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Yurie Hong is Professor of Greek, Latin, and Classical Studies and affiliated faculty in the Gender, Women, and Sexuality Studies program. Her teaching and research explore how stories, myths, and social structures from ancient Greece can help us think more deeply about ourselves, our relationships, and the world we live in. She regularly teaches ancient Greek language at all levels, courses on ancient Greek myth, culture, and society, and courses connecting the ancient world to contemporary questions and experiences.

Hong’s research centers on women, gender, and representations of pregnancy and childbirth in ancient Greece—especially the ways ancient people understood reproduction, family relationships, and social roles. Her scholarship examines topics such as the maternal-fetal relationship in ancient medical texts, the use of pregnancy and birth as metaphors for creativity and critical thinking, and the experiences of citizen, immigrant, and enslaved mothers in classical Athens. She has also published and presented widely on inclusive pedagogy, teaching about sensitive subjects such as race and gender violence in antiquity, and the personal and political relevance of classical studies today.

More recently, her work has explored connections between ancient and modern experiences, including reflections on identity, family history, democracy, and civic life. For example, she has written about arranged marriage and the myth of Persephone through the lens of her Korean grandmother’s experience as well as about political structures and crises in both American and Athenian democracy.

Across her scholarship and teaching, Hong encourages students to ask difficult questions: How do narratives shape the ways people understand themselves and others? Which perspectives are included or excluded from the stories societies tell? What can ancient cultures reveal about contemporary communities and institutions? In her classes, students are encouraged to bring their own experiences and perspectives into conversation with the ancient world to cultivate intellectual curiosity, ethical reflection, personal growth, and a deeper sense of connection to their communities and the wider world.

Hong has received the Society for Classical Studies Award for Excellence in the Teaching of Classics at the College Level, the Gustavus Faculty Service Award for work on the Faculty Task Force to revise the academic program, and the Mankato YWCA Woman of Distinction Award for leadership and community engagement. 

Outside the classroom, Hong enjoys finding unexpected ways to connect popular culture and the ancient world. She is known for occasionally developing mini-obsessions with a film, television series, book, or Broadway musical—and then finding creative ways to bring those interests into her teaching.

Here's how to apply and maximize your music scholarship awards to best showcase your hard work and talent.

Maria Kalbermatten is a scholar and educator in Hispanic Studies. She teaches courses in Spanish language, culture, and linguistics. Her work centers on the study of humor in discourse, with a particular focus on verbal irony, political humor, and the ways humor operates in contexts of power, ideology, and social interaction. Drawing on approaches from pragmatics, discourse analysis, and critical literacy, her research examines how humor functions not only as entertainment but also as a tool for critique, affiliation, and meaning-making in everyday communication.

Her scholarship includes analyses of spontaneous conversations and media texts, exploring how speakers use irony and humor to negotiate relationships, express stance, and challenge dominant narratives. She has a particular interest in humor in Spanish-speaking contexts, including Latin America, and her recent work engages with questions of political discourse, manipulation, and the role of humor in shaping public opinion. Her research has been presented at national and international conferences and contributes to ongoing interdisciplinary conversations about language, culture, and society.

Kalbermatten is deeply committed to student-centered teaching and to creating an engaging, inclusive classroom environment. Her teaching philosophy emphasizes active learning, critical thinking, and the development of interpretive skills that allow students to analyze language and culture in meaningful ways. She frequently integrates her research into her courses, designing classes that invite students to explore authentic materials such as political cartoons, media discourse, and everyday interactions. In courses like Political Humor and Manipulation, she applies a critical literacy framework to help students examine how humor can both reinforce and challenge systems of power.

Kalbermatten teaches across the Spanish curriculum, from introductory language courses to advanced content courses, and contributes to interdisciplinary programs that engage with global perspectives, media, and cultural studies. She values mentoring students at all levels and enjoys supporting them in developing linguistic proficiency alongside cultural awareness and analytical skills.

In addition to her teaching and research, Kalbermatten is actively involved in service at the College and within the broader academic community. She contributes to curriculum development, participates in collaborative initiatives, and engages in professional activities that connect her work to wider scholarly and educational networks.

One of her favorite aspects of teaching at Gustavus is the opportunity to work closely with students in a liberal arts setting, where discussion, curiosity, and intellectual exploration are central. She values the strong sense of community on campus and the ways in which students bring diverse perspectives into the classroom.

Outside of her academic work, Kalbermatten enjoys creative and cultural activities that complement her scholarly interests, including drawing, exploring global cuisines, and engaging with music and the arts. These interests often inform her teaching and contribute to the dynamic, culturally rich learning experiences she fosters in her courses.

Jessica Helget, MS, RN, PHN is Senior Continuing Faculty in the Department of Nursing, where she serves as Simulation Faculty and teaches across the undergraduate nursing curriculum. She earned her Master of Science in Nursing Education from Saint Catherine University and her Bachelor of Arts in Nursing from Gustavus Adolphus College.

