on all things: Where do you eat in a town that size? How far away is the nearest hospital? The value of experiential learning is that it can be confusing, and it can be scary, rewarding, fulfilling, and life-changing.”

Rikkola said she’s proof of that.

“Through conversation comes growth. It’s so easy to ‘other’ but going on a trip like this stops the ‘othering,’ because the ‘other’ is feeding you, the ‘other’ is caring for you, the shared humanity breaks down barriers,” Rikkola said. “They explain their perspective, and you explain yours and really listen.

“Getting taken out of your environment is so necessary. If you only have friends with the same opinions you’re never challenged, you can’t really learn; you won’t grow.”

Best-kept secret

Experiential learning has been a core feature of Augsburg’s academic framework for more than 100 years. In the late 1800s Augsburg’s second president, Georg Sverdrup, required students to have pre-ministerial experience with congregations around Minneapolis. Today 100% of undergraduate students participate in some form of experiential learning. It takes shape for many students through internships, study abroad, research, and community engagement, in addition to the hands-on components already built into many academic courses.

Joe Connelly is the principal torchbearer for the practice, serving as experiential education specialist with Augsburg’s Center for Global Education and Experience. Connelly said these types of experiences are essential and always relevant for students. The experiences are also part of the university’s thinking about how a liberal arts education should prepare students for vibrant careers addressing challenges in their communities and around the world.

“If there’s one best-kept secret, it would be just what an important role Augsburg plays to provide experiential learning for their own students and students around the country. This is work that is so closely tied to the mission of Augsburg—and creating vocation—and this is work that has been going on for decades,” Connelly said.

And while the opportunities have always mattered, today’s global uncertainties provide perhaps even more motivation to make sure experiential learning continues, he said.

“We provide students the opportunity to immerse themselves in other peoples’ lives, in other peoples’ realities,” Connelly said. “They share a meal, sit around a table and hear other peoples’ stories about their experiences with war or other hardship. We understand that life is very complicated, very nuanced. Things are not black and white; there are a lot of sides to it, and it’s not cut and dry. Through experiential education, students understand that’s what life is—it’s not easy answers; it’s not a yes or no.”

Science backs what these educators know: Moving out of a traditional classroom setting and into a learning experience can be challenging, but the effort is worth the work. In a 2019 study published by the Lithuanian Science Council in Public Health Magazine, researchers Viktorija Piščalkienė and Hans Ingemann Lottrup found that, “Experiential learning and experience reflection hold a significant role as an educational methodology, and it is a shared value to prepare students for the challenges in a changing world by developing professionals who can think critically and reflectively.”

Having time to reflect is what motivated Pippert to go north. Associate Professor Joe Underhill was moved to go north, and south.

Underhill, Augsburg’s environmental studies director, wanted time and space to put big questions to his students. Specifically, he wanted to engage his students in more than conversation about climate change—he wanted them to find ways to combat it. And since big questions can benefit from having big space to work within, Underhill turned to the Mississippi River.

“The ideas or inspiration behind the program have to do with the value of direct embodied experience as a way to learn, rather than reading about something,” he said. “You are seeing, feeling, smelling, hearing. Seeing the beauty of the river and the challenges, it sticks with people, it hits home, and it is the kind of thing you don’t forget. If you want to learn about something, there’s no better way than to experience it firsthand.”

‘I can do so much more’

Launched in 2015, the most recent River Semester ran for 101 days in Fall 2021. The team started with a trip to the Boundary Waters, where they paddled and camped for several days while they got to know one another a bit better, learned more about what the semester would hold, and came to grips with spending four months away—far away.

There was a mix of rowing, sailing, and making use of shuttle vehicles that occasionally carried the group from one part of their journey into another. And the group camped on islands or in municipal river parks, eating mostly what they made on cookstoves.

It was an experience that Zoe Barany ’23 won’t forget.

“I have never in my life found a community like I did when I was on the river,” Barany said. “People were so generous and kind with their resources and their authentic love for the environment. We had the ability to take agency and get things done. I just found a home out there.”

As an environmental studies major, Barany said they first fell in love with the promise of nature while in high school. But the River Semester opened their mind to so much more.

“I come from a place of privilege. I’m a white environmentalist, but I have still struggled with things to work through,” Barany said. “Being out there, it challenges you. It reveals things you don’t want to see about yourself. It’s just honest.”

Barany said they specifically learned of the power of clear communication.

“In everyday life you can sweep things under the rug, but when you’re outside you have to go through things,” Barany said. “Sometimes I would lash out at people or be upset, or complain instead of enjoying the time we had. It challenged me to step up, be a leader, communicate, and speak on behalf of my needs and what I need to function in a group. Having that knowledge now is so empowering.”

