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Title: Augsburg College Course Descriptions, 2014-2015
Collection: Course Catalogs
Search Result: ACC ACC199 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None ACC221 Introduction to Financial Accounting 4 Semester Credits Introduction to business activities, basic concepts and fundamentals of accounting, the accounting cycle, and preparation of financia...
Show more ACC ACC199 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None ACC221 Introduction to Financial Accounting 4 Semester Credits Introduction to business activities, basic concepts and fundamentals of accounting, the accounting cycle, and preparation of financial statements. Core Curriculum Component: None Prerequisite(s): None ACC222 Introduction to Managerial Accounting 4 Semester Credits A continuation of ACC 221. Introduction to cost accounting for manufacturing. Basic concepts and fundamentals of managerial accounting, planning and controlling processes, decision-making, and behavioral considerations. Core Curriculum Component: None Prerequisite(s): ACC221 (Introduction to Financial Accounting) ACC295 Topics 4 Semester Credits Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and readings in the areas of business administration. Core Curriculum Component: None Prerequisite(s): CONSENT (Consent of Instructor) ACC299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None ACC322 Accounting Theory and Practice I 4 Semester Credits An analysis of financial accounting with emphasis on accounting theory pertaining to financial statements, income concepts, valuation concepts, FASB statements, and other relevant issues as applied to assets. 1 Core Curriculum Component: None Prerequisite(s): ACC222 (Introduction to Managerial Accounting) ACC323 Accounting Theory and Practice II 4 Semester Credits A continuation of ACC 322. An analysis of financial accounting with emphasis on accounting theory pertaining to financial statements, income concepts, valuation concepts, FASB statements, and other relevant issues as applied to liabilities and stockholders’ equity. Core Curriculum Component: None Prerequisite(s): ACC322 (Accounting Theory and Practice I) ACC324 Managerial Cost Accounting 4 Semester Credits Accounting tools for heavy manufacturing systems as well as for managerial decision making. Planning, budgeting, standard cost systems, as well as other quantitative and behavioral topics. Core Curriculum Component: None Prerequisite(s): 1 of BUS200(Exploring Business as a Vocation), BUS242(Principles of Management); 1 of BUS379(Quantitative Methods for Business and Economics), MAT163(Introductory Statistics), MAT373(Probability and Statistics I); ACC221(Introduction to Financial Accounting), ACC222(Introduction to Managerial Accounting), MKT252(Principles of Marketing) ACC326 Tax Accounting 4 Semester Credits The more common and important provisions of planning and compliance for income taxes. Core Curriculum Component: None Prerequisite(s): 1 of BUS331(Financial Management), FIN331(Financial Management); ACC221(Introduction to Financial Accounting), ECO112(Principles of Macroeconomics), ECO113(Principles of Microeconomics) ACC397 Internship 2 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None ACC399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None ACC423 2 Auditing 4 Semester Credits Internal and external auditing procedures. Emphasis on the CPA’s role to form the basis of opinion on a set of financial statements. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); ACC323(Accounting Theory and Practice II) ACC425 Advanced Accounting 4 Semester Credits Accounting for business combinations, consolidations, governmental accounting, partnership accounting, and fund accounting. Core Curriculum Component: None Prerequisite(s): ACC323(Accounting Theory and Practice II) ACC495 Topics 4 Semester Credits Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology, and current national and international business problems and policies. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) ACC499 Independent Study/Research 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None AIS AIS105 Introduction to American Indian Studies 4 Semester Credits Designed to introduce students to the content areas of the American Indian Studies curriculum, this course includes an overview of American Indian history, federal Indian policy, land issues, reservation and urban issues, cross-cultural influences, and American Indian literature, art, music, and language. Core Curriculum Component: Engaging Minneapolis, Humanities Prerequisite(s): None AIS205 Contemporary American Indians 3 4 Semester Credits In this topics-oriented course, students focus on issues that face contemporary American Indians, including tribal sovereignty and identity politics, treaty rights, language retention and education, religious freedom, and Indian activism. Core Curriculum Component: None Prerequisite(s): None AIS208 Native American Women and Film 4 Semester Credits This course explores Native American women in film history as racial representations in Hollywood cinema, as political and social forces in indigenous film, and as role models in documentary. Core Curriculum Component: None Prerequisite(s): None AIS233 Women: A Cross-Cultural Perspective 4 Semester Credits This course examines a variety of issues concerning the biological, evolutionary, and historical origins of women’s roles and status in society. Comparative roles of women are examined in tribal contexts across various indigenous cultures. Studies include the role of women in Native American and African tribes, peasant societies of eastern Europe, Mexico, the Middle East, and China. Core Curriculum Component: None Prerequisite(s): None AIS264 American Indian in the Cinema 4 Semester Credits Indians in the Cinema surveys various images of American Indians created by Hollywood and television. Focusing on films from the 1910s to the present, the course provides an understanding of how American Indians were portrayed in film historically, how this image has evolved over the past century, and how it is reflective of Western cultural and racial ideologies. Core Curriculum Component: None Prerequisite(s): None AIS299 Directed Study * 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None AIS305 Indigenous Issues of the Americas 4 Semester Credits 4 This travel seminar explores issues faced by indigenous peoples of Guatemala, Nicaragua, or Mexico. Each group faces similar challenges that manifest differently due to the political, social, and cultural influence about sovereignty, land rights, economy, religion, cultural survival, women’s issues, and political movements through site visits of the dominant culture in each country. Students will learn and interact with indigenous organizations. This course is cross-listed with Women’s Studies. May be taken in conjunction with WST 490 or AIS 490. Core Curriculum Component: None Prerequisite(s): None AIS320 American Indian Women 4 Semester Credits Through life histories of Indian women, the course examines the vital roles and contributions of women in past and present tribal cultures. It explores the continuity of women’s roles over times and the changes in these roles, precipitated by the influences of Western colonialism. The course also assesses how American Indian women have crossed cultural boundaries and influenced non-tribal communities through their activism and traditionalism. This course is cross-listed with women’s studies. Core Curriculum Component: Augsburg Experience Prerequisite(s): None AIS332 Native American Storytelling 4 Semester Credits The objective of this course is to study Native American storytelling from a cultural perspective. An appreciation of oral traditions will be emphasized and studied within the broader context of world mythologies. Students will be expected to perform storytelling and to research the various tribal storytelling traditions. Core Curriculum Component: None Prerequisite(s): None AIS355 Themes in American Indian Literature 4 Semester Credits The course is structured around a number of writers working within a particular theme such as Native Voices of Minnesota, Voices from the Southwest, Poetics and Politics of Native Writing, Women and Power in Native Literature, Urban-Reservation: Homing, and American Indian film-literature adaptation. Students focus on primary texts, comparing and contrasting theme, voice, aesthetic, or cultural emphasis as it shifts or arises across the group of texts. Course crosslists with English. Core Curriculum Component: None Prerequisite(s): None AIS364 Indigenous Filmmakers 4 Semester Credits Indigenous Filmmakers introduces students at the junior and senior level to the exciting and expanding field of indigenous media—specifically films made by Native Americans. We will explore the political and social forces at work behind the American indigenous film movement, which responds to mainstream film’s portrayal of Native Americans and provides an extraordinary range in perspectives and views that inform Native American cultures. 5 Core Curriculum Component: None Prerequisite(s): None AIS396 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None AIS399 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None AIS408 Native American Women and Film 4 Semester Credits Beginning with issues of representation and a history of Hollywood’s portrayal of Native American woman as princess figures, sexualized maidens, or squaws, we will expand our conceptualization of Native American women by putting into conversation a variety of voices that talk back to or address mainstream stereotypes of Native American women. Our goal is to expand our conceptualizations of Native American women and their important roles in society by examining a variety of cultural issues as they are presented through documentary and fiction films made by and about Native American women. Core Curriculum Component: None Prerequisite(s): 1 of AIS105(Introduction to American Indian Studies), AIS205(Contemporary American Indians), AIS233(Women: A Cross-Cultural Perspective), AIS264(American Indian in the Cinema), WST201(Foundations in Women's Studies), WST205(Intro to Lesbian and Gay Studies), WST208(Native American Women and Film), WST241(Environmental and River Politics), WST265(Women in American Culture), WST281(Topics) AIS490 Keystone: Indigenous Issues of the Americas 4 Semester Credits This travel seminar explores issues faced by Indigenous peoples of Guatemala, Nicaragua, or Mexico. Each group faces similar challenges that manifest differently due to the political, social, and cultural influences of the dominant culture in each country. Students will learn about sovereignty, land rights, economy, religion, cultural survival, women’s issues, and political movements through site visits and interaction with Indigenous organizations. Core Curriculum Component: Keystone Prerequisite(s): None AIS495 Topics 4 Semester Credits Individual courses designed to investigate specific topics such as Minnesota Indians, Contemporary Indigenous Issues of North and South America, and American Indian Literature Seminar. 6 Core Curriculum Component: None Prerequisite(s): None AIS498 Independent Study/Research * 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None AIS499 Independent Study 4 Semester Credits An independently designed research project. Core Curriculum Component: None Prerequisite(s): None ANT141 Introduction to Cultural Anthropology 4 Semester Credits This course serves as an introduction to cultural anthropology. Course objectives include providing students with an understanding of anthropological methods and theories, the concepts of race and culture, an appreciation and awareness of differing cultures, and an awareness of the role cultural anthropology has in understanding contemporary human problems. Core Curriculum Component: Social and Behavioral Sciences Prerequisite(s): None ANT295 Topics in Anthropology 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None ANT495 Topics in Anthropology 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None ART ART100 Special Topics 4 Semester Credits Selected courses dealing with special topics, offered occasionally in the department. 7 Core Curriculum Component: None Prerequisite(s): None ART102 Design 4 Semester Credits A study of design is the unifying foundation for the visual arts. Two- and three-dimensional projects demonstrate theory and application of basic design elements and principles. Core Curriculum Component: Fine Arts Prerequisite(s): None ART105 Introduction to Architectural Drawing 4 Semester Credits This course develops basic skills involved in perceiving and representing the material environment through the study of sketching and drawing skills. Core Curriculum Component: Fine Arts Prerequisite(s): None ART106 Introduction to Chinese Calligraphic Arts 4 Semester Credits Introduction and practice of Chinese calligraphic painting and writing. Core Curriculum Component: Fine Arts Prerequisite(s): None ART107 Drawing 4 Semester Credits Introduction to foundational drawing from direct observation, memory, and reference. Traditional and experimental media and methods are explored to develop technical and formal skills in support of individual expression. Core Curriculum Component: Fine Arts Prerequisite(s): None ART118 Painting I 4 Semester Credits Introduction to observational and experimental approaches and techniques in acrylic or oil painting. Color theory, composition, painting methods, and individual expression are emphasized. Core Curriculum Component: Fine Arts Prerequisite(s): None ART122 8 Plein Air Sketching I 4 Semester Credits Introduction to traditional sketching media and approaches for drawing en plein air, outside and on location. Portable, all-weather materials and processes, and perceptual techniques are emphasized to create a sketchbook of drawings from direct observation. Core Curriculum Component: Fine Arts Prerequisite(s): None ART132 Photography I 4 Semester Credits This course introduces the technical skills, creative applications, and vocabulary of black-and-white film photography. Technical lectures and demonstrations cover 35mm camera operation, film processing, and black-and-white darkroom printing. Class lectures, readings, field trips, and research introduce students to the canon of photographic history, including a broad range of genres, historical contexts, and artistic practices. Students need a 35mm single lens reflex camera. Core Curriculum Component: Fine Arts Prerequisite(s): None ART180 Introduction to Community-Based Photography 4 Semester Credits This course introduces the technical skills and creative applications of black-and-white photography with coursework that integrates partnership and service. Art 180 combines art and social research concepts to help students understand how the arts foster community building and engagement. Class lectures, demonstrations, assignments, and service will introduce students to documentary work that will be presented as portfolio to a nonprofit partner. Students need a 35mm single lens reflex camera. Core Curriculum Component: Fine Arts Prerequisite(s): None ART199 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None ART210 Drawing for Design in Architecture 4 Semester Credits Introduction to and exploration of the conceptual function of drawing in architecture. Exploration of the history of drawing in architecture, critical review of drawing conventions and systems, and examination of drawing processes as modes of perception and cognition. Core Curriculum Component: None Prerequisite(s): ART105(Introduction to Architectural Drawing) 9 ART215 Web Design I 4 Semester Credits This course provides an introduction to designing for the Internet. Students will learn basic skills for interactive design and will become familiar with design software to execute their designs. Core Curriculum Component: Fine Arts Prerequisite(s): None ART221 Sculpture I 4 Semester Credits An introduction to sculpture and three-dimensional design through the exploration of the inherent properties of various materials and processes. Core Curriculum Component: Fine Arts Prerequisite(s): None ART223 Print Making I 4 Semester Credits An introduction to traditional and experimental media and methods of printing. Intaglio, relief, and mono/unique methods are explored. Core Curriculum Component: Fine Arts Prerequisite(s): None ART224 Publication Design 4 Semester Credits An introduction to design concepts and production for publication design. Theory and practice of coordinating visual imagery and typography for print publications using page layout software. Core Curriculum Component: Fine Arts Prerequisite(s): None ART225 Graphic Design I 4 Semester Credits This course provides an introduction to the practice of graphic design. Design principles are explored in creating and organizing through visual communication. The focus of this class will be building the foundation in design programs such as Adobe InDesign, Illustrator, and Photoshop, and discovering the visual language necessary to develop as creative problem solvers. Core Curriculum Component: Fine Arts Prerequisite(s): None ART231 10 Pre-Columbian, Colonial, & Contemporary Mexican Art 4 Semester Credits This course aims to develop an understanding and appreciation of Mexican art from the Pre-Columbian, colonial, and contemporary periods, with emphasis on Frida Kahlo and the muralist movement of Diego Rivera, David Alfredo Siqueiros, and José Clemente Orozco. Students will participate in numerous excursions to many museums as well as archaeological and historical sites. Core Curriculum Component: Fine Arts Prerequisite(s): None ART233 Collaborative Printmaking: A Press Free Approach 4 Semester Credits This online course is designed to engage creative, imaginative, and technical processes to produce prints without a press and to interpret works of art. Students learn water-based printmaking techniques while exploring several kinds of collaboration. Students critically analyze works of art produced by themselves and their peers, and through this analysis they will articulate different theories of aesthetics. Core Curriculum Component: Fine Arts Prerequisite(s): None ART240 Art History Survey 4 Semester Credits A survey of art of the Western world from prehistoric to modern times. Core Curriculum Component: Fine Arts Prerequisite(s): None ART243 History of Architecture to 1750 4 Semester Credits History of architecture and city planning from antiquity to 1750, as illustrated by Western and non-Western examples. Core Curriculum Component: Fine Arts Prerequisite(s): None ART244 History of Architecture after 1750 4 Semester Credits History of architecture and city planning since 1750, as illustrated by Western and non-Western examples. Core Curriculum Component: Fine Arts Prerequisite(s): None ART247 Life Drawing 4 Semester Credits 11 Introduction to traditional and experimental methods and techniques for drawing the human figure through direct observation of the live nude model. Perceptual proportions, planes, and individual expression of the human form in space are emphasized. Core Curriculum Component: Fine Arts Prerequisite(s): None ART249 The Designed Environment 4 Semester Credits This course addresses the designed environment, investigating architecture, landscape architecture, and urban design. Class sessions consist almost exclusively of extensive walking tours and site visits to prominent examples of design excellence. Core Curriculum Component: Engaging Minneapolis, Fine Arts Prerequisite(s): None ART250 Ceramics I 4 Semester Credits An introduction to the making of pottery with an emphasis on handbuilding and throwing techniques combined with theory, concept, and form. Core Curriculum Component: Fine Arts Prerequisite(s): None ART257 Watercolor Painting I 4 Semester Credits Introduction to foundational techniques, and observational and experimental approaches to watercolor painting. Exploration of color theory, composition, and individual expression are emphasized. Includes some painting outside on location. Core Curriculum Component: Fine Arts Prerequisite(s): None ART265 Computer Drafting for Stage and Architecture 4 Semester Credits Computer Drafting for the Stage and Architecture is an introduction to using AutoCAD LT for drafting on the computer. Students will learn how to use basic AutoCAD commands to input information, organize, layout and print 2-D drafting plates, with an emphasis on drafting for the theater and architecture. Core Curriculum Component: Fine Arts Prerequisite(s): 1 of MAT103(Everyday Math), MAT103(Everyday Math), MPL(Math Placement Level 2) ART280 Hand Papermaking and Book Arts I 4 Semester Credits 12 Introduction to hand papermaking, box building, and bookmaking; emphasizes the interplay of text, image, and form in the contemporary artist's book. Core Curriculum Component: Fine Arts Prerequisite(s): None ART290 Native American Art 4 Semester Credits An exploration of the rich heritage of visual arts from indigenous communities of North America, surveying the dynamic nature of Native American art spanning from pre-European contact into the present while exploring the political nature of that trajectory as it encounters cultural change, Western aesthetics, and Western concepts of art. Students will meet Native artists, visit a variety of Native American art galleries and exhibitions, and learn about the cultural, social, and political context surrounding Native American art. Core Curriculum Component: Fine Arts Prerequisite(s): 1 of ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters) ART299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None ART300 Special Topics 4 Semester Credits Selected courses dealing with special topics, offered occasionally in the department. Core Curriculum Component: None Prerequisite(s): None ART305 Junior Exhibition and Review 0 Semester Credits Junior Exhibition and Review showcases the junior art major’s emerging style and content in a group exhibit to focus exploration in support of the upcoming senior exhibition. A committee of art department faculty and staff conduct a formal review of the exhibition. Junior art majors prepare and present an artist statement at the review. (Prereq.: Completion of 16 credits) Core Curriculum Component: None Prerequisite(s): None ART306 Advanced Chinese Calligraphic Arts 4 Semester Credits Advanced practice of Chinese calligraphic painting and writing. 13 Core Curriculum Component: None Prerequisite(s): ART106(Introduction to Chinese Calligraphic Arts) ART315 Web Design II 4 Semester Credits Exploration of the latest technologies used in the theories and practice of animation, interactive programming, and advanced digital design. Core Curriculum Component: None Prerequisite(s): ART215(Web Design I) ART320 Typography 4 Semester Credits Study of the history, development, structures, and application of traditional and contemporary typography; exploration of letterforms using digital, hand-set type, and hand lettering. Core Curriculum Component: None Prerequisite(s): 1 of ART102(Design), ART105(Introduction to Architectural Drawing), ART106(Introduction to Chinese Calligraphic Arts), ART107(Drawing), ART118(Painting I), ART132(Photography I), ART210(Drawing for Design in Architecture), ART215(Web Design I), ART221(Sculpture I), ART223(Print Making I), ART224(Publication Design), ART225(Graphic Design I), ART240(Art History Survey), ART243(History of Architecture to 1750), ART244(History of Architecture after 1750), ART247(Life Drawing), ART249(The Designed Environment), ART250(Ceramics I), ART280(Hand Papermaking and Book Arts I), ART290(Tribal Arts and Culture), ART315(Web Design II), ART352(Women and Art), ART360(Watercolor Painting), ART382(Scandinavian Arts), ART385(Prehistoric and Ancient Art), ART386(Medieval Art), ART387(Renaissance and Baroque Art), ART388(Modern Art), ART389(American Art) ART322 Plein Air Sketching II 4 Semester Credits Advanced study of drawing en plein air emphasizes creating a sketchbook outside on location to explore advanced observational technique, significant experiential engagement, complex composition, and emerging personal style using portable all-weather materials and processes. Core Curriculum Component: None Prerequisite(s): ART122(Plein Air Sketching I) ART330 Graphic Design II 4 Semester Credits This studio course explores and develops concepts used in solving design problems through visual communication. Students will explore the various tools necessary in this discipline, such as typography, layout, color, information design, branding, packaging, and illustration. Core Curriculum Component: None Prerequisite(s): ART225(Graphic Design I) ART332 14 Photography II 4 Semester Credits Advanced study that focuses on refining the skills and visual vocabulary introduced in ART 132. Emphasis on portfolio development using advanced black-and-white materials. Semester projects encourage individual creativity and examination of critical issues in contemporary photography. Students must provide their own 35mm camera. Core Curriculum Component: None Prerequisite(s): ART132(Photography I) ART333 Digital Photography 4 Semester Credits This advanced course explores the technical, creative, conceptual, and ethical aspects of digital photography. Through a series of lectures, demonstrations, projects, critiques, and guest presenters, students will expand their knowledge of photography using digital technology within the fine arts context. Students will also spend time shooting assignments, working in the computer lab, attending exhibitions, reading the text, and writing. Core Curriculum Component: None Prerequisite(s): 1 of ART132(Photography I), ART180(Introduction to Community-Based Photography), ART332(Photography II) ART340 Digital Imaging 4 Semester Credits Exploration of visual communications in the electronic environments using various software programs to create digital images, animation, and digital games. Core Curriculum Component: None Prerequisite(s): None ART349 The Designed Environment 4 Semester Credits This course addresses the designed environment, investigating architecture, landscape architecture, and urban design. Class sessions consist almost exclusively of extensive walking tours and site visits to prominent examples of design excellence. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) ART351 Ceramics II 4 Semester Credits Advanced work in ceramics explores clay, glaze, and firing technology with a continued emphasis on throwing and handbuilding techniques combined with theory, concept, and form. Core Curriculum Component: None Prerequisite(s): ART250(Ceramics I) 15 ART352 Women and Art 4 Semester Credits A study of the creative role of women in the visual arts, including the fine arts, the traditional arts, and the arts of Native American women. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) ART355 Painting II 4 Semester Credits Advanced study in acrylic or oil painting emphasizes individual expression and emerging style through advanced color theory, series development, and exploration of individual subject matter, approach, and method. Core Curriculum Component: None Prerequisite(s): ART118(Painting I) ART357 Watercolor Painting Il 4 Semester Credits Advanced study in watercolor painting emphasizes individual expression and emerging style through advanced color theory, series development, and exploration of individual subject matter, approach, and method. Core Curriculum Component: None Prerequisite(s): ART257(Watercolor Painting I) ART368 Print Making II 4 Semester Credits Continued exploration of intaglio, relief, and mono/unique methods. Use of larger formats, multiple plates, and an emphasis on color are encouraged. Core Curriculum Component: None Prerequisite(s): ART223(Print Making I) ART380 Hand Papermaking and Book Arts II 4 Semester Credits Advanced exploration in hand papermaking and book arts, emphasizing individual research and expression. Core Curriculum Component: None Prerequisite(s): ART280(Hand Papermaking and Book Arts I) ART382 Scandinavian Arts 4 Semester Credits 16 The visual arts in Scandinavia from the Stone Age to the present, including architecture, folk arts, painting, sculpture, and design. Core Curriculum Component: None Prerequisite(s): None ART385 Prehistoric and Ancient Art 4 Semester Credits The art of the Ice Age through the Roman period to the fourth century A.D. Core Curriculum Component: None Prerequisite(s): None ART386 Medieval Art 4 Semester Credits Early Christian through late Gothic and proto-Renaissance painting, sculpture, and architecture in Europe. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) ART387 Renaissance and Baroque Art 4 Semester Credits European painting, sculpture, and architecture, from the 14th through the 18th centuries. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) ART388 Modern Art 4 Semester Credits Painting, sculpture, and architecture from Neoclassicism through the present. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) ART389 American Art 4 Semester Credits A study of early colonial through contemporary American art, architecture, and folk arts. Core Curriculum Component: None Prerequisite(s): None 17 ART390 Native American Art 4 Semester Credits This course surveys the rich and dynamic heritage of visual arts from indigenous communities of North America, spanning from pre-European contact into the present. Students will meet Native artists, visit a variety of Native American art galleries and exhibitions, and learn about the cultural, social, and political context surrounding Native American art. ART390 is open to art history students only. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters); ART240(Art History Survey) ART396 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None ART397 Internship 2 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None ART398 Internship 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None ART399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None ART405 Senior Exhibition and Faculty Review 0 Semester Credits Senior Exhibition and Faculty Review is a practical approach, exemplifying best visual arts practice and showcasing the senior art major’s body of work through a solo or two-person exhibit. A committee of two art department faculty and one outside department faculty/staff of choice conducts a formal review of the exhibition. Core Curriculum Component: None Prerequisite(s): ART305(Junior Exhibition and Review) 18 ART478 Sculpture II 4 Semester Credits Advanced work in sculpture and three-dimensional design. Core Curriculum Component: None Prerequisite(s): ART221(Sculpture I) ART498 Independent Study 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None ART499 Independent Study/Research 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None ASL ASL101 Beginning American Sign Language I 4 Semester Credits An introduction to deaf culture and the signs and syntax of ASL. Students observe the demonstration of signs, practice their own signing, and learn the facial expressions and body language needed to communicate clearly with deaf and hard-of-hearing people. Core Curriculum Component: Modern Language 1 Prerequisite(s): None ASL102 Beginning American Sign Language II 4 Semester Credits An introduction to deaf culture and the signs and syntax of ASL. Students observe the demonstration of signs, practice their own signing, and learn the facial expressions and body language needed to communicate clearly with deaf and hard-of-hearing people. Core Curriculum Component: Modern Language 2 Prerequisite(s): ASL101(Beginning American Sign Language I) AUG AUG101 Augsburg Seminar 0 Semester Credits 19 A weekly seminar linked to a course or course pair that integrates course content with learning strategies and community-building opportunities beneficial to beginning college students. While the content course is graded on a traditional point basis, Augsburg Seminar is graded Pass/No Credit. Permission to complete the seminar if the student withdraws from the linked content course(s) is at the discretion of the instructor(s). (P/N grading only) Core Curriculum Component: None Prerequisite(s): None AUG102 Augsburg Seminar 0 Semester Credits This individualized directed study course is available through moodle (course management system) only to students who did not pass AUG 101. Assignments involving reflection and engaging with campus offices and programs guide students’ progress toward graduation and future careers. A fee is charged during the semester when all requirements are satisfactorily completed. Contact the Director of AugSem for more information. Core Curriculum Component: None Prerequisite(s): None BIO BIO102 The Biological World 4 Semester Credits The basic concepts of biology pertaining to both plants and animals are emphasized. The nature of science and the approach used by scientists to gather and analyze data and propose and test hypotheses are considered. (Three onehour lectures, one three-hour laboratory. Does not apply to the major or minor.) Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): 1 of MAT103(Everyday Math), MAT103(Everyday Math), MPL(Math Placement Level 2) BIO102L The Biological World Lab 0 Semester Credits Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): BIO102(The Biological World) *concurrent registration is required* BIO103 Human Anatomy and Physiology 4 Semester Credits A survey of the structure and function of the human body. (Three hours lecture, three hours laboratory. A student may not receive credit for both BIO 121 and 103. Does not apply to the major or minor.) Students are strongly encouraged to take CHM 102 or another chemistry course before taking this class. Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): 1 of HPE104(Components of Fitness Training), MUS101(Materials of Music I), MUS111(Aural Skills I) BIO103L Human Anatomy and Physiology Lab 20 0 Semester Credits Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): BIO103(Human Anatomy and Physiology) *concurrent registration is required* BIO118 Environmental Biology 4 Semester Credits Analyze the most important issues in environmental biology with special emphasis on biodiversity, drawing particularly from examples in Mexico. Students will learn about theoretical and applied issues regarding the ecological framework of tropical America through lectures, required readings, fieldwork, and lab work. This course may be used as a substitute to meet the ENV 120 requirement in the ENV major, and meets the Natural Sciences LAF. Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): None BIO118L Environmental Biology Lab 0 Semester Credits Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): BIO118(Environmental Biology) *concurrent registration is required* BIO121 Human Biology 4 Semester Credits An introduction to basic biological principles with a human perspective and application. Includes discussion of the molecular and cellular basis of life, genetics and genetic disease, selected organ systems and disease, and the sustainability of life on Earth. (Three hours lecture, one three-hour lab. A student may not receive credit for both BIO 121 and 103. Does not apply to the major or minor in biology. Students are strongly encouraged to take CHM 102 before taking this class. ) Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): None BIO121L Human Biology Lab 0 Semester Credits Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): BIO121(Human Biology) *concurrent registration is required* BIO150 Introductory Biology Workshop 2 Semester Credits An elective workshop for students concurrently enrolled in BIO 151 Introductory Biology. Students will explore topics covered in BIO 151 in more depth using AVID-based strategies for succeeding in college-level biology courses. P/N grading only. Core Curriculum Component: None 21 Prerequisite(s): BIO151(Introductory Biology) *concurrent registration is required*, CONSENT(Consent of Instructor) BIO151 Introductory Biology 4 Semester Credits First of a two-semester sequence. An introduction to biology for science majors, including cell and molecular biology, energy metabolism, genetics. BIO 151 and 152 must be taken in sequence except by permission of instructor. (Three hours of lecture, three hours laboratory, some Saturday field trips.) Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3) BIO151L Introductory Biology Lab 0 Semester Credits Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): BIO151(Introductory Biology) *concurrent registration is required* BIO152 Evolution, Ecology and Diversity 4 Semester Credits Second of a two-semester introductory sequence. An introduction to evolution, ecology, and biological diversity for science majors. (Three hours of lecture, four hours laboratory.) Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): 1 of BIO113(Introductory Organismal Biology), BIO151(Introductory Biology) BIO152L Evolution Ecology and Diversity Lab 0 Semester Credits Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): BIO152(Evolution, Ecology and Diversity) *concurrent registration is required* BIO199 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): 1 of All of BIO113(Introductory Organismal Biology), BIO114(Intro Genetics Evolution and Ecolo); All of BIO151(Introductory Biology), BIO152(Evolution, Ecology and Diversity) BIO253 Introductory Cellular Biology 4 Semester Credits An introduction to structure and function in tissues, cells, and subcellular organelles. (Three hours lecture, four hours laboratory.) Core Curriculum Component: None 22 Prerequisite(s): 1 of CHM106(Principles of Chemistry II), CHM116(General Chemistry II) BIO253L Introductory Cellular Biology Lab 0 Semester Credits Core Curriculum Component: None Prerequisite(s): BIO253(Introductory Cellular Biology) *concurrent registration is required* BIO255 Genetics 4 Semester Credits A study of the principles of heredity. The course integrates classical transmission genetics, molecular genetics, and genomics. Special topics will include epigenetics, developmental genetics, and human disease genetics. Contemporary genetic model systems will be utilized in laboratory experiments. (Three hours of lecture, four hours of laboratory.) Core Curriculum Component: None Prerequisite(s): 1 of MAT114(Precalculus), MAT145(Calculus I), MAT163(Introductory Statistics), MAT248(Biostatistics), MPL(Math Placement Group 4), PSY215(Research Methods and Statistics I); BIO151(Introductory Biology), BIO152(Evolution, Ecology and Diversity), CHM116(General Chemistry II) BIO255L Genetics Lab 0 Semester Credits Core Curriculum Component: None Prerequisite(s): BIO255(Genetics) *concurrent registration is required* BIO297 Directed Study: Research in Biology 2 Semester Credits Directed research with a faculty mentor. No more than two terms may be applied to minimum graduation requirements. Requires permission of instructor and chair of the department. (Pass/No Pass only) Core Curriculum Component: None Prerequisite(s): None BIO299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None BIO351 Invertebrate Zoology 4 Semester Credits A study of the invertebrate animals stressing classification, morphology, behavior, life history, and phylogeny. (Three hours of lecture, four hours of laboratory.) 23 Core Curriculum Component: None Prerequisite(s): BIO151(Introductory Biology), BIO152(Evolution, Ecology and Diversity) BIO351L Invertebrate Zoology Lab 0 Semester Credits Core Curriculum Component: None Prerequisite(s): BIO351(Invertebrate Zoology) *concurrent registration is required* BIO353 Comparative Vertebrate Anatomy 4 Semester Credits Comparative anatomy, functional morphology, and evolutionary morphology of vertebrates. A study of vertebrate anatomy integrating the perspectives of embryology, morphology and phylogeny. (Three hours of lecture, four hours of laboratory.) Core Curriculum Component: None Prerequisite(s): BIO151(Introductory Biology), BIO152(Evolution, Ecology and Diversity) BIO353L Comparative Vertebrate Anatomy Lab 0 Semester Credits Core Curriculum Component: None Prerequisite(s): BIO353(Comparative Vertebrate Anatomy) *concurrent registration is required* BIO355 Genetics 4 Semester Credits A study of the principles of heredity. The course integrates classical transmission genetics, molecular genetics, and genomics. Special topics will include epigenetics, developmental genetics, and human disease genetics. Contemporary genetic model systems will be utilized in laboratory experiments. (Three hours of lecture, four hours of laboratory.) Core Curriculum Component: None Prerequisite(s): 1 of MAT114(Precalculus), MAT145(Calculus I), MAT163(Introductory Statistics), MAT248(Biostatistics), PSY215(Research Methods and Statistics I) BIO355L Genetics Lab 0 Semester Credits Core Curriculum Component: None Prerequisite(s): BIO355(Genetics) *concurrent registration is required* BIO361 Plant Biology 4 Semester Credits 24 A survey of the diversity and evolution of algae and plants. Topics on plant anatomy, physiology, phylogeny, ecological and economic importance, and plant-microbe interactions are integrated throughout. (Three hours of lecture, four hours of laboratory.) Core Curriculum Component: None Prerequisite(s): BIO151(Introductory Biology), BIO152(Evolution, Ecology and Diversity) BIO361L Plant Biology Lab 0 Semester Credits Core Curriculum Component: None Prerequisite(s): BIO361(Plant Biology) *concurrent registration is required* BIO369 Biochemistry 4 Semester Credits The course addresses the chemical structure and function of the major biological macromolecules. Key topic areas are protein structure and function, enzyme mechanisms, thermodynamics, intermediary metabolism, and metabolic regulation. (Three hours lecture, four hours laboratory.) Core Curriculum Component: None Prerequisite(s): 1 of BIO215(Introductory Cellular Biology), BIO253(Introductory Cellular Biology); 1 of MAT114(Precalculus), MAT145(Calculus I), MAT163(Introductory Statistics), MAT164(Introductory Biostatistics), MAT248(Biostatistics), PSY215(Research Methods and Statistics I); CHM351(Organic Chemistry I) BIO369L Biochemistry Lab 0 Semester Credits Core Curriculum Component: None Prerequisite(s): BIO369(Biochemistry) *concurrent registration is required* BIO397 Internship 2 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None BIO398 Internship 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None BIO399 Internship 4 Semester Credits 25 Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of BIO215(Introductory Cellular Biology), BIO253(Introductory Cellular Biology) BIO471 Advanced Cellular and Molecular Biology 4 Semester Credits An examination of mechanisms of molecular genetics, recombinant DNA technology, cell-signaling, cell cycle control, the cytoskeleton and select additional topics. (Three hours of lecture, four hours of laboratory.) Core Curriculum Component: None Prerequisite(s): BIO369(Biochemistry) BIO471L Advanced Cellular and Molecular Biology Lab 0 Semester Credits Core Curriculum Component: None Prerequisite(s): BIO471(Advanced Cellular and Molecular Biology) *concurrent registration is required* BIO473 Animal Physiology 4 Semester Credits A study of digestion, respiration, circulation, excretion, movement, and sensory perception as well as neural and hormonal control of these functions, emphasizing vertebrates. (Three hours of lecture, four hours of laboratory.) Core Curriculum Component: None Prerequisite(s): 1 of BIO215(Introductory Cellular Biology), BIO253(Introductory Cellular Biology); 1 of MAT114(Precalculus), MAT145(Calculus I), MAT163(Introductory Statistics), MAT248(Biostatistics), PSY215(Research Methods and Statistics I) BIO473L Animal Physiology Lab 0 Semester Credits Core Curriculum Component: None Prerequisite(s): BIO473(Animal Physiology) *concurrent registration is required* BIO474 Developmental Biology 4 Semester Credits A study of development from the embryonic to adult stages. The course will focus on the physiological, molecular, and morphological changes that occur during development. Additional topics to be covered will include evolutionary developmental biology (evo devo), teratology, stem cells, regeneration, and cell death. (Three hours of lecture, four hours of laboratory.) Core Curriculum Component: None Prerequisite(s): 1 of BIO215(Introductory Cellular Biology), BIO253(Introductory Cellular Biology) BIO474L 26 Developmental Biology Lab 0 Semester Credits Core Curriculum Component: None Prerequisite(s): BIO474(Developmental Biology) *concurrent registration is required* BIO475 Neurobiology 4 Semester Credits An introduction to the nervous system. Topics to be studied include the electrical activity of neurons, sensory and motor systems, mechanisms of learning and memory, animal behavior, and human cognition. (Three hours of lecture, four hours of laboratory.) Core Curriculum Component: None Prerequisite(s): BIO253(Introductory Cellular Biology) BIO475L Neurobiology Lab 0 Semester Credits Core Curriculum Component: None Prerequisite(s): BIO475(Neurobiology) *concurrent registration is required* BIO476 Microbiology 4 Semester Credits An introduction to the study of microorganisms. Environmental, industrial, and medical issues are discussed, with particular attention paid to human pathogens. (Three hours lecture, four hours laboratory.) Core Curriculum Component: None Prerequisite(s): 1 of BIO215(Introductory Cellular Biology), BIO253(Introductory Cellular Biology) BIO476L Microbiology Lab 0 Semester Credits Core Curriculum Component: None Prerequisite(s): BIO476(Microbiology) *concurrent registration is required* BIO481 Ecology 4 Semester Credits A study of interactions between organisms and the biotic and abiotic environment. Topics include physiological ecology, energy flow, nutrient cycling, a survey of biomes, population and community ecology, and conservation. (Three hours lecture, four hours laboratory, some Saturday field trips.) Core Curriculum Component: None 27 Prerequisite(s): 1 of CHM106(Principles of Chemistry II), CHM116(General Chemistry II); 1 of MAT114(Precalculus), MAT145(Calculus I), MAT163(Introductory Statistics), MAT248(Biostatistics), PSY215(Research Methods and Statistics I); BIO152(Evolution, Ecology and Diversity) BIO481L Ecology Lab 0 Semester Credits Core Curriculum Component: None Prerequisite(s): BIO481(Ecology) *concurrent registration is required* BIO486 Immunology 4 Semester Credits A study of the mechanisms by which the immune system can recognize and neutralize or destroy foreign molecules and organisms. Aspects of immune dysfunction in allergy, autoimmunity, cancer and immunodeficiency are included. (Three hours of lecture, four hours of laboratory.) Core Curriculum Component: None Prerequisite(s): 1 of BIO255(Genetics), BIO355(Genetics); BIO253(Introductory Cellular Biology) BIO486L Immunology Lab 0 Semester Credits Core Curriculum Component: None Prerequisite(s): BIO486(Immunology) *concurrent registration is required* BIO490 Biology Keystone 2 Semester Credits A seminar course that fulfills the keystone requirement. Several important biological issues that have ethical and societal implication and ramifications are explored, including the topics of the vocation of a scientist, connections between faith and science, and moral, ethical, and societal challenges faced by scientists. For senior biology majors. Core Curriculum Component: Keystone Prerequisite(s): None BIO495 Special Topics in Biology 4 Semester Credits Courses covering special topics not otherwise covered by our other course offerings. Topics may vary. Core Curriculum Component: None Prerequisite(s): None BIO495L Topics: Lab 0 Semester Credits 28 Core Curriculum Component: None Prerequisite(s): BIO495(Special Topics in Biology) *concurrent registration is required* BIO497 Independent Study 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None BIO499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): 1 of BIO215(Introductory Cellular Biology), BIO253(Introductory Cellular Biology) BUS BUS199 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None BUS200 Exploring Business as a Vocation 4 Semester Credits This course is intended to introduce you, the student, to the possibility of pursuing a career in business as a vocational calling. In this course you will be exposed to the key areas of business operations including: management, marketing, management information systems/technology, finance, accounting, and international business. Core Curriculum Component: None Prerequisite(s): None BUS242 Principles of Management 4 Semester Credits Development of the theory of management, organization, staffing, planning, and control. The nature of authority, accountability, and responsibility; analysis of the role of the professional manager. Core Curriculum Component: None Prerequisite(s): None BUS254 Entrepreneurship 4 Semester Credits 29 The process of transforming an idea into an organization that can market this idea successfully. Examines the construction of a viable business plan with attention to the resources needed for success. Core Curriculum Component: None Prerequisite(s): None BUS295 Topics 4 Semester Credits Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and readings in the areas of business administration. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) BUS299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None BUS301 Business Law 4 Semester Credits Legal rules relating to contracts, agency, negotiable instruments, property, and business organizations under the Uniform Commercial Code. Core Curriculum Component: None Prerequisite(s): None BUS340 Human Resource Management 4 Semester Credits Personnel function in business, acquisition, and utilization of human resources; desirable working relationships; effective integration of the worker with the goals of the firm and society. Core Curriculum Component: None Prerequisite(s): 1 of BUS200(Exploring Business as a Vocation), BUS242(Principles of Management) BUS362 International Business 4 Semester Credits This course views international business from a global perspective, including views of the U.S. government and perspectives of foreign governments. Each topic is supported with real-life case studies. Core Curriculum Component: None Prerequisite(s): 1 of ECO112(Principles of Macroeconomics), ECO113(Principles of Microeconomics); 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing 30 for Liberating Letters), WPL(Writing Placement Level); 1 of BUS200(Exploring Business as a Vocation), BUS242(Principles of Management), MKT252(Principles of Marketing) BUS396 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None BUS397 Internship 2 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None BUS398 Internship 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None BUS399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None BUS440 Strategic Management 4 Semester Credits Concepts and principles related to long-range planning. Taught from a managerial viewpoint with examples from various industries and sectors. Core Curriculum Component: None Prerequisite(s): 1 of BUS200(Exploring Business as a Vocation), BUS242(Principles of Management) BUS461 Global Business Management: Mexico and Emerging Markets - Mexico 4 Semester Credits Core Curriculum Component: None Prerequisite(s): 1 of ECO112(Principles of Macroeconomics), ECO113(Principles of Microeconomics); 1 of BUS200(Exploring Business as a Vocation), BUS242(Principles of Management) BUS465 International Management 31 4 Semester Credits This course analyzes several factors influencing behavior in the workplace and the board room, including skills needed to manage across national borders. Core Curriculum Component: None Prerequisite(s): 1 of BUS200(Exploring Business as a Vocation), BUS242(Principles of Management); 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) BUS495 Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) BUS499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None CHM CHM102 Chemistry for Changing Times 4 Semester Credits Designed for the liberal arts student. Emphasis is upon developing basic chemistry concepts using examples primarily from inorganic chemistry. Does not count toward a chemistry major or minor. CHM 102 includes a lab section. Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): 1 of MAT103(Everyday Math), MAT103(Everyday Math), MPL(Math Placement Level 2) CHM102L Chemistry for Changing Times Lab 0 Semester Credits Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): CHM102(Chemistry for Changing Times) *concurrent registration is required* CHM115 General Chemistry I 4 Semester Credits This is the entry course for chemistry and related science majors, including biology and physics. Course topics include an introduction to matter and measurements, chemical equations, stoichiometry, energetics, electronic structure, and bonding theory. QF course. (Three one-hour lectures, one three-hour laboratory. High school chemistry recommended. Fall and Spring) Core Curriculum Component: Natural Sciences and Mathematics (Lab) 32 Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3) CHM115L General Chemistry I Lab 0 Semester Credits Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): CHM115(General Chemistry I) *concurrent registration is required* CHM116 General Chemistry II 4 Semester Credits A continuation of Chemistry 115. Emphasis on equilibrium and solution chemistry including kinetics and electrochemistry. QF course. (Three one-hour lectures, one three-hour laboratory. Spring and Summer) Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): CHM115(General Chemistry I) CHM116L General Chemistry II Lab 0 Semester Credits Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): CHM116(General Chemistry II) *concurrent registration is required* CHM199 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None CHM299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None CHM351 Organic Chemistry I 4 Semester Credits Basic periodic trends and bonding principles are emphasized with focus on the first row elements. Spectroscopic and separation methods are introduced for both functional group and structural analysis of organic compounds, including IR, MS, GC, NMR, and chromatography. Core Curriculum Component: None Prerequisite(s): CHM116(General Chemistry II) CHM351L 33 Organic Chemistry I Lab 0 Semester Credits Core Curriculum Component: None Prerequisite(s): CHM351(Organic Chemistry I) *concurrent registration is required* CHM352 Organic Chemistry II 4 Semester Credits Organic functional groups are analyzed in multi-step synthesis. Retro-synthetic analysis is emphasized and practiced including oxidations, reductions, substitutions, eliminations, and aldol reactions. Core Curriculum Component: None Prerequisite(s): CHM351(Organic Chemistry I) CHM352L Organic Chemistry II Lab 0 Semester Credits Core Curriculum Component: None Prerequisite(s): CHM352(Organic Chemistry II) *concurrent registration is required* CHM353 Quantitative Analytical Chemistry 4 Semester Credits Covers gravimetric and volumetric analysis and solution equilibrium in detail and gives an introduction to electrochemical and spectrophotometric techniques of analysis. The laboratory involves quantitative analysis of a variety of samples, and includes trace analysis. QA course. (Three hours of lecture, one four-hour laboratory. Spring) Core Curriculum Component: None Prerequisite(s): 1 of CHM106(Principles of Chemistry (no longer offered)), CHM116(General Chemistry II); 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3) CHM353L Quantitative Analytical Chemistry Lab 0 Semester Credits Core Curriculum Component: None Prerequisite(s): CHM353(Quantitative Analytical Chemistry) *concurrent registration is required* CHM362 Chemical Thermodynamics, Statistical Mechanics, and Kinetics 4 Semester Credits Studies three of the fundamental theoretical concepts of physical chemistry: thermodynamics, statistical mechanics, and kinetics. (Three one-hour lectures, one four-hour laboratory). Core Curriculum Component: None Prerequisite(s): CHM116(General Chemistry II), MAT145(Calculus I), MAT146(Calculus II), PHY121(General Physics I), PHY122(General Physics II) 34 CHM362L Chemical Thermodynamics, Statistical Mechanics, and Kinetics Lab 0 Semester Credits Core Curriculum Component: None Prerequisite(s): CHM362(Chemical Thermodynamics, Statistical Mechanics, and Kinetics) *concurrent registration is required* CHM367 Properties of Polymers 4 Semester Credits Presents polymer chemistry as an interdisciplinary chemistry relying on the organic, analytical, and physical chemistry prerequisites to unfold the details of macromolecules. Spring, odd years) Core Curriculum Component: None Prerequisite(s): 1 of CHM362(Chemical Thermodynamics, Statistical Mechanics, and Kinetics), CHM368(Quantum Chemistry, Molecular Structure, and Spectroscopy); CHM352(Organic Chemistry II) CHM368 Quantum Chemistry, Molecular Structure, and Spectroscopy 4 Semester Credits Studies fundamental theoretical concepts of physical chemistry including: quantum mechanics with molecular structure, spectroscopy, and interactions applications. (Three one-hour lectures, one four-hour laboratory). Core Curriculum Component: None Prerequisite(s): CHM116(General Chemistry II), MAT145(Calculus I), MAT146(Calculus II), PHY121(General Physics I), PHY122(General Physics II) CHM368L Quantum Chemistry, Molecular Structure, and Spectroscopy Lab 0 Semester Credits Core Curriculum Component: None Prerequisite(s): CHM368(Quantum Chemistry, Molecular Structure, and Spectroscopy) *concurrent registration is required* CHM370 BioOrganic Chemistry 4 Semester Credits The study of chemistry in biological systems is one of five core areas of chemistry: inorganic, organic, physical, analytical, and biological, all exquisitely expressed in living organisms. Relationships between chemical structure, bond strengths and resulting physical/chemical properties, acid-base and metal-catalyzed/assisted reactions, kinetics/thermodynamics, and redox processes are studied in the context of information storage, transmission, expression, and control. Core Curriculum Component: None Prerequisite(s): CHM352(Organic Chemistry II) CHM397 Internship 35 2 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None CHM399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None CHM464 Advanced Organic Chemistry 4 Semester Credits Advanced mechanistic analysis of modern synthetic transformations is covered both in lecture and lab. Modern instrumentation is used in multi-step synthesis to analyze reaction data. Core Curriculum Component: None Prerequisite(s): CHM352(Organic Chemistry II) CHM464L Advanced Organic Chemistry Lab 0 Semester Credits Core Curriculum Component: None Prerequisite(s): CHM464(Advanced Organic Chemistry) *concurrent registration is required* CHM470 Principles of Medicinal Chemistry 4 Semester Credits Medicinal chemistry examines the organic chemistry of drug design and drug action. Students study the mechanisms of drug transport across biological membranes, absorption, distribution, and drug excretion; the relationship between structure and activity; molecular recognition process in drug-receptor interactions; enzyme mechanisms; and the metabolic pathways by which drugs are detoxified. Also studied are the concepts used in the design of therapeutic substances. A prior course in biochemistry is recommended. (Spring, even years) Core Curriculum Component: None Prerequisite(s): CHM352(Organic Chemistry II) CHM481 Instrumental Analysis 4 Semester Credits Emphasis on instrumental methods of analysis. Atomic, molecular, and electron spectroscopy, radiochemical, chromatography, thermal, and electroanalytical methods are covered. (Three hours of lecture, one four-and-one-half hour laboratory. Fall) Core Curriculum Component: None Prerequisite(s): CHM353(Quantitative Analytical Chemistry) 36 CHM481L Instrumental Analysis Lab 0 Semester Credits Core Curriculum Component: None Prerequisite(s): CHM481(Advanced Analytical Chemistry) *concurrent registration is required* CHM482 Advanced Inorganic Chemistry 4 Semester Credits Study of inorganic substances and their reactions using electrostatic and molecular orbital models. Reactivity and bonding in coordination, cluster, and organometallic compounds are considered. The laboratory consists of preparations using a variety of techniques. (Three one-hour lectures, one three-hour laboratory. Spring) Core Curriculum Component: None Prerequisite(s): 1 of CHM362(Chemical Thermodynamics, Statistical Mechanics, and Kinetics), CHM368(Quantum Chemistry, Molecular Structure, and Spectroscopy); CHM352(Organic Chemistry II) CHM482L Advanced Inorganic Chemistry Lab 0 Semester Credits Core Curriculum Component: None Prerequisite(s): CHM482(Advanced Inorganic Chemistry) *concurrent registration is required* CHM491 Chemistry Seminar 0 Semester Credits This seminar, which has no course credit, is a weekly meeting of chemistry majors under the direction of the Augsburg Chemistry Society. Juniors and seniors are expected to participate, with seniors presenting papers. Outside visitors are also invited to participate. Core Curriculum Component: None Prerequisite(s): None CHM495 Topics 4 Semester Credits Study of a specific area building upon inorganic, analytical, physical, and organic chemistry. Core Curriculum Component: None Prerequisite(s): None CHM497 Introduction to Chemistry Research 0 Semester Credits Chemistry majors planning research careers need research experience before graduation that may be obtained by working on a summer research project (not counted as a course) or by research participation during the academic year 37 (that may be counted as a course). Cooperative education is an excellent opportunity to be involved in industrial research projects. Core Curriculum Component: None Prerequisite(s): None CHM498 Independent Study/Research 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None CHM499 Independent Study/Research 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None COM COM111 Public Speaking 4 Semester Credits The course focuses on speech preparation, organization, audience analysis, style, listening, and overcoming speech fright. Note: Students may take only one of either COM 111, COM 112, or COM 115 for credit. (Fall, spring) Core Curriculum Component: Engaging Minneapolis, Humanities Prerequisite(s): None COM112 Contest Public Speaking 4 Semester Credits Theory and practice of preparing speeches for delivery in formal and contest situations. Students are expected to attend three interscholastic speech tournaments and compete in at least two of the following: informative speaking, persuasive speaking, speaking to entertain, and/or communication analysis. Note: Students may take only one of either COM 111, COM 112, or COM 115 for credit. (Fall) Core Curriculum Component: None Prerequisite(s): None COM115 Scientific and Technical Public Speaking 4 Semester Credits An introduction to public speaking for students majoring in scientific or technical fields. Includes the same foundational material as introduction to public speaking, including: delivery, argumentation, persuasion, and audience analysis. This material is then applied to specific contexts common in technical fields, with special attention to distinguishing expert or lay audiences, and the use of technical vocabulary and notation systems. Note: Students may take only one of either COM 111, COM 112, or COM 115 for credit. 38 Core Curriculum Component: Engaging Minneapolis, Humanities Prerequisite(s): None COM120 Mass Media and Popular Culture 4 Semester Credits This course is a survey of the mass media in popular culture. Students will examine the different types of mass media and will gain an understanding of what popular culture is and why it is important. The course examines the importance of media criticism and the impact that media have had on culture and society. Students are encouraged to think critically about media and media consumption. Core Curriculum Component: Humanities Prerequisite(s): None COM199 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None COM243 Studio Production 4 Semester Credits This is an introductory television production course utilizing three cameras in a live studio environment. This course emphasizes the demands of live television production, such as collaborative team effort, pre-production, time management, and meeting deadlines. Through a series of exercises, students learn the skills required to produce a live 30-minute news magazine program. (Fall) Core Curriculum Component: None Prerequisite(s): None COM247 Documentary History and Theory 4 Semester Credits This course studies the history of film’s nonfiction art form, as well as the theoretical methods of engaging the world through a lens. Through the study of selected documentaries, students will identify and analyze the filmmaker’s point of view and the methods used to deliver the message. Core Curriculum Component: Humanities Prerequisite(s): None COM254 Interpersonal Communication 4 Semester Credits A study of the dynamics of human interaction through verbal and non-verbal messages; emphasis on factors that build relationships and help to overcome communication barriers. Core Curriculum Component: None 39 Prerequisite(s): None COM280 Introduction to Communication Studies 4 Semester Credits An introductory survey course designed to acquaint students with the world of ideas that serves as the foundation for the field of communication studies. Core Curriculum Component: Humanities Prerequisite(s): None COM281 Research Methods 4 Semester Credits This course focuses on the differing methods used by communication scholars to ask and answer questions about the nature of human interaction. It examines various types of research methods, both qualitative and quantitative, such as experimental research, survey research, ethnographic research, textual analysis, content analysis, and historical/critical research. Core Curriculum Component: None Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level) COM295 Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None COM299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None COM321 Business and Professional Speaking 4 Semester Credits This course explores advanced issues in public address including delivery and performance, vocal control, persuasion, audience adaptation, argument construction, and speaker credibility. The class uses a series of speeches, ranging from impromptu speaking and persuasion to job interviewing and sales presentations, in order to hone students’ speaking skills. Core Curriculum Component: None Prerequisite(s): 1 of COM111(Public Speaking), COM112(Contest Public Speaking), COM115(Scientific and Technical Public Speaking), SPC111(Public Speaking) COM329 Intercultural Communication 40 4 Semester Credits This course explores cultural differences and their implications for communication, including differences in values, norms, social interaction, and code systems. Core Curriculum Component: Augsburg Experience Prerequisite(s): None COM345 Organizational Communication 4 Semester Credits An examination of communication in organizational settings. Focuses on topics such as superior-subordinate relationships, management styles, motivation of employees, organizational culture, effective use of meetings, and sources of communication problems. Core Curriculum Component: None Prerequisite(s): None COM351 Argumentation 4 Semester Credits Develops critical thinking skills by study of the theory and practice of argument, evidence, fallacies, and refutation. Includes how to build and analyze public arguments that confront students in their everyday lives. Core Curriculum Component: None Prerequisite(s): 1 of COM111(Public Speaking), COM112(Contest Public Speaking), COM115(Scientific and Technical Public Speaking); 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); COM280(Introduction to Communication Studies) COM352 Persuasion 4 Semester Credits Examination of the process of influence in a variety of social contexts, paying special attention to the psychological aspects of persuasion. Core Curriculum Component: None Prerequisite(s): 1 of COM111(Public Speaking), COM112(Contest Public Speaking), COM115(Scientific and Technical Public Speaking); 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3); COM280(Introduction to Communication Studies), COM281(Research Methods) COM355 Small Group Communication 4 Semester Credits A study of group dynamics and leadership with emphasis on decision making, leadership styles, and conflict management. Core Curriculum Component: None Prerequisite(s): None COM396 41 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None COM397 Internship 2 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None COM398 Internship 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None COM399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None COM405 Nonverbal Communication 4 Semester Credits This course focuses on the nonverbal elements of communication. Nonverbal communication encompasses all communication except the spoken word. In order to fully explore the functions of nonverbal communication in everyday life, students will conduct a research project that looks at nonverbal communication in depth. Core Curriculum Component: None Prerequisite(s): COM281(Research Methods) COM415 Advanced Critical Media Studies 4 Semester Credits This course explores the role that various media, such as film, television, and the internet play in shaping and influencing society. Topics covered include theories of influence and effects, representations of gender, race, and class, ownership and democracy, and new media. After taking this course, students should possess heightened understanding and appreciation of media’s significance and impact in the world. Core Curriculum Component: None Prerequisite(s): COM120(Mass Media and Popular Culture) COM480 Public Relations/Promotional Communication 42 4 Semester Credits Public relations in the modern world of communication, marketing, and business. An overview of public relations as a career and a survey of basic promotional communication in profit and nonprofit organizations. Core Curriculum Component: None Prerequisite(s): None COM490 Keystone: Critical Conversations about Vocation 4 Semester Credits A synthesis of communication theories and application of those theories to each student’s sense of vocation. This course satisfies the Keystone requirement. Core Curriculum Component: Keystone Prerequisite(s): 1 of COM351(Argumentation), COM352(Persuasion) COM495 Communication Topics 4 Semester Credits Selected topics in communication with emphasis on the use of primary sources and methodology of research. Core Curriculum Component: None Prerequisite(s): None COM498 Independent Study/Research 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None COM499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None CSC CSC160 Introduction to Computer Science and Communication 4 Semester Credits An introduction to computer science topics in hardware, software, theory, and computer communications: algorithm design, logical circuits, network concepts, the Internet, and programming. Core Curriculum Component: None Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3) CSC170 43 Introduction to Programming 4 Semester Credits A study of problem-solving, algorithm development, and programming using a high-level programming language. (Three hours of lecture, one-and-one-half hours of lab.) Core Curriculum Component: None Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3); CSC160(Introduction to Computer Science and Communication) CSC170L Introduction to Programming Lab 0 Semester Credits Core Curriculum Component: None Prerequisite(s): CSC170(Introduction to Programming) *concurrent registration is required* CSC199 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None CSC210 Data Structures 4 Semester Credits Data structures such as linked lists, stacks, and queues; recursion. (Three hours of lecture, one-and-one-half hours of lab.) Core Curriculum Component: None Prerequisite(s): 1 of MAT114(Precalculus), MPL(Math Placement Level 4); 1 of MAT145(Calculus I), MAT171(Discrete Mathematics For Computing); CSC170(Introduction to Programming) CSC210L Data Structures Lab 0 Semester Credits Core Curriculum Component: None Prerequisite(s): CSC210(Data Structures) *concurrent registration is required* CSC240 Intro to Networking and Communications 4 Semester Credits Principles and methods of data communications, information theory, distributed processing systems, network protocols and security, standards, network management, and general computer interfacing. Core Curriculum Component: None Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3); CSC160(Introduction to Computer Science and Communication) 44 CSC272 UNIX and C 4 Semester Credits Study of UNIX operating system and the C programming language. It is assumed that the student has a knowledge of programming methods and has done programming in some other language. Core Curriculum Component: None Prerequisite(s): CSC170(Introduction to Programming) CSC299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None CSC320 Algorithms 4 Semester Credits A systematic study of algorithms and their complexity, including searching and sorting algorithms, mathematical algorithms, scheduling algorithms, and tree and graph traversal algorithms. The classes P and NP, NP-complete problems, and intractable problems. Core Curriculum Component: None Prerequisite(s): 1 of MAT114(Precalculus), MPL(Math Placement Level 4); 1 of MAT145(Calculus I), MAT171(Discrete Mathematics For Computing); CSC210(Data Structures) CSC345 Principles of Computer Organization 4 Semester Credits An introduction to computer architecture, binary representation of data, processors, instruction sets, and assembly language programming. Core Curriculum Component: None Prerequisite(s): 1 of MAT114(Precalculus), MPL(Math Placement Level 4); CSC210(Data Structures) CSC352 Database Management and Design 4 Semester Credits Structure of database management systems, query facilities, file organization and security, and the development of database systems. Core Curriculum Component: None Prerequisite(s): CSC210(Data Structures) CSC353 Database Architecture and Design 4 Semester Credits 45 An introduction to the physical design and tuning of database systems. Topics include data storage, indexing, query processing, and transaction processing with a focus on the relation database. Advanced topics include security, other types of databases (e.g., distributed databases, client-server architectures, object-oriented), emerging technologies, and applications. Core Curriculum Component: None Prerequisite(s): CSC210(Data Structures) CSC373 Symbolic Programming and Artificial Intelligence 4 Semester Credits An introduction to programming in functional, symbolic languages, such as Lisp or Scheme. A study of the foundation algorithms used in the field of artificial intelligence. Applications to selected problems from artificial intelligence. Core Curriculum Component: None Prerequisite(s): CSC210(Data Structures) CSC385 Formal Logic and Computation Theory 4 Semester Credits An introduction to sentential and first-order logic including logical connectives, proof theory, and quantification. Formal models of computation including finite state automata, pushdown automata, and Turing machines. Incompleteness and uncomputability. Core Curriculum Component: None Prerequisite(s): 1 of MAT122(Calc For Social and Behavioral Scie), MAT145(Calculus I), MAT171(Discrete Mathematics For Computing); CSC210(Data Structures) CSC396 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None CSC397 Internship * 2 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None CSC398 Internship 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None CSC399 46 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None CSC431 Introduction to A I Robotics 4 Semester Credits Robot components, robotic paradigms, mobile robots, task planning, sensing, sensor fusion, basic control concepts. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); CSC210(Data Structures) CSC450 Programming Languages and Compilers I 4 Semester Credits Principles that govern the design and implementation of programming languages. Topics include formal languages, programming language syntax and semantics, parsing, and interpretation. Emphasis on design issues. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); 1 of CSC385(Formal Logic and Computation Theory) *concurrent registration is acceptable*, PHI385(Formal Logic and Computation Theory) *concurrent registration is acceptable*; CSC320(Algorithms) CSC451 Programming Languages and Compilers II 4 Semester Credits Continuation of CSC 450: compilers, data structures, control structures, and the run-time environment. Emphasis on implementation issues. Core Curriculum Component: Keystone Prerequisite(s): 1 of CSC385(Formal Logic and Computation Theory), PHI385(Formal Logic and Computation Theory); CSC345(Principles of Computer Organization), CSC450(Programming Languages and Compilers I) CSC457 Computer Graphics 4 Semester Credits A study of the foundational algorithms required for computer graphics. Topics include geometric algorithms, geometric modeling, graphics techniques, graphical user interfaces, human-centered software development, computer animation, virtual environments and 3D immersive rendering. Core Curriculum Component: None Prerequisite(s): 1 of MAT114(Precalculus), MPL(Math Placement Level 4); CSC210(Data Structures) CSC495 Advanced Topics in Computer Science 47 4 Semester Credits Study of advanced topics from areas of computer science not included in other courses. This course may be repeated, but may not be counted more than twice as part of the requirements for the major. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) CSC499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None ECE ECE345 Foundations of Preprimary Education 3 Semester Credits Students gain understanding about philosophical, theoretical, historical, pedagogical, societal, and institutional foundations of preprimary education. Attention is given to efforts of modern programs to adapt instruction to developmental levels and experience backgrounds of young children and to work in partnership with parents and other social service agencies. Field experience (20 hours) is a critical part of this course. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission); PSY105(Principles of Psychology), PSY250(Child Development) ECE346 Learning Environments for Preprimary-Aged Children 3 Semester Credits Students gain an understanding of how to recognize and construct, developmentally appropriate pedagogy and practice. Attention is given to the integration of literacy within the classroom environment; importance of learning through play; using different assessments of the classroom environment, student performance and program evaluation; classroom management strategies; etc. Field experience (30 hours) is a critical part of this course. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission); ECE345(Foundations of Preprimary Education) ECE347 Immersion and Teaching Competence 3 Semester Credits Students gain an understanding of how to deliver developmentally appropriate instruction and experiences. Field experience (40 hours) is a critical part of this course. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission); ECE345(Foundations of Preprimary Education), ECE346(Learning Environments for Preprimary-Aged Children) 48 ECE488 Student Teaching: Preprimary 4 Semester Credits Full-time, supervised classroom experience. Required for licensure. Core Curriculum Component: None Prerequisite(s): None ECE489 Student Teaching: Preprimary 4 Semester Credits Full-time, supervised classroom experience. Required for licensure. Core Curriculum Component: None Prerequisite(s): None ECE545 Foundations of Preprimary Education 3 Semester Credits Students gain an understanding of philosophical, theoretical, historical, pedagogical, societal, and institutional foundations of preprimary education. Attention is given to the efforts of modern programs to adapt instruction to developmental levels and experience backgrounds of young children and to work in partnership with parents and social service agencies. Field experience (20 hours) is a critical part of this course. Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission), PSY105(Principles of Psychology), PSY250(Child Development) ECE546 Learning Environments for Preprimary-Aged Children 3 Semester Credits Students gain an understanding of how to recognize and construct, developmentally appropriate pedagogy and practice. Attention is given to the integration of literacy within the classroom environment; importance of learning through play; using different assessments of the classroom environment, student performance and program evaluation; classroom management strategies; etc. Field experience (30 hours) is a critical part of this course. Core Curriculum Component: None Prerequisite(s): ECE545(Foundations of Preprimary Education), GRADEDADMIT(Graduate Education Department Admission) ECE547 Immersion and Teaching Competence 3 Semester Credits Students gain an understanding of how to deliver developmentally appropriate instruction and experiences. Field experience (40 hours) is a critical part of this course. Core Curriculum Component: None 49 Prerequisite(s): ECE545(Foundations of Preprimary Education), ECE546(Learning Environments for Preprimary-Aged Children), GRADEDADMIT(Graduate Education Department Admission) ECO ECO112 Principles of Macroeconomics 4 Semester Credits An introduction to macroeconomics: national income analysis, monetary and fiscal policy, international trade. Application of elementary economic theory to current economic problems. May be taken independently of ECO 113. ECO 112 and 113 may be taken in either order. Core Curriculum Component: Social and Behavioral Sciences Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3) ECO113 Principles of Microeconomics 4 Semester Credits An introduction to microeconomics: the theory of the household, firm, market structures, and income distribution. Application of elementary economic theory to market policy. May be taken independently of ECO 112. ECO 112 and 113 may be taken in either order. Core Curriculum Component: Social and Behavioral Sciences Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3) ECO199 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None ECO299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None ECO312 Intermediate Macroeconomics 4 Semester Credits Determinants of national income, employment, and price level analyzed via macromodels. Attention paid to areas of monetary-fiscal policy, growth, and the role of expectations. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); ECO112(Principles of Macroeconomics) ECO313 50 Intermediate Microeconomics 4 Semester Credits Theory of resource allocation, analysis of consumer behavior, firm and industry; the pricing of factors of production and income distribution; introduction to welfare economics. Core Curriculum Component: None Prerequisite(s): ECO113(Principles of Microeconomics) ECO315 Money and Banking 4 Semester Credits Functioning of the monetary and banking systems, particularly commercial banks, and the Federal Reserve System and its role in relation to aggregate economic activity. Emphasis placed on monetary theory and policy. Core Curriculum Component: None Prerequisite(s): ECO112(Principles of Macroeconomics) ECO318 Management Science 4 Semester Credits Provides a sound conceptual understanding of the modern techniques of management science to prepare students to make better business and economic decisions. Emphasis is on applications such as transportation, marketing, portfolio selection, environmental protection, the shortest route, and inventory models. Core Curriculum Component: None Prerequisite(s): 1 of ECO112(Principles of Macroeconomics), ECO113(Principles of Microeconomics); 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3) ECO350 Labor Economics 4 Semester Credits Analysis of labor markets, labor as a factor of production, determination of collective bargaining, labor legislation, and effects upon society. Core Curriculum Component: None Prerequisite(s): ECO113(Principles of Microeconomics) ECO360 International Economics 4 Semester Credits A study of the underlying forces affecting the economic relations among nations. Development of the basis for international trade, balance of payments, exchange rate systems, and commercial policy. Core Curriculum Component: None Prerequisite(s): ECO113(Principles of Microeconomics) ECO365 Environmental Economics 51 4 Semester Credits This course applies economic principles to the management and utilization of society’s environmental resources. It analyzes the role of externalities and the public policy approaches designed to address those market failures, including command/control and incentive-based strategies. Policy issues examined include air and water pollution, global environmental issues like ozone depletion and global warming, and environmental policy for developing countries. Core Curriculum Component: None Prerequisite(s): ECO113(Principles of Microeconomics) ECO370 International Economic Development 4 Semester Credits This course studies the major factors that affect the economic standard of living in the developing world. It examines such issues as poverty and income inequality, population growth, education and health of society, agricultural production, environmental externalities, and the role of international trade and foreign assistance. Core Curriculum Component: None Prerequisite(s): 1 of ECO112(Principles of Macroeconomics), ECO113(Principles of Microeconomics) ECO397 Internship 2 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None ECO399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None ECO416 Mathematical Economics 4 Semester Credits Mathematical economics with emphasis on the application of mathematical tools to the areas of micro and macroeconomic theory. Core Curriculum Component: None Prerequisite(s): ECO312(Intermediate Macroeconomics), ECO313(Intermediate Microeconomics), MAT245(Calculus III), MAT246(Linear Algebra) ECO490 Research Methods in Econometrics 4 Semester Credits This course provides an introduction to the application of statistical models and methods to economic problems. Emphasis is on use of econometric software to analyze data and to test hypotheses. Core Curriculum Component: Keystone 52 Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3); ECO112(Principles of Macroeconomics), ECO113(Principles of Microeconomics) ECO495 Topics 4 Semester Credits Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and current national and international economic problems and policies. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) ECO499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None ECS ECS495CE Topics for Paraprofessionals 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None ECS505CE Behavior Management: ENVOY Training 1 Semester Credits Core Curriculum Component: None Prerequisite(s): None ECS506CE Health Care Externship 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None ECS508CE Paideia Seminar Writing to Learning 1 Semester Credits Core Curriculum Component: None Prerequisite(s): None 53 ECS509CE Paideia: Guided Reading for Great Ideas 1 Semester Credits This course is designed to assist Paideia practitioners in integrating reading techniques with seminar experiences. Participants in the course will analyze and apply strategies in critical analysis of texts through seminars devoted to interpretive questioning and civil discourse. The goal is to promote literacy through active reading and critical thinking about great ideas. Core Curriculum Component: None Prerequisite(s): None ECS527CE Advanced Student Learning through Assessment 1 Semester Credits Core Curriculum Component: None Prerequisite(s): None ECS541CE Advanced Paideia Institute 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None ECS542CE Paideia Training 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None ECS543CE Paideia Institute- variable credit -formerly EDU539 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None ECS544CE The Paideia Trainer 2 Semester Credits The Augsburg Paideia Trainer course is designed to provide the Paideia practitioner with opportunities to develop leadership skills in the area of Paideia training. The goal is to improve knowledge and skills through conducting Paideia training seminars. Core Curriculum Component: None Prerequisite(s): None ECS545CE 54 Paideia: Curriculum Development 2 Semester Credits This course is designed to assist Paideia practitioners in developing curricular units for seminars. Participants in the course will integrate the three columns of didactic, coaching, and seminars to create a cohesive unit around a content standard or great idea. Special focus will be placed on selection of seminar texts, content standards, stages of seminar questions, and methods of evaluation. Core Curriculum Component: None Prerequisite(s): None ECS585CE AP Courses APPROVED BY GAAC Con’t Ed 1 Semester Credits Core Curriculum Component: None Prerequisite(s): None ECS590CE Topics Grad Edu, General and TPT Con’t Ed only-variable credit 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None ECS595CE Topics AP Not Approved 1st and 2nd ti-Variable credit 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None EDC EDC110 Teaching in a Diverse World 4 Semester Credits This course is designed to engage students in both an examination and critique of their own schooling and education. It is meant to support students in developing a socio-political consciousness necessary for successful teaching in a diverse society (Ladson-Billings, 1995). Students in this course will be asked to come to a better understanding of their own desires to become educated people while simultaneously learning to critically examine the pathways and barriers that exist for students of color and other marginalized youth in schools today. Through participatory action research, students will explore a self-directed method of inquiry (problem-posing, problem solving) and hopefully learn how to claim their own education. Core Curriculum Component: None Prerequisite(s): None EDC199 Internship 4 Semester Credits 55 Core Curriculum Component: None Prerequisite(s): None EDC200 Orientation to Education in an Urban Setting 3 Semester Credits Career exploration and overview of the teaching profession. Emphasis on historical and philosophical foundations of the American school system. Field service experience in an urban P-12 school is required. Core Curriculum Component: Engaging Minneapolis Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) EDC206 Diversity/Minnesota American Indians 3 Semester Credits This course will examine human diversity and human relations. It will provide an awareness and critical analysis of how prejudice, discrimination, and stereotypes impact us personally, as well as how these elements impact our schools and communities. Also addressed in this course is the Minnesota Standard of Effective Practice 3.G: Understand the cultural content, worldview, and concepts that comprise Minnesota-based American Indian tribal government, history, language, and culture. Core Curriculum Component: None Prerequisite(s): None EDC210 Diversity in the School 2 Semester Credits Emphasis on the study of values, of communication techniques, and of the major minority groups in Minnesota for the development of interpersonal relations skills applicable to teaching and other professional vocations. Core Curriculum Component: None Prerequisite(s): None EDC211 Minnesota American Indians 2 Semester Credits An overview of cultural content, world view, and concepts that comprise Minnesota-based American Indian tribal government, history, language, and culture. Core Curriculum Component: None Prerequisite(s): None EDC220 Educational Technology 2 Semester Credits 56 Psychological and philosophical dimensions of communication through the use of instructional technology. Selection, preparation, production, and evaluation of effective audio-visual and computer-based materials for teaching/learning situations. Computer training will be included in this course. Core Curriculum Component: None Prerequisite(s): None EDC310 Learning and Development in an Educational Setting 3 Semester Credits A survey of educational psychology topics as applied to teaching and learning. Special emphasis is placed on classroom applications of theoretical constructs. Field service requirements in an educational program or P-12 school. Core Curriculum Component: Augsburg Experience Prerequisite(s): None EDC330 Building the Public Good: Public Achievement and Organizing: Seminar I 1 Semester Credits This course advances the idea of democracy as a society created through the public work of everyday citizens. That work may occur in schools or community organizations but it requires participants to think about their place as citizen professionals and in other civic roles as agents and architects of democracy. It will address how to effectively create change and examine concepts and ideas central to the role the citizen in public life and provide a knowledge base about basic organizing for the public good whether it be in schools or the broader community. Both EDC 330 and EDC 331 will run over the span of two semesters. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) EDC331 Practicum in Public Achievement-Seminar I 1 Semester Credits This course advances the idea of democracy as a society created through the public work of everyday citizens. That work may occur in schools or community organizations but it requires participants to think about their place as citizen professionals and in other civic roles as agents and architects of democracy. It will address how to effectively create change and examine concepts and ideas central to the role of the citizen in public life and provide a knowledge base about basic organizing for the public good, whether it be in schools or the broader community. Both EDC 330 and EDC 331 will run over the span of two semesters. Field experience in a public achievement setting is required. Core Curriculum Component: None Prerequisite(s): None EDC332 Building the Public Good: Public Achievement and Organizing: Seminar II 1 Semester Credits Core Curriculum Component: None Prerequisite(s): None EDC333 57 Practicum in Public Achievement-Practicum II 1 Semester Credits Core Curriculum Component: None Prerequisite(s): None EDC353 International Education 3 Semester Credits This course presents an examination and comparison of selected Western and non-Western educational systems as well as an investigation of possible careers in international education. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) EDC399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) EDC410 Learners with Special Needs 3 Semester Credits The study of students with disability, special needs, and giftedness. Emphasis on techniques and resources to help all students achieve maximum outcomes, and special focus on needs of urban students. Fieldwork experience required. Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) EDC488 Topics in Education 2 Semester Credits Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) EDC490 School and Society 3 Semester Credits Emphasis on points of view about the role of school in modern society, relationships with parents and community, collaborative models, leadership, and professional development. Serves as final theoretical preparation for student teaching. Core Curriculum Component: Keystone 58 Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) EDC498 Independent Study 2 Semester Credits Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) EDC499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) EDC500 Reading Leadership in the K-12 Schools 2 Semester Credits In this course students are introduced to the leadership roles in literacy education and provided time and space to specifically focus on themselves as readers and as teachers of reading. This course is intended to promote a culture of reading among all who are preparing to be reading leaders. Core Curriculum Component: None Prerequisite(s): None EDC506 Readership, Literature, and New Literacies 3 Semester Credits This course aims to cover the range and breadth of reading choices that exist for children and adolescents in a literature classroom, and how best to implement these choices to foster voracious, critical readers. Core Curriculum Component: None Prerequisite(s): None EDC514 Research Methods 3 Semester Credits Evaluation and documentation of programs, projects, and ideas as they relate to leadership theories and practice. Qualitative and quantitative tools will be discussed. Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) EDC515 Reading Leadership: Reading Theory and Research 59 3 Semester Credits Throughout this course, reading leaders will investigate a wide range of reading research and theory, and explore how theory and research support reading assessment and instruction in a K-12 setting. Core Curriculum Component: None Prerequisite(s): None EDC522 Orientation to Education in an Urban Setting 3 Semester Credits Career exploration and overview of the teaching profession. Emphasis on historical and philosophical foundations of the American school system. Field service experience in an urban P-12 school is required. Core Curriculum Component: None Prerequisite(s): None EDC533 Learning and Development in an Educational Setting 3 Semester Credits A survey of educational psychology topics as applied to teaching and learning. Special emphasis is placed on classroom applications of theoretical constructs. Field service requirements in an educational program or P-12 school. Core Curriculum Component: None Prerequisite(s): None EDC535 Reading Leadership: Assessment and Instruction with Elementary Readers 3 Semester Credits During this course, reading leaders will investigate the reading process, the link between assessment and instruction, and reading strategies that support and sustain reading of emergent to early readers. Field experience required. Core Curriculum Component: None Prerequisite(s): None EDC544 Learners with Special Needs 3 Semester Credits The study of students with disability, special needs, and giftedness. Emphasis on techniques and resources to help all students achieve maximum outcomes, and special focus on needs of urban students. Fieldwork experience required. Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) EDC545 Reading Leadership: Assessment and Instruction with Middle and High School Students 3 Semester Credits 60 During this course, reading leaders will explore current methods, theories and materials used with transitional readers in content area instruction; the link between assessment and instruction; and reading strategies that support and sustain reading of middle and high school learners. Field experience required. Core Curriculum Component: None Prerequisite(s): None EDC553 International Education 3 Semester Credits This course presents an examination and comparison of selected Western and non-Western educational systems as well as an investigation of possible careers in international education. Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) EDC566 Diversity/Minnesota American Indians 3 Semester Credits This course will examine human diversity and human relations. It will provide an awareness and critical analysis of how prejudice, discrimination, and stereotypes impact us personally, as well as how these elements impact our schools and communities. Also addressed in this course is the Minnesota Standard of Effective Practice 3.G: Understand the cultural content, worldview, and concepts that comprise Minnesota-based American Indian tribal government, history, language, and culture. Core Curriculum Component: None Prerequisite(s): None EDC570 Teacher Leadership 3 Semester Credits This course will explore generative questions about leadership, change, and our own paradigms, visions and values. We will investigate what it means to be a teacher leader and the ways in which teachers provide leadership. Examining theoretical models and conceptual frame works from interdisciplinary fields will offer a variety of perspectives for providing effective teacher leadership. Participants will also have an opportunity to reflect on the foundational question of “who am I as a leader”. Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) EDC580 School and Society 3 Semester Credits Emphasis on points of view about the role of school in modern society, relationships with parents and community, collaborative models, leadership, and professional development. Serves as final theoretical preparation for student teaching. Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) 61 EDC585 Leadership Application Project 3 Semester Credits The leadership application project is either a research-based study or a curriculum-based project that links issues of leadership and education with the degree candidate’s personal interests. The character of the project will vary with the nature of the investigation, but will always be application oriented. The central component of the LAP is the demonstration of leadership ability through a concrete project appropriate to the candidate’s workplace or place of service. P/N grading. Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) EDC588 Topics 2 Semester Credits Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) EDC591 Topics 3 Semester Credits Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) EDC592 Action Research I 3 Semester Credits This course will introduce students to qualitative action research, a form of research that simultaneously contributes to the practical concerns of people while furthering the goals of social science. It requires active self-reflective inquiry and collaboration. Action research is used in real situations, and is aimed at solving real problems. The goal of action research is to gain better knowledge of one’s practice while improving the situation in which the practice is conducted. First course in a two-course sequence. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor), GRADEDADMIT(Graduate Education Department Admission) EDC593 Action Research II 3 Semester Credits The second term of this course involves intensive data analysis, writing and sharing of the degree candidate’s research. It requires active self-reflective inquiry and collaboration. The course will culminate with a symposium in which student work will be presented in a public forum. P/N Grading. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor), EDC592(Action Research I), GRADEDADMIT(Graduate Education Department Admission) EDC594 62 Performance Assessment Project 3 Semester Credits This performance assessment course will require the students to integrate their knowledge about leadership, their sense of themselves as education leaders, and their understanding of a specific teaching/learning problem into a solution to the problem and a process for change. P/N grading. Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) EDC598 Independent Study 2 Semester Credits Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) EDC599 Independent Study 3 Semester Credits Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) EDC998 Graduate Program Active Status 0 Semester Credits Core Curriculum Component: None Prerequisite(s): None EDC999 Graduate Program Active Status 0 Semester Credits Core Curriculum Component: None Prerequisite(s): None EDU EDU491 Practicum and Seminar in Special Education 3 Semester Credits A supervised field placement in a facility for an exceptional population plus on-campus seminar. Students planning to take this course should consult with the special education director about a placement prior to registering for the course. (Prereq.: completion of all other courses in special education minor or consent of instructor. Open to all.) Core Curriculum Component: Augsburg Experience Prerequisite(s): None 63 EED EED199 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None EED200 Elementary Education Earth Science 3 Semester Credits This course is designed to provide hands-on investigations that model modern inquiry learning and teaching strategies. It meets the basic earth science subject matter standards for initial licensure. This is a content intensive course. Plan to spend much time outside of class reading and completing assignments. Core Curriculum Component: None Prerequisite(s): None EED203 Physical Science for Elementary Teachers 3 Semester Credits Students will participate in hands-on experiments to explore properties of and changes in matter; position, motion, and force; light, heat, electricity, and magnetism; and kinds of ways to transfer energy. All elementary MSEPs for physical science are met in this course. For elementary education majors only. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) EED225 Foundations of Literacy 3 Semester Credits An initiation into K-6 elementary literacy instruction, focusing on the fundamentals of linguistics and literacy development in children, with special attention to English language learners. This course aims in particular to develop students’ base knowledge as the prerequisite for later courses in literacy. Core Curriculum Component: None Prerequisite(s): None EED295 Topics in Education 3 Semester Credits Core Curriculum Component: None Prerequisite(s): None EED298 Directed Study 64 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None EED299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) EED311 K-6 Methods: Health 1 Semester Credits Examination and preparation of materials and resources for health at the kindergarten and elementary levels. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) EED312 K-6 Methods: Physical Education 1 Semester Credits Examination and preparation of materials and resources for physical education at the kindergarten and elementary levels. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) EED325 K-6 Methods: Literacy 3 Semester Credits Continued instruction in and discussion of literacy K-6 instruction, development, and assessment. This course aims to investigate research and practices involved in K-6 literacy instruction by examining the competing theories regarding literacy, the research findings that give support to these theories, and a range of practical approaches to teach literacy in an elementary setting. Students must be registered concurrently for EED 326. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission); EED225(Foundations of Literacy) EED326 Elementary Reading K-6 Field Experience 1 Semester Credits Observation, analysis, and preparation of assessment tools and reading materials for K-6 students in an elementary classroom setting. Students must be registered concurrently for EED 325. 65 Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) EED331 Middle School Methods Writing 2 Semester Credits This course will focus on writing strategies and processes appropriate to middle level students. Emphasis will include the writing process, types of writing, and integrated writing across the curriculum. This course is required for students seeking elementary licensure with a communication arts/literature specialty. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) EED336 Advanced Literacy Methods 2 Semester Credits The focus of this course is on formal and informal assessment tools, response to intervention, and differentiated instruction in a K-6 literacy setting. (Prereq: MTLE and admission to the department and successfully completed EED 225/325.) Field experience with a student in special education or receiving English language instruction is required. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) EED341 K-6 Methods: Art 1 Semester Credits Examination and preparation of materials and resources for visual arts at the kindergarten and elementary levels. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) EED342 K-6 Methods: Music 1 Semester Credits Examination and preparation of materials and resources for music at the kindergarten and elementary levels. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) EED350 K-6 Methods: Mathematics 3 Semester Credits 66 Examination and preparation of materials and resources for mathematics at the kindergarten and elementary levels. Field service in a mainstreamed K-6 classroom required. MAT137 recommended prior to taking this course. Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission); 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3) EED360 K-6 Methods: Science 3 Semester Credits Examination and preparation of materials and resources for analyzing and translating elementary science curriculum, considering different instructional strategies, models of instruction, and authentic assessment techniques. Additional focus on scientific inquiry from the perspective of a learner, teacher and scientist and translation of theoretical constructs to an elementary classroom. Field service in a P-6 classroom required. Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) EED370 K-6 Methods: Social Studies/Thematics 2 Semester Credits Examination and preparation of materials and resources for social studies and thematic teaching at the kindergarten and elementary levels. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) EED380 Kindergarten Methods 2 Semester Credits Study and use of a variety of techniques and resources for teaching kindergarten. Fieldwork experience required. Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) EED386 K-6 Methods: Children's Literature 2 Semester Credits This course focuses on the study of literature for children and young adolescents. It includes wide reading across the genres represented in children’s literature, to evaluate the quality of the literature read, exploring children’s response to literature, and using children’s literature in teaching and learning. Core Curriculum Component: None Prerequisite(s): None EED399 Internship 67 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) EED481 Student Teaching: Elementary K-6 4 Semester Credits Full-time, supervised classroom experience. Required for licensure. Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) EED483 Student Teaching: Elementary K-6 4 Semester Credits Supervised classroom experience. Required for licensure. Successful completion of student teaching occurs upon satisfactory completion of degree program and program portfolio. Meets Augsburg Experience requirement. (Prereq.: PPST and admission to department) Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) EED485 Student Teaching: Elementary K-6 4 Semester Credits Supervised classroom experience. Required for licensure. Successful completion of student teaching occurs upon satisfactory completion of degree program and program portfolio. Meets Augsburg Experience requirement. (Prereq.: PPST and admission to department) Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) EED488 Topics in Education 2 Semester Credits Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) EED495 Topics in Education 3 Semester Credits Core Curriculum Component: None 68 Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) EED498 Independent Study/Research 2 Semester Credits Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) EED524 Foundations of Literacy 3 Semester Credits An initiation into K-6 elementary literacy instruction, focusing on the fundamentals of linguistics and literacy development in children, with special attention to English language learners. This course aims in particular to develop students’ base knowledge as the prerequisite for later courses in literacy. Core Curriculum Component: None Prerequisite(s): None EED525 K-6 Methods: Literacy 3 Semester Credits Continued instruction in and discussion of literacy K-6 instruction, development, and assessment. This course aims to investigate research and practices involved in K-6 literacy instruction by examining the competing theories regarding literacy, the research findings that give support to these theories, and a range of practical approaches to teach literacy in an elementary setting. Students must be registered concurrently for EED 326. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission); EED225(Foundations of Literacy) EED550 K-6 Methods: Mathematics 3 Semester Credits Examination and preparation of materials and resources for mathematics at the kindergarten and elementary levels. Field service in a mainstreamed K-6 classroom required. MAT137 recommended prior to taking this course. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission); 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3) EED560 K-6 Methods: Science 3 Semester Credits Examination and preparation of materials and resources for analyzing and translating elementary science curriculum, considering different instructional strategies, models of instruction, and authentic assessment techniques. Additional 69 focus on scientific inquiry from the perspective of a learner, teacher and scientist and translation of theoretical constructs to an elementary classroom. Field service in a P-6 classroom required. Core Curriculum Component: None Prerequisite(s): None EED598 Independent Study 2 Semester Credits Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) ENL ENL000 Writing Lab 0 Semester Credits Core Curriculum Component: None Prerequisite(s): None ENL101 Developmental Writing 4 Semester Credits A preparatory course for ENL 111 Effective Writing, this course is required of students identified by the English Placement Test as needing additional preparation in composition. Students receive course credit, but this course does not fulfill the graduation requirement in writing. The minimum passing grade for this course is 2.0. Core Curriculum Component: None Prerequisite(s): WPL(Writing Placement Level) ENL111 Effective Writing 4 Semester Credits Emphasis is on exposition, including learning research techniques, and writing critical reviews. Attention is given to increasing students’ effectiveness in choosing, organizing, and developing topics; thinking critically; and revising for clarity and style. A writing lab is provided for those needing additional help. The minimum passing grade is 2.0. Core Curriculum Component: None Prerequisite(s): 1 of ENG101(Developmental Writing), ENL101(Developmental Writing), WPL(Writing Placement Level) ENL112 Advanced Effective Writing 4 Semester Credits Advanced Effective Writing follows the same purposes and procedures as ENL 111; placement is determined by a writing sample submitted by students upon entry to the College. The minimum passing grade is 2.0. Core Curriculum Component: None Prerequisite(s): WPL(Writing Placement Level) 70 ENL217 English as a Second Language 4 Semester Credits Understanding spoken American English, speaking, reading college-level materials, and writing are the skills emphasized in these two courses. Testing determines placement in these courses; and testing, as well as course performance, determines whether the ELL requirement is met. Students continue in ELL until the requirement is completed but can receive credit for only two courses. Core Curriculum Component: None Prerequisite(s): None ENL218 English as a Second Language 4 Semester Credits Understanding spoken American English, speaking, reading college-level materials, and writing are the skills emphasized in these two courses. Testing determines placement in these courses; and testing, as well as course performance, determines whether the ELL requirement is met. Students continue in ELL until the requirement is completed but can receive credit for only two courses. Core Curriculum Component: None Prerequisite(s): None ENL220 Intermediate Expository Writing 4 Semester Credits This course builds on the practices and methods of Effective Writing. Its workshop format stresses style and organization, the process of revision, self and peer evaluation, and the relationship between reading and writing. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) ENL221 Intermediate Expository Writing About the Arts 4 Semester Credits A variant of English 220, this course also builds on the methods of Effective Writing, but in this version students work on content related to subjects in the world of art and literature. Particularly aimed at art, theatre arts, and film majors. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) ENL223 Writing for Business and the Professions 4 Semester Credits This practical course is designed to improve writing skills for those entering business and professional careers. Core Curriculum Component: None 71 Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) ENL226 Introduction to Creative Writing 4 Semester Credits The purpose of the course is to introduce students to the process of creative writing and to various genres, emphasizing poetry and short fiction, but including journal keeping and creative prose. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) ENL227 Journalism 4 Semester Credits An introductory newswriting course with an emphasis on writing for the print media. Students consider how to recognize news, gather and verify facts, and write those facts into a news story. Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) ENL228 Broadcast and Online Journalism 4 Semester Credits This is an introductory newswriting course with an emphasis on writing for broadcast and online media. Students use an intensive practice model to learn the basics of newsgathering, writing, and production for television, radio, and the Internet. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) ENL240 Introduction to Literary Study 4 Semester Credits This course develops students’ critical and analytical skills in reading and appreciating all kinds of literary texts and genres, including poetry, fiction, and drama. Emphasis is placed on learning fundamental terms and concepts that serve future literary inquiry and enjoyment. Core Curriculum Component: Humanities Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing) *concurrent registration is acceptable*, ENL112(Advanced Effective Writing) *concurrent registration is acceptable*, HON111(Effective Writing for Liberating Letters) *concurrent registration is acceptable*, WPL(Writing Placement Level) ENL241 Introduction to Cinema Art 4 Semester Credits 72 An investigation of the cinematic qualities, theoretical principles, and technical and aesthetic evolution of the film medium. Includes the viewing and analysis of both feature length and short films, illustrating the international development of film form and selected aesthetic movements. Core Curriculum Component: Humanities Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing) *concurrent registration is acceptable*, ENL112(Advanced Effective Writing) *concurrent registration is acceptable*, HON111(Effective Writing for Liberating Letters) *concurrent registration is acceptable*, WPL(Writing Placement Level) ENL250 American Voices 4 Semester Credits American Literature is made up of many voices that are distinct from one another in any number of ways. This course foregrounds those voices that are usually identified by dint of ethnic rubrics. In each iteration, a specific ethnic literature such as Hispanic, Asian American, or Jewish literature will be emphasized. Check the departmental web page for further information or contact the instructor. Core Curriculum Component: Humanities Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing) *concurrent registration is acceptable*, ENL112(Advanced Effective Writing) *concurrent registration is acceptable*, HON111(Effective Writing for Liberating Letters) *concurrent registration is acceptable*, WPL(Writing Placement Level) ENL251 Introduction to African American Literature 4 Semester Credits This course introduces students to the foundations, development, and production of modern African-American literature from its origins in the 18th century to the present. It will explore various literary genres, representative authors, epochal texts, and ideological movements that have contributed to the shaping of the African American literary tradition. Core Curriculum Component: Humanities Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing) *concurrent registration is acceptable*, ENL112(Advanced Effective Writing) *concurrent registration is acceptable*, HON111(Effective Writing for Liberating Letters) *concurrent registration is acceptable*, WPL(Writing Placement Level) ENL255 American Indian Literature 4 Semester Credits American Indian Literature offers a survey of contemporary American Indian writing, including non-fiction, fiction, poetry, and drama. The course explores the richness and diversity of American Indian literature, and the ways in which literature reflects and illuminates American Indian culture and traditions. The course emphasizes close readings of literature and public speaking skills through in-class presentation and small group discussion. Core Curriculum Component: Humanities Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing) *concurrent registration is acceptable*, ENL112(Advanced Effective Writing) *concurrent registration is acceptable*, HON111(Effective Writing for Liberating Letters) *concurrent registration is acceptable*, WPL(Writing Placement Level) ENL260 Authors 73 4 Semester Credits A chance to investigate closely an author of significant influence in various cultural contexts. Course subjects may include “Shakespeare on Page, Stage, and Screen,” “Tolkien’s Life, Times, and Works,” “The Cinema of Orson Welles,” “Mark Twain in the 20th Century,” and others. Check the departmental Web page for the title of a given section. Core Curriculum Component: Humanities Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing) *concurrent registration is acceptable*, ENL112(Advanced Effective Writing) *concurrent registration is acceptable*, HON111(Effective Writing for Liberating Letters) *concurrent registration is acceptable*, WPL(Writing Placement Level) ENL270 Themes 4 Semester Credits This course traces a specific theme through changing historical, literary, and cultural contexts. Course subjects may include “The Heroic Journey,” “Literature and Landscape,” “Utopian Visions,” and others. Check the departmental Web page for the title of a given section. Core Curriculum Component: Humanities Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing) *concurrent registration is acceptable*, ENL112(Advanced Effective Writing) *concurrent registration is acceptable*, HON111(Effective Writing for Liberating Letters) *concurrent registration is acceptable*, WPL(Writing Placement Level) ENL280 Genres 4 Semester Credits Students will consider literary and cultural developments that fix generic conventions and ways authors subvert or challenge those conventions. Course subjects may include “History of Mystery Fiction,” “The Short Story,” “Sports and Literature,” “Victorian Thrillers,” “The Musical on Stage and Screen,” and others. Check the departmental Web page for the title of a given section. Core Curriculum Component: Humanities Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing) *concurrent registration is acceptable*, ENL112(Advanced Effective Writing) *concurrent registration is acceptable*, HON111(Effective Writing for Liberating Letters) *concurrent registration is acceptable*, WPL(Writing Placement Level) ENL290 Explorations in Language and Theory 4 Semester Credits An introductory course in applied literary or language theory. Course subjects may include “Cinema and Sexuality,” “Strategies in Reading the Novel,” “Challenging the Gaze,” “Language and Society,” and others. Check the departmental web page for the title of a given section. Core Curriculum Component: Humanities Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing) *concurrent registration is acceptable*, ENL112(Advanced Effective Writing) *concurrent registration is acceptable*, HON111(Effective Writing for Liberating Letters) *concurrent registration is acceptable*, WPL(Writing Placement Level) ENL291 Thailand: Teaching ESL 4 Semester Credits 74 In this course, offered alternate years, students will spend approximately three weeks in May in Thailand. During this time, students will visit temples and sites in Bangkok, Chiangmai, and Prachuab Kirikhan. They will learn about Thai Buddhism, government, traditional customs, and culture. Students will also spend several days teaching English to Thai students in a Thai secondary school. Core Curriculum Component: Humanities Prerequisite(s): None ENL299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None ENL320 Fiction One 4 Semester Credits Students draft a collection of short stories and critique others’ work in the writing workshop environment. Throughout the term, students will also read classic and contemporary short fiction, analyzing and examining the work of established writers as they learn to identify successful short fiction while creating their own work. Core Curriculum Component: None Prerequisite(s): ENL226(Introduction to Creative Writing) ENL321 Fiction Two 4 Semester Credits A writing workshop in which students will revise a body of short fiction, redrafting and polishing at least four short stories of varying lengths for inclusion in a portfolio of work. Students will also be expected to create at least one new work of short fiction during this workshop term. Core Curriculum Component: None Prerequisite(s): ENL320(Fiction One) ENL322 Poetry One 4 Semester Credits Students draft a collection of poems and critique others’ work in the writing workshop environment. Students will learn to identify successful poetry as they create their own poems; they will read published poetry and listen to new and established poets reading their own work. Core Curriculum Component: None Prerequisite(s): ENL226(Introduction to Creative Writing) ENL323 Poetry Two 4 Semester Credits 75 In this writing workshop, students write and revise a collection of poems to be produced as a chapbook. Some of the poems written during this semester will be experiments with formal verse, such as villanelles and sestinas. Core Curriculum Component: None Prerequisite(s): ENL322(Poetry One) ENL324 Creative Non-Fiction 4 Semester Credits In this writing workshop, students develop a portfolio of creative works in the “fourth genre,” which may include memoir; personal essays; flash nonfiction; researched feature stories; mixed media, hypertext, and fragmented nonfiction; and lyric essays. Core Curriculum Component: None Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL226(Introduction to Creative Writing) ENL325 Playwriting I 4 Semester Credits An introductory course in writing for theatre. Students will learn the basics of dramatic structure, methods of script analysis, and techniques for the development of playscripts from idea to finished product. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) ENL326 Playwriting II 4 Semester Credits A playwriting workshop with emphasis on the revision process and the continued development of craft. Students will revise, redraft, and polish an original one-act play, as well as create one new, short piece of theatrical writing. Core Curriculum Component: None Prerequisite(s): 1 of ENL325(Playwriting I), THR325(Playwriting I) ENL327 Advanced Reporting 4 Semester Credits This course introduces students to gathering, analyzing, and presenting quantitative data by using computers and other sources. The course also incorporates off-campus resources to provide students with real-world experience of how data are incorporated into print, broadcast, and online journalism. This course is designed for persons wishing to explore use of quantitative data and for those preparing to enter the communication professions. Core Curriculum Component: None Prerequisite(s): 1 of ENL227(Journalism), ENL228(Broadcast and Online Journalism); 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3); 1 of CHM106(Principles of Chemistry II), CHM115(General Chemistry I), CHM116(General Chemistry II), HON220(The Scholar Scientist), MAT114(Precalculus), MAT129(Practical Applications of Math), MAT137(Mathematics for Elementary Teachers I), MAT138(Mathematics for Elementary Teachers II), MAT145(Calculus 76 I), MAT146(Calculus II), MAT163(Introductory Statistics), MAT173(Mathematics of Finance), PHY103(Conceptual Physics), QFCOM(QF COM Transfer Course), QFENL(QF ENL Transfer Course), SCI110(Natural Science I) ENL328 Screenwriting 4 Semester Credits An introductory course in writing for film, this course will take students from story outline to the creation of a screenplay draft. In addition to writing their own scripts, students will review feature films and analyze work written by each member of the class, giving detailed critical analysis and engaging in discussion of aesthetics, craft, and form. Core Curriculum Component: None Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL226(Introduction to Creative Writing), ENL228(Broadcast and Online Journalism) ENL330 Shakespeare 4 Semester Credits Study of the bard’s major plays-comedies, histories, tragedies, and romances-for their literary, dramatic, and cultural significance. Core Curriculum Component: None Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory), THR250(Script Analysis: Foundations of Theater) ENL332 British Literature: Renaissance and Reformation 4 Semester Credits A survey of 14th- to 17th-century British literature, with attention to its European contexts. Begins with the Reformation of the 14th century and Canterbury Tales and ends with the Puritan Revolution and Paradise Lost. Themes include “the enchantment of evil”; the hero as lover and courtier; utopian dreams and the literature of conquest; the writer as politician; and the challenges to religious certainty in a post-Ptolemaic universe. Major writers include Marlowe, Spenser, Shakespeare, More, and Donne. Core Curriculum Component: None Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory) ENL333 British and American Literature of the 17th and 18th Centuries: Strange Shores 4 Semester Credits British and American writers of this period are surveyed, with attention to the historical, intellectual and social influences of the major literary movements on both sides of the Atlantic. Core Curriculum Component: None 77 Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory) ENL334 Reason and Romanticism 4 Semester Credits This class investigates the literary texts now called Romanticism within the history and culture of late 18th- and early 19th-century Britain. The famous “big six” poets (Blake, Coleridge, Wordsworth, Byron, Shelley, Keats) will be studied in the context of poetic predecessors and influences (Burns, Cowper, Smith) and contemporary talents in other genres, including Austen, Wollstonecraft, and Scott. Core Curriculum Component: None Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory) ENL336 Age of Victoria 4 Semester Credits If America was the world’s cultural and political leader in the 20th century, Britain was the leader of the 19th century. Students will study the literature and culture of Queen Victoria’s England and her empire from the 1830s through 1914 in all four major genres of poetry, fiction, drama, and essay. Core Curriculum Component: None Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory) ENL337 The British Novel 4 Semester Credits This course traces two great structuring ideas - the love plot and the education plot - in the rise and development of the British novel in the 18th and 19th centuries. The course spans 150 years of literary history, while studying and critiquing the ways literary theorists and historians have explained and theorized British fiction. Authors surveyed include Defoe, Richardson, Austen, Trollope, Bronte, Eliot, and others. Core Curriculum Component: None Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory) ENL338 British and Commonwealth Drama 4 Semester Credits 78 A variable survey of drama in English by British and Commonwealth playwrights, organized historically and/or thematically. Sample topics include “Mysteries and Moralities,” “London Onstage,” “The Empire Strikes Back,” and “What Is My Nation?” Readings range from the Middle Ages to the present. Core Curriculum Component: None Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory), THR250(Script Analysis: Foundations of Theater) ENL339 Modern British and Irish Writers 4 Semester Credits Writers of the first half of the 20th century are surveyed, with attention paid to their contribution to modernism, experimentation, and literary form. Virginia Woolf, William Butler Yeats, James Joyce, Henry Green, D.H. Lawrence, Samuel Becket, and Muriel Spark are among the authors surveyed. Core Curriculum Component: None Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory) ENL350 Readings in African American Literature 4 Semester Credits This course offers a chance to look in depth at authors, themes, historical influences, and theoretical issues surrounding both classical and emerging minority literature. The course’s focus varies. A specific ethnic literature or a specific writer may be emphasized; at other times topics that cross the boundaries of minority literatures will be examined. Check the departmental web page for a given section’s emphasis. Core Curriculum Component: None Prerequisite(s): 1 of ENG245(Introduction to Literature), ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory) ENL351 19th Century American Literature 4 Semester Credits Covers the intellectual and social environment that affected the writers of the period. Many different genres - slave narratives, romances, tall tales, epic poetry - are considered. Douglass, Jacobs, Thoreau, Melville, Hawthorne, Twain, Emerson, Dickinson, James, and Wharton are among the authors surveyed. Core Curriculum Component: None Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory) 79 ENL352 American Literature from 1900 to 1945 4 Semester Credits Naturalism, the rise of modernism, the development of social protest literature, significant movements such as the Harlem Renaissance, and other major developments of the period are charted. Cather, Dreiser, Elliot, Fitzgerald, Faulkner, Hemingway, Hughes, and Hurston are among the writers considered. Core Curriculum Component: None Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory) ENL353 American Literature from 1945 4 Semester Credits Writers surveyed include O’Connor, Bellow, Baraka, Baldwin, Ellison, Erdrich, Roth, Pynchon, Oates, Kingston, Mailer, Williams, Wideman, Morrison, as well as contemporary fiction writers represented by the Best American Short Stories anthologies. Core Curriculum Component: None Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory) ENL354 Contemporary American Poetry 4 Semester Credits A survey of the work of poets who have come into prominence since mid-20th century as represented in the anthology Contemporary American Poetry. Attention will be given to younger and/or less prominent poets represented in the Best American Poetry series. Core Curriculum Component: None Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory) ENL355 Themes in American Indian Literature 4 Semester Credits The course is structured around a number of writers working within a particular theme such as Native Voices of Minnesota, Voices from the Southwest, Poetics and Politics of Native Writing, Women and Power in Native Literature, Urban-Reservation: Homing, and American Indian film-literature adaptation. Students focus on primary texts, comparing and contrasting theme, voice, aesthetic, or cultural emphasis as it shifts or arises across the group of texts. Core Curriculum Component: None 80 Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory) ENL358 Readings in American Drama 4 Semester Credits A variable survey of American drama from the early 20th century to the present, organized historically and/or thematically. Sample topics include "American Families", "Blacks and Whites", and "Sex and Self on the American Stage". Readings range from O’Neill and Treadwell to Shanley and Parks. Core Curriculum Component: None Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory), THR250(Script Analysis: Foundations of Theater) ENL360 The Classical Tradition 4 Semester Credits A study of the major works of Greek and Roman literature, including Homer, Aeschylus, Sophocles, Virgil, through Dante. Works are studied with reference to their mythological foundations, their cultural background, their influence on later literature, and their enduring relevance. Core Curriculum Component: None Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory) ENL361 The Medieval World 4 Semester Credits A survey of medieval literature from the collapse of the Roman Empire to the 14th century, this course emphasizes themes of cultural collision and synthesis: pagans - both classical and “barbarian” - and Christians; Islam and Christendom. Attention is paid to heroic traditions (myth, epic, saga, romance, hagiography); the literature of courtly and profane love; and visions of heaven and hell. Core Curriculum Component: None Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory) ENL362 Renaissance to Modern Literature 4 Semester Credits 81 Study of masterpieces of literature, chiefly European, from the Renaissance to the modern period, including such authors as Moliere, Cervantes, Rabelais, Voltaire, and Ibsen. Core Curriculum Component: None Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory) ENL365 Contemporary Post Colonial Fiction 4 Semester Credits This examination of contemporary world fiction includes work by authors from Latin America, Africa, Asia, and the Middle East, and fiction written by indigenous authors worldwide. The course explores novels in relation to language, culture, and gender in an age of globalization and fragmented nationalisms, considering fictions in their literary, cultural, and social contexts. Cross-listed with Women’s Studies. Core Curriculum Component: None Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory) ENL367 Women and Fiction 4 Semester Credits The course studies novels and short stories by women across cultures. Emphasis on the conditions that have affected women’s writing (including race and class), the reflection of women’s unique experience in their writing, and the ways in which women writers have contributed to and modified the Western literary heritage. This course is cross-listed with Women’s Studies. Core Curriculum Component: None Prerequisite(s): 1 of ENG245(Introduction to Literature), ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory) ENL368 Readings in World Dramas 4 Semester Credits A variable survey of drama in translation from around the world, organized historically and/or thematically. Sample topics include “Classical Theaters,” “Spanish and Latin American Drama from the Renaissance to the Present,” “Social Issues in Contemporary World Drama.” Core Curriculum Component: None Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory), THR250(Script Analysis: Foundations of Theater) 82 ENL371 History of Cinema 4 Semester Credits A chronological survey of the development of cinema from the inception of the moving image in the late 19th century through the emergence of film as one of the most important popular art forms of the 20th century. Emphasis will be placed on important international cinematic artistic movements, such as Italian neorealism and the French New Wave, on cultural contexts that influenced the reception of film art, and on technological advancements that altered the medium and influenced both narrative and documentary filmmakers. Core Curriculum Component: None Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory) ENL380 Introduction to the English Language 4 Semester Credits A structural and historical overview of theoretical and social issues concerning the English language, including theories of language acquisition. Core Curriculum Component: None Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory) ENL385 Language and Power 4 Semester Credits Students will consider both spoken and written examples of language as a means of establishing, maintaining, or revoking power. They will also pay attention to gender differences in the use of language and analyze ways in which speakers and writers can both create and revise reality via the language they use. Core Curriculum Component: None Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory) ENL391 Thailand: Teaching ESL 4 Semester Credits In this course, offered alternate years, students will spend approximately three weeks in May in Thailand. During this time, students will visit temples and sites in Bangkok, Chiangmai, and Prachuab Kirikhan. They will learn about Thai Buddhism, government, traditional customs, and culture. Students will also spend several days teaching English to Thai students in a Thai secondary school. Core Curriculum Component: Humanities 83 Prerequisite(s): None ENL394 Composition Theory and Practice 4 Semester Credits Students will examine composition as a relatively new field of study, one in which research in such areas as cognition, language acquisition, gender differences in language, and code switching are relevant. Using both spoken and written language, students will apply various theoretical positions to the language they and others use to communicate in a range of linguistic tasks. Recommended for licensure and potential graduate students. Core Curriculum Component: None Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory) ENL396 Internship in Teaching Writing 4 Semester Credits This course is required for all Communication Arts/Literature licensure students. It is normally taken with students enrolled in English 101, Developmental Writing. Interns prepare class presentations, assess student writing, and learn methods useful in teaching composition. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) ENL397 Internship 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None ENL399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None ENL410 Advanced Studies in Literature 4 Semester Credits Potential course subjects include “The Beats,” “American Indian Writers Speak,” “The Unteachable Novel,” “Studies in the American Romance,” “Black and White and Red All Over: Film Noir, Communism, and Race,” and others. Check the departmental web page for the subject of a specific term, and get a complete course description in the English Department. Core Curriculum Component: Keystone 84 Prerequisite(s): 1 of ENL330(Shakespeare), ENL332(British Literature: Renaissance and Reformation), ENL333(British and American Literature of the 17th and 18th Centuries: Strange Shores), ENL334(Reason and Romanticism), ENL336(Age of Victoria), ENL337(The British Novel), ENL338(British and Commonwealth Drama), ENL339(Modern British and Irish Writers), ENL350(Readings in African American Literature), ENL351(19th Century American Literature), ENL352(American Literature from 1900 to 1945), ENL353(American Literature from 1945), ENL354(Contemporary American Poetry), ENL355(Themes in American Indian Literature), ENL358(Readings in American Drama), ENL360(The Classical Tradition), ENL361(The Medieval World), ENL362(Renaissance to Modern Literature), ENL365(Contemporary Post Colonial Fiction), ENL367(Women and Fiction), ENL368(Readings in World Dramas), ENL371(History of Cinema), ENL380(Introduction to the English Language), ENL385(Language and Power), ENL390(Media Ethics and Theory), ENL394(Composition Theory and Practice) ENL420 Advanced Studies in Writing 4 Semester Credits The writing keystone is a final, summative seminar emphasizing collaboration, professional standards, and the creation of a publishable or performable completed product. The topic changes; check the departmental Web page. Core Curriculum Component: Keystone Prerequisite(s): 1 of ENL320(Fiction One), ENL321(Fiction Two), ENL322(Poetry One), ENL323(Poetry Two), ENL324(Creative Non-Fiction), ENL325(Playwriting I), ENL327(Advanced Reporting), ENL328(Screenwriting), THR325(Playwriting I) ENL427 Advanced Studies in Media , Ethics, and Theory 4 Semester Credits This course acquaints students with the concepts and functions of the news media in global society, exploring the interaction of ethical and legal principles of American journalism and considering the role of the news media in historical, economic, and technological contexts. The course will analyze situations that have arisen in the past and situations that arise now in a digitized information world. Students will study the special position given the media in the United States and will consider First Amendment protections and the media’s responsibilities to inform the public in a free and democratic society. Core Curriculum Component: Keystone Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL226(Introduction to Creative Writing), ENL227(Journalism), ENL228(Broadcast and Online Journalism); 1 of ENL324(Creative Non-Fiction), ENL325(Playwriting I), ENL327(Advanced Reporting), ENL328(Screenwriting) ENL430 Advanced Studies in Theory and Method 4 Semester Credits Through a focus on particular issues and problems in literary studies, this course engages students in a variety of past and current critical theories. Possible course topics include “Is There a Gay Literature?” “Realism Reconsidered,” “Cognition, Meaning and Interpretation,” “Eco-criticism and the Nature of Reading,” “Readings in Theory,” and others. Check the departmental Web page for the subject of a specific term, and get a complete course description in the English Department. Core Curriculum Component: Keystone Prerequisite(s): 1 of ENL330(Shakespeare), ENL332(British Literature: Renaissance and Reformation), ENL333(British and American Literature of the 17th and 18th Centuries: Strange Shores), ENL334(Reason and Romanticism), ENL336(Age of Victoria), ENL337(The British Novel), ENL338(British and Commonwealth Drama), ENL339(Modern British and Irish 85 Writers), ENL350(Readings in African American Literature), ENL351(19th Century American Literature), ENL352(American Literature from 1900 to 1945), ENL353(American Literature from 1945), ENL354(Contemporary American Poetry), ENL355(Themes in American Indian Literature), ENL358(Readings in American Drama), ENL360(The Classical Tradition), ENL361(The Medieval World), ENL362(Renaissance to Modern Literature), ENL365(Contemporary Post Colonial Fiction), ENL367(Women and Fiction), ENL368(Readings in World Dramas), ENL371(History of Cinema), ENL380(Introduction to the English Language), ENL385(Language and Power), ENL390(Media Ethics and Theory), ENL394(Composition Theory and Practice) ENL498 Independent Study 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None ENL499 Independent Study 4 Semester Credits Honors studies must be directed by a professor chosen by the student and approved by the department. Independent study projects not designated for honors must be approved by the Chair of the department. Core Curriculum Component: None Prerequisite(s): None ENL510 Residency in Creative Writing I 4 Semester Credits A ten-day intensive community experience in which writing students participate in genre workshops; seminars on fiction, nonfiction, poetry, screenwriting and playwriting; readings, screenings and stagings; lectures and discussions on academic writing, literary studies, translation and adaptation, pedagogical strategies and publishing. Meetings with mentors, introduction to online course delivery systems and sessions on the writing life and the business of writing included. Three residencies required (ENL 510, ENL 520, ENL 530) with varying focus depending on the candidate’s status as an entering, second year or graduating student. Core Curriculum Component: None Prerequisite(s): None ENL511 Mentorship I 4 Semester Credits Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and study of craft. Mentor provides written and oral commentary on creative work submitted throughout the term by the student, in a virtual studio environment using electronic classroom and other communication tools. Creative analysis of canonical and contemporary readings in the field also required. Core Curriculum Component: None Prerequisite(s): None ENL512 Critical and Creative Reading I 86 4 Semester Credits Reading as writers: Study of canonical and contemporary literary works, screenplays, and dramatic works as well as texts on the creative process, keeping in mind that MFA candidates must become expert readers as they become expert writers. Close attention to techniques chosen by writers, impact of those choices on work, and development of awareness of student’s own writing process. Core Curriculum Component: None Prerequisite(s): None ENL513 Mentorship II 4 Semester Credits Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and study of craft. Mentor provides written and oral commentary on creative work submitted throughout the term by the student, in a virtual studio environment using electronic classroom and other communication tools. Creative analysis of canonical and contemporary readings in the field also required. Core Curriculum Component: None Prerequisite(s): None ENL514 Critical and Creative Reading II 4 Semester Credits Reading as writers: Study of canonical and contemporary literary works, screenplays, and dramatic works as well as texts on the creative process, keeping in mind that MFA candidates must become expert readers as they become expert writers. Close attention to techniques chosen by writers, impact of those choices on work, and development of awareness of student’s own writing process. Core Curriculum Component: None Prerequisite(s): None ENL520 Residency in Creative Writing II 4 Semester Credits A ten-day intensive community experience in which writing students participate in genre workshops; seminars on fiction, nonfiction, poetry, screenwriting and playwriting; readings, screenings and stagings; lectures and discussions on academic writing, literary studies, translation and adaptation, pedagogical strategies and publishing. Meetings with mentors, introduction to online course delivery systems and sessions on the writing life and the business of writing included. Three residencies required (ENL 510, ENL 520, ENL 530) with varying focus depending on the candidate’s status as an entering, second year or graduating student. Core Curriculum Component: None Prerequisite(s): None ENL521 Mentorship III 4 Semester Credits Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and study of craft. Mentor provides written and oral commentary on creative work submitted throughout the term by the 87 student, in a virtual studio environment using electronic classroom and other communication tools. Creative analysis of canonical and contemporary readings in the field also required. Core Curriculum Component: None Prerequisite(s): None ENL522 Critical and Creative Reading III 4 Semester Credits Reading as writers: Study of canonical and contemporary literary works, screenplays, and dramatic works as well as texts on the creative process, keeping in mind that MFA candidates must become expert readers as they become expert writers. Close attention to techniques chosen by writers, impact of those choices on work, and development of awareness of student’s own writing process. Core Curriculum Component: None Prerequisite(s): None ENL523 Mentorship IV 4 Semester Credits Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and study of craft. Mentor provides written and oral commentary on creative work submitted throughout the term by the student, in a virtual studio environment using electronic classroom and other communication tools. Creative analysis of canonical and contemporary readings in the field also required. Core Curriculum Component: None Prerequisite(s): None ENL524 Critical and Creative Reading IV 4 Semester Credits Reading as writers: Study of canonical and contemporary literary works, screenplays, and dramatic works as well as texts on the creative process, keeping in mind that MFA candidates must become expert readers as they become expert writers. Close attention to techniques chosen by writers, impact of those choices on work, and development of awareness of student’s own writing process. Core Curriculum Component: None Prerequisite(s): None ENL525 Teaching Writing: Practice and Theory 4 Semester Credits This course covers the practical and theoretical study of expository and creative writing pedagogies. MFA students work with accomplished faculty on curriculum and syllabi development, generation and revision of writing, workshop techniques, evaluation, and new media. During the term, students gain experience by completing an internship in the teaching of writing. Core Curriculum Component: None Prerequisite(s): 1 of ENL510(Residency in Creative Writing I), ENL520(Residency in Creative Writing II), ENL530(Residency in Creative Writing III) 88 ENL526 Literary Translation Practicum 4 Semester Credits A semester-long practicum in the theory and practice of literary translation, culminating in the student's translation of a major literary work. Core Curriculum Component: None Prerequisite(s): 1 of ENL510(Residency in Creative Writing I), ENL520(Residency in Creative Writing II), ENL530(Residency in Creative Writing III) ENL527 Publishing I 4 Semester Credits The first of a two-semester practicum in the art, craft, and business of book publishing, Publishing I (ENL 527) features three areas of study: book-publishing overview, acquisitions, and editing. Core Curriculum Component: None Prerequisite(s): 1 of ENL510(Residency in Creative Writing I), ENL520(Residency in Creative Writing II), ENL530(Residency in Creative Writing III) ENL528 Publishing II 4 Semester Credits The second of a two-semester practicum in the art, craft, and business of book publishing, Publishing II (ENL 528) focuses on four areas: book design, production, marketing, and distribution. Core Curriculum Component: None Prerequisite(s): ENL527(Publishing I) ENL530 Residency in Creative Writing III 4 Semester Credits A ten-day intensive community experience in which writing students participate in genre workshops; seminars on fiction, nonfiction, poetry, screenwriting and playwriting; readings, screenings and stagings; lectures and discussions on academic writing, literary studies, translation and adaptation, pedagogical strategies and publishing. Meetings with mentors, introduction to online course delivery systems and sessions on the writing life and the business of writing included. Three residencies required (ENL 510, ENL 520, ENL 530) with varying focus depending on the candidate’s status as an entering, second year or graduating student. Core Curriculum Component: None Prerequisite(s): None ENV ENV100 Environmental Connections 4 Semester Credits 89 An interdisciplinary introduction to current environmental issues. The course depends on ecological visions of the world and examines the connections we share as people living simultaneously in human community and in physical environments. In examining these connections, we depend on the insights offered by political science, biology, economics, literature, sociology, chemistry, and history as well as experiential education and service-learning. The issues examined in this class — neither remote nor abstract — exist in our everyday lives, and a central feature of the course is the application of knowledge gained in the class to a campus project. Core Curriculum Component: Social and Behavioral Sciences Prerequisite(s): None ENV120 Environmental Science 4 Semester Credits An introduction to the systematic study of the environment from physical, biological, chemical, and quantitative perspectives. Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3) ENV120L Environmental Science Lab 0 Semester Credits Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): ENV120(Environmental Science) *concurrent registration is required* ENV310 Environmental Politics Field Seminar 4 Semester Credits This course will provide students with the opportunity to explore first-hand the environmental politics in the United States or various other locations depending on the offering. Students will apply concepts learned in earlier environmental studies courses and engage in field research on a topic of their choice, as a step toward their keystone research project for the major. Locations include the Mississippi River, Central America, and Tanzania, depending on the term. Core Curriculum Component: None Prerequisite(s): 1 of ENV100(Environmental Connections), POL241(Environmental and River Politics) ENV397 Internship 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None ENV399 Internship 4 Semester Credits Core Curriculum Component: None 90 Prerequisite(s): None ENV490 Environmental Studies Independent Project 4 Semester Credits An independently-designed project (approved by the program director and a committee of three environmental studies faculty representing at least two academic divisions) that displays a student’s ability to synthesize interdisciplinary approaches, demonstrate higher-level learning, and examine vocational issues through the study of an environmental problem. Vocational questions will also be formally explored. Core Curriculum Component: Keystone Prerequisite(s): 1 of CHM106(Principles of Chemistry II), CHM116(General Chemistry II); BIO152(Evolution, Ecology and Diversity), ENV100(Environmental Connections), ENV399(Internship), HIS316(U.S. Urban Environmental History), SWK210(Environmental Justice and Social Change) ENV492 The City and Environment Keystone 4 Semester Credits Intended for advanced Metro-Urban and Environmental Studies majors, this course requires the successful completion of an applied group project or independently-designed thesis. Core Curriculum Component: Keystone Prerequisite(s): ENV100(Environmental Connections), ENV120(Environmental Science), ENV399(Internship), HIS316(U.S. Urban Environmental History), SWK210(Environmental Justice and Social Change) ENV499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None ESE ESE199 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None ESE220 Introduction to Human Geography 3 Semester Credits This course is designed as an introduction to the principal concepts, approaches, and perspectives of the study of geography through the examination of world geographic patterns and processes. Major topics include population distribution; cultural characteristics and cultural landscapes; political integration and disintegration; economic land use; settlements and urbanization. This course will meet the Minnesota Standards of Effective Practice in Geography for middle school and high school social studies license. 91 Core Curriculum Component: None Prerequisite(s): None ESE298 Directed Study 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None ESE299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) ESE300 Reading/Writing in the Content Area 3 Semester Credits The study and use of a variety of middle school and secondary techniques and resources to teach reading and writing through the content areas. Field experience required. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) ESE310 5-12 Methods: Social Studies 3 Semester Credits Introduction to the teaching of the social sciences in middle and high schools. Emphasis on instructional strategies and curriculum development. Middle school portion required in social studies is taught as ESE 311 Middle School Methods: Social Studies. Field service in a middle school classroom required. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) ESE311 Middle School Methods: Social Studies 2 Semester Credits Introduction to the teaching of the social sciences in middle and high schools. Emphasis on instructional strategies and curriculum development. Middle school portion required in social studies is taught as ESE 311 Middle School Methods: Social Studies. Field service in a middle school classroom required. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) 92 ESE325 Creating Learning Environments 3 Semester Credits An introduction to assessment, lesson planning, and classroom organization based in the Minnesota Graduation Rule, state testing, and national standards. Emphasis will be placed on creating environments conducive to learning. Fieldwork experience required. Note: Students seeking 5-12 Health and K-12 PE licenses do not need to take this course. One of the main aims of this course will be to continue the process of thinking, talking and writing effectively about questions and matters of education. This will be informed by class readings, field work and observations, personal experiences and class discussion. It is a goal of the course that students leave more informed about different modes of thinking and learning and, by extension, different modes of teaching and how to effectively relate these forms of cognition both verbally as well as in the written word. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) ESE330 5-12 Methods: Mathematics 3 Semester Credits Introduction to the teaching of mathematics in middle and high schools. Emphasis on instructional strategies and curriculum development. Middle school portion required in mathematics taught concurrently as ESE 331 Middle School Methods: Mathematics. Field service in a middle school classroom required. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) ESE331 Middle School Methods: Mathematics 2 Semester Credits Introduction to the teaching of mathematics in middle and high schools. Emphasis on instructional strategies and curriculum development. Middle school portion required in mathematics taught concurrently as ESE 331 Middle School Methods: Mathematics. Field service in a middle school classroom required. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) ESE340 5-12 Methods: Natural Science 3 Semester Credits Introduction to the teaching of the natural sciences in middle and high schools. Emphasis on instructional strategies and curriculum development. Middle school portion required in science taught concurrently as ESE 341 Middle School Methods: Science. Field service in a middle school classroom required. Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) ESE341 93 Middle School Methods: Natural Science 2 Semester Credits Introduction to the teaching of the natural sciences in middle and high schools. Emphasis on instructional strategies and curriculum development. Middle school portion required in science taught concurrently as ESE 341 Middle School Methods: Science. Field service in a middle school classroom required. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) ESE350 5-12 Methods: Literature and Reading 3 Semester Credits Introduction to the teaching of literature and reading in the middle and high schools. Emphasis on instructional strategies and curriculum development. Also required for elementary concentration in communication arts/literature. Fieldwork experience required. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) ESE351 5-12 Methods: Speaking and Listening 2 Semester Credits Introduction to the teaching of speaking and listening in middle and high schools. Emphasis on instructional strategies and curriculum development. Required for communication arts/literature license. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) ESE360 K-12 Methods: Visual Arts 3 Semester Credits Introduction to the teaching of visual arts in the schools. Emphasis on instructional strategies and curriculum development. Fieldwork experience required. Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) ESE370 K-12 Methods: Music 3 Semester Credits Introduction to the teaching of music in the schools. Emphasis on instructional strategies and curriculum development. Fieldwork experience required. Core Curriculum Component: Augsburg Experience 94 Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) ESE399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) ESE481 Student Teaching: Secondary 4 Semester Credits Full-time, supervised student teaching. Required for licensure. Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) ESE483 Student Teaching: Secondary 4 Semester Credits Full-time, supervised student teaching. Required for licensure. Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) ESE485 Student Teaching: Secondary 4 Semester Credits Full-time, supervised student teaching. Required for licensure. Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) ESE488 Topics in Education 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None ESE498 Independent Study 2 Semester Credits Core Curriculum Component: None 95 Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) ESE499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) ESE500 Reading/Writing in the Content Area 3 Semester Credits The study and use of a variety of middle school and secondary techniques and resources to teach reading and writing through the content areas. Field experience required. Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) ESE525 Creating Learning Environments 3 Semester Credits An introduction to assessment, lesson planning, and classroom organization based in the Minnesota Graduation Rule, state testing, and national standards. Emphasis will be placed on creating environments conducive to learning. Fieldwork experience required. Note: Students seeking 5-12 Health and K-12 PE licenses do not need to take this course. One of the main aims of this course will be to continue the process of thinking, talking and writing effectively about questions and matters of education. This will be informed by class readings, field work and observations, personal experiences and class discussion. It is a goal of the course that students leave more informed about different modes of thinking and learning and, by extension, different modes of teaching and how to effectively relate these forms of cognition both verbally as well as in the written word. Core Curriculum Component: None Prerequisite(s): None ESL ESL310 Second Language Acquisition 2 Semester Credits This course provides examines the process of acquiring an additional language. Multiple theories of second language acquisition, the differences between first and second language acquisition, and recent work in neurolinguistics will be examined. The class is designed for people who plan to teach, thus attention will be paid to the implications of research for language instruction. Core Curriculum Component: None Prerequisite(s): None ESL320 Introduction to Linguistics 96 2 Semester Credits This course addresses three central goals of language study: 1.) Understanding “grammar” as a human capacity that allows us to learn, use, and understand language; 2.) Understanding the structure of language and the components of language study; and 3.) Describing features of the English language: its sound system, its word formation processes, its sentence structures, and its rules for meaning Core Curriculum Component: None Prerequisite(s): None ESL330 History and Structure of the English Language 3 Semester Credits This course provides a thorough study of English grammar. Intended for future ESL teachers, the course focuses on developing students’ ability to describe language and effectively teach language structures. The history and development of the English language and the phenomenon of language change will also be covered. Core Curriculum Component: None Prerequisite(s): ESL310(Second Language Acquisition), ESL320(Introduction to Linguistics) ESL340 ESL Literacy 3 Semester Credits By focusing both on theory and practical skills, future ESL teachers will learn methods and strategies for planning and implementing literacy instruction for English Language Learners. The interaction of language learning and literacy, first language literary, biliteracy, and literacy assessment will all be explored. This course includes a 20-hour field placement. Core Curriculum Component: None Prerequisite(s): ESL310(Second Language Acquisition) ESL410 ESL Testing and Evaluation 2 Semester Credits This course provides an overview of procedures and instruments used in identifying and assessing English learners. State and national policies regarding ELL assessment will be covered. Current uses of standardized language proficiency tests and academic content tests will be discussed. The course also examines classroom and authentic assessment and seeks to build teacher skill in these areas. Core Curriculum Component: None Prerequisite(s): 1 of ESL340(ESL Literacy), ESL520(ESL Literacy) ESL420 ESL Methods 3 Semester Credits This course provides an overview of English as a second language teaching methods and materials, focusing on preparing students to design and teach standards-based ESL lessons and curriculum units. The basic principles underlying ESL pedagogy and techniques for teaching students at different levels will be examined. Includes a 20-hour field experience. Core Curriculum Component: None 97 Prerequisite(s): 1 of ESL330(History and Structure of the English Language), ESL510(History and Structure of the English Language); 1 of ESL340(ESL Literacy), ESL520(ESL Literacy); ESL310(Second Language Acquisition), ESL410(ESL Testing and Evaluation) ESL481 Student Teaching: Elementary 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None ESL483 Student Teaching: Elementary 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None ESL485 Student Teaching: Secondary 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None ESL487 Student Teaching: Secondary 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None ESL488 Topics in Education 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None ESL490 Language, Culture, and Schools 3 Semester Credits This course explores the way relationships among language, culture, schools and society impacts the school experience and language minority students. The course connects concepts from sociolinguistics and examines how educators can best create school environments that serve the needs of their English learners. Core Curriculum Component: None Prerequisite(s): 1 of ESL340(ESL Literacy), ESL520(ESL Literacy); ESL310(Second Language Acquisition) ESL510 98 History and Structure of the English Language 3 Semester Credits This course provides a thorough study of English grammar. Intended for future ESL teachers, the course focuses on developing students’ ability to describe language and effectively teach language structures. The history and development of the English language and the phenomenon of language change will also be covered. Core Curriculum Component: None Prerequisite(s): None ESL520 ESL Literacy 3 Semester Credits By focusing both on theory and practical skills, future ESL teachers will learn methods and strategies for planning and implementing literacy instruction for English Language Learners. The interaction of language learning and literacy, first language literary, biliteracy, and literacy assessment will all be explored. This course includes a 20-hour field placement. Core Curriculum Component: None Prerequisite(s): None ESL530 Language, Culture, and Schools 3 Semester Credits This course explores the relationships between language, culture, schools and society and the way that these relationships impact the school experience of language minority students. The course provides an introduction to the study of sociolinguistics and examines how educators can best create school environments that serve the needs of their English learners. Core Curriculum Component: None Prerequisite(s): None ESL540 ESL Methods 3 Semester Credits This course provides an overview of English as a second language teaching methods and materials, focusing on preparing students to design and teach standards-based ESL lessons and curriculum units. The basic principles underlying ESL pedagogy and techniques for teaching students at different levels will be examined. Includes a 20-hour field experience. Core Curriculum Component: None Prerequisite(s): None ESL599 Independent Study * 3 Semester Credits Core Curriculum Component: None Prerequisite(s): None FAR FAR111 99 Beginning Farsi I 4 Semester Credits An introductory sequence in Basic Modern Persian (Farsi). Aims to develop communicative skills in understanding, speaking, translating into English, and reading phonetic transcriptions, while exploring the culture of Iran and other Farsi-speaking countries such as Afghanistan and Tadjikstan. Core Curriculum Component: Modern Language 1 Prerequisite(s): None FAR112 Beginning Farsi II 4 Semester Credits An introductory sequence in Basic Modern Persian (Farsi). Aims to develop communicative skills in understanding, speaking, translating into English, and reading phonetic transcriptions, while exploring the culture of Iran and other Farsi-speaking countries such as Afghanistan and Tadjikstan. Core Curriculum Component: Modern Language 2 Prerequisite(s): FAR111(Beginning Farsi I) FAR295 Special Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): FAR112(Beginning Farsi II) FIA FIA206 Sights and Sounds of Europe 4 Semester Credits FIA 206 Sights and Sounds of Europe Visit key cultural and historical sites and attend musical performances in European cities to learn to see and listen deeply. Respond to these experiences through sketching, and art and music appreciation. Core Curriculum Component: Fine Arts Prerequisite(s): None FIN FIN240 Personal Finance 4 Semester Credits Introduction to personal financial planning and budgeting, credit management, income taxes, insurance, real estate, investments, retirement, and estate planning. Core Curriculum Component: None Prerequisite(s): None FIN331 Financial Management 100 4 Semester Credits This course includes financial statement analysis, risk and return, security valuation, capital budgeting, capital structure, and working capital management. Core Curriculum Component: None Prerequisite(s): 1 of ECO112(Principles of Macroeconomics), ECO113(Principles of Microeconomics); 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3); ACC221(Introduction to Financial Accounting) FIN397 Internship 2 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None FIN399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None FIN433 Financial Theory: Policy and Practice 4 Semester Credits This course includes readings and case discussions on markets, financial strategy, capital structure and payout policies, raising capital, risk management, corporate restructuring, and corporate governance. Core Curriculum Component: None Prerequisite(s): 1 of BUS331(Financial Management), FIN331(Financial Management) FIN438 Investment Theory 4 Semester Credits This is an introduction to investment decision-making and portfolio management-theory and practice. Other topics include valuation principles and practices, risk and return analysis, and derivatives. Core Curriculum Component: None Prerequisite(s): 1 of BUS331(Financial Management), FIN331(Financial Management); 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) FIN460 International Finance 4 Semester Credits This course develops tools for practicing multinational financial management including: currency exchange rates, risk, forecasting, spot and forward rates, hedging, international monetary and trade flows as represented in the accounting and macroeconomic identities for current account and trade deficits. This course extends the framework of financial management to include international transactions as well as ethical considerations. 101 Core Curriculum Component: None Prerequisite(s): 1 of BUS331(Financial Management), FIN331(Financial Management) FLM FLM124 Monster Movies 4 Semester Credits Monster Movies is a survey course that explores the history and impact that imaginary and wicked persons, animals, or things in film have had on our culture. Utilizing portions of historically significant monster movies, students will analyze the construction of these cinematic creatures and investigate why audiences enjoy being frightened. Core Curriculum Component: Fine Arts Prerequisite(s): None FLM180 Film Sight and Sound 4 Semester Credits This is a beginning-level production course that explores the language of film by way of its aesthetic roots, technological history, and the vocabulary associated with visual story telling. Students will analyze scenes at the shot-by-shot level while learning the creative potential of the moving image. Students then incorporate these lessons into their own work. Core Curriculum Component: Fine Arts Prerequisite(s): None FLM216 Film Production I 4 Semester Credits This is an introductory film production course that explores the short narrative story form. Students will write, shoot, and edit four 16mm silent black & white films. This course explores the collaborative nature, technical requirements, and creative demands of telling stories through film. Core Curriculum Component: None Prerequisite(s): FLM180(Film Sight and Sound) FLM230 Scenic Painting: Paint for Stage, Film and Faux Application 4 Semester Credits Scenic Painting is an introductory study of the art of scenic painting for the stage, film, and faux application. Through a series of foundational painting projects, reading assignments, informal lecture, discussion, and a final cumulative painting project students will develop the required skills and understanding of what it means to be a scenic artist and what role the scenic artist plays in artistry of theatre and film. Core Curriculum Component: Fine Arts Prerequisite(s): None FLM240 Animation 4 Semester Credits 102 This course provides a foundation in the basic principles and techniques of animation. Students will consider the practice, theory, and cultural function of animation in film, television and new media as they create several animated shorts. Emphasis is placed on creating animations using motion picture software and new media tools. Core Curriculum Component: None Prerequisite(s): None FLM260 Documentary Production I 4 Semester Credits This is an introductory video production course that explores documentary’s nonfiction art form. Through a series of four video projects, students learn the elements and structure of stories that observe the world through a lens. Emphasis will be placed on research and story development, as well as learning through collaboration during production. Core Curriculum Component: None Prerequisite(s): COM247(Documentary History and Theory), FLM180(Film Sight and Sound) FLM295 Film Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None FLM312 Film Production II 4 Semester Credits This intermediate 16mm production course builds on the lessons and skills learned in FLM 216, with the addition of negative color photography and synchronized sound. Each student creates three narrative film projects with a collaborative team where they experience the tasks of writing, directing, shooting, and editing. Core Curriculum Component: None Prerequisite(s): FLM216(Film Production I) FLM328 Screenwriting 4 Semester Credits An introductory course in writing for film, this course will take students from story outline to the creation of a screenplay draft. In addition to writing their own scripts, students will review feature films and analyze work written by each member of the class, giving detailed critical analysis and engaging in discussion of aesthetics, craft, and form. Core Curriculum Component: None Prerequisite(s): None FLM348 Intermediate Video Production 4 Semester Credits 103 This course explores the potential of digital cinema. Building on the lessons learned in COM 247, emphasis will be placed on the visual aesthetic of the digital image while exploring the craft of storytelling. Each student will produce projects in each of film’s three main genres: narrative, documentary, and experimental. Core Curriculum Component: None Prerequisite(s): FLM260(Documentary Production I) FLM390 Documentary Film: Location Keystone 4 Semester Credits This is a short-term study abroad seminar designed to fulfill the Augcore Keystone requirement. Any Film Studies, Communication Studies, American Indian Studies, and English students with good standing may enroll in the 390 course. Core Curriculum Component: None Prerequisite(s): COM247(Documentary History and Theory), FLM216(Film Production I) FLM397 Internship 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None FLM399 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None FLM420 Issues in Contemporary Cinema 4 Semester Credits This course will examine cultural, artistic, commercial, and theoretical concerns that occur in world cinema today. Our purpose is to help students both contextualize the cinema they see in appropriate and insightful ways, and to provide a sophisticated critical apparatus to help them read films as texts and to interpret the cinema’s larger societal value and impact. Core Curriculum Component: None Prerequisite(s): 1 of COM247(Documentary History and Theory), ENL371(History of Cinema) FLM490 Film Studies Keystone: Critical Conversations about Film and Vocation 4 Semester Credits FLM 490 is a keystone course required for the major, and enrollment is normally restricted to students who have nearly finished their coursework. This final production seminar emphasizes the creation of both a team-produced long-form video and individual vocational portfolios required for the transition to professional life. Core Curriculum Component: Keystone 104 Prerequisite(s): FLM216(Film Production I), FLM260(Documentary Production I), FLM420(Issues in Contemporary Cinema) FLM495 Topics 4 Semester Credits Selected topics in film with emphasis on professional standards at every step of the finished project. Core Curriculum Component: None Prerequisite(s): None FLM499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None FRE FRE111 Beginning French I 4 Semester Credits Aims to develop communication skills of understanding, speaking, reading, and writing. Through conversations, classroom practice, and readings, these courses work toward the discovery of French culture and way of life. Core Curriculum Component: Modern Language 1 Prerequisite(s): None FRE112 Beginning French II 4 Semester Credits Aims to develop communication skills of understanding, speaking, reading, and writing. Through conversations, classroom practice, and readings, these courses work toward the discovery of French culture and way of life. Core Curriculum Component: Modern Language 2 Prerequisite(s): 1 of FRE111(Beginning French I), FRELANG(French Language Placement) FRE199 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None FRE211 Intermediate French I 4 Semester Credits 105 Selected articles, interviews, and literary readings are the basis of practice in communication, vocabulary building, and developing greater ease in reading and writing French. Review of basic structures and grammar. Laboratory work. Core Curriculum Component: Modern Language 2 Prerequisite(s): 1 of FRE112(Beginning French II), FRELANG(French Language Placement) FRE212 Intermediate French II 4 Semester Credits Selected articles, interviews, and literary readings are the basis of practice in communication, vocabulary building, and developing greater ease in reading and writing French. Review of basic structures and grammar. Laboratory work. Core Curriculum Component: Modern Language 2 Prerequisite(s): 1 of FRE211(Intermediate French I), FRELANG(French Language Placement) FRE295 Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None FRE299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None FRE311 French Conversation and Composition 4 Semester Credits Explores topics of current interest in both oral and written form to build fluency, accuracy, and facility of expression in French. Emphasis on vocabulary enrichment, grammatical refinements, effective organization of ideas. A prerequisite to other upper division courses. Core Curriculum Component: None Prerequisite(s): 1 of FRE212(Intermediate French II), FRELANG(French Language Placement) FRE331 French Civilization: Historical Perspective 4 Semester Credits A study of the diversified development of the French from their beginnings to the modern period. Special attention to cultural manifestations of French intellectual, political, social, and artistic self-awareness. Readings, reports, extensive use of audio-visual materials. In French. Core Curriculum Component: Humanities Prerequisite(s): FRE311(French Conversation and Composition) FRE332 106 French Civilization Today 4 Semester Credits Topics in 20th-century problems, ideas. Cultural manifestations that promote understanding of French-speaking people and their contributions to the contemporary scene. Readings, reports, extensive use of audio-visual materials, and periodicals. In French. Core Curriculum Component: Humanities Prerequisite(s): FRE311(French Conversation and Composition) FRE351 Survey of French Literature I 4 Semester Credits The study of major French authors and literary movements in France through the reading of whole literary works where possible. Lectures, discussion, oral and written reports in French. Core Curriculum Component: Humanities Prerequisite(s): FRE311(French Conversation and Composition) FRE353 Survey of French Literature II 4 Semester Credits The study of major French authors and literary movements in France through the reading of whole literary works where possible. Lectures, discussion, oral and written reports in French. Core Curriculum Component: Humanities Prerequisite(s): FRE311(French Conversation and Composition) FRE399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None FRE411 Advanced French Conversation and Composition 4 Semester Credits By means of reading, speaking, and writing on topics of intellectual, social, or political interest, the student acquires extensive training in key modalities at an advanced level. Attention to accuracy and effectiveness, characteristic levels of expression, refinements in style and organization. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); FRE311(French Conversation and Composition) FRE495 Special Topics 4 Semester Credits 107 Core Curriculum Component: None Prerequisite(s): None FRE499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None GER GER111 Beginning German I 4 Semester Credits Aims at developing basic skills. Classroom practice in speaking, understanding, and reading and writing basic German. Goals: ability to read extended narratives in simple German, insights into German culture, and participation in short conversations. Core Curriculum Component: Modern Language 1 Prerequisite(s): None GER112 Beginning German II 4 Semester Credits Aims at developing basic skills. Classroom practice in speaking, understanding, and reading and writing basic German. Goals: ability to read extended narratives in simple German, insights into German culture, and participation in short conversations. Core Curriculum Component: Modern Language 2 Prerequisite(s): 1 of GER111(Beginning German I), GERLANG(German Language Placement) GER199 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None GER211 Intermediate German I 4 Semester Credits Aims at developing basic skills into working knowledge of German. Review of basic structures with emphasis on extending range of vocabulary and idiomatic expression through reading and discussion of materials representing contemporary German life and literature. Core Curriculum Component: Modern Language 2 Prerequisite(s): 1 of GER112(Beginning German II), GERLANG(German Language Placement) GER212 108 Intermediate German II 4 Semester Credits Aims at developing basic skills into working knowledge of German. Review of basic structures with emphasis on extending range of vocabulary and idiomatic expression through reading and discussion of materials representing contemporary German life and literature. Core Curriculum Component: Modern Language 2 Prerequisite(s): 1 of GER211(Intermediate German I), GERLANG(German Language Placement) GER295 Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None GER299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None GER311 German Conversation and Composition 4 Semester Credits Aims at developing facility in the use of grammatical structures, vocabulary, and idiomatic expressions most common in colloquial German. Intensive practice in speaking is supplemented with exercises in written composition. Core Curriculum Component: None Prerequisite(s): 1 of GER212(Intermediate German II), GERLANG(German Language Placement) GER331 German Civilization and Culture I 4 Semester Credits Follows the cultural and social development of the German-speaking peoples from the prehistorical Indo-European origins (ca. 3,000 B.C.) to the Thirty Years War (1648). In German. Core Curriculum Component: Humanities Prerequisite(s): GER311(German Conversation and Composition) GER332 German Civilization and Culture II 4 Semester Credits Survey of cultural currents that have shaped Germany, Austria, and Switzerland since the Age of Enlightenment. The contemporary scene is considered in view of its roots in the intellectual, geopolitical, artistic, and scientific history of the German-speaking peoples. In German. Core Curriculum Component: Humanities 109 Prerequisite(s): GER311(German Conversation and Composition) GER351 Survey of German Literature I 4 Semester Credits The prose, epic, and poetry readings in this course chronicle the German experience from Charlemagne to Napoleon; from Luther to Kant; from Hildegard of Bingen to Goethe, Schiller, and the Romantics; and offer a way to relive the Renaissance, the Reformation, and the Enlightenment. Core Curriculum Component: Humanities Prerequisite(s): None GER354 Survey of German Literature II 4 Semester Credits The literary, cultural, and scientific background of the new millennium has many German-speaking roots in the works of figures like Marx, Freud, Nietzsche, Einstein, Kafka, Rilke, Hesse, and Brecht. Selected readings of prose, poetry, and plays bring alive the drama and conflicts that characterized the birth of the modern age. Core Curriculum Component: Humanities Prerequisite(s): GER311(German Conversation and Composition) GER399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None GER411 Advanced German Conversation and Composition 4 Semester Credits Aims at developing and refining the student’s use of German as a vehicle for expressing ideas and opinions. Emphasis on written composition including control of style. Oral practice through use of German as classroom language. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); GER311(German Conversation and Composition) GER495 Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None GER499 Independent Study 110 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None GRAD GRADUATION Graduation Workshop 0 Semester Credits Graduation applicants are registered for this course. It is used to track and communicate with graduates. Core Curriculum Component: None Prerequisite(s): None GRK GRK113 Beginning New Testament Greek I 4 Semester Credits The first course in a two-semester sequence of New Testament Greek. Students will be introduced to the syntax, grammar, and vocabulary of New Testament Greek with the goal of reading proficiency. Core Curriculum Component: None Prerequisite(s): None GRK114 Beginning New Testament Greek II 4 Semester Credits The second course in a two-semester sequence of New Testament Greek. Students will be introduced to the syntax, grammar, and vocabulary of New Testament Greek with the goal of reading proficiency. Core Curriculum Component: None Prerequisite(s): GRK113(Beginning New Testament Greek I) GST GST009 Augsburg Experience Internship 0 Semester Credits A transcript notation is given for the academic learning inherent in an approved not-for-credit/internship/work experience. Reflection activities and work-learning evaluations are conducted by the Center for Service, Work, and Learning. With approval, a non-credit/internship completed by juniors or seniors will fulfill the Augsburg Experience graduation requirement. Core Curriculum Component: Augsburg Experience Prerequisite(s): None GST100 Critical Thinking 111 4 Semester Credits Designed to develop critical thinking skills, this course strengthens the ability of students to comprehend, analyze, synthesize, and evaluate ideas and arguments. New students with fewer than 28 semester credits in transfer are placed into GST 100 based on their past academic record. Students must pass GST 100 with a minimum grade of 2.0 or better. Students waived from this course may take this class only with permission of the instructor. Core Curriculum Component: None Prerequisite(s): None GST108 AVID Elective 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None GST140 Introduction to the Liberal Arts 4 Semester Credits An introduction to the philosophy of the liberal arts curriculum and improving those skills important to academic success: reading, comprehension, note taking and textbook reading, time management, vocabulary, test-taking, organization, concentration and memorization, learning style, conflict management, assertiveness training, and motivation strategies. This course may not be taken by students who have completed 32 credits. Core Curriculum Component: None Prerequisite(s): None GST200 Quantitative Reasoning/Statistical Literacy 4 Semester Credits This course focuses on critical thinking about statistics and its use as evidence in arguments, with an emphasis on interpretation, evaluation, communication, and analysis of statistically-based arguments. Topics include association, causation, observational studies, experiments, risk, confounding, bias and chance. Common techniques involving statistical opportunism, conditional reasoning using English to describe and compare rates and percentages presented in tables and graphs, and the use of standardization to take into account the influence of confounders are reviewed. Emphasis is on interpretation, evaluation, communication, and analysis of statistically-based arguments. Core Curriculum Component: None Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3) GST295 Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None GST309 Augsburg Experience Work Connections Seminar 0 Semester Credits 112 Core Curriculum Component: Augsburg Experience Prerequisite(s): None HIS HIS101 The Beginning of Western Culture 4 Semester Credits An analysis of the primary civilizations in the Near East, the classical world of Greece and Rome, and the Middle Ages of Europe into the 13th century. Core Curriculum Component: Humanities Prerequisite(s): None HIS102 The Shaping of Western Civilization 4 Semester Credits A consideration of European institutions and values from the waning of the Middle Ages through the remodeling of Europe by Napoleon. Core Curriculum Component: Humanities Prerequisite(s): None HIS103 The Modern World 4 Semester Credits A study of the main currents in Western civilization from the time of Napoleon to the present. Core Curriculum Component: Humanities Prerequisite(s): None HIS104 The Modern Non Western World 4 Semester Credits An introduction to various centers of cultural and political power in Asia and Africa of the last 200 years. Core Curriculum Component: Humanities Prerequisite(s): None HIS120 America to 1815 4 Semester Credits A survey of the relations between Native, European, and African peoples from first contacts to the War of 1812, drawing on social, cultural, and environmental history as well as political and economic history. The course will move topically as well as chronologically through the colonial and early national period. Themes include the legacies of massive ecological and demographic change, the colonial competition for North America, Indian-white conflict and collusion, the enslavement of African Americans, the creation of the United States, and internal as well as foreign conflicts in that nation’s early years. 113 Core Curriculum Component: Humanities Prerequisite(s): None HIS121 19th-Century United States 4 Semester Credits A survey of United States history from 1815-1900, drawing on social, cultural, and environmental history as well as political and economic history. The course will move topically as well as chronologically through the years in which the United States came to prominence despite internal dissent and violence. Themes include the emergence of a national identity, political system, and economy, slavery, expansion, and empire-building, regional differences, the Civil War and its aftermath, and industrialization. Core Curriculum Component: Humanities Prerequisite(s): None HIS122 20th-Century United States 4 Semester Credits A survey of United States history from 1900 to the present, drawing on social, cultural, and environmental history as well as political and economic history. The course will move topically as well as chronologically through the modern era. Themes include industrialization and urbanization, the significance of gender, race, and ethnicity in American culture, the growth of a strong federal government, the emergence of the United States as a world power, the creation of a consumer society, the rise of identity politics, and the passing of American hegemony. Core Curriculum Component: Humanities Prerequisite(s): None HIS140 Topics in World History 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None HIS150 Latin American History 4 Semester Credits This course examines the histories of Mexico, Central America, and the Caribbean from the 1790s to the 1990s. Centering our analysis in the Latin American experience, we will examine cultural trends, social interactions, and economic development as well as the relations that each of these regions shared with the United States. Special attention will be paid to independence movements, neocolonialism, dependency and underdevelopment, ecological transformations, the Latino/a diaspora, and the struggles of indigenous communities. Core Curriculum Component: Humanities Prerequisite(s): None HIS155 Cultural Conflict and Change in Latin America 4 Semester Credits 114 An exploration of selected topics and case studies from Latin American history with special emphasis on the role of women in history. Focuses on the development of gender, class-based, and racial/ethnic oppression and the history of resistance and social change in Latin America from the conquest to the present day. Examines the Pre-Columbian period, the conquest and colonial periods, and concludes with the post-war period in Central America. Core Curriculum Component: Humanities Prerequisite(s): None HIS162 20th-Century South Asia 4 Semester Credits This course explores the processes of colonialism, nationalism, de-colonization, and independence in the area now politically known as India, Pakistan, and Sri Lanka. Upper division students will have additional assignments and different exams from lower division. Core Curriculum Component: Humanities Prerequisite(s): None HIS195 Topics in History 4 Semester Credits An introduction to selected historical topics not regularly offered in lower division classes. The specific topics to be offered will be announced prior to registration. Core Curriculum Component: Humanities Prerequisite(s): None HIS199 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None HIS225 History of the Twin Cities 4 Semester Credits The Minneapolis and St. Paul area serves as a case study for the themes of frontier urbanization, industrialization, and economic change; transportation, immigration, and ethnicity; and urban politics and reform. Core Curriculum Component: Engaging Minneapolis, Humanities Prerequisite(s): None HIS234 Minnesota History 4 Semester Credits This course examines the racial, ethnic, political, and economic history of Minnesota, from the earliest inhabitants (Ojibwe and Dakota), through the period of British and French exploration, and to the development of statehood. Core Curriculum Component: Humanities 115 Prerequisite(s): None HIS236 American Indian History 4 Semester Credits A study of the native people of North America from the pre-Columbian period through European exploration and settlement to the present, emphasizing American Indian contributions to world culture, tribal structure, and intergovernmental relations. Core Curriculum Component: None Prerequisite(s): None HIS241 Topics in African American History 4 Semester Credits Selected topics in African American history not regularly examined in other departmental offerings. The specific topics to be offered will be announced prior to registration. Core Curriculum Component: None Prerequisite(s): None HIS242 History of African American Civil Rights, 1619-1915 4 Semester Credits A survey of the development of African American civil rights focusing on legal, economic, and political issues influenced by race and class, emphasizing emancipation and integration of slaves and former slaves. Core Curriculum Component: Humanities Prerequisite(s): None HIS243 History of African American Civil Rights, 1915-1972 4 Semester Credits A continuation of HIS 242 with special emphasis on the contributions of W.E.B. DuBois, Marcus Garvey, A. Philip Randall, Charles Houston, Thurgood Marshall, and Martin Luther King, Jr. Core Curriculum Component: Humanities Prerequisite(s): None HIS249 The Designed Environment 4 Semester Credits This course addresses the designed environment, investigating architecture, landscape architecture, and urban design. Class sessions consist almost exclusively of extensive walking tours and site visits to prominent examples of design excellence. Core Curriculum Component: Engaging Minneapolis, Humanities Prerequisite(s): None 116 HIS280 The History Workshop 4 Semester Credits This course introduces history majors and minors to the historian’s craft. Students will examine the development of the discipline of history, the methods of analysis used by professional historians today, and the varieties of applications for history in professional careers and public life. Students will also gain and sharpen the research and writing skills critical to their success in upper-level history courses. Guest speakers and off-campus site visits will enhance course content. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) HIS282 The History of Women Since 1848 4 Semester Credits This course examines in comparative perspective women’s changing political, economic, social, and sexual status since the 19th century, with attention given to social, racial, and ethnic, and sexual differences among women. Core Curriculum Component: Humanities Prerequisite(s): None HIS299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None HIS300 Public History 4 Semester Credits Public history is the practice of historical methods with non-academic audience in mind. This survey explores the components of public history, many of its venues, and pressing issues in the field through examination of a range of topics (including, but not limited to): local history, historical memory, archives, exhibits, oral histories, documentaries, publishing, museums, historic sites, and historic preservation. Core Curriculum Component: None Prerequisite(s): None HIS311 Topics in Women's History 4 Semester Credits Exploration of selected topics in women’s history not regularly examined in other departmental offerings. The specific topic to be offered will be announced prior to registration. Core Curriculum Component: None Prerequisite(s): None HIS316 117 U.S. Urban Environmental History 4 Semester Credits A chronological exploration of the interactions between Americans and the nonhuman world, with particular attention to urban and suburban areas. Topics include the commodification of nature, the death of the organic city, political movements organized around nature, ways of knowing nature, environmental justice, and relationships between culture and nature. Additionally, students will use both primary sources and fieldwork to explore the specific environmental history of a Minneapolis neighborhood. Core Curriculum Component: None Prerequisite(s): None HIS323 Modern China 4 Semester Credits A selective treatment of Chinese history since the Opium War of 1839; the erosion of China’s isolation and collapse of the imperial system; and the Nationalist and Communist revolutions of the 20th century. Core Curriculum Component: None Prerequisite(s): None HIS327 Racism and Resistance in Southern Africa and the United States 4 Semester Credits This course explores historical parallels of the development in southern Africa and in the United States, strategies of resistance, the successes and limitations of political victories over apartheid and racism, and the lingering economic, social, political, and psychological effects of racism. Core Curriculum Component: Humanities Prerequisite(s): None HIS331 Topics in United States History 4 Semester Credits In-depth exploration of selected topics in United States history not regularly examined in other departmental offerings. The specific topics to be offered will be announced prior to registration. Core Curriculum Component: None Prerequisite(s): None HIS332 History of United States Foreign Relations 4 Semester Credits A survey of United States foreign relations from the American Revolution through the Cold War, emphasizing changing definitions of war and peace, tensions between internationalism and isolationism, and the emergence of the United States as an economic and military power. Core Curriculum Component: None Prerequisite(s): None 118 HIS335 American Urban History 4 Semester Credits A study of urban development from colonial and frontier beginnings through the age of industrialization to the present, including the dynamics of urban growth and planning, politics and reform, and the growth of urban culture. Core Curriculum Component: None Prerequisite(s): None HIS336 American Labor History 4 Semester Credits A survey of the history of work and the worker, primarily in the late 19th and 20th centuries, emphasizing the nature of work, working class life and community, evaluation of organized labor, and the relationship of workers and union to the state. Core Curriculum Component: None Prerequisite(s): None HIS338 American Legal History 4 Semester Credits An examination of the social, economic, and intellectual factors in American history that, combined with English and colonial antecedents, contributed to the emergence of our modern legal system. Core Curriculum Component: Humanities Prerequisite(s): None HIS343 The North American West 4 Semester Credits This course reckons with the contest of colonial powers in North America, the American conquest of the region, the role of the federal government in shaping the West, the rise of the most urban part of the United States, and the important role that the West plays in modern American culture. Themes include the persistence of Native peoples, ethnicity, race, and gender in Western daily and political life, the creation of an international borderlands, and the ecological transformation of Western landscapes. Core Curriculum Component: None Prerequisite(s): None HIS346 Namibia and South Africa: A Historical Perspective 4 Semester Credits A survey of Namibia and South Africa including the experience of indigenous peoples, the impact of South African occupation, the war for independence, and the roots of apartheid and its institutionalization. Core Curriculum Component: None Prerequisite(s): None 119 HIS348 Russia and the Soviet Union in the 20th Century 4 Semester Credits An introductory historical survey of the Soviet Union, beginning with a brief examination of Russian history before turning to the Russian Revolutions of 1917, the rise of Stalin, the Cold War, and the emergence of Gorbachev. The course will emphasize political, diplomatic, economic, and cultural history. Core Curriculum Component: None Prerequisite(s): None HIS349 The Designed Environment 4 Semester Credits This course addresses the designed environment, investigating architecture, landscape architecture, and urban design. Class sessions consist almost exclusively of extensive walking tours and site visits to prominent examples of design excellence. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) HIS350 Latin American History 4 Semester Credits This course examines the histories of Mexico, Central America, and the Caribbean from the 1790s to the 1990s. Centering our analysis in the Latin American experience, we will examine cultural trends, social interactions, and economic development as well as the relations that each of these regions shared with the United States. Special attention will be paid to independence movements, neocolonialism, dependency and underdevelopment, ecological transformations, the Latino/a diaspora, and the struggles of indigenous communities. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) HIS352 The Holocaust in German History 4 Semester Credits This course explores the development of modern Germany from its unification in 1871 through the aftermath of World War II, focusing on the Third Reich and the Holocaust. Through diverse course materials (memoirs, film, posters, etc.), students will analyze the National Socialist regime and the horrors it wrought, and explore the experiences of “ordinary Germans,” including women, children, Jews and other minority groups. Core Curriculum Component: None Prerequisite(s): None HIS354 Modern Britain and Ireland 4 Semester Credits 120 This course will take a distinctively interdisciplinary approach (sources will include literature, film, music, and artwork) to explore a period of dramatic change in British politics, society, culture, and international status. Core Curriculum Component: None Prerequisite(s): None HIS355 Cultural Conflict and Change in Latin America 4 Semester Credits An exploration of selected topics and case studies from Latin American history with special emphasis on the role of women in history. Focuses on the development of gender, class-based, and racial/ethnic oppression and the history of resistance and social change in Latin America from the conquest to the present day. Examines the Pre-Columbian period, the conquest and colonial periods, and concludes with the post-war period in Central America. Core Curriculum Component: Humanities Prerequisite(s): None HIS357 Mexican History, Culture, and Cosmovision 4 Semester Credits An exploration of Latin American history from Pre-Columbian times through the conquest and colonial periods up to modern Latin America. The course will use a gendered lens to focus on Mexican history, culture and cosmovision. Core Curriculum Component: Humanities Prerequisite(s): 1 of HIS101(The Beginning of Western Culture), HIS102(The Shaping of Western Civilization), HIS103(The Modern World), HIS104(The Modern Non Western World), HIS120(America to 1815), HIS121(19th-Century United States), HIS122(20th-Century United States), HIS150(Latin American History), HIS155(Cultural Conflict and Change in Latin America), HIS162(20th-Century South Asia), HIS195(Topics in History), HIS225(History of the Twin Cities), HIS234(Minnesota History), HIS236(American Indian History), HIS241(Topics in African American History), HIS242(History of African American Civil Rights, 1619-1915), HIS243(History of African American Civil Rights, 1915-1972), HIS249(The Designed Environment), HIS280(The History Workshop), HIS282(The History of Women Since 1848), HIS299(Directed Study) HIS360 Ancient Egypt and Classical Greece 4 Semester Credits This course examines the history of ancient Egypt and classical Greece from c. 3200 to 323 BC, and uses a variety of written and visual sources in an attempt to understand these societies. In addition to the “traditional” political narrative, it also looks at social, economic, and cultural aspects of life in antiquity. Core Curriculum Component: None Prerequisite(s): None HIS361 Hellenistic Greece and Rome 4 Semester Credits This course examines the history of Hellenistic Greece and Rome from c. 800 BC to 476 AD, and uses a variety of written and visual sources in an attempt to understand these societies. In addition to the “traditional” political narrative, it also looks at social, economic, and cultural aspects of life in antiquity. 121 Core Curriculum Component: None Prerequisite(s): None HIS369 The Early and High Middle Ages 4 Semester Credits This course examines the history of Europe and the Mediterranean from c. 300 to 1350 AD, and uses a variety of written and visual sources in an attempt to understand medieval society. In addition to the “traditional” political narrative, it also looks at social, economic, and cultural aspects of medieval life. Core Curriculum Component: None Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3) HIS370 The Late Middle Ages to 1648 4 Semester Credits This course examines the history of Europe from c. 1300 BC to 1648 AD, and uses a variety of written and visual sources in an attempt to understand late medieval society. In addition to the “traditional” political narrative, it also looks at social, economic, and cultural aspects of life in this period. Core Curriculum Component: None Prerequisite(s): None HIS374 Medieval Crusades 4 Semester Credits This course examines Western Europe’s crusading era (1095-1291 AD), a time when warriors from the Christian West attempted to “take back” the Holy Land from its Muslim occupiers. Through a close reading of primary sources, we will examine such issues as pilgrimage, holy war, and the complex relationships between East and West, between Muslims and Christians. We will pay particular attention to the question of historical representation. Core Curriculum Component: None Prerequisite(s): None HIS378 Medieval Church 4 Semester Credits This course examines the history of the medieval church from Constantine the Great to Martin Luther (c. 300 to c. 1517 AD). It uses a variety of written and visual sources in an attempt to understand the medieval church and its influence, not only in religious matters, but also in the social and political spheres. Cross-listed with REL378. Core Curriculum Component: None Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in Bible and Theology) HIS398 Internship 2 Semester Credits 122 Core Curriculum Component: None Prerequisite(s): None HIS399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None HIS440 Topics in World History 4 Semester Credits This course will investigate topics in world history that are not included in regular course offerings. The specific topics to be offered will be announced prior to registration. Core Curriculum Component: None Prerequisite(s): None HIS462 20th-Century South Asia 4 Semester Credits This course explores the processes of colonialism, nationalism, de-colonization, and independence in the area now politically known as India, Pakistan, and Sri Lanka. Upper division students will have additional assignments and different exams from lower division. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) HIS474 World and the West 4 Semester Credits Europe’s discovery of the rest of the world, cultural interaction and conflict, the building of European empires in Asia and the Americas, and the breakdown of these imperial systems at the end of the 18th century. Core Curriculum Component: None Prerequisite(s): None HIS480 History Senior Seminar 4 Semester Credits This course is required for the major, and enrollment is normally restricted to students who have nearly finished their coursework. Selected topics will be announced prior to registration. Core Curriculum Component: Keystone Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); HIS280(The History Workshop) HIS498 123 Independent Study * 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None HIS499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None HON HON100 Christian Vocation & Search for Meaning I 4 Semester Credits Honors section of REL100. Some students (e.g., some science majors) may need to defer the course and take HON100 in another term. Core Curriculum Component: None Prerequisite(s): None HON111 Effective Writing for Liberating Letters 4 Semester Credits This course takes a problem-based, process-oriented approach to expository writing. Attention is given to choosing, organizing, and developing topics; thinking critically; reading closely; and revising carefully for clarity and style. The minimum passing grade is 2.0. Core Curriculum Component: None Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), HON120(The Scholar Citizen); 1 of ENG101(Developmental Writing), ENL101(Developmental Writing), WPL(Writing Placement Level), WPL(Writing Placement Level) HON120 The Scholar Citizen 4 Semester Credits An introduction to the Honors Program. Course content focuses on great primary texts focusing on the connections between learning and citizenship, or the public uses of knowledge (e.g. Plato’s cave). (Includes theater lab) Core Curriculum Component: None Prerequisite(s): None HON120L The Scholar Citizen Theatre Lab 0 Semester Credits Core Curriculum Component: None 124 Prerequisite(s): HON120(The Scholar Citizen) *concurrent registration is required* HON130 Liberating Letters: Humanist Tradition 4 Semester Credits Interdisciplinary humanities survey course that explores the Western tradition of letters through significant texts and modern context. Students stage courtroom trials where great authors, characters, or ideas are challenged and tested. Based on the medieval liberal arts trivium of grammar, rhetoric, and logic. This course is linked with HON 111 and both courses share texts, assignments, and some class sessions. Students are strongly encouraged to register for both courses in the same term. Core Curriculum Component: Humanities Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), HON120(The Scholar Citizen) HON200 Christian Vocation & Search for Meaning II 4 Semester Credits Honors version of REL 200. See REL 200 for content and requirements. Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), HON120(The Scholar Citizen); 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I) HON220 The Scholar Scientist 4 Semester Credits Inspired by the medieval quadrivium (arithmetic, geometry, astronomy, music), this course addresses systems of quantitative thought, including logic, computing, and formal systems. Core Curriculum Component: Natural Sciences and Mathematics Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), HON120(The Scholar Citizen); 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3) HON230 Arts and the City 4 Semester Credits Interdisciplinary fine arts course where students attend museums, galleries, concerts, plays, and other significant arts events while researching and writing critical and historical critiques of central theories and approaches to the fine arts. Core Curriculum Component: Fine Arts Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), HON120(The Scholar Citizen) HON240 Science, Technology, and Citizenship 4 Semester Credits Multidisciplinary/interdisciplinary lab science course. Physics, biology, and chemistry are used to critically examine a key national or global issue. Core Curriculum Component: Natural Sciences and Mathematics (Lab) 125 Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), HON120(The Scholar Citizen) HON240L Science, Technology, and Citizenship Lab 0 Semester Credits Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), HON120(The Scholar Citizen); HON240(Science, Technology, and Citizenship) *concurrent registration is required* HON250 The Social Scientist 4 Semester Credits Problem-based/question-based course in social sciences involving at least two social science disciplines and several faculty. Core Curriculum Component: Social and Behavioral Sciences Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), HON120(The Scholar Citizen) HON260 Augsburg Honors Review: Research Thesis Requirement 0 Semester Credits Students in the fall semester of HON 260 practice and complete a structured process for collecting, synthesizing, applying, and documenting research and academic writing. Students should take this course in conjunction with another course within which they will produce a research-based paper. A final research paper is required to complete 260. Students also solicit and evaluate manuscripts for the Honors Review (0.0 credit, P/N only) .Students in the spring semester of HON 260 edit and publish the Honors Review, a national journal for undergraduate scholarship that resides at Augsburg College. Students will evaluate and select potential articles for the journal, shepherd those manuscripts through an external review process by faculty referees, and publish the journal by the end of the term. This course will assist students in developing evaluative, copy-editing, layout, and publication design skills (0.0 credit, P/N only). Core Curriculum Component: None Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), HON120(The Scholar Citizen) HON340 Junior Colloquium: The Scholar as Leader 0 Semester Credits Taught by the dean and/or president of the College, this seminar explores themes of leadership and service in the public context. (0.0 credit; P/N) Core Curriculum Component: None Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), HON120(The Scholar Citizen) HON375 Student Created Learning Experience 0 Semester Credits This course will only be used for student created learning experiences that fulfill a lifetime activity. Core Curriculum Component: None 126 Prerequisite(s): None HON380 Student Created Learning Experience 1 Semester Credits May take many forms as determined by the student and faculty creating the learning experience (may be 1, 2 or 4 credits, and may use traditional or P/N grading options). Core Curriculum Component: None Prerequisite(s): None HON450 Augsburg Honors Review: Research Thesis Requirement 0 Semester Credits Students in the fall semester of HON 450 practice and complete a structured process for collecting, synthesizing, applying, and documenting research and academic writing. Students should take this course in conjunction with another course within which they will produce a research-based paper. A final research paper is required to complete 450. Students also solicit and evaluate manuscripts for the Honors Review (0.0 credit, P/N only) .Students in the spring semester of HON 450 edit and publish the Honors Review, a national journal for undergraduate scholarship that resides at Augsburg College. Students will evaluate and select potential articles for the journal, shepherd those manuscripts through an external review process by faculty referees, and publish the journal by the end of the term. This course will assist students in developing evaluative, copy-editing, layout, and publication design skills (0.0 credit, P/N only). Core Curriculum Component: None Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), HON120(The Scholar Citizen) HON470 Student/Faculty Collaboration: Research Thesis Requirement 0 Semester Credits Students register for this course to fulfill the honors research requirement through a student/faculty research collaboration. (0.0 credit, P/N only) Core Curriculum Component: None Prerequisite(s): None HON490 Honors Senior Seminar 4 Semester Credits This course integrates and synthesizes themes from all four years of the Honors Program. It also expands upon the themes of HON 120 by studying primary texts related to philosophy, rhetoric, vocation, and meaning. Core Curriculum Component: Keystone Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), HON120(The Scholar Citizen) HON499 Independent Study 4 Semester Credits Core Curriculum Component: None 127 Prerequisite(s): None HPE HPE001 Foundations of Fitness 0 Semester Credits This course is required of all Augsburg students outside the HPE majors. It seeks to improve the student’s knowledge and understanding of the components of physical fitness and how they contribute to personal lifelong health and wellbeing. This course is designed to provide knowledge and skills needed to assess, monitor, and discipline oneself to maintain a lifestyle of fitness and wellness. Core Curriculum Component: None Prerequisite(s): None HPE002 Lifetime Activity 0 Semester Credits Lifetime activity courses are designed to improve proficiency in a selected physical activity. Students will be able to understand and demonstrate basic skills, strategy, and rules of the activity. Core Curriculum Component: None Prerequisite(s): None HPE104 Components of Fitness Training 4 Semester Credits This course implements a performance-based approach designed to enable the student to become well educated in strength and cardiovascular training. The proficiencies will address the specifics of knowledge and performance in fitness training. This course will implement optimal research based theories for improving aerobic and muscular strength for the purpose of designing an individualized strength and aerobic conditioning program. (Fall) Core Curriculum Component: None Prerequisite(s): None HPE110 Personal and Community Health 4 Semester Credits Concepts and practices of health and healthful living applied to the individual and the community. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) HPE114 Health and Safety Education 2 Semester Credits Principles and practices of safety education in school and community life. National Safety Council First Aid and CPR certification. (Fall, Spring) 128 Core Curriculum Component: None Prerequisite(s): None HPE115 Chemical Dependency Education 2 Semester Credits An analysis of chemical use and abuse and what can be done for the abuser. Includes information about school health education and services. (Fall, spring) Core Curriculum Component: None Prerequisite(s): None HPE199 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None HPE205 Introduction to Health, Physical Education, and Exercise Science 2 Semester Credits An introduction to the professional field of health, physical education, and exercise science. Includes history, current trends, and professional opportunities related to health, human performance, and wellness. Students also will examine the components of a balanced, healthy lifestyle. (Fall, Spring) Core Curriculum Component: None Prerequisite(s): None HPE215 Health and Exercise Psychology 4 Semester Credits Study of the impact of psychological, behavioral, social, and biological interactions on exercise and health. Specific physiological and psychological benefits associated with exercise are addressed along with health promotion, intervention, and adherence. (Spring) Core Curriculum Component: None Prerequisite(s): None HPE220 Motor Learning and Development 2 Semester Credits The study of the processes associated with developing motor skills and performance, and how this relates to motor development. (Spring) Core Curriculum Component: None Prerequisite(s): None HPE254 129 Introduction to Developmental/Adapted Physical Education 2 Semester Credits A general overview of developmental/adapted physical education from early childhood through grade 12. The role of school-based health and physical education programs for students with disabilities will be addressed. Fieldwork experience is a requirement in this course. (Fall) Core Curriculum Component: None Prerequisite(s): None HPE275 Prevention and Care of Athletic Injuries 2 Semester Credits Emphasis placed on preventing and treating common athletic injuries. Practical experience in taping and training room procedures. A lab accompanies this course. (Spring) Core Curriculum Component: None Prerequisite(s): HPE114(Health and Safety Education) HPE275L Prevention and Care of Athletic Injuries Lab 0 Semester Credits Core Curriculum Component: None Prerequisite(s): HPE275(Prevention and Care of Athletic Injuries) *concurrent registration is required* HPE280 Coaching Theory 2 Semester Credits Theory, philosophy, organization, and supervision of coaching. Includes psychology of sport and how psychological factors affect participation in sport. (Fall) Core Curriculum Component: None Prerequisite(s): None HPE299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None HPE300 Nutrition for Exercise Science 4 Semester Credits This course provides an integrated overview of the physiological requirements, food sources, and functions of carbohydrates, fats, protein, vitamins, and minerals and their impact on health and performance. Students will evaluate and design nutritional regimens to support optimal athletic performance, ultimately examining nutritional supplements, ergogenic aids, and anabolic steroids and the safety and efficacy of legal and banned substances. (Spring) 130 Core Curriculum Component: None Prerequisite(s): BIO103(Human Anatomy and Physiology), HPE104(Components of Fitness Training) HPE304 Advanced Fitness Training 4 Semester Credits This course is designed to examine and apply advanced personal training research. Participants will be exposed to established training methods for developing advanced workouts as well as a variety of breakthrough exercises that may result in fitness improvements. Ultimately, the student will create and optimize aspects of different training phases in a year-round program design. In addition, the content of this course is focused toward the knowledge and skills required for the NSCA Certified Strength and Conditioning Specialist (CSCS) exam. Core Curriculum Component: None Prerequisite(s): BIO103(Human Anatomy and Physiology), HPE104(Components of Fitness Training), HPE114(Health and Safety Education), HPE205(Introduction to Health, Physical Education, and Exercise Science) HPE305 Stress Management 2 Semester Credits This course introduces students to concepts related to stress and stress management. Along with the study of the role of stress in dysfunction of the human body, individual assessments and reflection are used to assist students in developing a greater understanding of the role of stress in their life. Individual stress management plans will be constructed. (Fall) Core Curriculum Component: None Prerequisite(s): None HPE315 Exercise Testing and Prescription 2 Semester Credits This is a course in exercise testing and prescription relative to the cardiopulmonary system. The course is designed to provide the student with an understanding of the physiological and pathophysiological responses of the body to clinical exercise testing and to develop a basis for the exercise prescription in health and disease. The content of this course is focused toward the knowledge and skills required for taking the ACSM Certified Health Fitness Specialist (HFS) exam. Core Curriculum Component: None Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3); HPE357(Measurement in Health, Physical Education, and Exercise Science) *concurrent registration is required* HPE316 Human Sexuality 4 Semester Credits A study of the psychological, social, and biological components of human sexuality. (Spring) Core Curriculum Component: None Prerequisite(s): None HPE320 School Health Curriculum 2 Semester Credits 131 Techniques for developing a course of study in school health based upon growth and development for grades K-12. Examination of national standards and pedagogy for health education, curriculum, and assessment included. (Fall even years) Core Curriculum Component: None Prerequisite(s): HPE110(Personal and Community Health) HPE324 K-6 PE Games and Activities 2 Semester Credits This course integrates theory and practice in teaching age- and skill-appropriate activities to elementary students. Fieldwork experience is a requirement in this course. (Spring) Core Curriculum Component: None Prerequisite(s): HPE104(Components of Fitness Training), HPE205(Introduction to Health, Physical Education, and Exercise Science) HPE334 7-12 Sport Skills and Activities 2 Semester Credits Theory and practice in skills and teaching selected games and activities. Fieldwork experience is a requirement in this course. (Fall) Core Curriculum Component: None Prerequisite(s): HPE104(Components of Fitness Training), HPE205(Introduction to Health, Physical Education, and Exercise Science) HPE335 Outdoor Education 2 Semester Credits A course designed to provide knowledge and develop skills in a variety of outdoor educational activities and to study the natural environment in which these activities occur. The course will include a three-day camping/hiking trip. Fieldwork experience is a requirement in this course. (Fall even years, spring even years) Core Curriculum Component: None Prerequisite(s): HPE104(Components of Fitness Training), HPE114(Health and Safety Education), HPE205(Introduction to Health, Physical Education, and Exercise Science) HPE336 Trekking the Mountains: An Outdoor Cultural Excursion 4 Semester Credits A course designed for a multifaceted exploration of mountainous regions of the world, while developing the outdoor trekking experience. This eleven-day trip will include immersion, as well as trekking in beautiful and less traveled regions of the country. While trekking, one is provided opportunity for leadership and personal growth and development, as we share leadership and logistics for the excursion. Core Curriculum Component: None Prerequisite(s): None HPE340 132 Organization and Administration of Physical Education Programs 2 Semester Credits A survey of management, leadership, and decision making for physical education and athletic programs. (Fall) Core Curriculum Component: None Prerequisite(s): HPE205(Introduction to Health, Physical Education, and Exercise Science) HPE350 Kinesiology 4 Semester Credits A study of the mechanics of movement with an emphasis on the use of the muscular system. An analytic approach to the study of movement and how it relates within the physical education and health fitness fields. A lab accompanies this course. Core Curriculum Component: None Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3); BIO103(Human Anatomy and Physiology), HPE357(Measurement in Health, Physical Education, and Exercise Science) *concurrent registration is required* HPE350L Kinesiology Lab 0 Semester Credits Core Curriculum Component: None Prerequisite(s): HPE350(Kinesiology) *concurrent registration is required* HPE351 Physiology of Exercise 4 Semester Credits The major effects of exercise on the systems of the body and physiological principles applied to exercise programs and motor training. A lab accompanies this course. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); BIO103(Human Anatomy and Physiology) HPE351L Physiology of Exercise Lab 0 Semester Credits Core Curriculum Component: None Prerequisite(s): HPE351(Physiology of Exercise) *concurrent registration is required* HPE357 Measurement in Health, Physical Education, and Exercise Science 2 Semester Credits Concepts of statistics and the use of statistical procedures in health and physical education programs. Topics include descriptive statistics, probability, estimation, ANOVA, correlation, Chi-Square, and nonparametric methods. (Fall) 133 Core Curriculum Component: None Prerequisite(s): 1 of HPE110(Personal and Community Health), HPE205(Introduction to Health, Physical Education, and Exercise Science); 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3); HPE104(Components of Fitness Training) HPE358 Assessment in Health and Physical Education 2 Semester Credits Standards, assessment, and evaluation of tests in health and physical education. (Fall) Core Curriculum Component: None Prerequisite(s): 1 of HPE110(Personal and Community Health), HPE205(Introduction to Health, Physical Education, and Exercise Science); HPE104(Components of Fitness Training), HPE357(Measurement in Health, Physical Education, and Exercise Science) *concurrent registration is required* HPE365 Physical Education Methods K-6 4 Semester Credits Procedures, materials, and issues for teaching physical education in grades K-6. An in-depth view of all aspects of teaching physical education to elementary-aged children. Fieldwork experience is a requirement in this course. (Fall) Core Curriculum Component: None Prerequisite(s): HPE104(Components of Fitness Training), HPE324(K-6 PE Games and Activities) HPE368 Physical Education Methods 7-12 4 Semester Credits Procedures, materials, and issues involved in teaching physical education in secondary schools. An in-depth view of all aspects of teaching physical education to secondary-aged students. Fieldwork experience is a requirement in this course. (Spring) Core Curriculum Component: None Prerequisite(s): HPE104(Components of Fitness Training), HPE334(7-12 Sport Skills and Activities) HPE390 Instructional Methods and Materials in Health Education 4 Semester Credits Principles and methods of instruction applied to health education grades K-12. Emphasis on teaching/learning strategies and student assessment. Evaluation and development of materials included. Fieldwork experience is a requirement in this course. (Spring) Core Curriculum Component: None Prerequisite(s): HPE110(Personal and Community Health) HPE396 Internship 4 Semester Credits Core Curriculum Component: None 134 Prerequisite(s): None HPE397 Internship 2 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None HPE398 Internship 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None HPE399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None HPE410 Administration and Supervision of the School Health Program 2 Semester Credits Historical background, legal basis, and school health services relationship to community and school health programs and resources. Core Curriculum Component: None Prerequisite(s): HPE110(Personal and Community Health) HPE450 Current Health Issues 2 Semester Credits This course uses critical thinking skills to examine current health issues in text and media from a sociological, political, economic, and medical perspective. Core Curriculum Component: None Prerequisite(s): HPE110(Personal and Community Health) HPE473 Physical Education Curriculum 2 Semester Credits Techniques for developing a course of study in physical education based upon growth and development for grades K-12. Examination of National Standards and pedagogy for physical education, curriculum, and assessment included. Core Curriculum Component: None Prerequisite(s): HPE205(Introduction to Health, Physical Education, and Exercise Science) 135 HPE490 Exercise Science Seminar and Keystone 4 Semester Credits This course will provide the student with the pinnacle component of the Exercise Science degree plan. The keystone will provide an understanding of human responses to exercise and its relevance to a diverse and challenging world, as well as help develop a basis for research as this relates to the major. Core Curriculum Component: Keystone Prerequisite(s): HPE350(Kinesiology), HPE351(Physiology of Exercise) HPE495 Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None HPE499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None HUM HUM120 Medieval Life in 12th-Century Europe 4 Semester Credits This is the introductory course for medieval studies. It uses an interdisciplinary approach to study European culture during a period known as the High Middle Ages, roughly AD 1100 to 1300. It attempts to examine medieval culture as a complex system of thought and feeling, which includes history, religion, philosophy, literature, art, theatre, music, and food. It also takes an experiential approach to this material, for example, by having students and faculty attend class in academic regalia, just as they did in medieval universities. Core Curriculum Component: Humanities Prerequisite(s): None HUM195 Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None HUM199 Internship 4 Semester Credits Core Curriculum Component: None 136 Prerequisite(s): None HUM490 Keystone: Medieval Studies Project 4 Semester Credits The final project in medieval studies functions like an independent study. Because medieval studies is an interdisciplinary major, the final project must be also be interdisciplinary. Students are free to choose any topic connected to the Middle Ages, but must examine it with professors from at least three different disciplines. The traditional disciplines that comprise medieval studies are art history, English, history, music history, philosophy, religion, and theater history, but students have also completed projects involving professors from other disciplines, such as sociology and psychology. Experiential approaches are encouraged but not required. For example, past students have built medieval musical instruments, medieval suits of armor, and Renaissance commedia dell’arte masks, and then written about the process. Core Curriculum Component: Keystone Prerequisite(s): 1 of ENL330(Shakespeare), ENL332(British Literature: Renaissance and Reformation), ENL360(The Classical Tradition), ENL361(The Medieval World); 1 of HIS372(Medieval Church), PHI242(History of Philosophy II: Medieval and Renaissance Philosophy), REL361(The Church/First Four Centuries), REL362(Martin Luther and the Reformation); 1 of ART386(Medieval Art), ART387(Renaissance and Baroque Art), MUS231(History and Literature of Music I), THR361(Theater History and Criticism I); HIS369(The Early and High Middle Ages), HIS370(The Late Middle Ages to 1648), HUM120(Medieval Life in 12th-Century Europe) HUM499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS INS198 Internship * 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS199 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS225 Introduction to Islam 4 Semester Credits The course covers the ideological foundations of Islam, its basic concepts and tenets, Islamic law (Shari’ah), Islamic economic and political systems, and Islamic patterns of life. 137 Core Curriculum Component: None Prerequisite(s): None INS232 African-American Experience in America 4 Semester Credits An overview of the major issues related to the African American experience, focusing on historical, sociological, economic, legal, and psychological aspects of that experience. Core Curriculum Component: None Prerequisite(s): None INS233 Women: A Cross Cultural Perspective 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS255 Paideia Approach: Thinking, Talking and Reading 4 Semester Credits Students will participate in a series of seminar discussions following the Paideia seminar format as developed by Mortimer Adler. Seminar topics emphasize selections that help students to think critically, understand timeless ideas, listen carefully, and question thoughtfully. This course is ideal for education, social science, and language arts majors. Core Curriculum Component: None Prerequisite(s): None INS291 Topics in Study Abroad and Intercultural Development 1 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS292 Topics in Study Abroad and Intercultural Development 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS294 Career Exploration in Financial Services 2 Semester Credits This course will introduce the career exploration/planning process and an overview of careers in financial services and insurance. Students will develop strategies and skills for career-related decision making and for an effective 138 internship/job search. Course sessions will include: personal and career assessments and interpretation, career research and readings, topic discussions, employer guest speakers, and a Travelers company site visit. Core Curriculum Component: None Prerequisite(s): None INS295 Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS298 Meaningful Work: Linking Education, Vocation and Career Exploration 2 Semester Credits This course will introduce students to the nature of work and its role and value to the individual and to society and provide the strategies and skills necessary for a lifetime of career-related decision making, meaningful work and active citizenship. The course is geared to both students who are undecided and students who are seeking an in-depth look at a chosen personal life and career path. Core Curriculum Component: None Prerequisite(s): None INS299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS312 The Politics of Development in Southern Africa 4 Semester Credits This course examines basic theories of development as well as the political economy of development. It provides the opportunity to reflect critically on issues of development, including global justice, equality, and sustainability. Core Curriculum Component: None Prerequisite(s): None INS316 Building a Sustainable Democracy 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS317 Politics of Conflict and Transformation 4 Semester Credits 139 Core Curriculum Component: None Prerequisite(s): None INS330 Emerging Art and Urban Culture Seminar 4 Semester Credits Exploration of life experiences and works of artists, cultural workers, and community organizers for understanding the differences between formal institutional art and community-based art forms. Interviews and participant observation at arts performances and cultural events. Core Curriculum Component: None Prerequisite(s): None INS331 Politics of Artistic Expression 4 Semester Credits Study of the social and cultural history of urban art, the role of art and culture in everyday life, and the relationship between intellectual discourse and the politics of cultural work. Readings, films, and discussions integrate aesthetic theory and artistic expression with issues of social change and activism. Core Curriculum Component: None Prerequisite(s): None INS342 River Politics Field Seminar 4 Semester Credits In this two-week intensive field experience, students will travel by boat down the Mississippi River exploring elements of the politics and policies relating to the river. Students will engage in service projects, field observations, and interviews with residents, legislators, activists, and government employees. Core Curriculum Component: Augsburg Experience Prerequisite(s): POL241(Environmental and River Politics) INS345 Urban Environment Field Seminar 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS346 Sustainability and Environmental Policy Seminar 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS354 Reading for Social Change 140 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS355 Writing for Social Change 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS358 Theories of Poverty, Inequality and Social Change 4 Semester Credits Interdisciplinary readings connect experiences and direct observation with theory and research on the impact of race, class, and gender on social inequality and unequal urban development. Competing theories and strategies for urban and neighborhood development are examined in the context of dominant ideology and perspectives of people who challenge it. Core Curriculum Component: None Prerequisite(s): None INS359 Social Policy and Anti-Poverty Strategies in Theory and Practice 4 Semester Credits Concrete conditions of life and community issues in different neighborhoods provide varying—at times competing— views on the Twin Cities "civic ideology." Field observations, dialogue with residents, interviews, and oral history provide data to identify inequality and to assess theories and strategies for explaining and overcoming it. Core Curriculum Component: None Prerequisite(s): None INS366 Community Participation and Social Change 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS371 Disjuncture and Difference in Europe 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS372 Norwegian Language 4 Semester Credits 141 Core Curriculum Component: None Prerequisite(s): None INS376 Challenges and Opportunities of European Integration 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS377 Challenges of Globalization to the Scandinavian Welfare State 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS379 Challenges of a Changing Welfare State 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS393 Scandinavian Art, Film and Literature 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS394 Urbanization and Immigration 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS396 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS397 Internship 2 Semester Credits Core Curriculum Component: Augsburg Experience 142 Prerequisite(s): None INS398 Internship 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None INS491 Topics in Study Abroad and Intercultural Development 1 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS492 Topics in Study Abroad and Intercultural Development 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS495 Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS498 Independent Study: Metropolitan Resources 2 Semester Credits An independently-designed course developed by a student (or group of students), utilizing the metropolitan resources available, e.g., lectures, symposia, performances, hearings. The course is designed in consultation with and evaluated by a department faculty member. Core Curriculum Component: None Prerequisite(s): 1 of POL122(Metropolitan Complex), SOC111(Human Community and Modern Metropolis); CONSENT(Consent of Instructor) INS499 Independent Study 143 4 Semester Credits Core Curriculum Component: None Prerequisite(s): 1 of POL484(Political Analysis), SOC363(Research Methods) KEY KEY470 Creating Life in the Arts: Exploration and Reflection on Vocation 4 Semester Credits From personal reflection on vocation to real-world insights and hands-on experiences, this course will delve deeply into the skill sets and mind sets important for arts professionals in all fine arts majors. While exploring vocation concepts, this course balances entrepreneurial awareness, attitudes, and skills with entrepreneurial insights, skills and reflection. Core Curriculum Component: Keystone Prerequisite(s): None KEY480 Topics in Global Interdependence 4 Semester Credits This cross-cultural keystone seminar prepares students to "act globally" by challenging them to apply the diverse perspectives acquired while studying abroad and to analyze issues that transcend national boundaries. In English with readings in a language other than English. Open to international students and to upper-division students who have advanced knowledge of a language other than English or have studied abroad for a full semester (including in Englishspeaking countries with consent of instructor). Core Curriculum Component: Keystone Prerequisite(s): None KEY490 Vocation and the Meaning of Success 4 Semester Credits This course is the keystone course for business majors and other majors where the major program does not include a keystone element. It draws together all facets of a student’s education by providing opportunities to reflect upon and write about the integration of one’s classes, life, and future. Readings and critical discussions with others in the same and in different majors will add dimension to each student’s reflective writing. Core Curriculum Component: Keystone Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) LAT LAT101 Beginning Latin I 4 Semester Credits An introduction to the grammar and vocabulary required to read classical Latin. Short texts from original sources. Attention to classical and medieval Latin culture as time permits. Does not satisfy the Augsburg language requirement. Core Curriculum Component: None 144 Prerequisite(s): None LAT102 Beginning Latin II 4 Semester Credits An introduction to the grammar and vocabulary required to read classical Latin. Short texts from original sources. Attention to classical and medieval Latin culture as time permits. Does not satisfy the Augsburg language requirement. Core Curriculum Component: None Prerequisite(s): LAT101(Beginning Latin I) LCS LCS100 Introduction to Cultural Studies 4 Semester Credits This course is an introduction to the critical study of cultures and cross-cultural difference. It examines the connections between social relations and the production of meaning. It sets the stage for global citizenship by revealing how our "position" in the world affects the way we view, interpret, and interact with other cultures. Core Curriculum Component: Humanities Prerequisite(s): None LCS295 Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None LCS299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None LCS399 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None LCS495 Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None 145 LCS499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MAT MAT103 Everyday Math 3 Semester Credits Concepts of integers, fractions, decimal numbers, ratios, percents, order of operations, exponents, and an introduction to algebraic expressions and equations with an emphasis on applications to everyday life. P/N grading only. Grade of P advances student to MPG2. MAT 103 does not count as credit toward graduation. This course does not meet a NSM-LAF and does not meet QF. Core Curriculum Component: None Prerequisite(s): MPL(Math Placement Level 1) MAT105 Applied Algebra 3 Semester Credits Concepts of linear, exponential, logarithmic, and other models with an emphasis on applications to the social and natural sciences, business, and everyday life. Grade of 2.0 or higher advances student to MPG3. Students preparing for MAT 114 should consult the department. This course does not meet a NSM-LAF and does not meet QF. Core Curriculum Component: None Prerequisite(s): 1 of MAT103(Everyday Math), MPL(Math Placement Level 2) MAT114 Precalculus 4 Semester Credits Concepts of algebraic, exponential, logarithmic, and trigonometric functions for students planning to study calculus. Students who have completed MAT 145 or other calculus courses may register for credit only with consent of department. Grade of 2.0 or higher advances student to MPG4. Core Curriculum Component: Natural Sciences and Mathematics Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3) MAT129 Practical Applications of Math 4 Semester Credits An examination of applications of mathematics in contemporary society, with an emphasis on quantitative reasoning including an introduction to probability and statistics and topics such as the mathematics of finance, graph theory, game theory, voting theory, linear programming, or cryptography. Core Curriculum Component: Natural Sciences and Mathematics Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3) 146 MAT137 Mathematics for Elementary Teachers I 4 Semester Credits Concepts of number, operations, algebra, geometry, measurement, data analysis, and probability with an emphasis on the processes of problem solving, reasoning, connections, communication, and representation. These courses are designed for prospective K-6 elementary school teachers. Core Curriculum Component: Natural Sciences and Mathematics Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3) MAT138 Mathematics for Elementary Teachers II 4 Semester Credits Concepts of number, operations, algebra, geometry, measurement, data analysis, and probability with an emphasis on the processes of problem solving, reasoning, connections, communication, and representation. These courses are designed for prospective K-6 elementary school teachers. Core Curriculum Component: Natural Sciences and Mathematics Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3) MAT140 Calculus Workshop 1 Semester Credits An elective workshop for students concurrently enrolled in Calculus or Calculus II. Calculus-related problems and activities that require significant collaborative and creative effort. Emphasis on strategies for succeeding in college-level mathematics courses. This course does not meet a NSM-LAF and does not meet QF. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor), MAT145(Calculus I) *concurrent registration is required* MAT145 Calculus I 4 Semester Credits Concepts of calculus of one-variable functions including derivatives, integrals, differential equations, and series. Core Curriculum Component: Natural Sciences and Mathematics Prerequisite(s): 1 of MAT114(Precalculus), MPL(Math Placement Level 4) MAT146 Calculus II 4 Semester Credits Concepts of calculus of one-variable functions including derivatives, integrals, differential equations, and series. Core Curriculum Component: Natural Sciences and Mathematics Prerequisite(s): MAT145(Calculus I) MAT163 Introductory Statistics 147 4 Semester Credits Concepts of elementary statistics such as descriptive statistics, methods of counting, probability distributions, approximations, estimation, hypothesis testing, analysis-of-variance, and regression. Students who have successfully completed MAT248, BUS379, PSY215, or SOC362 cannot enroll in MAT163. Core Curriculum Component: Natural Sciences and Mathematics Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3) MAT171 Discrete Mathematics For Computing 4 Semester Credits Concepts of discrete mathematics including binary representations, sequences, recursion, induction, formal logic, and combinatorics, with an emphasis on connections to computer science. Completion of CSC160 recommended prior to MAT171. Students who have completed MAT271 may not register for credit. Core Curriculum Component: Natural Sciences and Mathematics Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3) MAT173 Mathematics of Finance 4 Semester Credits Concepts of elementary financial mathematics such as annuities, loan payments, mortgages, life annuities, and life insurance. Provides an introduction to actuarial mathematics. Core Curriculum Component: Natural Sciences and Mathematics Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3) MAT199 Internship 4 Semester Credits Work-based learning experience that links the ideas and methods of mathematics to the opportunities found in the internship. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) MAT201 Communicating Mathematics 2 Semester Credits An introduction to mathematical speaking, typesetting, presentation technology, reading, and bibliographic resources. This course does not count as an elective in the mathematics major or minor. Completion of this course plus one of MAT 304, MAT 314, MAT 324, MAT 355, MAT 369, MAT 374, or MAT 377 taken at Augsburg satisfies the major’s speaking skill requirement. Students with majors other than mathematics should consult their major department before taking this course. Core Curriculum Component: None Prerequisite(s): MAT146(Calculus II) MAT245 148 Calculus III 4 Semester Credits Concepts of multivariable calculus including functions of several variables, partial derivatives, vectors and the gradient, multiple integrals, and parametric representations. Core Curriculum Component: None Prerequisite(s): MAT146(Calculus II) MAT246 Linear Algebra 4 Semester Credits Concepts of linear algebra including systems of linear equations, matrices, linear transformations, abstract vector spaces, determinants, and eigenvalues. Core Curriculum Component: None Prerequisite(s): 1 of MAT245(Calculus III), MAT271(Discrete Mathematical Structures) MAT248 Biostatistics 4 Semester Credits Concepts and techniques of probability, descriptive statistics, and statistical inference are applied to scientific studies in Biology, Medicine and other Health Sciences. Material is centered on real studies in these areas. Other topics include graphing techniques, correlation and regression, experimental design, combinatorics, point and interval estimation, hypothesis testing and, time permitting, analysis of variance and nonparametric methods. Core Curriculum Component: None Prerequisite(s): 1 of All of BIO151(Introductory Biology), MPL(Math Placement Level 4); MAT145(Calculus I) MAT252 Exploring Geometry 4 Semester Credits Concepts of geometry including Euclidean and non-Euclidean geometries and geometric transformations with an emphasis on geometric reasoning, conjecturing, and proof. Core Curriculum Component: None Prerequisite(s): MAT145(Calculus I) MAT271 Discrete Mathematical Structures 4 Semester Credits Concepts of discrete mathematics including number theory, combinatorics, graph theory, recursion theory, set theory, and formal logic, with an emphasis on algorithmic thinking, mathematical reasoning, conjecturing, and proof. Core Curriculum Component: None Prerequisite(s): 1 of All of 1 of MAT163(Introductory Statistics), MAT248(Biostatistics), MAT252(Exploring Geometry), MAT287(History of Mathematics); MAT145(Calculus I); MAT146(Calculus II) MAT287 History of Mathematics 149 4 Semester Credits Concepts of historical importance from the areas of geometry, number theory, algebra, calculus, and modern mathematics. Core Curriculum Component: Natural Sciences and Mathematics Prerequisite(s): MAT145(Calculus I) MAT304 Graph Theory 4 Semester Credits Concepts of graph theory including standard graphs, classic questions, and topics such as degree sequences, isomorphism, connectivity, traversability, matching, planarity, coloring, and graph metrics. Focuses on theoretical structures. Core Curriculum Component: None Prerequisite(s): 1 of COM111(Public Speaking), COM112(Contest Public Speaking), COM115(Scientific and Technical Public Speaking), MAT201(Communicating Mathematics); 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); MAT271(Discrete Mathematical Structures) MAT314 Abstract Algebra 4 Semester Credits Concepts of algebra including the abstract structures of groups, rings, integral domains, and fields. Focuses on theoretical structures. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); 1 of COM111(Public Speaking), COM112(Contest Public Speaking), COM115(Scientific and Technical Public Speaking), MAT201(Communicating Mathematics); MAT246(Linear Algebra), MAT271(Discrete Mathematical Structures) MAT324 Analysis 4 Semester Credits Concepts of real analysis including limits, boundedness, continuity, functions, derivatives, and series in a theoretical setting. Focuses on theoretical structures. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); 1 of COM111(Public Speaking), COM112(Contest Public Speaking), COM115(Scientific and Technical Public Speaking), MAT201(Communicating Mathematics); MAT146(Calculus II), MAT271(Discrete Mathematical Structures) MAT355 Numerical Mathematics and Computation 4 Semester Credits Concepts such as polynomial interpolation, numerical differentiation and integration, numerical solution of differential equations, error propagation, practical implementation of numerical methods on modern computers, and applications. 150 Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); 1 of COM111(Public Speaking), COM112(Contest Public Speaking), COM115(Scientific and Technical Public Speaking), MAT201(Communicating Mathematics); CSC160(Introduction to Computer Science and Communication), MAT146(Calculus II) MAT363 Dynamical Systems 4 Semester Credits Concepts of dynamical systems including iteration, stability, orbit diagrams, symbolic dynamics, chaos, and fractals, along with topics such as applications of dynamical systems and/or complex dynamics including the Mandelbrot set and Julia sets. Core Curriculum Component: None Prerequisite(s): 1 of MAT246(Linear Algebra), MAT269(Modeling and Differential Equations), MAT271(Discrete Mathematical Structures); MAT146(Calculus II) MAT369 Modeling and Differential Equations in Biological and Natural Sciences 4 Semester Credits Concepts of differential equations including quantitative and qualitative solution method of linear and non-linear systems; the application, modeling, and analysis of differential equations to model biological phenomena. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); 1 of COM111(Public Speaking), COM112(Contest Public Speaking), COM115(Scientific and Technical Public Speaking), HON130(Liberating Letters: Humanist Tradition), MAT201(Communicating Mathematics); MAT245(Calculus III) MAT373 Probability and Statistics I 4 Semester Credits Concepts of probability and statistics including methods of enumeration, random variables, probability distributions, expectation, the Central Limit Theorem, sampling distributions, methods of estimation, hypothesis testing, regression, analysis of variance, and nonparametric statistics. Core Curriculum Component: None Prerequisite(s): MAT245(Calculus III) MAT374 Probability and Statistics II 4 Semester Credits A continuation of MAT373. Concepts of probability and statistics including methods of enumeration, random variables, probability distributions, expectation, the Central Limit Theorem, sampling distributions, methods of estimation, hypothesis testing, regression, analysis of variance, and nonparametric statistics. Includes an applied project. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); 1 of COM111(Public Speaking), 151 COM112(Contest Public Speaking), COM115(Scientific and Technical Public Speaking), HON130(Liberating Letters: Humanist Tradition), MAT201(Communicating Mathematics); MAT373(Probability and Statistics I) MAT377 Operations Research 4 Semester Credits Concepts of linear programming and its applications to optimization problems from industrial settings including the simplex method, sensitivity analysis, duality theory, alternate optima, and unboundedness with an emphasis on both the mathematical theory and the application to current business practice. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); 1 of COM111(Public Speaking), COM112(Contest Public Speaking), COM115(Scientific and Technical Public Speaking), HON130(Liberating Letters: Humanist Tradition), MAT201(Communicating Mathematics); MAT246(Linear Algebra) MAT394 Topics in Statistics 4 Semester Credits Study of an advanced topic in statistics such as modeling, design of experiments, or data analysis. Core Curriculum Component: None Prerequisite(s): 1 of MAT163(Introductory Statistics), MAT248(Biostatistics), MAT373(Probability and Statistics I); 1 of ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters); 1 of COM111(Public Speaking), COM115(Scientific and Technical Public Speaking), MAT201(Communicating Mathematics); MAT146(Calculus II) MAT395 Topics 4 Semester Credits Study of an advanced topic such as actuarial mathematics, complex analysis, mathematical biology, combinatorics, graph theory, topology, or foundations of mathematics. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); 1 of COM111(Public Speaking), COM112(Contest Public Speaking), COM115(Scientific and Technical Public Speaking), HON130(Liberating Letters: Humanist Tradition), MAT201(Communicating Mathematics); 2 of MAT245(Calculus III), MAT246(Linear Algebra), MAT252(Exploring Geometry), MAT269(Modeling and Differential Equations), MAT271(Discrete Mathematical Structures), MAT287(History of Mathematics) MAT397 Internship 2 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); 1 of COM111(Public Speaking), COM112(Contest Public Speaking), COM115(Scientific and Technical Public Speaking), HON130(Liberating Letters: Humanist Tradition), MAT201(Communicating Mathematics) 152 MAT399 Internship 4 Semester Credits Work-based learning experience that links the ideas and methods of mathematics to the opportunities found in the internship. For upper division credit, significant mathematical content and presentation at a departmental colloquium is required. Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); 1 of COM111(Public Speaking), COM112(Contest Public Speaking), COM115(Scientific and Technical Public Speaking), HON130(Liberating Letters: Humanist Tradition), MAT201(Communicating Mathematics) MAT491 Mathematics Colloquium 0 Semester Credits Information about contemporary applications, career opportunities, and other interesting ideas in mathematics. Presented by outside visitors, faculty members, or students. Carries no course credit. Core Curriculum Component: None Prerequisite(s): None MAT496 Independent Study 1 Semester Credits Core Curriculum Component: None Prerequisite(s): None MAT498 Independent Study 2 Semester Credits Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); 1 of COM111(Public Speaking), COM115(Scientific and Technical Public Speaking), MAT201(Communicating Mathematics) MAT499 Independent Study 4 Semester Credits Selection and study of an advanced topic outside of the offered curriculum with the guidance of a faculty member. Presentation at a departmental colloquium is required. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); 1 of COM111(Public Speaking), COM115(Scientific and Technical Public Speaking), MAT201(Communicating Mathematics); CONSENT(Consent of Instructor) 153 MBA MBA510 Applied Managerial Economics 3 Semester Credits Application of economic tools in solving managerial problems. Topics include markets and organizations, demand and cost functions, demand and supply analysis, game theory and the economics of strategy, pricing incentives, evaluation, regulation, incentive conflicts and contracts, and ethics and the organizational architecture. Students develop critical thinking skills and a framework of analyzing business decisions. In summary, the objective of the course is to help business students become architects of business strategy rather than simply middle managers following the path of others. Core Curriculum Component: None Prerequisite(s): None MBA520 Accounting for Business Managers 3 Semester Credits Concepts of Generally Accepted Accounting Principles (GAAP) for preparing financial statements. Students will learn to analyze income statements, balance sheets, and annual reports, and to budget using projected sales, fixed and variable expenses, break-even calculation, and capital budgeting. Core Curriculum Component: None Prerequisite(s): None MBA530 Managerial Finance 3 Semester Credits Understanding the foundations of financial management including markets, institutions, interest rates, risk and return, and the time value of money. Included are security valuation, corporate valuation, strategic investment and financing decisions, working capital management, mergers and acquisitions, derivatives, bankruptcy, and multinational implications. Core Curriculum Component: None Prerequisite(s): None MBA540 Business and Professional Ethics 3 Semester Credits An understanding of the ethical problems faced by people in organizations and businesses today. A framework for recognizing ethical problems helps the student determine how decisions will affect people positively or negatively. This course conveys a model of analysis of ethical problems to allow students the ability to make better judgments about what is right and fair. The course also allows students to gain confidence in their understanding and their proposed solutions for ethical issues, thus being able to forcefully and reasonably defend their point of view. Core Curriculum Component: None Prerequisite(s): None MBA545 154 Organizational Behavior 3 Semester Credits Theory and application of organizational behavior to human resources within organizations. Topics include strategies and tactics for developing human resources to support organizational cultural changes (such as total quality management), team building, collaboration with other teams, training, the impact of diversity, and evaluation of contemporary organizational strategies. Core Curriculum Component: None Prerequisite(s): None MBA550 Marketing Management 3 Semester Credits Applying marketing theory and practice to real-life marketing situations. Topics include market segmentation, targeting, positioning, distribution of goods and services, the relationship between price and demand, brand management, and marketing plans and strategy. Students gain hands-on experience with marketing in cross-functional organization strategies. Core Curriculum Component: None Prerequisite(s): None MBA560 Communication Issues in Management 3 Semester Credits An ethnographic approach to communication in the workplace including how physical settings, communication channels, institutional goals, institutional culture, and the roles of participants shape communication. Students will use case studies and their own workplace experiences to examine effectiveness, ideologies and biases, network theory, persuasive appeals, and communication of institutional values. Core Curriculum Component: None Prerequisite(s): None MBA565 Managing in a Global Environment 3 Semester Credits Explores the reasons, conditions, processes, and challenges of internationalization from an enterprise perspective. The foci of the course will be international trade theory and institutional governance of international trade/monetary policy, and the differences in political-economic/socio-cultural systems and their implications for international business. Core Curriculum Component: None Prerequisite(s): None MBA570 Quantitative Decision-Making for Managers 3 Semester Credits Extracting actionable information from data, interpreting data in tables and graphs, interpreting statistical significance, evaluating survey data, using data mining with large databases, and using simulation and modeling in business decisions. Core Curriculum Component: None 155 Prerequisite(s): None MBA575 Strategic Technology 3 Semester Credits Making strategic technology decisions most favorable to organization and culture, interaction with customers and suppliers, and future growth of the organization. Students will come to understand the impact of the internet and electronic commerce on the traditional business model, the effect on employees, and the ethical and societal results of given technology choices. Core Curriculum Component: None Prerequisite(s): None MBA576 Project Management 3 Semester Credits The purpose of this course is to introduce students to the world of projects and to projects’ real life struggles and challenges. The course will focus on the day-to-day, hands-on problems of managing a project, which is defined as a temporary organization within a permanent organization set up to achieve a specific objective. It will broadly cover the operational and conceptual issues faced by modern project managers. Core Curriculum Component: None Prerequisite(s): None MBA580 The Field Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MBA581 Management Consulting Project I 2 Semester Credits Working in teams with a local organization, students develop expertise in an area related to their vocation, using communication, leadership, and collaboration skills, and academic knowledge to research, analyze, and make recommendations. The management consulting project culminates in a presentation to the client and the faculty adviser. (The Management Consulting Project course is divided into two required 2 credit courses.) Core Curriculum Component: None Prerequisite(s): None MBA582 Management Consulting Project II 2 Semester Credits Working in teams with a local organization, students develop expertise in an area related to their vocation, using communication, leadership, and collaboration skills, and academic knowledge to research, analyze, and make recommendations. The management consulting project culminates in a presentation to the client and the faculty adviser. (The Management Consulting Project course is divided into two required 2 credit courses.) 