At Gustavus, Jessica leads the design, integration, and evaluation of simulation-based education across all levels of the program. Her expertise centers on high-quality clinical simulation aligned with the AACN Essentials and the International Nursing Association for Clinical Simulation and Learning (INACSL) Standards of Best Practice. She has developed a comprehensive simulation curriculum map that scaffolds student learning from foundational skills to complex clinical judgment, ensuring students graduate practice-ready and confident. In addition to simulation, she teaches medical-surgical nursing, and pre-health professions courses, blending didactic and experiential learning.

Helget’s teaching philosophy is deeply student-centered and grounded in experiential learning theory. She intentionally creates space for reflection, critical thinking, and application, often integrating mannequins and real-time clinical decision-making into classroom case studies. Her simulations follow structured pre-briefing and debriefing models such as PEARLS and Debriefing for Meaningful Learning, fostering psychological safety while challenging students to grow. Students frequently describe her courses as engaging, rigorous, and inspiring, reflecting her commitment to excellence and enthusiasm for the profession.

Her scholarly work focuses on simulation effectiveness, debriefing methodology, and NCLEX preparation. She has published in the Journal of Nursing Education and has presented regionally on innovative simulation practices. She currently collaborates with statistics students on research examining the impact of simulation on student outcomes and clinical readiness. She is actively involved in professional organizations including the National League for Nursing and INACSL, and she is pursuing Certified Healthcare Simulation Educator (CHSE) credentialing to further advance simulation scholarship and mentorship at Gustavus.

Within the College, Jessica serves on the Institutional Review Board, Nobel Committee, advises the Gustavus Student Nurses Association, participates in faculty mentoring and search committees, and contributes to campus initiatives such as Wellness as a Community. She is passionate about embedding equity, inclusion, and belonging principles into simulation scenarios, preparing students to provide culturally responsive care and address health disparities.

Beyond Gustavus, Helget continues to practice as a Registered Nurse at Mayo Clinic Health System in a progressive care setting, ensuring her teaching remains grounded in current clinical practice. She is also deeply engaged in community service, including board membership with the St. Peter Free Clinic and youth mentorship through local athletics and church programs.

Jessica believes nursing education is both an art and a science. She is committed to forming compassionate, competent leaders who will serve their communities with integrity, faith, and excellence—hallmarks of a Gustavus education.

Lisa Ortmann, PhD is the Grace and Bertil Pehrson Endowed Professor and Associate Professor of Education at Gustavus. Dr. Ortmann’s education courses prepare future teachers across the grade levels and content areas to build a deep understanding of how children and adolescents learn to read and write, and the research-based methods of teaching literacy for all students. She was awarded the Innovation in Teaching Award from the Kendall Center for Engaged Learning for her “Literacy Histories” project, where education majors critically examine their own experiences of learning to read, write, and use language, identifying the ways their history shapes their teaching. She teaches a First Term Seminar course called “For the Love of Books!” where first-year students follow their curiosity as readers, reflecting on the value of literacy in their lives as citizens of a free and democratic society. Together, students build a reading community that sustains their values, shapes their identities, and expands their worldviews.

Dr. Ortmann’s scholarly work informs, and is informed by, her teaching and professional activities at the College and in the state. Her research areas include teachers’ uses of culturally responsive teaching practices and diverse literature, the instructional methods that support literacies of multilingual adolescent learners, and the impact of instructional coaching models to enhance teaching. Recent peer-reviewed publications include a co-authored study with a former Gustie student, “Developing Responsive Disciplinary Literacies for Student Teaching in Social Studies” in The Journal of Adolescent and Adult Literacy, and a state-wide study, "Surveying the Landscape: Minnesota's English Language Arts Teachers' Perspectives on Intellectual Freedom" in The Minnesota English Journal.

Dr. Ortmann’s professional service is in partnership with teachers and schools both locally and nationally. She is an engaged collaborator with Saint Peter and Mankato educators to design and facilitate real-world teaching opportunities for Gustie education majors at all stages of the four-year program. She serves the state of Minnesota as the Intellectual Freedom Chair for the board of the Minnesota Council of Teachers of English where she provides professional development to English Language Arts teachers across the state. She was selected to serve as a This Story Matters Teacher Corp Member on the National Council of Teachers of English to develop book rationales for teaching diverse literature. She consults and provides guidance on statewide reading initiatives for the Minnesota Association of Colleges of Teacher Education, and for the English Language Arts 2020 Standards development project with the Minnesota Department of Education.

In her moments of free time, you can find Dr. Ortmann outdoors at the lake or in her garden, reading a novel, running with her yellow lab Harley, or cheering loudly at her daughter’s performances and games. She is a passionate educator, who has found a home at Gustavus due to the life-long relationships that are built on campus. Mentoring new teachers into the profession is one of the greatest gifts of her career, especially when they return to campus with their own students.

Living on campus is at the heart of the Gustavus experience—close community, vibrant events, and a variety of dorms and apartments make campus feel like home from day one to graduation.

You might not find many job listings for “philosopher,” but studying philosophy prepares you for almost any path in life. Whether you're interested in law, business, nursing, social work, or education, philosophy equips you with powerful, transferable skills—like critical thinking, argumentation, and problem-solving—that are valued in every field.

Through the Gustavus Japanese Studies Department, students study the Japanese language, literature, history, politics, art, and religion. Plus, there's a required semester abroad in Japan, and faculty mentoring.