Elias Wirz ’23 prepared for his River Semester with small trips in 2019 and 2020. There was never any question about making the 100-day journey.

“It’s one of the biggest reasons I chose Augsburg. There’s nothing like it that I’ve found. With the River Semester you get to see a part of the world that you would never see if you don’t do something like this. You get to learn about yourself and what you are capable of, on top of learning some super interesting coursework.”

Wirz said with every experience, the group just kept getting stronger.

“My biggest takeaway is that I believe I can do so much more than I ever could because of the River Semester. Being able to do something like this, you feel like you’re capable of so much more. You want to keep going, trying, testing your limits—if I can do this, what other great things can I do now?” Wirz said.

Some of that understanding came not only from the experience overall, but from the hundreds of small, seemingly innocuous moments along the way. It is in the accumulation of those moments—applying academic knowledge in practical ways and engaging with the people present—that experiential education transforms abstract ideas into real-world skills and understanding. That’s how Augsburg students become informed citizens, thoughtful stewards, critical thinkers, and responsible leaders.

“There’s a lot of good happening. In every city we went through, in every experience we had, I’m convinced that people are inherently good,” Barany said. “Now I want to serve, to continue this cycle of goodness.”

Top image: Professor Joe Underhill [back row] and students paddled hand-crafted catamarans during the River Semester. (Photo by Courtney Perry)

The post From a small-town book club to paddling the Mississippi River, learning gets bigger outside the classroom appeared first on Augsburg Now.

Minneapolis native Jack Osberg ’62 played football from the time he was a kid in the alleys and parks of Minneapolis until his college years, and he entered Augsburg’s Athletic Hall of Fame in 1979. He taught high school biology for 30 years and coached high school and college football for 60. About 22 of those years were at Augsburg, where he compiled a school-record 62 victories and, in 1997, led the team to its first Minnesota Intercollegiate Athletic Conference championship since 1928. At 81, he continues to assist Augsburg’s defensive line and personally connect with students.

Everyone who knows former Augsburg football coach Jack Osberg has a story:

“This giant offensive lineman got a concussion during practice, and I was doing the evaluation,” said Missy Strauch, Augsburg head athletic trainer and athletics health care administrator. “Jack waited because he wanted to drive the student home, and when I left the building, the two were sitting on the steps. The young man was sobbing. Jack sat there, listening. Come to find out the student was the sole caregiver for his mother, who was dealing with Alzheimer’s. Jack and his wife, Nina, checked on the student every day, and they are still in touch. That’s Jack. He coached these students to become better players, but he guided them—by example—to become even better people.”

“Jack is a lifelong friend, and someone anyone—no matter their age—looks up to because he works so hard and cares so deeply about everyone, whether you are the starting quarterback or the third string,” said Jim Roback ’63, who met Osberg on the first day of classes at Augsburg in 1958. “I’ve played and coached with him, and there isn’t a more genuine, collaborative person who can pull out the best in anyone. You never worked for Jack, you worked with him.”

“He was a father figure to us,” said Augsburg Football Head Coach Derrin Lamker ’97. “I’ll never forget when I was quarterback, and we were getting ready for our championship game. I walked into Jack’s office, and he and Nina were reviewing a list of our parents’ names. I was like, ‘Coach, what are you doing? We’re getting ready to play the game of our lives.’ He said, ‘You worry about the game; we want to be able to greet [the student-athletes’] parents by name.’ Well, we won the championship, and they greeted each parent by name.”

“I’ve been taking notes from Jack since my first day of zoology class when he was a biology teacher at Wayzata High School,” said former Augsburg Women’s Hockey Head Coach Jill Pohtilla. “I recall overhearing him with a recruit. He told the young man, ‘Augsburg is not built with bricks and mortar; it’s built with people,’ and that’s how Jack lived—recognizing that people drive success. So whether it’s athletics or life, you surround yourself with people who make you better.”

“We had just won the [MIAC] championship in 1997. Nearly everyone had left, but four of us were cleaning up the locker room,” said Ted Schultz ’98, the student activities director for Minnetonka Public Schools in Minnesota. “Jack walked in with an old boom box. He pulled out a cassette tape from his back pocket and popped it in. ‘We Are the Champions’ by Queen played out. Jack said, ‘I’ve been waiting to do that my entire life,’ and we all just sat and listened.”

“Jack regularly drove 40 minutes to watch my son’s high school football games. My son, Kyle, was 125 pounds, but he played with heart, like I did, and Jack loves that,” said Michael Weidner ’83, a former defensive end. “Think about that. My college football coach cares enough about me and my family to show that kind of support, and consider the thousands of people he’s coached or taught and showed the same devotion and support.”