156 Core Curriculum Component: None Prerequisite(s): None MBA583 Social Entrepreneurship I: Execution, Planning & Strategy for Social Innovation-based Ventures 3 Semester Credits This course is intended to provide prospective social entrepreneurs with information and tools to teach you how to actually start a business, evaluate opportunities for starting a new business, how to choose markets for entry, when to enter, and what resources and capabilities it will take to enter and provide a platform for future growth. Although the course will focus especially on entry into social enterprises, it will provide background essential to entrepreneurial ventures of all types. The course is designed to address the needs of students who either hope to pursue start-up opportunities upon graduation or in preparation for entrepreneurial activities at later career stages. Core Curriculum Component: None Prerequisite(s): None MBA584 Social Entrepreneurship II: Advanced Topics & Practicum in Social Entrepreneurship 3 Semester Credits Students are assigned to a social enterprise in the local community to work as management consultants on comprehensive projects. Students perform in-depth business analysis, complete primary and secondary research, develop strategies and tactics and propose implementation plans to assist the organization realize their goals. Guest lectures and readings/discussions tie managerial theory to actual practice. Core Curriculum Component: None Prerequisite(s): None MBA592 Leadership: Ethics, Vision, and Transformation 3 Semester Credits Provides learners with well-rounded, comprehensive leadership skills that will enhance personal and organizational effectiveness. Leadership skills and abilities have long been viewed as important contributors to success in personal and professional spheres. Topics include leadership strategy, critical and distinctive functions and skills of management and leadership, relationship building, servant leadership, leadership communication, and self-awareness and discovery of leadership styles, traits, and abilities. Core Curriculum Component: None Prerequisite(s): None MBA593 Health Care Operations Management 3 Semester Credits This course will provide students with an introduction to Healthcare Operations. Over the past several years, there has been a general acceptance to apply more sophisticated business optimization techniques to the healthcare industry. Students will gain an understanding of business management within hospitals, clinics, and multiple hospital systems. The tools covered in the class focus primarily on those that improve hospital productivity. Core Curriculum Component: None Prerequisite(s): None 157 MBA595 Strategic Management 3 Semester Credits Organizations that survive over time generally meet customer needs more effectively than the customer’s alternatives. These organizations adapt to a constantly changing environment, usually coordinating change in a variety of different functional areas. Strategy matches the organization’s capabilities to its market position, facilitates resource allocation, and provides guidance for decision-making. This course is integrative of all subject matter in the MBA program, and adopts the perspective of senior management. Core Curriculum Component: None Prerequisite(s): None MBA596 Managing Innovation 3 Semester Credits Understanding innovation as a process and creating the conditions for this process to occur successfully within an organization are the main themes of this course. Learning to integrate design thinking into business that will drive continuous development and improvement, and develop customer/client emotional connections will be the focus of the course. Transforming the business, creating brand value, exceeding customer’s expectations, and creating sustainable, superior competitive advantage through new ways of thinking are the purposes of the course. Core Curriculum Component: None Prerequisite(s): None MBA599 Topics 3 Semester Credits Core Curriculum Component: None Prerequisite(s): None MBA699 Internship 3 Semester Credits Core Curriculum Component: None Prerequisite(s): None MBC MBC532 Investment Theory and Portfolio Management 3 Semester Credits This course discusses investment background such as the investment setting, asset allocation decision, selecting investments in a global market, and security market indicators, followed by efficient capital markets, portfolio management and asset pricing models, and multi-factor models of risk and return. Security valuation and analysis and management of common stocks and bonds are discussed. The course ends with a discussion of professional asset management and evaluation of portfolio performance. Core Curriculum Component: None 158 Prerequisite(s): None MBC535 International Finance 3 Semester Credits The objective of this course is to acquaint students with macro and micro aspects of international finance. At the macro level, coverage will include theories of direct investment, the international monetary mechanism, foreign exchange markets, and repercussions from balance of payments difficulties. Micro level materials include problems of doing business internationally and a survey of public and private foreign and international financial institutions. Also discussed are the management of risk of multinational operations and their valuation and structure. The course ends with a discussion of international portfolio investment and asset pricing. Core Curriculum Component: None Prerequisite(s): None MBC537 Health Care Financing 3 Semester Credits This course focuses on a variety of public and private third party mechanisms for financing health care services. A review shall be made of the various trends and constraints associated with each mechanism. Particular attention shall be a paid to the role of private health insurance and government reimbursement mechanisms for health services. Prerequisites: MBA 530-Managerial Finance Core Curriculum Component: None Prerequisite(s): None MBC542 Legal and Ethical Considerations in Health Care 3 Semester Credits This course covers the laws affecting administration of hospitals and other healthcare organizations; administrative law, corporate and business law, labor law, civil liability and tax-related issues. The course covers the ethical issues underlying financing, organization, and delivery of healthcare services. Addresses the numerous ethical issues raised by advances in technology, changing societal values, decreased resources and increasing professional liability. Core Curriculum Component: None Prerequisite(s): None MBC547 Human Resources Issues in Health Care 3 Semester Credits This course provides complete coverage of relevant human resource issues in health care management, as well as offering a solid foundation in both HR and health care administrative practices. This course provides a comprehensive, focused approach to the demands of the current human resources role. This practical, hands –on course introduces human resources to those who are preparing to work in any area of health care or health service covering important topics such as recruitment, training, termination, compensation practices, and safety. Core Curriculum Component: None Prerequisite(s): None MBC552 159 Marketing Communications 3 Semester Credits The course is meant to provide students with an opportunity to analyze, design, and evaluate a comprehensive and integrated marketing communications program which includes advertising, sales promotions, publicity, and personal selling decisions. The course focuses on theories, models, and industry experiences that are relevant to the design and evaluation of a marketing communications plan. Specific topics covered include the communication process, consumer behavior models and their relevance to marketing communications decisions, marketing communications research, advertising message and media strategies, the role of the advertising agency, and the integration of marketing mix decisions. Core Curriculum Component: None Prerequisite(s): None MBC554 Consumer Behavior 3 Semester Credits The purpose of this course is to provide students having a basic fluency in marketing with a deeper understanding of consumer (buyer) behavior, with particular emphasis on the purchase decision process. Specific topics will include: the role of problem recognition; how buyers seek and evaluate information; and factors that influence buyers’ purchase decisions. Core Curriculum Component: None Prerequisite(s): None MBC599 Topics 3 Semester Credits Core Curriculum Component: None Prerequisite(s): None MCN MCN301 Research in the Disciplines 2 Semester Credits Scholars in this two-credit course will investigate and analyze the process of research, learning ways to choose and focus a research topic and question, skills for reading discipline-specific journal articles and conducting literature reviews, and accepted methods of inquiry and information retrieval. Scholars receive guidance from McNair staff and their Research Faculty Mentor. Scholars may choose to work on their Research Faculty Mentor’s established topic or develop their own question. The semester will culminate in the development of a research proposal, building the scholar’s specific knowledge of the research topic and confidence as a researcher. Scholars participating in an off-campus research experience or internship will be enrolled and have individualized activities as necessary. Core Curriculum Component: None Prerequisite(s): None MDC094CE Everyday Mathematics 4 Semester Credits 160 Core Curriculum Component: None Prerequisite(s): None MDC MDC101CE Lifetime Fitness 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None MDC102CE Mathematical Thinking 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MDC103CE The Modern World 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MDC104CE College Mathematics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MDC105CE Principles of Psychology 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MDC106CE Introduction to Art 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MDC107CE Historical Geology 4 Semester Credits 161 Core Curriculum Component: None Prerequisite(s): None MDC110CE Small Business, Start-Up 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MDC111CE Writing and Research Skills 4 Semester Credits Equivalent to IHCC ENG 1108 Writing and Research Skills Emphasizes critical writing, reading, and thinking with attention to rhetorical elements such as argumentative structure, audience, and purpose. Students learn types of college writing and research techniques; report, synthesize, and draw conclusions from their readings; document the use of sources; and practice the writing process. Core Curriculum Component: None Prerequisite(s): None MDC112CE Public Speaking 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MDC113CE Research Writing in the Disciplines 2 Semester Credits Equivalent to IHCC ENG 1111 Research Writing in the Disciplines-WRIT Emphasizes textual analysis of primary and secondary sources with focus on writing in students’ academic and/or professional disciplines. Core Curriculum Component: None Prerequisite(s): None MDC114CE The Research Paper 4 Semester Credits Equivalent to IHCC ENG 1114 The Research Paper - WRIT 3 cr Emphasizes critical analysis of fiction or nonfiction texts, at least one book-length, resulting in a research paper that reflects analysis and synthesis of multiple sources. Prereq: Grade of C or higher in ENG 1108. Core Curriculum Component: None Prerequisite(s): None MDC1152CE Leadership Skills Development 162 3 Semester Credits Core Curriculum Component: None Prerequisite(s): None MDC115CE Introduction to Philosophy 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MDC121CE Introduction to Human Society 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MDC122CE 20th Century US History 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MDC123CE Small Business Management 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MDC124CE Urban Politics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MDC125CE State and Local Government 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MDC129CE Mathematics for the Liberal Arts 4 Semester Credits 163 Core Curriculum Component: None Prerequisite(s): None MDC130CE Sociology and the Family 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MDC131CE American Government & Politics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MDC141CE Introduction to Cultural Anthropology 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MDC158CE Political Patterns and Processes 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MDC190CE Educational Internship 3 Semester Credits Core Curriculum Component: None Prerequisite(s): None MDC200CE Introduction to Business 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MDC201CE Legal Environment of Business 4 Semester Credits Core Curriculum Component: None 164 Prerequisite(s): None MDC204CE History of Rock & Roll 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MDC210CE Educational Psychology 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MDC211CE Foundations in Women's Studies 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MDC222CE US History Since 1877 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MDC225CE Creative Writing 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MDC226CE Human Relations in Business 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MDC231CE Language and Power 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None 165 MDC240CE Introduction to Literary Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MDC241CE Introduction to Cinema Arts 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MDC242CE Humanities: Baroque to Modern 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MDC251CE Environmental Science 4 Semester Credits IHCC Course Equivalent - BIOL 1117 Environmental Science (with lab) Introduces non-majors or majors to fundamental concepts in ecology focusing on man's increasing impact and exploitation of the environment stressing the limits of the biosphere with respect to resources, energy, and pollution. Activities will include discussion, group activities, guest speakers and films. One semester credit of lab included. Core Curriculum Component: None Prerequisite(s): None MDC252CE Principles of Marketing 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MDC253CE Chinese Literature 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MDC254CE Interpersonal Communication 4 Semester Credits 166 Core Curriculum Component: None Prerequisite(s): None MDC255CE Small Group Communication 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MDC256CE Comparative Religions 4 Semester Credits This course examines the role and functions of religion in society and religious and philosophical concepts. The class will introduce selected world religious traditions and cultures through exploring the history and key teachings of the religions, examining ways of being religious in various traditions, reading various texts and anthropological sources, class presentations, and lecture. Religions studied include Polytheistic and Monotheistic religions, as well as the major religions of Hinduism, Buddhism, Judaism, Christianity and Islam. The class will discuss how major world religions respond to contemporary social/global issues. Equivalent to IHCC Course HIST 2125 History of World Religions: Ancient to Modern Time 4 cr Compares and contrasts the history of the values, beliefs and world views associated with world religious faiths, practices and institutions from ancient to contemporary times. Topics include: Views of creation, time and death, good and evil, the relation to art, relation to political power, and role in social and cultural conflict. Core Curriculum Component: None Prerequisite(s): None MDC265CE Social Inequalities 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MIS MIS199 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MIS260 Problem Solving for Business 4 Semester Credits This course applies advanced software capabilities like macros, Solver, and Scenario Manager in Microsoft Excel as well as other simulation and decision support tools for problem solving in business through the use of realistic business cases. Core Curriculum Component: None 167 Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3) MIS264 Statistical Literacy for Managers 4 Semester Credits Critical thinking about statistics as evidence for management decisions. Analysis of business cases involving non-financial data. Focus on predicting, understanding, and managing variation: modeling, sampling, optimizing, etc. Reviews descriptive and inferential statistics. Uses spreadsheets for statistical analysis (trends and confidence intervals). Includes the generation and analysis of survey data. Uses Monte Carlo simulation in business forecasting. Communicate results in a form that facilitates decisions by non-quantitative managers. Attention to alternate choices, sub-optimization, and unanticipated consequences. Optional topics include process control, six-sigma, data mining, and dashboard metrics. Additional evening sessions are required. Core Curriculum Component: None Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3); MIS260(Problem Solving for Business) MIS270 Data Management for Business 4 Semester Credits Introduces the concepts of data modeling, database structures, and relational databases. Core Curriculum Component: None Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3) MIS295 Topics 4 Semester Credits Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and readings in the area of management information systems. Core Curriculum Component: None Prerequisite(s): None MIS299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MIS375 E-Commerce 4 Semester Credits This course provides broad based and balanced coverage of both the strategic business and technology elements of ecommerce. This course presents concepts and skills for the strategic use of e-commerce and related information system technologies. Students will examine current technology solutions to issues surrounding business-to-business, businessto consumers, and intra-organizational trade. Includes study of network, database and programming concepts and an examination of e-commerce in altering the structure of entire industries. (Note that this is not a programming or web development course). 168 Core Curriculum Component: None Prerequisite(s): 1 of BUS200(Exploring Business as a Vocation), BUS242(Principles of Management), MKT252(Principles of Marketing); 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) MIS376 Project Management 4 Semester Credits Develops project management skills needed to initiate, plan, execute, control, and close projects. Combines theories, techniques, group activities, and computer tools such as Microsoft Project. Emphasizes technical and communications skills needed to manage inevitable changes. Core Curriculum Component: None Prerequisite(s): 1 of MIS175(Principles of Computing for Business), MIS260(Problem Solving for Business) MIS379 Quantitative Methods for Business and Economics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): 1 of MAT105(Applied Algebra), MAT171(Discrete Mathematics For Computing), MPL(Math Placement Group); MIS260(Problem Solving for Business) MIS399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None MIS475 Systems Analysis and Design 4 Semester Credits Core Curriculum Component: None Prerequisite(s): MIS260(Problem Solving for Business), MIS270(Data Management for Business), MIS375(Management Information Systems in the Organization) MIS476 Information Systems Projects 4 Semester Credits Skills developed in previous courses are used to complete an actual project of systems analysis and design. Core Curriculum Component: None Prerequisite(s): 1 of MIS175(Principles of Computing for Business), MIS260(Problem Solving for Business), MIS360(Problem Solving for Business); 1 of MIS270(Data Management for Business), MIS370(Advanced Computing For Business); MIS375(Management Information Systems in the Organization), MIS376(Project Management), MIS475(Systems Analysis and Design) MIS479 169 Business Analytics 4 Semester Credits Multivariate modeling of business-related programs using computer software. Focuses on model assumptions, variability explained, statistical significance, and confounding. Models studied in depth include: A/B testing, multivariate regression, logistic regression, and Monte-Carlo simulation using @Risk. Other models include: cluster and correlation analysis; classification and discriminant analysis; and ANOVA. Students will learn the power and limitations of each model studied. Core Curriculum Component: None Prerequisite(s): 1 of MIS264(Statistical Literacy for Managers), MIS379(Quantitative Methods for Business and Economics) MIS495 Topics 4 Semester Credits Lectures, discussions, and meetings with members of the staff or visiting faculty regarding research methodology and current problems and policies. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) MIS499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MKT MKT199 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MKT252 Principles of Marketing 4 Semester Credits Principles of basic policy and strategy issues in marketing. Legal, ethical, competitive, behavioral, economic, and technological factors as they affect product, promotion, marketing channel, and pricing decisions. Core Curriculum Component: None Prerequisite(s): None MKT299 Directed Study 4 Semester Credits 170 Core Curriculum Component: None Prerequisite(s): None MKT350 Consumer Behavior 4 Semester Credits Consumer behavior theories and principles as they apply to the consumer decision-making process. Impact of attitudes, values, personality, and motivation on individual decision processes. Analysis of cultural, ethnic, social class, family, and purchase situation influences. Application to everyday purchasing situations. Core Curriculum Component: None Prerequisite(s): MKT252(Principles of Marketing) MKT352 Marketing Research and Analysis 4 Semester Credits Research process as an aid to decision making. Emphasis on development of research proposal, methodology, and collection and analysis of data. Core Curriculum Component: None Prerequisite(s): 1 of BUS264(Statistical Literacy for Managers), BUS379(Quantitative Methods for Business and Economics), MAT163(Introductory Statistics), PSY215(Research Methods and Statistics I), SOC362(Statistical Analysis); MKT252(Principles of Marketing) MKT354 Sales Management 4 Semester Credits Formulation, implementation, evaluation and control of sales force programs designed to carry out marketing objectives. Management of sales force recruitment, departmental structure, training, motivation, territory allocation, quotas, and compensation. Core Curriculum Component: None Prerequisite(s): MKT252(Principles of Marketing) MKT355 Marketing Communications 4 Semester Credits Integration of advertising, public relations, sales promotion design, evaluation, and personal selling into a coherent promotion mix. Core Curriculum Component: None Prerequisite(s): MKT252(Principles of Marketing) MKT357 Advertising 4 Semester Credits Introduction to print, broadcast, and Web-based advertising and promotion as important elements in modern marketing and communications. 171 Core Curriculum Component: None Prerequisite(s): MKT252(Principles of Marketing) MKT397 Internship 2 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None MKT398 Internship 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None MKT399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None MKT450 Marketing Management 4 Semester Credits Application of marketing concepts to day-to-day strategies and long-term planning issues; development and implementation of marketing plans. Core Curriculum Component: None Prerequisite(s): 1 of MKT355(Marketing Communications), MKT357(Advertising); 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); MKT252(Principles of Marketing), MKT352(Marketing Research and Analysis) MKT466 International Marketing 4 Semester Credits Examination of issues and activities unique to marketing in an international setting. Emphasis on adaptation of a marketing mix according to the international marketing environment. Core Curriculum Component: None Prerequisite(s): MKT252(Principles of Marketing) MKT495 Topics 4 Semester Credits Core Curriculum Component: None 172 Prerequisite(s): CONSENT(Consent of Instructor) ML ML505 Foundations of Leadership 3 Semester Credits This course is designed to provide a common foundation for the Master of Arts in Leadership program; laying the groundwork for both the study of leadership and enhancing the capacity to lead. As an introduction to selected concepts of leadership, this course provides a historical and philosophical framework for the program. The student experience in Foundations of Leadership is defined by an exploration of leadership models and styles as they are exemplified in a variety of well-known texts. Core Curriculum Component: None Prerequisite(s): None ML511 Creativity and the Problem-Solving Process 3 Semester Credits Exploration of creativity from the perspective of traditional aesthetics as well as contemporary organizational thinking. This course uses creativity as a method, and it examines techniques for solving problems in organizations, for enhancing innovation, and for seeking an integrative worldview. Core Curriculum Component: None Prerequisite(s): None ML512 Responsible Leadership for the 21st Century 3 Semester Credits The Augsburg mission statement sets forth the goals of educating students to be responsible leaders. By examining current social issues and through immersion in Augsburg’s Cedar-Riverside neighborhood, this course will explore qualities of responsible leadership. The other three pillars of the Augsburg mission will serve as a framework as we explore how critical thinking, informed citizenship and thoughtful stewardship shape a responsible leader. Core Curriculum Component: None Prerequisite(s): None ML514 Research Methods 3 Semester Credits Evaluation and documentation of programs, projects, and ideas as they relate to leadership theories and practice. Qualitative and quantitative tools will be discussed. Core Curriculum Component: None Prerequisite(s): None ML520 Self-Identity, Values, and Personal Growth 3 Semester Credits 173 Study of the concepts of self-identity, value formation, and personal growth as they relate to professional life; factors that influence the development of self-identity and personal values; and the effect of personal values on learning and leadership strategies. Core Curriculum Component: None Prerequisite(s): None ML523 Leading Authentically 3 Semester Credits Authentic leaders understand their core values and align this knowledge with the organization in which they lead. In this course, students will articulate their leadership strengths, examine models of leadership, and explore organizational theories in order to develop a leadership plan that honors their authentic selves. Core Curriculum Component: None Prerequisite(s): None ML527 Spirituality and Leadership in the Workplace 3 Semester Credits The wide-ranging spirituality movement in the workplace is a notable feature of contemporary life. This course explores the dimensions of this trend and its implications for leadership through a variety of sources and perspectives. Core Curriculum Component: None Prerequisite(s): None ML530 Ethics in Communication 3 Semester Credits Interdisciplinary study of ethics and communication through the investigation of a variety of ethical perspectives within human communication. This course places particular attention on the use and abuse of communication in politics, advertising, and interpersonal relationships. It emphasizes sensitivity to ethical conflicts that arise in social and organizational settings. Core Curriculum Component: None Prerequisite(s): None ML531 Dynamics of Change 3 Semester Credits Effective leadership, by definition, involves social and organizational change. Beginning at the macro level of analysis and ultimately focusing on leading and responding to change in organizational settings, this course examines the paradigms, theories and practices that support successful leadership for change. Collaborative presentations provide an opportunity to apply course ideas to historical and contemporary issues. Core Curriculum Component: None Prerequisite(s): None ML535 Organization Theory and Leadership 174 3 Semester Credits In-depth exploration of organization theory plus related concepts, issues, and concerns. The course is designed to enable the student to acquire knowledge and develop skills in order to function as a responsible, ethical participant within various types of organizational structures and cultures. Core Curriculum Component: None Prerequisite(s): None ML536 Facilitating Organizational Change 3 Semester Credits This course will explore the impact of change on organizations, teams, and individuals. This course will prepare current and future leaders to effectively lead change efforts in their organizations. This leadership development will be accomplished through the study of several change management theories and frameworks. Moreover, application and evaluation of change management theories will be emphasized. Core Curriculum Component: None Prerequisite(s): None ML539 Communicating a Self in the Modern Organization 3 Semester Credits Understanding through reading, reflecting, and dialogue of the functions of communication in organizational settings with particular emphasis on the self-defining aspects of the social contract between the individual and the organization in a changing world. Supplementary reading packet, open dialogue, and individual projects. Core Curriculum Component: None Prerequisite(s): None ML540 Political Leadership: Theory and Practice 3 Semester Credits Analysis of leadership perspectives in selected political systems and other organizations. Special focus on significant leadership theories and leaders, past and present. Most theories studied are interdisciplinary and relevant to business and nonprofit organizations as well as to politics. Core Curriculum Component: None Prerequisite(s): None ML545 Decision Making and Leadership 3 Semester Credits Review of the decision-making process—the setting, goals, and contingencies—as it affects leaders and leadership. Analysis of arguments and explanations; analysis of basic statistical concepts and their relationship to decision making. Assessment of major social decisions, past and present—their intentions, consequences, arguments, explanations, and justification. Core Curriculum Component: None Prerequisite(s): None 175 ML548 Coaching and Consulting 3 Semester Credits The purpose of this course is to develop influence skills through the exploration and application of consulting and coaching practices. To fulfill that purpose participants will read the work of master consultants and coaches, develop a toolkit, practice consulting as both a consultant and a client, and reflect on these experiences to develop their own purpose, principles, and practices for influencing others. Core Curriculum Component: None Prerequisite(s): None ML550 Communication, Decision Making, and Technology 3 Semester Credits Analysis of the role various forms of digitally-mediated communication play in our society and how communication, decision making, and leadership have been altered by these technologies. Students examine how they can engage and manage these processes in their organizations. Core Curriculum Component: None Prerequisite(s): None ML553 Design and Leadership 3 Semester Credits A study of what leaders can learn from artists and designers. The place of aesthetics (look and feel) in today’s business environment; feeling and the emotions in leadership (Emotional Intelligence); "design" as a cognitive concept and its place in leadership. Core Curriculum Component: None Prerequisite(s): None ML557 Language of Leadership 3 Semester Credits Students analyze language from a variety of rhetorical and sociolinguistic perspectives and learn to make judgments about rhetorical and stylistic strategies. Topics include the use of language as an organizing principle for social interaction; speech act theory; strategies for giving effective directives; the creation and manipulation of style; the development of persuasive appeals; the protection of “face;” and strategies for maintaining personal relationships across hierarchical levels in organizations. Core Curriculum Component: None Prerequisite(s): None ML560 Cultural Competence and Effective Leadership 3 Semester Credits 176 This course focuses on the ability to function and lead in culturally diverse contexts within the US. Goals include improved communication skills and interpersonal sensitivity, appreciation for the complexity of the racial and ethnic groupings, and awareness of key issues facing those groups. Core Curriculum Component: None Prerequisite(s): None ML563 Leadership in a Global Society 3 Semester Credits This class focuses on enhancing global leadership competencies, beginning with core concepts and personal assessments and concluding with a global leadership development project where learners demonstrate their ability to take theory to practice. Course activities include personal assessments, a critical review paper, a literature review, and a final project proposal paper in which all the elements come together. Core Curriculum Component: None Prerequisite(s): None ML565 Women and Leadership 3 Semester Credits A seminar exploring the theory and practice of women and leadership: entrepreneurial, political, and social. An interdisciplinary approach to issues of women and leadership. Topics include analysis of alternative approaches to leadership, women and careers, and women in society past and present. The course is intended to enhance the analytical and leadership skills of the participants. Core Curriculum Component: None Prerequisite(s): None ML570 Negotiation: Theory and Practice 3 Semester Credits An exploration of theories, strategies, and techniques of negotiation; overview of concepts and skills involved in negotiation as well as the context in which negotiation occurs. A special emphasis on the collective bargaining model with survey of examples of other types of negotiation. Core Curriculum Component: None Prerequisite(s): None ML574 Strategic Leadership 3 Semester Credits The course develops students’ ability to think strategically and lead organizations through planning and implementation. Application of models and concepts to examples and cases from real-life practice. Case studies, exercises, and readings cover practices in for-profit and nonprofit organizations. Core Curriculum Component: None Prerequisite(s): None ML575 177 Constructive Conflict Resolution 3 Semester Credits Course description: This class addresses conflict from the perspective of one’s personal life, the workplaces and the world. The course teaches how people are affected by different types of conflict and how to assure constructive outcomes. Coursework includes reading assignments, class discussion and role plays, two papers that analyze and resolve conflict situations, and a final paper incorporating all elements of constructive conflict resolution. Core Curriculum Component: None Prerequisite(s): None ML576 Leading Innovation 3 Semester Credits Course description: Innovation is “people creating value through the implementation of new ideas” (Innovation Network). This course explores what is involved in providing quality leadership that helps create, lead and assess innovations within either corporate or nonprofit organizations. It provides a brief overview of the history of innovation and then will focus on what is involved in successfully leading innovation efforts. Core Curriculum Component: None Prerequisite(s): None ML577 Universal Responsibility and Leadership: A Nicaraguan Experience 3 Semester Credits The exploration of universal responsibility, conceptually and experientially. Course consists of a seminar in Minneapolis and one or two weeks in Nicaragua. The Nicaraguan portion includes meetings with leaders, a homestay in the twoweek option, and visits to multiple sites and organizations. Topics such as Nicaraguan history, politics, indigenous cultures, poverty, health care, literacy, the arts, business foreign investment, and relations with the US government and nonprofit organizations are explored. Special fees apply. Core Curriculum Component: None Prerequisite(s): None ML580 Colloquium on Contemporary Theories of Leadership 3 Semester Credits Selected contemporary theories of leadership plus a case study on a prominent leader. Student must earn a grade of 3.5 to have this course be counted as one of the final projects under Plans B, C, D. The student must attain a 3.5 within three academic terms (including the term the course is given) or receive a 0.0 for the course. (Prereq: at least one year course work in MAL and ML510) Core Curriculum Component: None Prerequisite(s): ML510(Visions of Leadership: A Historical and Literary Journey) ML585 Integrating the Theory and Practice of Responsible Leadership 3 Semester Credits This Seminar provides a culminating learning experience for participants in the program who have completed all other degree requirements. Students will deepen their understanding of the major leadership theories, advance their critical 178 analysis skills, and synthesize their comprehension of the nature of leadership, how leadership is known, and how leadership manifests itself in practice. This integration and synthesis of learning will be demonstrated through critical reading, writing, and dialogue. Core Curriculum Component: None Prerequisite(s): None ML588 Final Project Seminar: Action Research 3 Semester Credits In this course students who are pursuing the cohort program will have the opportunity to write their final project doing action research on their own organization. Core Curriculum Component: None Prerequisite(s): None ML589 Comprehensive Exam Seminar 3 Semester Credits This course is a completion option for the Master of Arts in leadership. Students prepare for the examination series-oral, written, and take-home-through discussion, readings, and critical analysis in the seminar. It must be the final course taken in the program; no other course may be taken at the same time. Core Curriculum Component: None Prerequisite(s): None ML592 Thesis/Leadership Applied Project Consultation I 3 Semester Credits Independent thesis/leadership applied project research under the guidance of an academic adviser. Core Curriculum Component: None Prerequisite(s): None ML593 Thesis/Leadership Applied Project Consultation II 3 Semester Credits Completion of the thesis/leadership applied project under the guidance of an academic adviser Core Curriculum Component: None Prerequisite(s): None ML597 Non-Thesis Independent Project 3 Semester Credits Major written project in consultation an academic adviser. The research is presented in a colloquium. Core Curriculum Component: None Prerequisite(s): None 179 ML598 Independent Study 3 Semester Credits Provides directed independent study in an area of the student’s choice. Open to students who have completed at least three courses with a grade of at least 3.0. Students must complete a Proposal for Independent Study and have it signed by the supervising instructor. Proposals must be approved by the MAL program director prior to registration for the course. Students may not take more than one independent study course. Core Curriculum Component: None Prerequisite(s): None ML599 Topics 3 Semester Credits Study of selected topics in leadership that are not treated extensively through current course offerings. Specific topics will be published prior to registration. Core Curriculum Component: None Prerequisite(s): None ML998 Graduate Program Active Status 0 Semester Credits Core Curriculum Component: None Prerequisite(s): None ML999 Graduate Program Active Status 0 Semester Credits Core Curriculum Component: None Prerequisite(s): None MUE MUE111 Augsburg Choir 1 Semester Credits Praised for its high level of musicianship, this ensemble performs diverse repertoire including compositions by wellknown Scandinavian and American composers as well as a wide variety of music from throughout the world. To meet the LAF Fine Arts requirement, students must register for 1 credit for 4 consecutive semesters. A maximum of 8 credits may be used toward graduation. Auditions are scheduled the first week of the fall semester or by contacting the director. Core Curriculum Component: Fine Arts Prerequisite(s): None MUE112 Riverside Singers 180 1 Semester Credits The Riverside Singers, directed by Nancy Grundahl, carry on the long tradition of treble choirs at Augsburg College. This ensemble sings a wide range of repertoire, participates in Vespers and Women’s Voice festival and teaches all its members principles of healthy singing and good choral musicianship. To meet the LAF Fine Arts requirement, students must register for 1 credit for 4 consecutive semesters. A maximum of 8 credits may be used toward graduation. Auditions are scheduled the first week of the fall semester or by contacting the director. Core Curriculum Component: Fine Arts Prerequisite(s): None MUE113 Vocal Chamber Music 0 Semester Credits This performance-based course introduces singers to a range of music composed for small groups of singers and/or instrumentalists. This course fulfills the small ensemble requirement for music majors, and is open to non-music majors by permission of the instructor. Core Curriculum Component: None Prerequisite(s): None MUE114 Masterworks Chorale 1 Semester Credits Celebrating its 19th anniversary of performances under founder and director Peter Hendrickson, the Masterworks Chorale of Augsburg, is a unique mix of auditioned Augsburg College day students, Weekend College students, faculty, staff, alumni and community friends. This ensemble performs masterpieces for choir and orchestra and continues to establish itself as a dynamic choral ensemble in the Twin Cities. Core Curriculum Component: Fine Arts Prerequisite(s): None MUE115 Cedar Singers 1 Semester Credits The Cedar Singers, directed by Dale Kruse, embraces a wide variety of music, from sacred chant and masterworks for men’s voices to spirituals and pop songs. The choir is also focused on celebrating the camaraderie and beauty of male choral singing. To meet the LAF Fine Arts requirement, students must register for 1 credit for 4 consecutive semesters. A maximum of 8 credits may be used towards graduation. Auditions are scheduled the first week of the fall semester or by contacting the director. Core Curriculum Component: Fine Arts Prerequisite(s): None MUE121 Orchestra 1 Semester Credits The Augsburg Symphony Orchestra was formed to explore music from every style and period, and the group has played everything from settings of traditional Chinese songs and Renaissance masses to jazz standards. Since 2005 conductor Douglas Diamond has worked to build a collegiate symphonic ensemble and the group’s repertoire has included 181 accessible masterpieces such as symphonies by Beethoven and Schubert. The students’ study of these styles is enhanced by private lessons with the Augsburg music faculty. To meet the LAF Fine Arts requirement, students must register for 1 credit for 4 consecutive semesters. A maximum of 8 credits may be used towards graduation. Auditions are scheduled the first week of the fall semester or by contacting the director. Core Curriculum Component: Fine Arts Prerequisite(s): None MUE122 String Chamber Music 0 Semester Credits This performance-based course introduces string players to a range of music composed for one string player per part, and may include duos, trios and string quartets as well as music written for strings in combination with other instrumentalists and/or singers. This course fulfills the small ensemble requirement for music majors, and is open to non-music majors by permission of the instructor. Core Curriculum Component: None Prerequisite(s): None MUE125 Guitar Chamber Music 0 Semester Credits This performance-based course introduces guitar students to a range of music composed for one guitar per part and may include duos, trios and quartets as well as music for guitar combined with other instrumentalists or singers. This course fulfills the small ensemble requirement for music majors, and is open to non-music majors by permission of the instructor. Core Curriculum Component: None Prerequisite(s): None MUE131 Woodwind Chamber Music 0 Semester Credits This performance-based course introduces woodwind players to a range of music composed for one wind player per part and may include duos, trios or woodwind quintets as well as music for winds in combination with other instrumentalists and/or singers. This course fulfills the small ensemble requirement for music majors, and is open to non-music majors by permission of the instructor. Core Curriculum Component: None Prerequisite(s): None MUE141 Concert Band 1 Semester Credits The Augsburg Concert Band, directed by Dr. Michael Buck, is a 60-member symphonic band, performing wind band music of a high artistic level. The group has performed and toured extensively throughout the United States and to numerous international destinations. To meet the LAF Fine Arts requirement, students must register for 1 credit for 4 consecutive semesters. A maximum of 8 credits may be used towards graduation. Auditions are scheduled the first week of the fall semester or by contacting the director. 182 Core Curriculum Component: Fine Arts Prerequisite(s): None MUE142 Brass Chamber Music 0 Semester Credits This performance-based course introduces brass players to a range of music composed for one brass player per part, and may include duos or brass quintet music, as well as music for brass in combination with other instrumentalists and/or singers. This course fulfills the small ensemble requirement for music majors, and is open to non-music majors by permission of the instructor. Core Curriculum Component: None Prerequisite(s): None MUE143 Jazz Ensemble 1 Semester Credits The Augsburg Jazz Ensemble is a group that performs extensively in a wide variety of venues. The literature performed reflects the cultural diversity and historical context of jazz. Placement is by audition or by arrangement with the director. Preference is given to Concert Band members. Core Curriculum Component: Engaging Minneapolis Prerequisite(s): None MUE144 Percussion Chamber Music 0 Semester Credits This performance-based course introduces percussionists to a wide range of music composed for one player per part, and may include duos, trios or quartets as well as works for percussion ensemble. Led by studio instructor Matt Barber, in recent years the group has given its own annual concert of diverse repertoire, instrumentation and musical styles. This course fulfills the small ensemble requirement for music majors, and is open to non-music majors by permission of the instructor. Core Curriculum Component: None Prerequisite(s): None MUE145 Piano Chamber Music 0 Semester Credits This performance-based course introduces piano students to a range of music composed for one performer per part, and may include piano duos, trios or music that combines the piano with other instruments and singers. This course fulfills the small ensemble requirement for music majors, and is open to non-music majors by permission of the instructor. Core Curriculum Component: None Prerequisite(s): None MUE294 Opera Workshop 183 4 Semester Credits Experience the process of preparation, rehearsal, and performance of operatic repertoire. Core Curriculum Component: None Prerequisite(s): None MUE494 Advanced Opera Workshop 1 Semester Credits Experience the process of preparation, rehearsal, and performance of operatic repertoire. Core Curriculum Component: None Prerequisite(s): MUE294(Opera Workshop) MUP MUP111 Performance Study: Voice 0 Semester Credits These courses are available for qualified liberal arts students with some prior training in music; music minors; and music majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit (half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and requires a signature. Core Curriculum Component: None Prerequisite(s): None MUP116 Performance Study: Electric Bass 0 Semester Credits These courses are available for qualified liberal arts students with some prior training in music; music minors; and music majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit (half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and requires a signature. Core Curriculum Component: None Prerequisite(s): None MUP121 Performance Study: Violin 0 Semester Credits These courses are available for qualified liberal arts students with some prior training in music; music minors; and music majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit (half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and requires a signature. Core Curriculum Component: None Prerequisite(s): None MUP122 184 Performance Study: Viola 0 Semester Credits These courses are available for qualified liberal arts students with some prior training in music; music minors; and music majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit (half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and requires a signature. Core Curriculum Component: None Prerequisite(s): None MUP123 Performance Study: Cello 0 Semester Credits These courses are available for qualified liberal arts students with some prior training in music; music minors; and music majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit (half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and requires a signature. Core Curriculum Component: None Prerequisite(s): None MUP124 Performance Study: Bass 0 Semester Credits These courses are available for qualified liberal arts students with some prior training in music; music minors; and music majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit (half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and requires a signature. Core Curriculum Component: None Prerequisite(s): None MUP131 Performance Study: Oboe 0 Semester Credits These courses are available for qualified liberal arts students with some prior training in music; music minors; and music majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit (half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and requires a signature. Core Curriculum Component: None Prerequisite(s): None MUP132 Performance Study: Bassoon 0 Semester Credits These courses are available for qualified liberal arts students with some prior training in music; music minors; and music majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit 185 (half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and requires a signature. Core Curriculum Component: None Prerequisite(s): None MUP133 Performance Study: Clarinet 0 Semester Credits These courses are available for qualified liberal arts students with some prior training in music; music minors; and music majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit (half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and requires a signature. Core Curriculum Component: None Prerequisite(s): None MUP134 Performance Study: Saxophone 0 Semester Credits These courses are available for qualified liberal arts students with some prior training in music; music minors; and music majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit (half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and requires a signature. Core Curriculum Component: None Prerequisite(s): None MUP135 Performance Study: Flute 0 Semester Credits These courses are available for qualified liberal arts students with some prior training in music; music minors; and music majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit (half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and requires a signature. Core Curriculum Component: None Prerequisite(s): None MUP137 Performance Study: Horn 0 Semester Credits These courses are available for qualified liberal arts students with some prior training in music; music minors; and music majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit (half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and requires a signature. Core Curriculum Component: None Prerequisite(s): None 186 MUP141 Performance Study: Trumpet 0 Semester Credits These courses are available for qualified liberal arts students with some prior training in music; music minors; and music majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit (half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and requires a signature. Core Curriculum Component: None Prerequisite(s): None MUP142 Performance Study: Trombone 0 Semester Credits These courses are available for qualified liberal arts students with some prior training in music; music minors; and music majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit (half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and requires a signature. Core Curriculum Component: None Prerequisite(s): None MUP143 Performance Study: Baritone 0 Semester Credits These courses are available for qualified liberal arts students with some prior training in music; music minors; and music majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit (half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and requires a signature. Core Curriculum Component: None Prerequisite(s): None MUP144 Performance Study: Tuba 0 Semester Credits These courses are available for qualified liberal arts students with some prior training in music; music minors; and music majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit (half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and requires a signature. Core Curriculum Component: None Prerequisite(s): None MUP152 Performance Study: Piano 0 Semester Credits 187 These courses are available for qualified liberal arts students with some prior training in music; music minors; and music majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit (half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and requires a signature. Core Curriculum Component: None Prerequisite(s): None MUP159 Piano Accompanying 0 Semester Credits This offering is an opportunity for music majors to receive individual weekly coaching with one of Augsburg’s piano faculty or staff accompanists, and is highly recommended for students preparing for recitals, auditions, or special performance projects. Registration requires pre-notification/approval from the appropriate coach. MUP fee schedule applies (see the Music Department Student Handbook) Core Curriculum Component: None Prerequisite(s): None MUP161 Performance Study: Guitar 0 Semester Credits These courses are available for qualified liberal arts students with some prior training in music; music minors; and music majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit (half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and requires a signature. Core Curriculum Component: None Prerequisite(s): None MUP171 Performance Study: Percussion 0 Semester Credits These courses are available for qualified liberal arts students with some prior training in music; music minors; and music majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit (half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and requires a signature. Core Curriculum Component: None Prerequisite(s): None MUP181 Performance Study: Organ 0 Semester Credits These courses are available for qualified liberal arts students with some prior training in music; music minors; and music majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit (half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and requires a signature. Core Curriculum Component: None 188 Prerequisite(s): None MUP191 Performance Study: Harp 0 Semester Credits These courses are available for qualified liberal arts students with some prior training in music; music minors; and music majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit (half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and requires a signature. Core Curriculum Component: None Prerequisite(s): None MUP192 Performance Study: Improvisation 0 Semester Credits These courses are available for qualified liberal arts students with some prior training in music; music minors; and music majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit (half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and requires a signature. Core Curriculum Component: None Prerequisite(s): None MUP193 Performance Study: Composition 0 Semester Credits These courses are available for qualified liberal arts students with some prior training in music; music minors; and music majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit (half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and requires a signature. Core Curriculum Component: None Prerequisite(s): None MUP311 Performance Study: Voice 0 Semester Credits These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree application) Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUP316 Performance Study: Electric Bass 0 Semester Credits 189 These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree application) Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUP321 Performance Study: Violin 0 Semester Credits These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree application) Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUP322 Performance Study: Viola 0 Semester Credits These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree application) Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUP323 Performance Study: Cello 0 Semester Credits These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree application) Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUP324 Performance Study: Bass 0 Semester Credits These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree application) Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUP331 Performance Study: Oboe 190 0 Semester Credits These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree application) Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUP332 Performance Study: Bassoon 0 Semester Credits These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree application) Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUP333 Performance Study: Clarinet 0 Semester Credits These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree application) Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUP334 Performance Study: Saxophone 0 Semester Credits These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree application) Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUP335 Performance Study: Flute 0 Semester Credits These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree application) Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUP337 191 Performance Study: Horn 0 Semester Credits These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree application) Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUP341 Performance Study: Trumpet 0 Semester Credits These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree application) Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUP342 Performance Study: Trombone 0 Semester Credits These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree application) Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUP343 Performance Study: Baritone 0 Semester Credits These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree application) Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUP344 Performance Study: Tuba 0 Semester Credits These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree application) Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) 192 MUP352 Performance Study: Piano 0 Semester Credits These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree application) Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUP361 Performance Study: Guitar 0 Semester Credits These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree application) Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUP371 Performance Study: Percussion 0 Semester Credits These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree application) Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUP381 Performance Study: Organ 0 Semester Credits These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree application) Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUP391 Performance Study: Harp 0 Semester Credits These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree application) Core Curriculum Component: None 193 Prerequisite(s): MUSICADMIT(Music Department Admission) MUP392 Performance Study: Improvisation 0 Semester Credits These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree application) Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUP393 Performance Study: Composition 0 Semester Credits These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree application) Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUS MUS101 Materials of Music I 2 Semester Credits Notation, scales, intervals, triads, keyboard harmony, and principles of part writing. (Prereq.: Theory Placement Test) Core Curriculum Component: Fine Arts Prerequisite(s): None MUS102 Materials of Music II 2 Semester Credits Diatonic harmony, secondary dominants, and simple modulations. (Prereq.: Theory Placement Test) Core Curriculum Component: None Prerequisite(s): MUS101(Materials of Music I) MUS105 The Music Business 4 Semester Credits An introduction to the music industry. Topics include copyright, licensing, contracts, publicity, and marketing. Other topics include the record industry, agents, and managers. Musical genres and historical periods are compared and analyzed. Core Curriculum Component: Engaging Minneapolis, Fine Arts Prerequisite(s): None 194 MUS111 Aural Skills I 2 Semester Credits In this course students will strengthen their listening skills by aurally identifying intervals, chords, scales, and pitch relationships. Core Curriculum Component: Fine Arts Prerequisite(s): MUS101(Materials of Music I) MUS112 Aural Skills II 2 Semester Credits Development of listening and reading skills to parallel progress in MUS 102. Core Curriculum Component: None Prerequisite(s): MUS111(Aural Skills I) MUS130 Introduction to Music in the Fine Arts 4 Semester Credits E.D. Hirsch describes cultural literacy as “the network of information that all competent readers possess.” This course draws students into that information web using the history of Western art music as the thread that ties culture together from the Middle Ages to the present. A “top ten of the last millennium” will provide mileposts for understanding music in social context. Live performance will be a feature of this course. Evaluation of student work will include short essay papers, several quizzes, and a midterm and final examination. The ability to read music is not required. Core Curriculum Component: Fine Arts Prerequisite(s): None MUS135 Class Piano 1 1 Semester Credits This course is designed for beginning pianists with minimal piano training. The course will teach basic piano skills in the areas of sightreading; scales and chords progressions; improvisation; and repertoire from a variety of styles. The class will use and apply many of the concepts, terms, and ideas taught in MUS 101/111. (Prereq.: Placement Test) Core Curriculum Component: None Prerequisite(s): MUS101(Materials of Music I), MUS111(Aural Skills I) MUS136 Class Piano 2 1 Semester Credits This course is a continuation of MUS 135: Class Piano 1, and will build on the skills introduced in these classes. The course is designed for students with some prior piano and music theory training and/or students who have completed a class piano course. (Prereq.: Theory Placement Test) Core Curriculum Component: None Prerequisite(s): 1 of MUS135(Class Piano 1), MUS155(Class Piano) 195 MUS152 Class Voice 1 Semester Credits Fundamentals of tone production and singing. Core Curriculum Component: None Prerequisite(s): None MUS158 Class Guitar 1 Semester Credits Beginning techniques of classic guitar. Core Curriculum Component: None Prerequisite(s): None MUS160 Fundamentals of Music 4 Semester Credits Introduction to the basic elements of Western musical notation (pitch, rhythm, meter, intervals, major and minor scales, key signatures, and chords). Students will develop basic aural and keyboard skills, identify typical compositional forms in popular and classical music. Students write their own composition for the final project. Core Curriculum Component: Fine Arts Prerequisite(s): None MUS201 Materials of Music III 2 Semester Credits Continuation of MUS 102 with chromatic harmony and modulation. Core Curriculum Component: None Prerequisite(s): MUS101(Materials of Music I), MUS102(Materials of Music II) MUS202 Form and Analysis 2 Semester Credits Musical structures of common practice period and introduction to 20th-century practice. Core Curriculum Component: None Prerequisite(s): MUS201(Materials of Music III), MUS211(Aural Skills III) MUS211 Aural Skills III 2 Semester Credits Melodic, harmonic dictation, and sight singing to parallel progress in MUS 201. Core Curriculum Component: None 196 Prerequisite(s): MUS112(Aural Skills II) MUS212 Aural Skills IV 2 Semester Credits Further development of listening skills to parallel progress in MUS 202. Core Curriculum Component: None Prerequisite(s): MUS211(Aural Skills III) MUS220 Worlds of Music 4 Semester Credits A survey of non-Western music, this course explores diverse musical styles and instruments from many cultures. Core Curriculum Component: Fine Arts Prerequisite(s): None MUS221 Introduction to Music Technology 2 Semester Credits Explore aspects of integrating (electronic and information) technology into music performance and music education activities. Topics include selecting, preparing, utilizing and evaluating technology tools such as software, hardware, and related products. Emphasis on combining engaging and effective instructional pedagogy practices with music content knowledge. Technologies include tools for general productivity, music notation, music performance, music assessment, music production and emerging digital teaching and learning. Core Curriculum Component: None Prerequisite(s): 1 of MUE111(Augsburg Choir), MUE112(Riverside Singers), MUE114(Masterworks Chorale), MUE115(Cedar Singers), MUE121(Orchestra), MUE141(Concert Band), MUS101(Materials of Music I) MUS231 History and Literature of Music I 4 Semester Credits An intensive survey of the evolution of music from antiquity to 1750, studying music in its historical and cultural contexts as well as basic knowledge of repertory. Core Curriculum Component: None Prerequisite(s): MUS101(Materials of Music I), MUS102(Materials of Music II), MUS201(Materials of Music III) MUS232 History and Literature of Music II 4 Semester Credits Continuation of MUS 231 from 1750 to the present. Core Curriculum Component: None Prerequisite(s): MUS101(Materials of Music I), MUS102(Materials of Music II), MUS201(Materials of Music III) MUS235 197 Skills of Music Theater 4 Semester Credits This course provides an interdisciplinary approach to the topic using music and theater techniques to develop the student’s basic skills of music theater. Concepts of diverse music theater forms are introduced. Course includes reading, writing, research, class discussion, exercises, small and large group participation, memorization, and public performance. Students will attend and review live productions. Core Curriculum Component: Fine Arts Prerequisite(s): None MUS237 Class Piano 3 1 Semester Credits This course is a continuation of Class Piano 1 and 2 and is designed for students with solid piano training (prior to Augsburg) and/or students who have completed MUS 135 and MUS 136. (Prereq.: Placement Test and/or permission of instructor) Core Curriculum Component: None Prerequisite(s): 1 of MUS135(Class Piano 1), MUS136(Class Piano 2), MUS155(Class Piano) MUS238 Class Piano 4 1 Semester Credits This course is a continuation of MUS 237: Class Piano 3. At the conclusion of this course students should have a command of the skills required for the piano proficiency exam. (Prereq.: Placement Test) Core Curriculum Component: None Prerequisite(s): 1 of MUS135(Class Piano 1), MUS136(Class Piano 2), MUS155(Class Piano), MUS237(Class Piano 3) MUS241 History of Jazz 4 Semester Credits This course is a study of the musical elements, cultural perspectives, and the historical developments of jazz. Many styles of jazz are examined including early New Orleans Dixieland, swing, cool, jazz/rock/fusion, ragtime, bop, and progressive jazz. Core Curriculum Component: Fine Arts Prerequisite(s): None MUS245 Arts Management and Concert Promotion 4 Semester Credits A study of the role of the artist manager in career development and the role of the arts administrator in the management of performing arts projects and organizations. Factors affecting trends and earnings, challenges within the industry, and differentiation between the for-profit and non-profit sectors are discussed. Emphasis is placed on developing a working vocabulary of industry topics and in benefiting from practical field experience. Core Curriculum Component: None Prerequisite(s): 1 of BUS105(MUSIC Marketing Promotion Publish Recording), MUS105(The Music Business) 198 MUS251 English Diction 1 Semester Credits Intensive course covering basic singing pronunciation of English through the study of the art song repertoire. Includes regular class performances and phoneticization of texts using the International Phonetic Alphabet. Required for vocal performance majors and music education majors. Core Curriculum Component: None Prerequisite(s): None MUS252 Italian Diction 1 Semester Credits Intensive course covering basic singing pronunciation of Italian through the study of the art song repertoire. Includes regular class performances and phoneticization of texts using the International Phonetic Alphabet. Required for vocal performance majors and music education majors. Core Curriculum Component: None Prerequisite(s): None MUS253 German Diction 1 Semester Credits Intensive course covering basic singing pronunciation of German through the study of the art song repertoire. Includes regular class performances and phoneticization of texts using the International Phonetic Alphabet. Required for vocal performance majors and music education majors. Core Curriculum Component: None Prerequisite(s): None MUS254 French Diction 1 Semester Credits Intensive course covering basic singing pronunciation of French through the study of the art song repertoire. Includes regular class performances and phoneticization of texts using the International Phonetic Alphabet. Required for vocal performance majors and music education majors. Core Curriculum Component: None Prerequisite(s): None MUS271 Introduction to Music Therapy 2 Semester Credits Study of non-symphonic instruments, Orff-Shulwerk, applications of recreational music activities to clinical settings, and acquisition of skills in improvisation. Includes on-campus practicum with children. Core Curriculum Component: None Prerequisite(s): None 199 MUS272 Human Identity through the Creative Arts 4 Semester Credits A study of the aesthetic expression and experience as they relate to human identity, with an emphasis on psychological, cultural, and biological aspects of musical behavior. An understanding of the relationships of the creative therapies of art, music, drama, and movement. Core Curriculum Component: Fine Arts Prerequisite(s): None MUS274 Music Therapy Practicum 0 Semester Credits Volunteer work in a clinical setting acquiring clinical skills in leadership, observation, and functional music skills including improvisation. Two hours per week. No course credit. Core Curriculum Component: None Prerequisite(s): None MUS275 Music Therapy Practicum 0 Semester Credits Volunteer work in a clinical setting acquiring clinical skills in leadership, observation, and functional music skills including improvisation. Two hours per week. No course credit. Core Curriculum Component: None Prerequisite(s): None MUS290 History of Caribbean Music 4 Semester Credits Core Curriculum Component: Fine Arts Prerequisite(s): None MUS295 Topics 0 Semester Credits Core Curriculum Component: None Prerequisite(s): None MUS299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None 200 MUS311 Composition I 2 Semester Credits This course teaches the ranges and characteristics of voices and orchestral instruments, standard notation and score layout. Student will also study related 20th-century literature. Core Curriculum Component: None Prerequisite(s): MUS202(Form and Analysis), MUS212(Aural Skills IV) MUS312 Composition II 2 Semester Credits This course introduces contemporary approaches to melody, harmony, tonality, rhythm, and form. Atonality, serialism, indeterminacy, electronic music, minimalism, decategorization and related literature are also explored. Core Curriculum Component: None Prerequisite(s): MUS311(Composition I) MUS331 Music of the Baroque Era 2 Semester Credits This course explores the music, cultural trends, and composers associated with the Baroque Era. Representative repertoire is studied in conjunction with the cultural forces and ideas that help shape the music. Music majors will have an opportunity to integrate their liberal arts education, knowledge of music theory and history, and writing skills through a major research paper. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); MUS231(History and Literature of Music I), MUS232(History and Literature of Music II) MUS332 Music of the Classical Era 2 Semester Credits This course explores the music, cultural trends, and composers associated with the Classical Era. Representative repertoire is studied in conjunction with the cultural forces and ideas that help shape the music. Music majors will have an opportunity to integrate their liberal arts education, knowledge of music theory and history, and writing skills through a major research paper. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); MUS231(History and Literature of Music I), MUS232(History and Literature of Music II) MUS333 Music of the Romantic Era 2 Semester Credits 201 This course explores the music, cultural trends, and composers associated with the Romantic Era. Representative repertoire is studied in conjunction with the cultural forces and ideas that help shape the music. Music majors will have an opportunity to integrate their liberal arts education, knowledge of music theory and history, and writing skills through a major research paper. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); MUS231(History and Literature of Music I), MUS232(History and Literature of Music II) MUS334 Music of the 20th Century 2 Semester Credits This course explores the music, cultural trends, and composers associated with the 20th Century. Representative repertoire is studied in conjunction with the cultural forces and ideas that help shape the music. Music majors will have an opportunity to integrate their liberal arts education, knowledge of music theory and history, and writing skills through a major research paper. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); MUS231(History and Literature of Music I), MUS232(History and Literature of Music II) MUS340 Music Therapy Techniques and Materials I 2 Semester Credits This course will introduce students to primary instruments used in music therapy sessions. Classes will focus on skill development in accordance with AMTA standards. The course will emphasize functional playing skills as well as song composition and group leading. Core Curriculum Component: None Prerequisite(s): None MUS341 Basic Conducting 2 Semester Credits Study of fundamental conducting patterns and baton technique, score analysis and preparation, rehearsal techniques, basic nomenclature. Core Curriculum Component: None Prerequisite(s): MUS101(Materials of Music I), MUS111(Aural Skills I), MUS231(History and Literature of Music I) MUS342 Choral Conducting 2 Semester Credits Choral literature and organization, vocal methods and voice selection, advanced conducting techniques with class as the choir. Core Curriculum Component: None Prerequisite(s): MUS341(Basic Conducting), MUSICADMIT(Music Department Admission) 202 MUS344 Instrumental Conducting 2 Semester Credits Preparation of and conducting instrumental literature, advanced conducting techniques, organization of instrumental ensembles. Core Curriculum Component: None Prerequisite(s): MUS341(Basic Conducting), MUSICADMIT(Music Department Admission) MUS345 Music Therapy Techniques and Materials II 2 Semester Credits This experiential course introduces improvisation and uses the skills acquired in Music Therapy Techniques and Materials I. Core Curriculum Component: None Prerequisite(s): None MUS355 Music Methods: Strings 2 Semester Credits This methods course introduces string instrument performance techniques and problems. Students will perform on violin/viola, cello, and double bass. Other topics include performance practice, instructional pedagogy, instructional materials, solo and ensemble repertoire, and integration of music technology. Core Curriculum Component: None Prerequisite(s): None MUS356 Music Methods: Brass and Percussion 2 Semester Credits This methods course introduces brass/percussion performance techniques and problems. Students will perform on at least one brass instrument and snare drum. Other topics include performance practice, instructional pedagogy, instructional materials, solo and ensemble repertoire, and integration of music technology. Core Curriculum Component: None Prerequisite(s): None MUS357 Music Methods: Woodwinds 2 Semester Credits This methods course introduces woodwind performance techniques and problems. Students will perform on flute, one single reed instrument, and one double reed instrument. Other topics include performance practice, instructional pedagogy, instructional materials, solo and ensemble repertoire, and integration of music technology. Core Curriculum Component: None Prerequisite(s): None MUS358 203 Junior Recital 0 Semester Credits One-half hour recital at repertoire level III for music education majors; one hour recital at level IV for music performance majors. Studio instructor may request a recital preview. Core Curriculum Component: None Prerequisite(s): None MUS359 Music Methods: Vocal 2 Semester Credits This methods course introduces choral/vocal performance techniques and problems. Students will perform vocal solo and ensemble repertoire. Other topics include performance practice, instructional pedagogy, physiological mechanics of singing, and instructional materials. Core Curriculum Component: None Prerequisite(s): None MUS363 Expressive and Creative Arts in Healing 4 Semester Credits An experiential approach to healing through music, art, drama, dance, and movement. Consultants will describe and demonstrate specific specialties in expressive and creative arts, as used in therapy. Core Curriculum Component: None Prerequisite(s): None MUS372 Psychological Foundations of Music I 4 Semester Credits An objective approach to musical stimuli and response, with an emphasis on acoustics and sociopsychological aspects of music. An understanding of the research process and development of an experimental research project. Core Curriculum Component: None Prerequisite(s): 1 of PSY215(Research Methods and Statistics I) *concurrent registration is acceptable*, SOC362(Statistical Analysis) *concurrent registration is acceptable*; 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3) MUS373 Psychological Foundations of Music II 4 Semester Credits Implementation of group and individual research projects, emphasis on a multidisciplinary approach to music therapy. Theories of learning music, musical talent, and performance. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) MUS374 204 Music Therapy Practicum 0 Semester Credits Volunteer work in a clinical setting acquiring clinical skills in leadership, observation, and functional music skills including improvisation. Two hours per week. Core Curriculum Component: None Prerequisite(s): None MUS375 Music Therapy Practicum 0 Semester Credits Volunteer work in a clinical setting acquiring clinical skills in leadership, observation, and functional music skills including improvisation. Two hours per week. Core Curriculum Component: None Prerequisite(s): None MUS392 Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MUS397 Internship 2 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None MUS399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None MUS432 Church Music and Worship 4 Semester Credits Development and influence of church music as evidenced in contemporary worship practices. Designed for the general as well as the music and theology student. Core Curriculum Component: None Prerequisite(s): None MUS435 Voice Repertoire 205 2 Semester Credits A survey of standard art song repertoire from Eastern and Western Europe, Russia, Scandinavia, and the Americas. Includes listening, writing, and performance. Required for vocal performance majors. Core Curriculum Component: None Prerequisite(s): MUS251(English Diction), MUS252(Italian Diction), MUS253(German Diction), MUS254(French Diction) MUS436 Piano Repertoire 2 Semester Credits This course introduces students to a wide variety of music written for keyboard instruments from the 17th century to the present. Core Curriculum Component: None Prerequisite(s): MUS231(History and Literature of Music I), MUS232(History and Literature of Music II) MUS456 Piano Pedagogy 2 Semester Credits This course introduces students to various ideas, tools, methodologies, and resources associated with piano teaching. Students will apply what they learn in class to actual teaching experiences through a community service-learning requirement. This course fulfills the Augsburg Experience requirement. Core Curriculum Component: None Prerequisite(s): None MUS458 Senior Recital 0 Semester Credits One-half hour recital for B.A. Music and B.S. Music Therapy majors. Studio instructor may request a recital preview. Core Curriculum Component: None Prerequisite(s): None MUS459 Senior Recital 0 Semester Credits One hour recital for B.M. Music Education and B.M. Music Performance majors. Studio instructor may request a recital preview. Core Curriculum Component: None Prerequisite(s): None MUS474 Music Therapy Practicum 1 Semester Credits Volunteer work under the supervision of a Board Certified Music Therapist. Two hours per week. Core Curriculum Component: Augsburg Experience 206 Prerequisite(s): 3 of MUS274(Music Therapy Practicum), MUS275(Music Therapy Practicum), MUS374(Music Therapy Practicum), MUS375(Music Therapy Practicum); MUSICADMIT(Music Department Admission) MUS475 Music Therapy Practicum 1 Semester Credits Volunteer work under the supervision of a Board Certified Music Therapist. Two hours per week. Core Curriculum Component: Augsburg Experience Prerequisite(s): 3 of MUS274(Music Therapy Practicum), MUS275(Music Therapy Practicum), MUS374(Music Therapy Practicum), MUS375(Music Therapy Practicum); MUSICADMIT(Music Department Admission) MUS480 Music Therapy Senior Seminar 4 Semester Credits Class discussions of theories and research as they apply to therapeutic settings, including discussion of professional ethics. A holistic approach to therapy with music. This course satisfies the Keystone requirement. Core Curriculum Component: Keystone Prerequisite(s): None MUS481 Music Therapy Clinical Internship 0 Semester Credits Full-time placement in an AMTA-approved internship site for six months (minimum 1,020 hours toward the AMTA required total of 1,200 hours). Application for internship must be made nine months in advance. (Prereq.: Completion of all graduation requirements) Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUS496 Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MUS498 Independent Study 2 Semester Credits Advanced research and projects not otherwise provided in the department curriculum. Core Curriculum Component: None Prerequisite(s): None MUS499 Independent Study 4 Semester Credits 207 Core Curriculum Component: None Prerequisite(s): None MUS510 Advanced Music Therapy Theory 3 Semester Credits This course provides a comprehensive overview and in-depth exploration of music therapy theories and approaches. Application of current music therapy theories and approaches in a variety of client-based settings will further foster acquisition of advanced practice skills. Practice synthesizing and translating research surrounding various music therapy approaches into evidence based clinical practice. Core Curriculum Component: None Prerequisite(s): None MUS511 Advanced Music Therapy Clinical Practicum 0 Semester Credits In this course, students will be advancing their clinical practice skills by gaining experience in community practice and practicum settings. The course will incorporate completing a thorough assessment, developing treatment plan and document therapeutic progress. Students will complete self-evaluations, reflect on clinical experiences, utilize evidencebased practice and complete a case study. Students will also engage in weekly group supervision and individual supervision through the practicum experience. Core Curriculum Component: None Prerequisite(s): 2 of MUS550(Music Psychotherapy) *concurrent registration is acceptable*, MUS560(Music and Imagery) *concurrent registration is acceptable*; MUS515(Advanced Music Therapy Clinical Practice I) *concurrent registration is required*, MUS520(Advanced Music Therapy Clinical Practice II) *concurrent registration is required* MUS515 Advanced Music Therapy Clinical Practice I 3 Semester Credits This course provides a comprehensive overview and in-depth exploration of receptive and re-creative music therapy methods. Application of receptive and re-creative methods will be explored through review of research literature, readings, discussions, and experiential exercises. These methods will be explored for use in a variety of client-based settings and through experiential learning exercises, to further foster acquisition of advanced practice skills. Core Curriculum Component: None Prerequisite(s): None MUS520 Advanced Music Therapy Clinical Practice II 3 Semester Credits This course provides a comprehensive overview and in-depth exploration of creative and improvisational music therapy methods for use in a variety of clinical settings. These methods will be explored through review of research literature, readings, discussions, and experiential exercises. Students will practice synthesizing and translating research surrounding various music therapy approaches into their own evidence based clinical practice. Core Curriculum Component: None Prerequisite(s): None 208 MUS540 Music Therapy Research I 3 Semester Credits This course will provide an overview of research in music therapy in medicine and healthcare. This will include opportunities for exploring music therapy theories, practice, and models for conducting research. Students will identify their own research interests and biases, as well as formulating research questions based on a review of the literature, their clinical practice, and experience. Models of quantitative research are examined, as well as identifying and developing and applying the skills necessary for conducting research. Core Curriculum Component: None Prerequisite(s): None MUS545 Music Therapy Research II 3 Semester Credits This course will provide an overview of qualitative and mixed methods research in music therapy in medicine and healthcare. This will include exploring the five approaches in qualitative research as well as models of mixed methods research. Current developments and issues in music therapy qualitative and mixed methods research will be reviewed and explored. Core Curriculum Component: None Prerequisite(s): None MUS550 Music Psychotherapy 2 Semester Credits Family psychotherapy sessions in a variety of clinical settings. Throughout the course, emphasis is on to the integration of receptive, re-creative, creative and improvisational methods as well as verbal processing techniques. Additionally, the course will focus on how songs and music are utilized as a means of assessment, treatment and evaluation in music psychotherapy practice. Core Curriculum Component: None Prerequisite(s): None MUS560 Music and Imagery 2 Semester Credits This course focuses on exploring the historical development of music and imagery, various theories, philosophies, and types of imagery, the relationship between music and imagery, and applying imagery techniques in a wide array of health care settings. Core Curriculum Component: None Prerequisite(s): None MUS570 Music, Neurology, and Physiology 2 Semester Credits 209 This course will provide an overview of the theoretical foundations and latest research in music as it is related to neurology, neuropathology, and physiology. Explore the impact music has on the developing brain and throughout the lifespan. Principles of Neurological Music Therapy (NMT) will be reviewed for patients with neurological impairment and utilized in cognitive and physical rehabilitation. The course will include an overview of NMT and various NMT techniques. This course builds on advanced clinical practice skills in music therapy. Core Curriculum Component: None Prerequisite(s): None NAS NAS199 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None NAS299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None NAS351 The Modern Nordic Novel 4 Semester Credits Lectures illustrate the development of the Nordic novel. Class discussion is based on reading selected works in translation from all five Nordic countries. Norwegian majors will be required to do appropriate readings and written work in Norwegian. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) NAS352 The Modern Nordic Drama 4 Semester Credits Readings include dramatic works by Ibsen, Strindberg, and selected 20th-century dramatists. Lectures provide a context for understanding the development of Nordic drama. Norwegian majors will do appropriate readings and written work in Norwegian. Core Curriculum Component: None Prerequisite(s): None NAS399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience 210 Prerequisite(s): None NAS499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None NOR NOR111 Beginning Norwegian I 4 Semester Credits Introduction of the four basic language skills: speaking, listening, reading, and writing. Stress is on communication and its cultural context. Core Curriculum Component: Modern Language 1 Prerequisite(s): None NOR112 Beginning Norwegian II 4 Semester Credits Introduction of the four basic language skills: speaking, listening, reading, and writing. Stress is on communication and its cultural context. Core Curriculum Component: Modern Language 2 Prerequisite(s): 1 of LANGPLCMNT(Language Placement), NOR111(Beginning Norwegian I) NOR199 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None NOR211 Intermediate Norwegian I 4 Semester Credits Continued acquisition and refinement of communication skills (speaking, listening, reading, writing). Emphasis is on social or cultural contexts and integrated vocabulary clusters. Selected readings in Norwegian are used as a basis for class activities and writing exercises. Includes grammar review. Core Curriculum Component: Modern Language 2 Prerequisite(s): 1 of LANGPLCMNT(Language Placement), NOR112(Beginning Norwegian II) NOR295 Topics 4 Semester Credits 211 Core Curriculum Component: None Prerequisite(s): None NOR299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None NOR311 Norwegian Conversation and Composition 4 Semester Credits Practice in spoken and written Norwegian with emphasis on communicative contexts and integrated vocabulary. Readings in history, social science, and literature form a basis for class activities and frequent writing practice. Core Curriculum Component: None Prerequisite(s): NOR211(Intermediate Norwegian I) NOR331 Norwegian Civilization and Culture 4 Semester Credits A two-tiered approach allows students to place contemporary cultural developments, such as Norway’s changing role in the global community, into a historical context. Readings in history are supplemented by lectures, newspaper articles, and video tapes. In Norwegian. Core Curriculum Component: Humanities Prerequisite(s): NOR311(Norwegian Conversation and Composition) NOR353 Survey of Norwegian Literature 4 Semester Credits Selected readings in contemporary Norwegian literature provide a basis for the study of major works from earlier periods, including several in Nynorsk. Readings, lectures, discussion, journals, essays, and oral reports in Norwegian. Core Curriculum Component: Humanities Prerequisite(s): NOR311(Norwegian Conversation and Composition) NOR399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None NOR411 Advanced Norwegian Conversation and Composition 4 Semester Credits 212 Extensive practice in spoken and written Norwegian, based on literary and cultural readings. Students serve as peertutors for those registered in NOR 311. Readings, journals, discussion, role-playing, and written and oral reports in Norwegian. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); NOR311(Norwegian Conversation and Composition) NOR495 Topics 0 Semester Credits Core Curriculum Component: None Prerequisite(s): None NOR499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None NUR NUR300 Trends and Issues in Nursing 4 Semester Credits A transitional course designed to investigate the current responsibilities of the professional nurse. Economic, social, political, and professional trends and issues are explored in relation to their implications for a changing practice. Core Curriculum Component: None Prerequisite(s): None NUR305 Communication 4 Semester Credits Explores the components of the professional role and continues the professional socialization process. Theories about how individuals and groups communicate are applied to changing professional roles. With consent of instructor students may take this course concurrently with NUR 300. Core Curriculum Component: None Prerequisite(s): NUR300(Trends and Issues in Nursing) *concurrent registration is acceptable*; 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) NUR306 Paradigms in Nursing 4 Semester Credits 213 An introduction to theory-based nursing practice and research. Nursing theory and conceptual models for nursing practice are studied and applied to practice and research. With consent of instructor students may take this course concurrently with NUR 300. Core Curriculum Component: None Prerequisite(s): NUR300(Trends and Issues in Nursing) *concurrent registration is acceptable* NUR403 Families and the Life Cycle 4 Semester Credits Provides a theoretical basis for nursing interventions with diverse families and explores theories related to family structure and function throughout the life span. Core Curriculum Component: None Prerequisite(s): NUR305(Communication), NUR306(Paradigms in Nursing) NUR410 Community Health Nursing I 4 Semester Credits Introduces the theory and methods that are essential to maintain or improve the health of culturally diverse individuals, families, groups, and communities. Core Curriculum Component: None Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3); 1 of NUR300(Trends and Issues in Nursing), NUR330(Trends and Issues in Nursing); NUR305(Communication), NUR306(Paradigms in Nursing) NUR411 Practicum: Community Health Nursing II 4 Semester Credits Provides clinical experience in community-based health care delivery systems. Students will apply nursing process, teaching/learning theory, and public health principles with culturally diverse clients. Core Curriculum Component: Augsburg Experience Prerequisite(s): CONSENT(Consent of Instructor), NUR410(Community Health Nursing I) NUR432 Transcultural Healing Practices 4 Semester Credits This course will introduce students to complementary healing practices including the historical and cultural contexts in which they developed. Students will discuss the philosophical underpinnings of therapeutic systems and paradigms of healing in selected complementary therapies: music therapy, energy healing practices, movement therapies, homeopathy, manual therapies, nutrition, and nutritional supplements. Students will apply these understandings to selfcare of the nurse as well as patient populations. Core Curriculum Component: None Prerequisite(s): None NUR490 Leadership/Management 214 4 Semester Credits The capstone course for the nursing major. Integrates concepts from nursing and the liberal arts. Examines the professional nurse roles of leader and manager. Concepts of change, conflict, and system dynamics are explored. Ethics, accountability, and advocacy in the leader-manager role are studied. Application of theory occurs in selected practice settings with a professional nurse preceptor. This course satisfies the Keystone requirement. Core Curriculum Component: Keystone Prerequisite(s): NUR300(Trends and Issues in Nursing), NUR305(Communication), NUR306(Paradigms in Nursing) NUR495 Topics 4 Semester Credits Provides opportunities for in-depth exploration of selected topics in nursing. The subjects studied will vary depending upon the interests of the faculty and students. Core Curriculum Component: None Prerequisite(s): None NUR496 Independent Study/Research 1 Semester Credits Core Curriculum Component: None Prerequisite(s): None NUR499 Independent Study/Research 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None NUR500 Transcultural Health Care 3 Semester Credits This course explores meanings and expressions of health, illness, caring, and healing transculturally. Culture is examined as a pervasive, determining "blue print" for thought and action throughout the human health experience. Patterns of human interaction that foster health and quality of life are analyzed and health destroying patterns of interaction, i.e., stereotyping, discrimination, and marginalization, are submitted to moral and ethical reflection. Likewise, power structures within dominant social systems (including the Western bio-medical care system) are discussed to identify dilemmas of justice related to resource allocation. Core Curriculum Component: None Prerequisite(s): None NUR500P Practicum: Transcultural Health Care 1 Semester Credits 215 This practicum explores meanings and expressions of health, illness, caring and healing transculturally. Students are introduced to fundamental skills of transcultural nursing practice in a variety of settings and guided to recognize cultural dynamics that shape the underlying relationships of health and healing. Core Curriculum Component: None Prerequisite(s): None NUR501 Nursing Leadership in Complex Adaptive Systems 3 Semester Credits This course examines transcultural care systems through a complex science lens and a nursing leadership perspective. Organizations and care systems are viewed as complex adaptive systems where continuous change and unpredictability rule development and system-wide evolution. The importance of relationships, the role of self-organization (autopoeisis), and the processes of emergence and co-evolution are explored via readings and class discussion. Core Curriculum Component: None Prerequisite(s): None NUR501P Practicum: Nursing Leadership in Complex Adaptive Systems 1 Semester Credits This practicum focuses on leadership skills necessary to lead change in open dynamic networks of care and healing. Reflective practice opportunities are created in emerging care settings. Core Curriculum Component: None Prerequisite(s): None NUR505 Theoretical Foundations for Advanced Nursing Practice 3 Semester Credits This course focuses on nursing science and nursing theory as foundational to advanced transcultural nursing practice. Philosophical underpinnings of different theoretical and research traditions in nursing are compared and related to the provision of culturally competent care in diverse communities. Nursing science is emphasized as a process of theory advancement and as an accumulating body of nursing knowledge. Core Curriculum Component: None Prerequisite(s): None NUR505P Practicum: Theoretical Foundations for Advanced Nursing Practice 1 Semester Credits This practicum is designed to expand horizons of meaning and action in the world. Focus is on nursing science and nursing theory as foundational to advanced nursing practice. Embodied ways of knowing, health and healing practices, self-care modalities, and expanding conscious awareness are explored and experienced for practical application in local contexts. Core Curriculum Component: None Prerequisite(s): None NUR520 216 Research Methods in Nursing 3 Semester Credits Through a combination of literature review, field experience, and class discussion, research methods relevant to the exploration of culture and health will be examined. Class topics will include formulating study questions to explore collective foundations of meaning and explanation in health and illness, practice in data collection procedures of field research, and issues of interpretation and analysis in qualitative research. (Prereq.: college-level statistics course) Core Curriculum Component: None Prerequisite(s): None NUR520P1 Practicum: Research Methods in Nursing 1 Semester Credits Core Curriculum Component: None Prerequisite(s): None NUR521 Transformational Nursing Leadership 3 Semester Credits This course emphasizes transformational nursing leadership and management in partnership with diverse groups. Transcultural competence is lifted up as significant to the evolving leadership and planning skills needed in emerging care systems. Opportunities for students to engage in designing relevant models of care delivery are woven into clinical practica. Core Curriculum Component: None Prerequisite(s): None NUR521P Practicum: Transformational Nursing Leadership 1 Semester Credits This practicum provides opportunities for students to explore nursing leadership styles in collaboration with individuals and teams of health care professionals in a variety of care settings. Participant-observation encourages identification of dominant values and beliefs within care systems and organizations. How values and beliefs influence leadership styles, health outcomes among diverse populations, and work environments are also examined. Leadership styles that foster positive health outcomes and healthy work environments are uplifted. Core Curriculum Component: None Prerequisite(s): None NUR523 Theory, Research, and Practice Seminar 3 Semester Credits The conceptualization, investigation, and application of nursing knowledge will be critiqued with particular focus on its contribution to developing practice in transcultural community health care. Through reflection and dialogue, which includes professional experience of practice contexts, as well as theoretical and research literature, students will formulate a transcultural nursing model of care. (Prereq.: consent of instructor) Core Curriculum Component: None 217 Prerequisite(s): NUR505(Theoretical Foundations for Advanced Nursing Practice), NUR520(Research Methods in Nursing) NUR523P Practicum: Theory, Practice, Research Seminar 2 Semester Credits This practicum focuses on the practical application of nursing theory and research to nursing practice. While working with nursing faculty, students begin to fashion their final graduate field project, describing a theory-based care initiative that advances nursing practice in transcultural holistic nursing or transformational nursing leadership. Core Curriculum Component: None Prerequisite(s): None NUR525 Graduate Field Project 3 Semester Credits This course focuses on the application and integration of knowledge to a student-selected issue or topic of concern relevant to transcultural nursing, community health nursing, and/or transformational nursing leadership. This course focuses on a written report of the student’s project that has been developed in the nursing core. Relevant coursework is integrated into the project and the final written report. Plans for disseminating the report for public and professional use are encouraged. Students will defend the project to their graduate committee (major faculty adviser and two readers) and invited guests at the time of completion. (Prereq.: consent of instructor) Core Curriculum Component: None Prerequisite(s): None NUR525P Practicum: Graduate Field Project 2 Semester Credits This practicum focuses on the completion of the graduate field project related to a selected practice issue relevant to transcultural holistic nursing practice or transformational nursing leadership. Working with nursing faculty, students complete their final written report of a theory based care initiative that advances nursing practice. Core Curriculum Component: None Prerequisite(s): None NUR530 The Power of Ritual and Ceremony for Transformation 3 Semester Credits In this course, the student will explore ritual and ceremony from a transcultural perspective. Attention will be focused on rituals and ceremonies in specific cultures and religions, and in the modern American medical system that sustains its own rituals. In some cultures, formal or informal religious practices may be integral to the ritual of ceremony and healing. In modern American culture, the perceived division between the mind, body, and spirit has led to ritual and ceremony being considered adjunctive to the scientific approach ritual and ceremony into their lives and health care practices. Students will also discuss the meaning of ritual and ceremony to their own lives and professional practice. Core Curriculum Component: None Prerequisite(s): None NUR530P Practicum: The Power of Ritual and Ceremony for Healing and Transformation 218 1 Semester Credits This practicum focuses on integrating ritual and ceremony into health seeking and caring practices. Opportunities are provided to interact with persons who integrate ritual and ceremony into their lives and healthcare practices, to visit sacred sites, to participate in rituals and ceremonies within selected cultural traditions, and to reflect on the meaning and expression of rituals and ceremonies in one’s own personal and professional life. Core Curriculum Component: None Prerequisite(s): None NUR532 Transcultural Healing and Self Care 3 Semester Credits This course introduces students to integral healing practices including their historical and cultural contexts. Reflection and dialogue on the philosophical underpinnings of therapeutic systems and paradigms of healing are explored. Potential modalities include: music and art therapy, traditional Chinese medicine, mind-body healing, spiritual practices, energy healing, movement therapies, homeopathy, or massage. Students learn self-care and applications to patient populations. Core Curriculum Component: None Prerequisite(s): None NUR532P Practicum: Transcultural Healing Practices 1 Semester Credits Students are guided in experiencing and applying selected transcultural healing practices in local contexts of care to benefit others as well as oneself. Transcultural healing practices include, but are not limited to, music therapy, traditional Chinese medicine, mind-body healing, spiritual and faith healing, energy healing, movement therapies, and homeopathy. Core Curriculum Component: None Prerequisite(s): None NUR541 The Politics of Health Care 3 Semester Credits This course will explore how health and illness are related to inequities in society and dynamics of power in systems of health care. The following issues will be examined in the course: How widening gaps in the distribution of wealth diminish the health of all members of society; how social inequities become medicalized as health disparities, how an emphasis on profit in health care affects the distribution of healing resources in the population, and what strategies the poor and powerless employ to gain access to health care resources. This course will include an optional study abroad experience in Guatemala. Core Curriculum Component: None Prerequisite(s): None NUR541P Practicum: Politics of Health Care 1 Semester Credits 219 This practicum focuses on the relationship of health and illness to inequities in society and the dynamics of power in systems of health care. Students are guided in exploring health as a human right, as they begin to name and bear witness to structures of injustice within various contexts. Core Curriculum Component: None Prerequisite(s): None NUR596 Topics 1 Semester Credits Study of selected topics that are not treated extensively through current course offerings. Core Curriculum Component: None Prerequisite(s): None NUR597 Topics 2 Semester Credits Study of selected topics that are not treated extensively through current course offerings. Core Curriculum Component: None Prerequisite(s): None NUR598 Topics 3 Semester Credits Study of selected topics that are not treated extensively through current course offerings. Core Curriculum Component: None Prerequisite(s): None NUR599 Topics 3 Semester Credits Study of selected topics that are not treated extensively through current course offerings. Core Curriculum Component: None Prerequisite(s): None NUR701 Practicum: Directed Study 1 Semester Credits Directed study practica build upon advanced nursing competencies developed at the master’s level to expand and deepen knowledge supporting expert nursing practice. In the practica students will integrate and synthesize knowledge from emic wisdom with the biophysical, psychosocial, analytical, and organizational sciences as the basis for the highest level of transcultural nursing practice. Students are expected to enhance practice and/or systems management skills, including clinical reasoning, and advance to a higher level of expertise in transcultural nursing and community health. As such, directed study practica are individualized to students’ specific areas of interest and are planned by students in 220 consultation with a major faculty advisor, cultural guides, and other mentors in the communities in which they wish to carry out the practicum. Core Curriculum Component: None Prerequisite(s): None NUR702 Practicum: Directed Study 2 Semester Credits Directed study practica build upon advanced nursing competencies developed at the master’s level to expand and deepen knowledge supporting expert nursing practice. In the practica students will integrate and synthesize knowledge from emic wisdom with the biophysical, psychosocial, analytical, and organizational sciences as the basis for the highest level of transcultural nursing practice. Students are expected to enhance practice and/or systems management skills, including clinical reasoning, and advance to a higher level of expertise in transcultural nursing and community health. As such, directed study practica are individualized to students’ specific areas of interest and are planned by students in consultation with a major faculty advisor, cultural guides, and other mentors in the communities in which they wish to carry out the practicum. Core Curriculum Component: None Prerequisite(s): None NUR703 Practicum: Directed Study 3 Semester Credits Directed study practica build upon advanced nursing competencies developed at the master’s level to expand and deepen knowledge supporting expert nursing practice. In the practica students will integrate and synthesize knowledge from emic wisdom with the biophysical, psychosocial, analytical, and organizational sciences as the basis for the highest level of transcultural nursing practice. Students are expected to enhance practice and/or systems management skills, including clinical reasoning, and advance to a higher level of expertise in transcultural nursing and community health. As such, directed study practica are individualized to students’ specific areas of interest and are planned by students in consultation with a major faculty advisor, cultural guides, and other mentors in the communities in which they wish to carry out the practicum. Core Curriculum Component: None Prerequisite(s): None NUR704 Practicum: Directed Study 3 Semester Credits Core Curriculum Component: None Prerequisite(s): None NUR711 Practicum: Culture Care on the Pine Ridge Indian Reservation 1 Semester Credits This practicum focuses on health and wellness on the Pine Ridge Indian Reservation in western South Dakota. Professional and indigenous care systems, patterns of health, and community strengths and resources are examined within the cultural context of reservation life, traditional Lakota values, economic resources, and political realities. 