“When I heard an 81-year-old was coming to work with our defensive line, a part of me thought, ‘What can this guy teach us? How will we relate?’” said Shaquille Young ’23, a third-year social work major. “Well, I learned you can’t let stereotypes get in the way of learning something new. Coach Osberg is one of the greatest people I have met in my life. He knows football like he invented it, and he makes everyone feel welcome and supported.”

The first quarter

Osberg was born in 1940, when football players wore leather helmets. Football was everything to Osberg and his friends, who passed and blocked in the alleys of Minneapolis. In fifth grade, he entered club sports and church group leagues, which were 15 minutes from Augsburg’s campus. Osberg worshiped with Auggie professors and coaches, so when it came time to attend college, there was no other choice.

“I was the first to go to college in my family,” Osberg said. “My father was a hardworking man, but he disliked his job working in basements as a lithographer. He wanted us to lead a better life, and I saw my future in those professors and coaches. I knew Augsburg was the place to improve my spiritual, athletic, and academic self.”

The graduate of Minneapolis’ Washburn High School became a standout football player at Augsburg from 1958 to 1961, earning induction into the college’s Athletic Hall of Fame in 1979. A nose guard/offensive guard, Osberg was named All-MIAC twice and selected as MVP, team captain, and Lutheran All-American. He also played baseball his freshman year and wrestled for three years.

Osberg didn’t live on campus—he couldn’t afford it. Commuting, Osberg formed a bond with other students from hardworking city families who put themselves through school sorting mail at the post office or loading shotgun shells onto railcars. The gang of about 12, mostly student-athletes, called themselves “The Syndicate” because they would “sometimes skip required chapel [services] to shoot the bull at Smiley’s Pub,” Osberg said.

Since graduation in 1962, the crew has gathered each year for a fall picnic and holiday party. Jim Roback ’63 is one of the core Syndicate members who played football, baseball (as captain), and track at Augsburg. He also coached with Osberg, serving as Augsburg’s defensive coordinator from 1995 to 2001 and 2006 to 2007, with a 2002 season stint as offensive coordinator.

“I taught and coached for 46 years, and I thought that was a long time. Jack just keeps on going,” said Roback, who taught and coached football, basketball, baseball, track, and women’s tennis in the Anoka-Hennepin School District for 34 years. “Jack worked every minute of the day, and when he wasn’t working, he was having lunch with a group of students in his office or helping them through this or that.”

Another Syndicate member—also a teacher—coached alongside Roback and Osberg. Ron Scott ’62 met Jack during college registration and joined him on the offensive line as a three-year, letter-winning center and blocker. From 1997 to 2002, Scott served as an assistant football coach at Augsburg.

“Jack is not a boss; he is a leader, and he motivates people by example—never yelling, but showing and guiding. Whether you were playing or working for him, you didn’t want to disappoint him,” said Scott, who retired in 1997 after 36 years coaching football and working as a teacher or administrator for the Anoka-Hennepin School District. “Jack never gave up on those Auggies. Whether winning or losing, his attitude never changed.”

The second quarter

Osberg loves football, but he is adamant the sport does not define him. He is equally passionate about teaching. “I’m not sure if I was meant to coach and teach or teach and coach,” he added. “I loved coaching full-time at Augsburg, but the high school science classroom always tugged at me. I love the living world, and there is something about teaching kids at that age and really digging into science with them.”

He loved the challenge of figuring out ways to engage all students in biology, developing activities for all learning styles and covering a range of topics to motivate students beyond grades.

“Teaching helps you appreciate the impact you—as a single human being—can have on a person, and I was OK never knowing my impact because students move on, and you may never reconnect with them. But I’ve had enough students, some of them doctors or scientists, who have reached out to tell me how my classes and outlook helped them find their passionate purpose.”

Osberg began his teaching (and coaching) career immediately after graduation from Augsburg. He served as a biology teacher and assistant football coach at Minneapolis’ Roosevelt High School from 1962 to 1970, taking one year off in 1968 to serve as a graduate assistant on Bob Devaney’s staff at Nebraska University. “That’s where I really learned my x’s and o’s in football,” Osberg said, “but it is where I also learned that I wasn’t made for a large program. I needed a more personal experience with players. For me, coaching is about more than the game.”

In 1971, Osberg was named head coach at Wayzata High School in Plymouth, Minnesota, where he served for six seasons. It was in the teacher’s lounge at Wayzata where he overheard a fellow teacher, Nina, talking with the school counselor about alcoholism’s effect on relationships. Alcohol dissolved Osberg’s first marriage, which had left him raising three kids under the age of 5, so he joined the conversation, which eventually developed into a larger support group. Osberg grew close to Nina, who guided Wayzata’s alternative education program for 28 years. In November 1976, the two married and blended their family of six children.

“She is a 4-foot-7-inch spark plug,” Osberg said of Nina. “She dealt with difficult kids all day, then came home to manage our family, then she’d help me with recruitment and other administrative duties. She was a mother to many Augsburg players who needed guidance, and she was a friend to so many of their parents.”

Osberg recalls asking Nina to join him on a recruiting trip after school because she would “always seal the deal,” he said. Osberg realized on the drive that Tomah, Wisconsin, was a bit farther than he thought. The couple drove three hours through a snowstorm to stand on an unheated concrete floor and watch the recruit play hockey. They thawed over snacks and coffee at the recruit’s home. “We didn’t get home until 3 a.m., and it was a school night, but she never complained, and that athlete came to Augsburg,” said Osberg, who taught high school while serving part-time as an assistant football coach at Augsburg from 1977 to 1984. “We were a great team.”

The third quarter

Nina continued to be “his everything” as Osberg transitioned to become Augsburg’s head football coach in 1991. The previous coach had been there five years and won four out of 50 games. “There weren’t many kids in the program, and they knew how to lose and blame someone else,” Osberg said. “It was difficult for them to look within, to find the gumption and confidence to believe they could turn the program around.”

Jack had that energy and belief, and then some. He recruited hard, even recruiting his own son, James “Jamie” Osberg ’95, who was set to play for Gustavus Adolphus College.

“That first year, Concordia was our last game, and they beat us 62-nothing. The next year, they were our last game, and they beat us 58-nothing. The next year, it was 28-nothing. Those kids’ senior year, we played Concordia our first game of the season, and we beat them 10 to seven. We did it. What a triumph.”

“Jack was not afraid to speak about faith and the larger picture of why we come together as a football team, and not many coaches lead with that during a recruitment visit. He was genuine and made the program feel like a family, which it was and continues to be,” said Ted Schultz. “If you break down any transformational coaching, it’s about relationships. Being able to connect with the players and make an impact and build a relationship beyond the field is what separates a good coach from a great one.”

Bob Schultz, the fifth-grade teacher at Kimberly Lane Elementary in the Wayzata School District, said he continues to reflect on Osberg, whether in his parenting, teaching, or coaching. Having been a teacher for 24 years and a high school football coach for 20, he knows both the challenges and the triumphs of the profession.

“Jack approached every day with purpose and energy,” said Bob, who earned conference honors as a linebacker for Augsburg. “He taught me to value every kid, no matter how well they played on the field. And he taught me to be vulnerable, as we saw him balance parenting and football.”

The Schultzes were part of the storied 1997 MIAC championship team along with current Augsburg Football Head Coach Derrin Lamker ’97. The relationship between Lamker and Osberg sounds like a ping-pong match: Osberg coached Lamker in the ’90s, then Lamker worked for Osberg as an assistant coach at Augsburg from 1999 to 2002. When Lamker was football head coach at Osseo High School, Osberg came out of retirement to coach the Osseo line for eight years. In Fall 2020, Lamker recruited Osberg to help guide Augsburg’s defensive line.

“It was so humbling and exciting when Jack came to work for me at Osseo. I’d ask him for advice, and he would give it, but he was never overbearing,” said Lamker, who led Osseo to three conference championships in 11 years. “I was equally thrilled when he agreed to help coach Auggies in 2021. You might think ‘kids these days’ wouldn’t listen to an old guy, but they do. They soak up his energy and knowledge. He has this inspiringly subtle way of uniting coaches and players from different life experiences and backgrounds together for a common purpose.”

The fourth quarter

Auggie defensive lineman Shaquille Young ’23 said “old” doesn’t apply to Coach Osberg.

“He’s exciting to watch on the football field, running back and forth alongside the players, pushing us around, and the few times he yells, he never curses. One of the players knocked him over in practice, but he got right up and cracked a joke about the time his hip popped out of place.

“He has so much knowledge to offer our young minds,” Young said. “He’s one of the greatest individuals I have met in my life, with his ability to make everyone feel welcomed and valued. He brings his best every day, and if he can do it, so can we. He speaks, and we listen.”

But it’s not only what he says, Young said. Each day of practice, Osberg sets up a folding chair on the field for his wife, Nina, 77, who has Alzheimer’s disease. He is her sole caregiver. Lamker said the players and coaches see his devotion to her and are reminded of the fragility of life and the importance of relationships.

“It’s unbelievable how dedicated Jack is to Nina, watching her 24/7 during the COVID-19 pandemic. He’s living out the marriage vows—for better or worse,” Lamker said. “During games, she sits on the bench with players who are injured or not playing. They talk with and cheer alongside her. It’s really neat to see their connection to and love for her as well.”

Augsburg Athletic Director Jeff Swenson ’79 said the Jack-Nina bond is one for the record books, and he would know. Swenson worked alongside the powerhouse couple for more than 45 years: first as a student-athlete when he backed Auggie’s defensive line, as an assistant football coach for 10 years, as a colleague, and finally as a boss, when Swenson transitioned into administration in 2001. The shift in roles never altered their relationship, Swenson said. Jack’s ability to treat everyone with respect, honor, and dignity—regardless of roles—is the greatest lesson Swenson adopted from his coach.

“Jack is a living representation of Augsburg’s mission. He pushes everyone around him to give their best to meaningful pursuits, to be informed about the world and to make a difference where and when you can. He pushes people to lead with faith and value all people and what they bring to the table,” Swenson said. “When you meet someone like that, you want to keep them in your lives.”

Former Auggie defensive end Michael Weidner ’83 also kept in touch with the Osbergs after graduation. They’d talk on the phone or meet for lunch; Jack and Nina came to Weidner’s kid’s games. By Summer 2020, Weidner recognized Jack needed a break from 24-7 caregiving. Weidner emailed former players and friends, asking them to visit with Jack and Nina—outside and distanced—some evening that summer.

“Jack was hurting and struggling during the beginning of the pandemic, when nobody was socializing,” said Weidner, who is a lawyer based in Eagan, Minnesota. “Jack would do anything for one of his players. He’s been there for all of us, through good times and bad, so people came out of the woodwork. A bunch of us rotated going to his house in the evenings to talk about anything for an hour or two.”

Osberg said the chats saved him. “With everything in my life, I’ve been able to hustle to change the program or win the game, I’ve been able to work hard to achieve success or a positive outcome. But this is a game we can’t win. It’s incurable. It’s deadly. I’m getting to the point where I can’t care for her anymore, and it’s killing me. She is my everything,” said Osberg, who received the Legacy of Augsburg Athletic Award during the 2020–21 Augsburg Athletic Hall of Fame Ceremony. “Those chats meant the world to me. To get out and coach or to talk with friends and former players about anything other than this disease was and is a gift.”

But Osberg does not accept defeat. He quickly shifts to the positive, referencing their strong and active circle of friends and family, including 12 grandchildren and six kids—three of whom graduated from Augsburg: Peter Osberg ’93, Jamie Osberg ’95, and Anne “Annie” (Osberg) Moore ’01.

“We all have to play the hand we are dealt,” Osberg said. “I am glad I focused so much of my life on relationships because now, when I need people most, they are there. I’ve been a part of Augsburg all my life, and Nina is an honorary Auggie. It’s reassuring to know that even though she may forget Augsburg, the people who make up that great institution won’t forget her, and they won’t forget us. It’s family.”

Top image: Jack Osberg ’62 (Photo by Courtney Perry)

The post The hustle and heart of Augsburg football coach Jack Osberg ’62 appeared first on Augsburg Now.

An image of Augsburg’s campus and the Minneapolis skyline in 1967, stitched together from three frames of an aerial camera shot in a promotional film. (Archive photo)

Part of Augsburg’s campus—including Old Main, two residence halls, and the Norman and Evangeline Hagfors Center for Science, Business, and Religion—in 2018. (Photo by Courtney Perry)

Auggies shoot hoops in Old Main gymnasium, circa 1945. (Archive photo)

Augsburg women’s basketball plays against the College of Saint Benedict in Si Melby Hall, 2018. (Photo by Courtney Perry)

The Augsburg community poses in front of Old Main in 1931. (Archive photo)

The Class of 2023 gathers in front of Old Main in 2019. This fall, group photos are planned for the Class of 2024 and the Class of 2025. (Photo by Tom Roster)

The camera club in 1957 included [L to R] Jerry Matison ’59, Stan Quanbeck ’59, and James Nichols ’58. (Archive photo)

An Auggie wears virtual reality goggles in a new media class in 2019. (Courtesy photo)

Georg Sverdrup and Sven Oftedal, who each served as Augsburg’s president, speak at a gathering of students in the first Old Main building (which was demolished to build Science Hall and Sverdrup Hall), 1897. (Archive photo)

A procession in a chapel service January 24, 2020. (Photo by Courtney Perry)

Augsburg women’s track and field student-athletes prepare for a race in 1985. (Archive photo)

Augsburg women’s track and field student-athlete hits the track 2021. (Photo by Don Stoner)

Students work in a television studio, possibly in the basement of Memorial Hall, in 1976. (Archive photo)

Students at a video shoot in Foss Center in 2019. (Courtesy photo)

Students attend a Pan-Afrikan Student Union cookout in Murphy Square in 1998. (Archive photo)

Students attend a Multicultural Student Services event in the park to welcome students back to campus in 2019. (Photo by Courtney Perry)

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Katie Clark ’10 MAN, ’14 DNP sees resilience every day as executive director of Augsburg’s Health Commons, which are drop-in health centers led by the nursing program with a model focused on caring for those in the community who are marginalized. Guests are not required to show identification, and medical professionals don’t wear scrubs or stethoscopes in order to increase relatability and public trust in health care workers.

Her focus at the Augsburg Central Health Commons is with individuals who are experiencing homelessness or who are marginally housed in Minneapolis, and the Health Commons in the Cedar-Riverside neighborhood provides care for residents, many of whom are East African immigrants. As an assistant professor of nursing, Clark teaches primarily in the graduate nursing program through courses that emphasize social justice, health disparities, and civic engagement.

The Augsburg nursing program, Clark said, is unique because faculty and students are embedded in the community. Other schools often see that work as “extra service” and send students to nonprofits, but Augsburg considers place-based work as central to the educational experience.

Hospitality and healing

“We help students serve and explore the world we live in, and we’re with them when they do it,” Clark said. “They get uncomfortable and lean into the biases they may have and really get involved in a community to understand the issues from the people who experience them.”

“You can’t come up with answers if you don’t know the problems.”—Katie Clark ’10 MAN, ’14 DNP

When COVID-19 hit, the Health Commons at Central Lutheran Church in downtown Minneapolis was one of the only drop-in health centers that continued to stay open. At the height of the pandemic, Clark said staying open meant standing outside, passing out hygiene kits, and bringing meals and supplies to encampments of unhoused people.

“Many of our students are adult learners seeking bachelor’s, master’s, and doctorate degrees. Some of them have dealt with furloughs or are at the bedsides of patients, holding up the [touchscreen] tablet for family members to say goodbye, and adapting to constant changes in health care environments. Then they have school in addition to their own stressors at home, like juggling kids or responding to family members who say, ‘COVID isn’t real.’ These students want to get involved and tackle the issues in their communities, and they are doing it! I get chills talking about it.”

Ellen Kearney ’23 DNP is one of Clark’s students in the Doctor of Nursing Practice: Family Nurse Practitioner program and also a registered nurse at a Twin Cities intensive care unit. Kearney admitted that despite extensive safety measures, it was scary to be indoors at the Health Commons with patients early in the pandemic. But the work—her passion—is critical, she added.

“Before COVID-19 we were able to serve between 50 and 100 people each Monday and Thursday,” said Kearney. “Now we can only see 12 people each day we are open. But because our hours have not changed, it has been nice to have a longer period alone with each guest if they chose to stay and talk. I’ve been able to learn about one guest’s upcoming trip to her home country in Africa and her worries about traveling, and I have been able to follow up with one older man while I do his foot care. It has been hard to not open the doors fully, especially now that the weather is colder and knowing there are so few public spaces open, though it is clear that we need to stay capped for everyone’s safety. While the scale of the Commons is small, the impact is large.”

When Augsburg temporarily restricted students from working at the Commons, volunteers and Augsburg alumni, like Emily Pierskalla ’20 DNP, stepped in to keep doors open. The most challenging aspect of working as a registered nurse is ricocheting through stages of grief, which Pierskalla said is emotionally, mentally, and physically exhausting. She avoids news about COVID-19 and social media because it can trigger haunting memories.

“I have flashbacks of the faces of patients I’ve seen die while their loved ones cry watching through an iPad or seeing my own co-workers struggling to breathe after getting sick,” said Pierskalla, who has worked for eight years at Hennepin County Medical Center in Minneapolis. “It has taken a lot of therapy, self-care, and effort to keep the burnout from causing me to become bitter and angry, or worse, apathetic to the world and society.”

She has also worked as a nurse practitioner at CVS MinuteClinics, administering COVID-19 tests and helping people understand their test results and quarantine recommendations—efforts that have immediate practical effects.

“When I’m at the Commons or out in the camps, I actually feel like I’m helping to create the world I want to live in.”—Emily Pierskalla ’20 DNP

Advocates for change

Auggies are working across the globe to create policies and medical solutions to realize that better world. Dr. Ray Yip ’72 is a global health specialist serving as special advisor to the Gates Venture on China Partnership Development. For the past 22 years, he has assisted the Chinese government in improving its public health system, with a focus on disease control and response capacity. When COVID-19 began spreading in January, Yip was in Beijing.

“I was impressed with how aggressive the outbreak was in Wuhan, and I predicted that China would be able to get it under control by April. To my pleasant surprise, China achieved that seemingly impossible task by mid-March.”

In February, he returned to his home in upstate New York, from which he has advised several organizations about COVID-19-related issues and provided a range of companies with updates about the progress of vaccine development worldwide.

“This pandemic, which we knew would happen sooner or later, requires strong government leadership as well as commitment and partnership with the private sectors for the solutions.”—Ray Yip ’72

“More than 23 years with the Centers for Disease Control and Prevention told me the United States had the know-how and capacity to contain this epidemic. After all, I was sent to China to help them to build such capacity. My prediction was so off, I hate to admit it. We all suffer dearly from the dire consequence of horrible mismanagement, which largely has to do with leadership failure. It was particularly painful to watch the CDC get sidelined, and public health measures became politicized.”

The heroes of the pandemic, Yip said: health care workers.

“Most people do not realize the risk and danger of those health care workers taking care of the COVID patients, especially in the early phase when protective gear was in short supply. A disproportionate number of them got infected and died. If I were my younger version, I would not hesitate to join them in on the front lines. I am grateful for their service and sacrifice.”

Dr. Paul Mueller ’84, regional vice president for Mayo Clinic Health System’s Southwest Wisconsin region, oversees thousands of such workers attending to patients in two hospitals and eight clinics. He manages COVID-19 response through policy decisions and exploring new treatments while treating the disease in his own patient panel.

“It is weighty from a psychological standpoint, as you try to be a leader in such an ever-changing, high-stakes environment, knowing the lives you impact,” said Mueller, who has served as an Augsburg regent and as the campaign chair of Great Returns: Augsburg’s Sesquicentennial Campaign. “But every day I walk the halls of our hospitals and clinics and see the resilience and ingenuity of our staff who have delivered on the promise of medicine. Nurses greet me with a smile behind personal protective equipment. They are busy but feel called and up to this work. With a can-do attitude, we are caring for patients in the darkest of times, administering novel treatments, and preparing to safely roll out vaccines.

“We’re still in the thick of it. If you think of it like a marathon, we are at mile marker 19. But if we can maintain resilience and hope, we will finish the race and be better for it.”—Paul Mueller ’84

“This pandemic has shown us that we all breathe the same air, and it is the one thing that is unifying our entire planet. While the virus rages on killing people, we continue to see the brilliance of the human spirit—beacons of hope and optimism, compassion and resilience, integrity and ingenuity.”

Caring for patients, fueling research

Brittany Kimball ’13 is a third-year resident at the University of Minnesota in internal medicine and pediatrics. The pandemic has taken its toll on her and other residents, as expectations are in flux and workloads are stressful and exhausting. Virtual visits are difficult because of a lack of internet and personal connectivity, Kimball said. Loneliness has infected the hospitals. Last week, Kimball watched a nurse gently care for a patient isolated from visitors, playing his favorite music as he died.

“The COVID-19 pandemic has certainly compounded patients’ conditions. Children are missing well visits and immunizations. Cancer patients require COVID-19 tests prior to chemotherapy, sometimes missing a treatment because they have the virus. Many of my primary care patients with diabetes are wary of clinic visits, thus making it harder to [measure doses of] their medications,” said Kimball, who earned a bachelor’s degree in biology from Augsburg.

“Most troublesome, the pandemic has compounded inequities for already marginalized people. Some of my patients don’t have internet, while others don’t have access to a regular phone. For some patients, limited English proficiency can make getting set up on a virtual platform more difficult.

“Patients dealing with addiction and trying to maintain sobriety have told me that their usual coping mechanisms—like getting together with other people who are sober or participating in a faith community—have become inaccessible. For patients living in poverty, balancing virtual school and frontline jobs has been incredibly stressful and sometimes impossible. It’s often people living in poverty that are doing frontline work that makes them more likely to be exposed to the virus, like working in a restaurant, public transit, or in a store.”

“We need to figure out how to make telemedicine more equitable.”—Brittany Kimball ’13

Her dream has long been to be a doctor, so despite the challenges, she pushes on—driven to pursue a fellowship in hematology-oncology. As a Hodgkin’s lymphoma survivor, Kimball is particularly interested in caring for adolescents and young adults with cancer and blood diseases. “As an 18-year-old in my first semester at Augsburg, I was figuring out dating while bald, chemo after classes, and trying to study when my brain felt foggy and my body felt sick,” she added. “Sometimes I needed a bit more guidance and support than a typical adult patient, but not in the same way that a much younger child might. Teens and young adults don’t fit neatly in the pediatric or adult-centered models of care, and I hope I can make that better.”

Hamdi Adam ’18 is similarly driven to make a difference. As a doctoral student of epidemiology at the University of Minnesota, Adam followed his bachelor’s in biology from Augsburg with a master’s degree in public health at the University of Minnesota. Adam studies cardiovascular diseases, diabetes, and neurocognitive disorders. He is focused on investigating the impact of COVID-19 on chronic conditions, which can lead to higher risk of mortality, especially among people with existing risk factors, like high blood pressure and diabetes.

“At some point down the road, I’ll probably get the chance to utilize COVID-19 data to assess the relationship between COVID status and various chronic disease conditions in population-based research studies and hopefully add valuable and timely information to the base of existing literature,” said Adam, who—as a first-generation Oromo American—is interested in applying his research to address health disparities affecting people of color. “It feels good to know that your studies and work are for the betterment of people. With research, sometimes you feel like your work is so detached from the true health problems you are attempting to address, but I like to think that epidemiologic research provides the basis for informing more direct actions, such as health policy development and effective community-based interventions.”

Another researcher, Will Matchett ’13, earned a doctorate in virology and gene therapy from the Mayo Graduate School of Biomedical Sciences. He works as a postdoctoral fellow at the University of Minnesota, where he will spend up to five years acquiring training that will allow him to run his own lab. Between April and August, his research focused exclusively on developing a SARS-CoV-2 test to measure the specific antibodies that block the virus from entering cells. Since September, his focus has shifted to testing a COVID-19 vaccine being developed at the University of Minnesota.

Increasing and diversifying COVID-19 testing

Does all the medical terminology sound like a foreign language? That’s how Elaine Eschenbacher ’18 MAL described her first few weeks as the higher education operations lead for Minnesota’s COVID-19 Testing Work Group. Since 2009, she has worked at Augsburg, the last six of those years as director for the Sabo Center for Democracy and Citizenship. But since June, the Sabo Center has put her “on loan” to Minnesota’s State Emergency Operations Center to work with a team of experts to in collaboration with colleges and universities. Subgroups are assigned to areas such as long-term care, child care and schools, , hotspots, case investigation and contact tracing, research, data, purchasing, and contracts.

“My work at Augsburg prepared me for this role in a variety of ways. The role is necessarily collaborative and involves recognizing that different people have different roles to play and respecting those different perspectives and sets of expertise.”—Elaine Eschenbacher ’18 MAL

“Civic engagement work is like that, too. I’ve also been thinking a lot about the Master of Arts in Leadership program, which I completed in 2018. This work is like having a master class in leadership and public health every day.”

In April, Minnesota Gov. Tim Walz announced a “moonshot goal” of 20,000 tests per day in the state, at a time when only about 2,000 tests were being performed daily, Eschenbacher said. The testing work group increased capacity and made that moonshot goal by the end of June.

“Since then, we’ve been continuing to increase and diversify COVID testing, and make sure that the people who most need it have access to it. During the week of Thanksgiving, our daily average for testing across the state was more than 57,000,” she added. “Testing is an important tool in controlling the spread of COVID-19, and making testing accessible regardless of income or location is an important equity issue.”

Eschenbacher has spent her days planning and data-modeling as it relates to higher education, consulting with specific institutions in the wake of outbreaks, guiding higher education testing, and organizing partnerships for case investigation and contact-tracing. She facilitates webinars and other information pieces about saliva testing, serves as state incident commander for community testing events, and helped coordinate mass testing of 18- to 35-year-olds prior to Thanksgiving. More recently, she has served as incident commander for a community vaccination site.

“It feels like a cliché to say this, but it is an absolute honor to do this work. We talk a lot about vocation at Augsburg, and I guess I would say that vocation can sneak up on you. I never would have dreamed of doing the work I’ve done since June, but it feels like purpose.”

These are only a handful of the Auggies who are living out their passionate purpose to bring an end to this crushing pandemic and, in the meantime, to soften the blow.

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Augsburg stories on COVID-19:

• What it takes to fight a pandemic, part 1: Community collaboration and mutual aid
• Augsburg’s in-house epidemiologist guides Auggies through the COVID-19 pandemic
  

Top Image: Augsburg’s coronavirus guidelines, including face coverings and physical distancing in classrooms and public places, helped protect Auggies from COVID-19. Professor and Chemistry Department Chair Joan Kunz instructs in the Hagfors Center. (Photo by Courtney Perry)

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