221 Immersion in the life of the community, critical reflection and dialogue with Elders, artists and community members foster discovery and professional and personal growth. Core Curriculum Component: None Prerequisite(s): None NUR711P Practicum: Culture Care on the Pine Ridge Indian Reservation 1 Semester Credits Emphasis is on health and wellness on the Pine Ridge Indian Reservation in western South Dakota. Patterns of health, community strengths and resources, and care systems (bio-medical and indigenous) are explored within the sociocultural context of reservation life, including economic realities on the Pine Ridge, and politics within a tribal community. Lakota traditions and values are experienced through engagement in the life of the community, critical reflection and dialog with Lakota elders and community members. Core Curriculum Component: None Prerequisite(s): None NUR722 Practicum: Ancient Healing Practices and Modern Implications 2 Semester Credits This practicum immerses students in ancient settings of healing in England—the healing waters of the Roman baths and the healing energy of and the sacred sites of ancient Celts. The importance of a connection to the land and cosmos is embodied in the origins of modern-day nursing. A visit to Homerton Hospital in Hackney, London, exemplifies transcultural care with a diverse population of immigrants and asylum seekers. Core Curriculum Component: None Prerequisite(s): None NUR732 Practicum: Dia de los Muertos 2 Semester Credits In this practicum students are immersed in the ancient tradition of honoring the children and ancestors during the celebration of the Day of the Dead in Mexico. Living in Cuernavaca or Oaxaca, Mexico, students are guided by indigenous participants in rituals and ceremonies that invite the return of ancestors who have died. Globalization of the holiday and its modifications through culture contact are revealed. Core Curriculum Component: None Prerequisite(s): None NUR742 Practicum: Health and Community Building in Guatemala 2 Semester Credits This practicum explores health as a human right. Analysis will focus on how widening gaps in the distribution of wealth diminishes the health of all members of society. Learning is based on immersion experiences in Guatemala City and highland Mayan communities. Observation, presentations by cultural guides, and classroom discussions will reflect on health and social justice for marginalized people. Participation in traditional back-strap weaving will guide reflection on the relationship of health and cultural continuity. Spanish language school is an option in this practicum. Core Curriculum Component: None 222 Prerequisite(s): None NUR762 Practicum: Exporing Millennium Development Goal Achievement in Sub-Saharan Africa 2 Semester Credits Students focus on the development of leadership skills that promote Millennium Development Goal (MDG) achievement in sub-Saharan Africa. Practicum activities are designed to engage health care professionals and members of local communities in best practices for achieving MDG targets by 2015. Structured lectures and discussions supplement practice and encourage students to explore sociocultural determinants of health and illness—economic realities, cultural values and gender roles, education levels, governmental policies, access to technology, and the competence of health care providers—in relation to the unequal burdens of suffering and disease evident in Africa. Core Curriculum Component: None Prerequisite(s): None NUR799 Internship 3 Semester Credits Core Curriculum Component: None Prerequisite(s): None NUR800 Practice Wisdom (Métis) & Evidence: Dialectic Between Knowledge & Engagement 3 Semester Credits This course provides a foundation for building the scholarship of advanced practice in transcultural and public health nursing. Sources of knowledge and procedures for acquiring knowledge, both formal and informal, will be studied for the power to positively influence health outcomes. Evidence will be evaluated for relevance to practical experience based on context specific (emic) positions and for rigor in empirical procedures based in context-free (etic) perspectives Core Curriculum Component: None Prerequisite(s): None NUR802 Making Room at the Table: Creating Collaborative Networks and Common Spaces 3 Semester Credits This course focuses on communities as the foundation of health. Care models that minimize the expert role in planning and are embedded in local contexts of experience and tradition will be explored. From the perspective that hoarding abundance compromises the health of everyone, the course facilitates human connections that go beyond charity to acting from a basis of shared risk and solidarity. Core Curriculum Component: None Prerequisite(s): None NUR803 Transcultural Cosmologies and a Global Perspective 3 Semester Credits This course focuses on communities as the foundation of health. Care models that minimize the expert role in planning and are embedded in local contexts of experience and tradition will be explored. From the perspective that hoarding 223 abundance compromises the health of everyone, the course facilitates human connections that go beyond charity to acting from a basis of shared risk and solidarity. Core Curriculum Component: None Prerequisite(s): None NUR805 Ways of Knowing: Qualitative and Quantitative Evidence 3 Semester Credits Drawing on insights from complexity science, this course examines the diverse ways of knowing that guide professional practice. It focuses on the comparative analysis of quantitative and qualitative data. Students will critically reflect on the data, unpacking it and uncovering the meaning behind the data that supports their practice. Comparing the positivistic and interpretive stance, the students will examine relevant knowledge and ways of knowing that provide scholarly grounding for their professional expertise. Core Curriculum Component: None Prerequisite(s): None NUR806 Ecology of Human Suffering in a World of Extremes 3 Semester Credits This course examines the cumulative illness-producing effects of inequities that are embedded in structures of social privilege and disadvantage. Human suffering is viewed as neither coincidental nor inevitable, but related to exploitation and organized cruelty within social systems. Epidemiological approaches are used to trace patterns of disease and illness that strike population groups and communities unequally around the world. Health status appraisal, risk analysis, and the levels of structural violence in society will be examined using culturally responsive data collection methods, resource accessibility, and the application of appropriate technology. Core Curriculum Component: None Prerequisite(s): None NUR807 Magic, Medicine, and Healing Spirits: Transcultural Perspectives on Health Care 3 Semester Credits This course explores transcultural healing and caring modalities including the integration of traditional and scientific healing ceremonies and beliefs. Healing traditions among indigenous peoples will be examined, including spiritual forces that promote health and cause illness. The use of medicinal plants for healing in indigenous traditions will be compared to contemporary views of health and healing in bio-scientific models of curing. Core Curriculum Component: None Prerequisite(s): None NUR811 First Year Doctoral Seminar 1 Semester Credits Students are required to register for a seminar each term they are in the DNP program. The purpose of DNP seminars is to integrate diverse practicum experiences with students’ individual practice interests. As such, the seminars provide a venue for students to test ideas for their practice with faculty and peers and receive relevant feedback and support. Through dialogue in the seminars, students work on their DNP capstone projects and professional portfolios. The last seminar (NUR 841) culminates in the successful completion of a scholarly capstone project that advances nursing 224 practice. Students register for NUR 841 during the term in which they will be completing and presenting their final doctoral project, along with their professional portfolios. The professional portfolio documents the process of theory and research integration and the emerging practice innovations the student is implementing. Core Curriculum Component: None Prerequisite(s): None NUR821 Second Year Doctoral Seminar 1 Semester Credits Students are required to register for a seminar each term they are in the DNP program. The purpose of DNP seminars is to integrate diverse practicum experiences with students’ individual practice interests. As such, the seminars provide a venue for students to test ideas for their practice with faculty and peers and receive relevant feedback and support. Through dialogue in the seminars, students work on their DNP capstone projects and professional portfolios. The last seminar (NUR 841) culminates in the successful completion of a scholarly capstone project that advances nursing practice. Students register for NUR 841 during the term in which they will be completing and presenting their final doctoral project, along with their professional portfolios. The professional portfolio documents the process of theory and research integration and the emerging practice innovations the student is implementing. Core Curriculum Component: None Prerequisite(s): None NUR831 Third Year Doctoral Seminar 1 Semester Credits Students are required to register for a seminar each term they are in the DNP program. The purpose of DNP seminars is to integrate diverse practicum experiences with students’ individual practice interests. As such, the seminars provide a venue for students to test ideas for their practice with faculty and peers and receive relevant feedback and support. Through dialogue in the seminars, students work on their DNP capstone projects and professional portfolios. The last seminar (NUR 841) culminates in the successful completion of a scholarly capstone project that advances nursing practice. Students register for NUR 841 during the term in which they will be completing and presenting their final doctoral project, along with their professional portfolios. The professional portfolio documents the process of theory and research integration and the emerging practice innovations the student is implementing. Core Curriculum Component: None Prerequisite(s): None NUR841 Final Year Doctoral Seminar 1 Semester Credits Students are required to register for a seminar each term they are in the DNP program. The purpose of DNP seminars is to integrate diverse practicum experiences with students’ individual practice interests. As such, the seminars provide a venue for students to test ideas for their practice with faculty and peers and receive relevant feedback and support. Through dialogue in the seminars, students work on their DNP capstone projects and professional portfolios. The last seminar (NUR 841) culminates in the successful completion of a scholarly capstone project that advances nursing practice. Students register for NUR 841 during the term in which they will be completing and presenting their final doctoral project, along with their professional portfolios. The professional portfolio documents the process of theory and research integration and the emerging practice innovations the student is implementing. Core Curriculum Component: None 225 Prerequisite(s): None NUR892 Topics in Advanced Nursing Practice 1 Semester Credits Core Curriculum Component: None Prerequisite(s): None NUR893 Topics in Advanced Nursing Practice 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None NUR894 Topics in Advanced Nursing Practice 3 Semester Credits Core Curriculum Component: None Prerequisite(s): None NUR897 Independent Study 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None NUR898 Independent Study 3 Semester Credits Core Curriculum Component: None Prerequisite(s): None NUR998 Graduate Program Active Status 0 Semester Credits Core Curriculum Component: None Prerequisite(s): None NUR999 Graduate Program Active Status 0 Semester Credits Core Curriculum Component: None Prerequisite(s): None 226 OJB OJB111 Beginning Ojibwe I 4 Semester Credits An introduction to the language and culture of the Ojibwe (Chippewa). Emphasis is on vocabulary, reading, writing, and conversational skills. Classroom practice will include linguistic patterns and oral interaction. Core Curriculum Component: Modern Language 1 Prerequisite(s): None OJB112 Beginning Ojibwe II 4 Semester Credits An introduction to the language and culture of the Ojibwe (Chippewa). Emphasis is on vocabulary, reading, writing, and conversational skills. Classroom practice will include linguistic patterns and oral interaction. Core Curriculum Component: Modern Language 2 Prerequisite(s): OJB111(Beginning Ojibwe I) PA PA501 Human Anatomy and Neuroanatomy 8 Semester Credits This course takes a regional approach to the study of human anatomy. The course uses lecture, demonstration, discussion and dissection of human cadavers. The intention is to give the students a foundation for Clinical Medicine. Core Curriculum Component: None Prerequisite(s): None PA503 Human Pathophysiology 4 Semester Credits The course uses lecture, detailed objectives/study guide, quizzes and exam, discussion and case studies to learn and review basic human physiology and pathophysiology involving fluids and electrolytes; acid/base disturbances; cellular adaptations; immunity, hypersensitivity, inflammation, and infection; hematology; pulmonary; cardiovascular system; gastrointestinal system; renal; nervous system; and musculoskeletal system. The intention is to give the students a foundation for Clinical Medicine. Core Curriculum Component: None Prerequisite(s): None PA511 History and Physical Exam Skills I 7 Semester Credits A lecture-discussion-laboratory course designed to demonstrate and apply techniques and skills essential to interviewing and physical examination of patients. Topics covered include history taking and physical exam of the cardiovascular, respiratory, gastrointestinal, lymph, skin and otorhinolaryngology systems. Basic nutrition, genetics, preventative health 227 care, and complementary and alternative medicine are introduced. Units are coordinated with Clinical Medicine I and Pharmacotherapy I. Core Curriculum Component: None Prerequisite(s): PA501(Human Anatomy and Neuroanatomy), PA503(Human Pathophysiology) PA512 History and Physical Exam Skills II 7 Semester Credits A lecture-discussion-laboratory course designed to demonstrate and apply the techniques and skills essential to interviewing and physical examination of patients. Topics covered include history taking and physical exam of the musculoskeletal system, neurology, ophthalmology, endocrinology, and the male reproductive system. Units are coordinated with Clinical Medicine II and Pharmacotherapy II. Core Curriculum Component: None Prerequisite(s): PA511(History and Physical Exam Skills I) PA521 Pharmacotherapy I 5 Semester Credits This course will cover pharmacology and pharmacotherapy related to disease processes of the dermatologic, cardiovascular, respiratory, gastrointestinal and otolaryngologic systems and infectious diseases. Units are coordinated with the Clinical Medicine I and History and Physical Exam Skills I courses. Core Curriculum Component: None Prerequisite(s): PA501(Human Anatomy and Neuroanatomy), PA503(Human Pathophysiology) PA522 Pharmacotherapy II 5 Semester Credits This course will cover pharmacology and pharmacotherapy related to disease processes of the orthopedic, neurologic, ophthalmologic, hematologic, renal, urologic and endocrine systems and pain management. Units are coordinated with the Clinical Medicine II and History and Physical Exam Skills II courses. Core Curriculum Component: None Prerequisite(s): PA521(Pharmacotherapy I) PA531 Clinical Medicine I 8 Semester Credits This course provides background in the epidemiology, etiology, pathophysiology, clinical presentation, diagnosis, and treatment of common and serious disorders. Topics covered include dermatology, cardiology, pulmonology, gastroenterology, and otorhinolaryngology. This course builds on the foundation laid in Anatomy and Pathophysiology. Units are coordinated with concurrent courses in History and Physical Exam Skills I and Pharmacotherapy I. Core Curriculum Component: None Prerequisite(s): PA501(Human Anatomy and Neuroanatomy), PA503(Human Pathophysiology) PA532 Clinical Medicine II 228 8 Semester Credits This course provides background in the epidemiology, etiology, pathophysiology, clinical presentation, diagnosis, and treatment of common and serious disorders. Topics covered include orthopedics, rheumatology, neurology, ophthalmology, hematology, nephrology, urology, and endocrinology. Global health and health care disparity are explored. Units are coordinated with concurrent courses in History and Physical Exam Skills II and Pharmacotherapy II. Core Curriculum Component: None Prerequisite(s): PA531(Clinical Medicine I) PA533 Clinical Medicine III 4 Semester Credits An integrative approach incorporating the principles of clinical medicine, history and physical exam, and pharmacotherapy focusing on the provision of medical care in pediatrics and women's health. Common and serious problems encountered in primary care are explored. Students will be introduced to topics in emergency medicine and complete a field-based orientation to surgical practice. Core Curriculum Component: None Prerequisite(s): PA532(Clinical Medicine II) PA534 Clinical Medicine IV 4 Semester Credits This course provides an integrative approach incorporating the principles of clinical medicine, history and physical exam, and pharmacotherapy in the study of geriatrics and mental health. Common and serious problems encountered in primary care and other issues unique to these populations are explored. Students will be introduced to topics in emergency medicine and complete a service-learning experience with an older adult from the community. Core Curriculum Component: None Prerequisite(s): PA533(Clinical Medicine III) PA542 Professional Issues 2 Semester Credits A course designed to introduce the physician assistant student to medical ethics and various professional topics that affect the practicing physician assistant. The course focus is on the medical and non-medical aspects of the profession such as: history of the physician assistant profession, laws and regulations governing physician assistant practice and education, human experimentation, abortion, care for the dying, euthanasia, reimbursement issues, and professional behavior. Core Curriculum Component: None Prerequisite(s): None PA545 Clinical Phase Transition 4 Semester Credits This course incorporates experiential learning to prepare the student for clinical practice. It will also facilitate the transition of knowledge and skills from the academic phase into the clinical phase. Students will be placed in a clinic or hospital setting for part of the semester. Students will also have other health-related community experiences and 229 activities during this course. In-class time will be used to discuss these experiences and work on skills essential for clinical practice. Core Curriculum Component: None Prerequisite(s): PA532(Clinical Medicine II) PA555 Research Tools for the Physician Assistant 2 Semester Credits This course emphasizes research as a tool at all levels of physician assistant practice and education; identifies the linkages between research, theory, and medical practice and the responsibility of physician assistant to expand their knowledge base. Primary, secondary, and tertiary disease prevention applications to public health are introduced. Information literacy in relationship to medical literature is integrated throughout the course. Core Curriculum Component: None Prerequisite(s): None PA570 Interdisciplinary Perspectives on Aging 3 Semester Credits This course provides an opportunity for students in health and social services disciplines to explore issues related to aging and care of the elderly. Students gain real world experiences by working collaboratively in an interdisciplinary context. Students will be asked to apply knowledge and skills directly with elders utilizing an experiential learning model. Students will build a beginning expert level knowledge base regarding issues that affect older adults in contemporary health and social welfare contexts. Core Curriculum Component: None Prerequisite(s): None PA595 Topics 3 Semester Credits Core Curriculum Component: None Prerequisite(s): None PA599 Directed Study 3 Semester Credits This course provides a practice-oriented approach to the information literacy methods used in health care. Students will develop a topic, complete a full review of the literature and produce an analytic paper in consultation with supervising professor. Core Curriculum Component: None Prerequisite(s): PA555(Research Tools for the Physician Assistant) PA600 Family Medicine Clinical Practicum 4 Semester Credits 230 A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases and conditions unique to the clinical practice of family medicine. Inclusion of proper data collection through history and physical examination, formulation of accurate problem lists, thorough investigation and development of treatment plans utilizing evidence based medicine as determined by review and analysis of current medical literature. Core Curriculum Component: None Prerequisite(s): None PA601 Internal Medicine Clinical Practicum 4 Semester Credits A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases and conditions unique to the clinical practice of internal medicine. Inclusion of proper data collection through history and physical examination, formulation of accurate problem lists, thorough investigation, and development of treatment plans utilizing evidence based medicine as determined by review and analysis of current medical literature. Core Curriculum Component: None Prerequisite(s): None PA602 General Surgery Clinical Practicum 4 Semester Credits A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases and surgical conditions unique to the clinical practice of General Surgery. Inclusion of proper data collection through history and physical examination, formulation of accurate problem lists, thorough investigation, and development of treatment plans utilizing evidence based medicine as determined by review and analysis of current medical literature. Core Curriculum Component: None Prerequisite(s): None PA603 Pediatric Clinical Practicum 3 Semester Credits A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases and surgical conditions unique to the clinical practice of Pediatrics. Inclusion of proper data collection through history and physical examination, formulation of accurate problem lists, thorough investigation, and development of treatment plans utilizing evidence based medicine as determined by review and analysis of current medical literature. Core Curriculum Component: None Prerequisite(s): None PA604 Women's Health Clinical Practicum 3 Semester Credits A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases and surgical conditions unique to the clinical practice of Women’s Health. Inclusion of proper data collection through history and physical examination, formulation of accurate problem lists, thorough investigation, and development of treatment plans utilizing evidence based medicine as determined by review and analysis of current medical literature. Core Curriculum Component: None 231 Prerequisite(s): None PA605 Emergency Medicine Clinical Practicum 4 Semester Credits A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases and surgical conditions unique to the clinical practice of Emergency Medicine. Inclusion of proper data collection through history and physical examination, formulation of accurate problem lists, thorough investigation, and development of treatment plans utilizing evidence based medicine as determined by review and analysis of current medical literature. Core Curriculum Component: None Prerequisite(s): None PA606 Psychiatric Clinical Practicum 3 Semester Credits A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of Psychiatric diseases and conditions unique to the clinical practice of Psychiatric Medicine. Inclusion of proper data collection through history and physical examination, formulation of accurate problem lists, thorough investigation, and development of treatment plans utilizing evidence based medicine as determined by review and analysis of current medical literature. Core Curriculum Component: None Prerequisite(s): None PA607 Elective Clinical Practicum I 3 Semester Credits A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of diseases and conditions unique to the clinical practice of Medicine. Students are allowed to choose, in consultation with the clinical coordinator, the area of medicine in which they would like to study as their elective. Core Curriculum Component: None Prerequisite(s): None PA608 Elective Clinical Practicum II 3 Semester Credits A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of diseases and conditions unique to the clinical practice of Medicine. Students are allowed to choose, in consultation with the clinical coordinator, the area of medicine in which they would like to study as their elective. Core Curriculum Component: None Prerequisite(s): None PA620 Primary Care Preceptorship 6 Semester Credits 232 The final rotation of the clinical phase, which can be completed in family, internal, geriatric, pediatric or women’s medicine. This course provides students a final opportunity to develop skills unique to the clinical practice of medicine to include performing proper data collection, formulating accurate problem lists and investigation strategies, and developing treatment plans that incorporate evidence based medicine. Core Curriculum Component: None Prerequisite(s): None PA621 General Medicine Specialty Preceptorship 6 Semester Credits A required rotation at the completion of the clinical phase. This course provides the student a final opportunity to develop the skills unique to the clinical practice of medicine. Inclusion of proper data collection through history and physical examination, formulation of accurate problem lists, thorough investigation, and development of treatment plans incorporating evidence based medicine as determined by review and analysis of current medical literature. Can be completed in PA621 General Medicine Specialty or PA622 Surgical Specialty. Core Curriculum Component: None Prerequisite(s): None PA622 Surgical Specialty Preceptorship 6 Semester Credits A required rotation at the completion of the clinical phase. This course provides the student a final opportunity to develop the skills unique to the clinical practice of medicine. Inclusion of proper data collection through history and physical examination, formulation of accurate problem lists, thorough investigation, and development of treatment plans incorporating evidence based medicine as determined by review and analysis of current medical literature. Can be completed in PA621 General Medicine Specialty or PA622 Surgical Specialty. Core Curriculum Component: None Prerequisite(s): None PA690 Capstone 2 Semester Credits This course provides each student the opportunity to present results of their individual research topic and to synthesize previous study and work experience in preparation for graduation and clinical practice. The student will demonstrate an understanding of the program’s and profession’s principles. Core Curriculum Component: None Prerequisite(s): None PA998 Graduate Program Active Status 0 Semester Credits Core Curriculum Component: None Prerequisite(s): None PA999 233 Graduate Program Active Status 0 Semester Credits Core Curriculum Component: None Prerequisite(s): None PHI PHI110 Introduction to Philosophy 4 Semester Credits This course introduces students to typical philosophical questions (how we know, if we can have certain knowledge, if there are universal moral principles, whether God exists, the nature of the mind, etc.), to philosophical vocabulary, and to critical thinking and what it means to view the world philosophically. Core Curriculum Component: Humanities Prerequisite(s): None PHI120 Ethics 4 Semester Credits By studying our moral beliefs, ethics helps students consider the bases they use to make moral judgments. The course explores major philosophical approaches to evaluating moral actions and then applies them to contemporary issues. The Christian tradition will inform the considerations. Students who receive credit for PHI 120 may not receive credit for PHI 125. Core Curriculum Component: Humanities Prerequisite(s): None PHI125 Ethics and Human Identity 4 Semester Credits A philosophical study of the role of human understanding, emotions, and action with respect to the pursuit of happiness. Beginning by asking what the end or purpose of human life is, students decide on the moral and intellectual virtues required to reach the end. Topics of friendship and human love are followed by an analysis of human happiness. Students who receive credit for PHI 125 may not receive credit for PHI 120. Core Curriculum Component: Humanities Prerequisite(s): None PHI175 Philosophy of Love and Sex 4 Semester Credits The nature and history of romantic love. The ethics of sex in relation to love, marriage, the institution of monogamy, and homosexuality are considered. Core Curriculum Component: None Prerequisite(s): None PHI180 234 Ethics of Medicine and Health Care 4 Semester Credits The course discusses some fundamental ethical theories, which it then carefully applies to problems that arise in the areas of health care and delivery, allocation of scarce resources, human experimentation, genetic engineering, abortion, care for the dying, and euthanasia. Core Curriculum Component: Humanities Prerequisite(s): None PHI230 Logic 4 Semester Credits Students learn to distinguish arguments from exposition. Then they learn the rules that govern valid arguments and develop their ability to recognize and construct sound arguments. The last part of the course focuses on informal logic and inductive reasoning. Core Curriculum Component: Humanities Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3) PHI241 History of Philosophy I: Ancient Greek Philosophy 4 Semester Credits Central philosophical questions that concerned the Greek philosophers from Thales to Plotinus and still concern us today: the nature of reality and its relationship to language and reason, the immortality of the soul, the nature of truth and human knowledge, and the nature of the good life. Core Curriculum Component: Humanities Prerequisite(s): None PHI242 History of Philosophy II: Medieval and Renaissance Philosophy 4 Semester Credits Students will read writings by various medieval and Renaissance philosophers in order to understand the process of philosophical assimilation involved in constructing a Christian philosophy. Topics include: the nature of being, human understanding in relation to faith, and the place of the image of God in the human condition. (Suggested prior course: PHI 241. Spring) Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) PHI260 Philosophy and the Arts 4 Semester Credits Philosophical issues raised and illustrated by painting, sculpture, literature, music, architecture, and film: the truth and falsehood of aesthetic judgment, the definition of art; the nature of aesthetic experience, the evaluation of art, creativity, the relation between the artist’s intention, the work of art, and its relation to the rest of the artistic tradition. For arts majors and students with a strong background in the arts. 235 Core Curriculum Component: Humanities Prerequisite(s): None PHI315 Philosophy of Human Nature and Human Culture 4 Semester Credits This course concerns the philosophical study of human nature and its relation to human culture. Students will read a selection of texts by eminent philosophers on the subject. Topics studied in the course include: the knowledge and nature of the self, the definition of the human being in terms of culture, myth and religion in human culture, human nature and the culture of language, and the culture of art. Core Curriculum Component: Humanities Prerequisite(s): None PHI343 History of Philosophy III: Early Modern and 19th-Century Philosophy 4 Semester Credits We study the major rationalists of the 17th century (Descartes, Spinoza, Leibniz), the major empiricists of the 18th century (Locke, Berkeley, Hume), Kant’s synthesis of rationalism and empiricism, and 19th-century idealism and the reaction to it (Marx, Kierkegaard, Nietzsche and Mill). (Suggested prior course: PHI 241) Core Curriculum Component: None Prerequisite(s): None PHI344 History of Philosophy IV: 20th-21st Century Philosophy 4 Semester Credits The course surveys the major philosophical schools in the 20th and 21st centuries: analytic philosophy, phenomenology, existentialism, pragmatism, and postmodern philosophy. Focus of study is on major texts of these movements. Students are strongly encouraged to take PHI 343 before taking PHI 344. Core Curriculum Component: None Prerequisite(s): None PHI350 Philosophy of Religion 4 Semester Credits We systematically investigate a series of philosophical questions about religion. What is the relation between faith and reason? Does God exist, and if so, what can be said about God? Can God’s goodness be reconciled with human suffering? Are miracles and life after death possible? Core Curriculum Component: None Prerequisite(s): None PHI370 Existentialism 4 Semester Credits 236 Studies in the writings - both philosophical and literary - of prominent existentialist authors. The course examines what it means to be a being-in-the world and explores such themes as absurdity, freedom, guilt, despair, and paradox. (Suggested: one prior course in philosophy. Alternate years) Core Curriculum Component: None Prerequisite(s): None PHI380 Ethics of Medicine and Health Care 4 Semester Credits The course discusses some fundamental ethical theories, which it then carefully applies to problems that arise in the areas of health care and delivery, allocation of scarce resources, human experimentation, genetic engineering, abortion, care for the dying, and euthanasia. Core Curriculum Component: None Prerequisite(s): None PHI385 Formal Logic and Computation Theory 4 Semester Credits An introduction to sentential and first-order logic including logical connectives, proof theory, and quantification. Formal models of computation including finite state automata, pushdown automata, and Turing machines. Incompleteness and uncomputability. (1.5 hour lab included) Core Curriculum Component: None Prerequisite(s): 1 of MAT122(Calc For Social and Behavioral Science), MAT145(Calculus I), MAT171(Discrete Mathematics For Computing); CSC210(Data Structures) PHI410 Topics in Philosophy 4 Semester Credits Advanced studies covering either an individual philosopher or a specific topic in philosophy, such as philosophical movements, the history of an idea or specific problems. Seminar format. May be taken more than once for credit. (Suggested prior courses: any course from PHI 241, 242, 343, 344.) Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); CONSENT(Consent of Instructor) PHI490 Keystone 4 Semester Credits This course integrates the student’s general education experience with an overview of specific philosophical ideas or philosophers. Core Curriculum Component: Keystone Prerequisite(s): None PHI499 Independent Study 237 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None PHY PHY101 Astronomy 4 Semester Credits A descriptive course covering our solar system, stars, and galaxies. In addition, the course traces the development of scientific thought from early civilization to the present day. Night viewing is required. (Three one-hour lectures.) Core Curriculum Component: Natural Sciences and Mathematics Prerequisite(s): 1 of MAT103(Everyday Math), MAT103(Everyday Math), MPL(Math Placement Level 2) PHY116 Introduction to Physics 4 Semester Credits An algebra-based introductory course in which the applications, problems, and experiments are selected to illustrate fundamental principles and provide a broad survey of physics. (Three one-hour lectures, one three-hour laboratory.) Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3) PHY116L Introduction to Physics Lab 0 Semester Credits Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): PHY116(Introduction to Physics) *concurrent registration is required* PHY119 Physics for the Fine Arts 4 Semester Credits A scientific study of sound, light, and the mechanics of structures and the human body relating to music, the visual arts, and theater. Explores the physics of phenomena and perception fundamental to these disciplines. (Three one-hour lectures, one three-hour laboratory.) Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3) PHY119L Physics for the Fine Arts Lab 0 Semester Credits Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): PHY119(Physics for the Fine Arts) *concurrent registration is required* PHY121 238 General Physics I 4 Semester Credits A rigorous study of classical physics including mechanics and wave motion. Designed for physics, pre-engineering, and other specified majors. (Three one-hour lectures, one three-hour laboratory. Fall) Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): MAT145(Calculus I) *concurrent registration is acceptable* PHY121L General Physics Lab 0 Semester Credits Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): PHY121(General Physics I) *concurrent registration is required* PHY122 General Physics II 4 Semester Credits A rigorous study of classical physics including thermodynamics, electricity, magnetism, and optics. Designed for physics, pre-engineering, and other specified majors. (Three one-hour lectures, one three-hour laboratory. Spring) Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): MAT146(Calculus II) *concurrent registration is acceptable*; 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); PHY121(General Physics I) PHY122L General Physics II Lab 0 Semester Credits Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): PHY122(General Physics II) *concurrent registration is required* PHY199 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None PHY203 Physics and Earth Science for Elementary Education Teachers 4 Semester Credits This course focuses on MSEP physical science outcomes for K-5 licensure: properties of and changes in matter; position, motion and force; light, heat, electricity and magnetism; and kinds of and ways to transfer energy. Students conduct hands on physical science explorations and do lab experiments. They also review student misconceptions, Students will also study key ideas in earth science including connections between concepts in earth science and physics. Core Curriculum Component: None 239 Prerequisite(s): None PHY245 Modern Physics 4 Semester Credits An introduction to modern physics from a historical and experimental perspective. Relativity, atomic, molecular, nuclear, and solid state physics. This course develops the experimental foundations and need for quantum mechanics. (Three one-hour lectures, one two-hour laboratory. Fall) Core Curriculum Component: None Prerequisite(s): PHY122(General Physics II) PHY245L Modern Physics Lab 0 Semester Credits Core Curriculum Component: None Prerequisite(s): PHY245(Modern Physics) *concurrent registration is required* PHY261 Electronics 4 Semester Credits AC and DC circuits, analog electronics, digital electronics, and the analysis and use of microprocessors and microcomputer systems. Three one-hour lectures, one three-hour laboratory. Core Curriculum Component: None Prerequisite(s): 1 of PHY116(Introduction to Physics), PHY122(General Physics II); MAT146(Calculus II) PHY261L Electronics Lab 0 Semester Credits Core Curriculum Component: None Prerequisite(s): PHY261(Electronics) *concurrent registration is required* PHY298 Directed Study 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None PHY299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None PHY317 240 Biophysics 4 Semester Credits An introduction to classic topics at the intersection of physics and biology. Topics may include biopolymers, selfassembly, nerves and signal propagation, molecular machines, and biomembranes. The course will emphasize approaches based on thermodynamics, statistical mechanics, and experimental techniques. (Three one-hour lectures and a three hour laboratory. Fall) Core Curriculum Component: None Prerequisite(s): MAT146(Calculus II), PHY122(General Physics II) PHY317L Biophysics Lab 0 Semester Credits Core Curriculum Component: None Prerequisite(s): PHY317(Biophysics) *concurrent registration is required* PHY320 Introduction to Space Science 4 Semester Credits A survey of Earth’s space environment including solar, planetary, magnetospheric, ionospheric, and upper atmospheric physics (solar dynamics, magnetic storms, particle precipitation, aurora, and related topics). (Three one-hour lectures.) Core Curriculum Component: None Prerequisite(s): PHY245(Modern Physics) PHY327 Special Functions of Mathematical Physics 4 Semester Credits Special functions encountered in physics. Partial differentiation, partial differential equations, Fourier series, series solution of differential equations, Legendre, Bessel, and other orthogonal functions, vector calculus, applied linear algebra (e.g., matrix multiplication, eigenvalues and eigenvectors, special matrices, determinants), functions of a complex variable, and an introduction to computer programming in IDL. (Three one-hour lectures. Spring) Core Curriculum Component: None Prerequisite(s): MAT245(Calculus III), PHY122(General Physics II) PHY327L Special Functions of Mathematical Physics Lab 0 Semester Credits Core Curriculum Component: None Prerequisite(s): PHY327(Special Functions of Mathematical Physics) *concurrent registration is required* PHY351 Mechanics I 4 Semester Credits 241 Classical mechanics in terms of Newtonian, Lagrangian, and Hamiltonian formalisms. Topics include conservation principles, single particle motion, gravitation, oscillations, central forces, and two-particle kinematics. (Three one-hour lectures. Fall) Core Curriculum Component: None Prerequisite(s): 1 of MAT369(Modeling and Differential Equations in Biological and Natural Sciences), PHY327(Special Functions of Mathematical Physics); PHY122(General Physics II) PHY352 Mechanics II 4 Semester Credits Classical mechanics in terms of Newtonian, Lagrangian, and Hamiltonian formalisms. Topics include dynamics of rigid bodies, systems of particles, coupled oscillations, and noninertial reference frames. (Three one-hour lectures. Spring) Core Curriculum Component: None Prerequisite(s): 1 of MAT369(Modeling and Differential Equations in Biological and Natural Sciences), PHY327(Special Functions of Mathematical Physics); PHY122(General Physics II), PHY351(Mechanics I) PHY362 Electromagnetic Fields I 4 Semester Credits The classical electromagnetic field theory is developed using vector calculus. Topics include electrostatics, solution of Laplace’s and Poisson’s equations, and electric properties of materials. (Three one-hour lectures. Fall) Core Curriculum Component: None Prerequisite(s): 1 of MAT369(Modeling and Differential Equations in Biological and Natural Sciences), PHY327(Special Functions of Mathematical Physics); PHY122(General Physics II) PHY363 Electromagnetic Fields II 4 Semester Credits The classical electromagnetic field theory is developed using vector calculus. Topics include magnetostatics, magnetic properties of materials, and electromagnetic radiation based on Maxwell’s equations. (Three one-hour lectures. Spring) Core Curriculum Component: None Prerequisite(s): 1 of MAT369(Modeling and Differential Equations in Biological and Natural Sciences), PHY327(Special Functions of Mathematical Physics); PHY362(Electromagnetic Fields I) PHY395 Comprehensive Laboratory I 2 Semester Credits Students work in small groups on advanced experiments from various physics subfields (including modern physics, electronic instrumentation, magnetism, and optics) with a focus on the role of experiments, interpretation of data, and scientific communication. Incorporates an introduction to LabVIEW software for computerized data acquisition and experiment control. (One three-hour laboratory and an occasional one-hour seminar per week. Prereq.: junior or senior standing in physics. Fall) Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); CONSENT(Consent of Instructor) 242 PHY396 Comprehensive Laboratory II 2 Semester Credits A continuation of PHY 395. A thorough exploration of interface hardware and software design (LabVIEW) for computercontrolled experiments followed by application of these techniques to advanced experiments in high vacuum physics and technology, modern optics, biophysics, and other areas. (One three-hour laboratory and an occasional one-hour seminar per week. Prereq.: junior or senior standing in physics. Spring) Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); CONSENT(Consent of Instructor), PHY122(General Physics II), PHY395(Comprehensive Laboratory I) PHY398 Internship 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None PHY399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None PHY420 Plasma Physics 4 Semester Credits Fundamentals of plasma physics including waves, instabilities, drifts, plasma drifts, particle motion, electric and magnetic fields, Boltzmann equation, magnetohydrodynamics, transport, and applications to laboratory and space plasmas. (Three one-hour lectures.) Core Curriculum Component: None Prerequisite(s): PHY363(Electromagnetic Fields II) *concurrent registration is acceptable*; PHY362(Electromagnetic Fields I) PHY430 Introduction to Solid State Physics 4 Semester Credits Topics in solid state physics including various theories of metals, crystal lattices, band structure and Fermi surfaces, phonons, semiconductors and magnetism. The conditions and consequences of the solid state of materials will be explored at a very detailed level, taking realistic parameters of materials into account. Prereq.: PHY 486 strongly recommended. (Three one-hour lectures.) Core Curriculum Component: None Prerequisite(s): PHY351(Mechanics I), PHY362(Electromagnetic Fields I) PHY486 243 Quantum Physics 4 Semester Credits A development from first principles, including de Broglie’s postulates, the Schroedinger equation, operators, wave functions, expectation values, and approximation methods. Applications include potential wells and barriers, the harmonic oscillator, and the hydrogen atom. (Three one-hour lectures. Spring) Core Curriculum Component: None Prerequisite(s): PHY245(Modern Physics), PHY351(Mechanics I) PHY499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None POL POL121 American Government and Politics 4 Semester Credits Surveys major parts of American national government - including Congress, the presidency, and the courts - as well as campaigns and elections, federalism, interest groups, and political parties. Core Curriculum Component: Social and Behavioral Sciences Prerequisite(s): None POL122 Metropolitan Complex 4 Semester Credits Examines politics in metropolitan areas, emphasizing central cities and focusing on influences on urban public policy. Includes case studies of the Twin Cities metro area. Core Curriculum Component: Engaging Minneapolis, Social and Behavioral Sciences Prerequisite(s): None POL124 American Women and Politics 4 Semester Credits Investigates the roles women play in the political system. Political, economic, and social issues will be explored from contemporary and historical perspectives. Core Curriculum Component: None Prerequisite(s): None POL158 Introduction to Political Science 4 Semester Credits 244 An analysis of basic patterns in the political system and decision-making process with some comparison of major political systems and discussion of contemporary issues. Core Curriculum Component: Social and Behavioral Sciences Prerequisite(s): None POL160 World Politics 4 Semester Credits Introduction to the processes and issues of international politics, including the dynamics of the international system, theories of international relations, and a focus on recent problems. Core Curriculum Component: Social and Behavioral Sciences Prerequisite(s): None POL170 Law in the United States 4 Semester Credits A survey of American law and legal process. Theories of law; law and society; roles of courts, police, lawyers, and juries; the United States Constitution as "supreme" law; law as politics; historic and contemporary legal issues. Core Curriculum Component: Social and Behavioral Sciences Prerequisite(s): None POL199 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None POL241 Environmental and River Politics 4 Semester Credits This course explores the politics of the communities and ecosystems of the Upper Mississippi River watershed, including controversies about river pollution, the lock and dam system, regional water supply, flood control, and farming practices. Includes site visits to see how local policy-makers and stakeholders are trying to achieve sustainability in the watershed. Core Curriculum Component: Engaging Minneapolis, Social and Behavioral Sciences Prerequisite(s): None POL295 Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None POL299 245 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None POL310 Citizen Participation within a Globalized Economy-A Nicaraguan Case Study 4 Semester Credits Topics include key political, social and economic global processes that shape citizen participation in Nicaragua and globally. Focuses on key economic development policies apple in Nicaragua and ongoing participatory efforts of NGOs, social movements and community groups working on alternative development policies. Core Curriculum Component: None Prerequisite(s): None POL325 Politics and Public Policy 4 Semester Credits The domestic policy making process, emphasizing how elected officials, bureaucrats, and interest groups shape government policies in various areas, including taxes, the environment, and social welfare policy. How public policies are formulated and implemented. Core Curriculum Component: None Prerequisite(s): None POL326 Political Parties and Behavior 4 Semester Credits Emphasizes study of public opinion and political parties in the electoral process. Field work with political parties, interest groups, and media in presidential elections (optional in non-presidential election years). Core Curriculum Component: None Prerequisite(s): 1 of CONSENT(Consent of Instructor), POL121(American Government and Politics), POL122(Metropolitan Complex), POL124(American Women and Politics), POL158(Political Patterns and Processes), POL160(World Politics), POL170(Law in the United States), POL241(Environmental and River Politics), POL282(Asian America Politics of Identity), POL295(Topics), POL323(Social and Political Change), POL325(Politics and Public Policy), POL342(Mass Communication in Society), POL350(Topics: European Politics), POL351(Commst/Post Commst S U /Russia/CIS), POL359(Women Gender and Social Change/LatinAm), POL363(Russian and Chinese Foreign Policy), POL370(Constitutional Law), POL371(Topics), POL375(Media Law), POL380(Western Political Thought), POL381(Topics: Democratic Theory), POL382(Marxist Theory), POL421(Topics: American Politics), POL459(Topics: Comparative Politics), POL461(Topics: International Politics), POL483(Political Statistics and Methodology), POL484(Political Analysis), POL490(International Relations Keystone), POL495(Seminar) POL341 Globalization, Social Struggle and the Environment 4 Semester Credits 246 Explores issues of globalization and social change in Mexico and analyzes political, social, and economic policies that promote and/or hinder sustainable development from a gender perspective. Particular emphasis will be placed on environmental issues and the causes of migration/emigration and social unrest in Mexico. Core Curriculum Component: Social and Behavioral Sciences Prerequisite(s): None POL342 Mass Communication in Society 4 Semester Credits Studies effects of new information technology (such as the Internet) and of the traditional electronic media. Covers uses of technology and media for news making, selling, entertainment, and public affairs. Core Curriculum Component: None Prerequisite(s): None POL350 Topics: European Politics 4 Semester Credits Study of the political behavior, institutions, and processes of European states. The course will focus on either European community law and politics or domestic politics in European states. Core Curriculum Component: None Prerequisite(s): 1 of CONSENT(Consent of Instructor), POL121(American Government and Politics), POL122(Metropolitan Complex), POL124(American Women and Politics), POL158(Political Patterns and Processes), POL160(World Politics), POL170(Law in the United States), POL241(Environmental and River Politics), POL282(Asian America Politics of Identity), POL295(Topics), POL323(Social and Political Change), POL325(Politics and Public Policy), POL326(Political Parties and Behavior), POL342(Mass Communication in Society), POL351(Commst/Post Commst S U /Russia/CIS), POL359(Women Gender and Social Change/LatinAm), POL363(Russian and Chinese Foreign Policy), POL370(Constitutional Law), POL371(Topics), POL375(Media Law), POL380(Western Political Thought), POL381(Topics: Democratic Theory), POL382(Marxist Theory), POL421(Topics: American Politics), POL459(Topics: Comparative Politics), POL461(Topics: International Politics), POL483(Political Statistics and Methodology), POL484(Political Analysis), POL490(International Relations Keystone), POL495(Seminar) POL353 Political and Social Change in Namibia 4 Semester Credits This course is an integrative seminar for the semester and examines the legacy of apartheid in Namibia with particular focus on the social and political movements that have evolved in the struggle for independence. Core Curriculum Component: Social and Behavioral Sciences Prerequisite(s): None POL354 The Politics of Development in Southern Africa 4 Semester Credits This course examines basic theories of development as well as the political economy of development. It provides the opportunity to reflect critically on issues of development, including global justice, equality, and sustainability. Core Curriculum Component: None 247 Prerequisite(s): None POL357 Women, Gender, and Social Change in Latin America 4 Semester Credits An exploration of gender politics in Latin America. Particular attention is given to women’s organizing efforts around issues of domestic and political violence, ecology, human rights, democracy, political participation, and revolutionary social change. This course fulfills a Social and Behavioral Sciences LAF requirement. Core Curriculum Component: Social and Behavioral Sciences Prerequisite(s): None POL359 Topics: Women in Comparative Politics 4 Semester Credits An exploration of gender politics in Latin America. Particular attention is given to women’s organizing efforts around issues of domestic and political violence, ecology, human rights, democracy, political participation, and revolutionary social change. Core Curriculum Component: None Prerequisite(s): 1 of CONSENT(Consent of Instructor), POL121(American Government and Politics), POL122(Metropolitan Complex), POL124(American Women and Politics), POL158(Political Patterns and Processes), POL160(World Politics), POL170(Law in the United States), POL241(Environmental and River Politics), POL282(Asian America Politics of Identity), POL295(Topics), POL323(Social and Political Change), POL325(Politics and Public Policy), POL326(Political Parties and Behavior), POL342(Mass Communication in Society), POL350(Topics: European Politics), POL351(Commst/Post Commst S U /Russia/CIS), POL363(Russian and Chinese Foreign Policy), POL370(Constitutional Law), POL371(Topics), POL375(Media Law), POL380(Western Political Thought), POL381(Topics: Democratic Theory), POL382(Marxist Theory), POL421(Topics: American Politics), POL459(Topics: Comparative Politics), POL461(Topics: International Politics), POL483(Political Statistics and Methodology), POL484(Political Analysis), POL490(International Relations Keystone), POL495(Seminar) POL368 Model United Nations 4 Semester Credits This course provides students with in-depth understanding of the United Nations and international diplomacy through the process of preparation for attending the National Model United Nations Conference which is held each spring in New York City. Students research a country and set of issues for the committee on which they will serve. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor), POL160(World Politics) POL370 Constitutional Law 4 Semester Credits The legal-political-philosophical role of the Supreme Court in the American political system in significant decisions affecting the allocation of powers in the national government and in the federal system. Core Curriculum Component: None Prerequisite(s): 1 of POL121(American Government and Politics), POL122(Metropolitan Complex), POL124(American Women and Politics), POL158(Political Patterns and Processes), POL160(World Politics), POL241(Environmental and 248 River Politics), POL282(Asian America Politics of Identity), POL295(Topics), POL323(Social and Political Change), POL325(Politics and Public Policy), POL326(Political Parties and Behavior), POL342(Mass Communication in Society), POL350(Topics: European Politics), POL351(Commst/Post Commst S U /Russia/CIS), POL359(Women Gender and Social Change/LatinAm), POL363(Russian and Chinese Foreign Policy ), POL371(Topics), POL375(Media Law), POL380(Western Political Thought), POL381(Topics: Democratic Theory), POL382(Marxist Theory), POL421(Topics: American Politics), POL459(Topics: Comparative Politics), POL461(Topics: International Politics), POL483(Political Statistics and Methodology), POL484(Political Analysis), POL490(International Relations Keystone), POL495(Seminar); POL170(Law in the United States) POL371 Topics 4 Semester Credits Selected topics in constitutional law. Content will vary, defined by the subtitle of the course. Core Curriculum Component: None Prerequisite(s): POL170(Law in the United States) POL380 Western Political Thought 4 Semester Credits A study of influential political philosophers, emphasizing the values, goals, and assumptions that continue to inform and to rationalize human governance. Core Curriculum Component: None Prerequisite(s): 1 of CONSENT(Consent of Instructor), POL121(American Government and Politics), POL122(Metropolitan Complex), POL124(American Women and Politics), POL158(Political Patterns and Processes), POL160(World Politics), POL170(Law in the United States), POL241(Environmental and River Politics), POL282(Asian America Politics of Identity), POL295(Topics), POL323(Social and Political Change), POL325(Politics and Public Policy), POL326(Political Parties and Behavior), POL342(Mass Communication in Society), POL350(Topics: European Politics), POL351(Commst/Post Commst S U /Russia/CIS), POL359(Women Gender and Social Change/LatinAm), POL363(Russian and Chinese Foreign Policy), POL370(Constitutional Law), POL371(Topics), POL375(Media Law), POL381(Topics: Democratic Theory), POL382(Marxist Theory), POL421(Topics: American Politics), POL459(Topics: Comparative Politics), POL461(Topics: International Politics), POL483(Political Statistics and Methodology), POL484(Political Analysis), POL490(International Relations Keystone), POL495(Seminar); 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) POL381 Topics: Democratic Theory 4 Semester Credits Selected topics including the emergence of political democracy in comparative perspective and American political thought. Topic to be included in the subtitle. Core Curriculum Component: None Prerequisite(s): 1 of CONSENT(Consent of Instructor), POL121(American Government and Politics), POL122(Metropolitan Complex), POL124(American Women and Politics), POL158(Political Patterns and Processes), POL160(World Politics), POL170(Law in the United States), POL241(Environmental and River Politics), POL282(Asian America Politics of Identity), POL295(Topics), POL323(Social and Political Change), POL325(Politics and Public Policy), POL326(Political Parties and Behavior), POL342(Mass Communication in Society), POL350(Topics: European Politics), POL351(Commst/Post Commst S U /Russia/CIS), POL359(Women Gender and Social Change/LatinAm), POL363(Russian and Chinese Foreign Policy), POL370(Constitutional Law), POL371(Topics), POL375(Media Law), POL380(Western Political Thought), POL382(Marxist 249 Theory), POL421(Topics: American Politics), POL459(Topics: Comparative Politics), POL461(Topics: International Politics), POL483(Political Statistics and Methodology), POL484(Political Analysis), POL490(International Relations Keystone), POL495(Seminar); 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) POL397 Internship 2 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None POL399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None POL421 Topics: American Politics 4 Semester Credits Topics include legislative, executive, or judicial politics, public policy, and leadership. Can include focus on national, state, or local level. Core Curriculum Component: None Prerequisite(s): 1 of CONSENT(Consent of Instructor), POL121(American Government and Politics), POL122(Metropolitan Complex), POL124(American Women and Politics), POL158(Political Patterns and Processes), POL160(World Politics), POL170(Law in the United States), POL241(Environmental and River Politics), POL282(Asian America Politics of Identity), POL295(Topics), POL323(Social and Political Change), POL325(Politics and Public Policy), POL326(Political Parties and Behavior), POL342(Mass Communication in Society), POL350(Topics: European Politics), POL351(Commst/Post Commst S U /Russia/CIS), POL359(Women Gender and Social Change/LatinAm), POL363(Russian and Chinese Foreign Policy), POL370(Constitutional Law), POL371(Topics), POL375(Media Law), POL380(Western Political Thought), POL381(Topics: Democratic Theory), POL382(Marxist Theory), POL459(Topics: Comparative Politics), POL461(Topics: International Politics), POL483(Political Statistics and Methodology), POL484(Political Analysis), POL490(International Relations Keystone), POL495(Seminar) POL459 Topics: Comparative Politics 4 Semester Credits Selected themes including interpretations of political systems and comparisons of political processes such as political participation, political development, political change, and revolution. Topic to be included in subtitle. Core Curriculum Component: None Prerequisite(s): 1 of CONSENT(Consent of Instructor), POL121(American Government and Politics), POL122(Metropolitan Complex), POL124(American Women and Politics), POL158(Political Patterns and Processes), POL160(World Politics), POL170(Law in the United States), POL241(Environmental and River Politics), POL282(Asian America Politics of Identity), POL295(Topics), POL323(Social and Political Change), POL325(Politics and Public Policy), POL326(Political Parties and Behavior), POL342(Mass Communication in Society), POL350(Topics: European Politics), POL351(Commst/Post Commst S U /Russia/CIS), POL359(Women Gender and Social Change/LatinAm), POL363(Russian and Chinese Foreign Policy), 250 POL370(Constitutional Law), POL371(Topics), POL375(Media Law), POL380(Western Political Thought), POL381(Topics: Democratic Theory), POL382(Marxist Theory), POL421(Topics: American Politics), POL461(Topics: International Politics), POL483(Political Statistics and Methodology), POL484(Political Analysis), POL490(International Relations Keystone), POL495(Seminar) POL461 Topics: International Politics 4 Semester Credits Selected themes including interpretations of international politics, foreign policy decision-making, simulations of international problems. Topic to be included in subtitle. Core Curriculum Component: None Prerequisite(s): 1 of POL121(American Government and Politics), POL122(Metropolitan Complex), POL124(American Women and Politics), POL158(Political Patterns and Processes), POL160(World Politics), POL170(Law in the United States), POL241(Environmental and River Politics), POL282(Asian America Politics of Identity), POL295(Topics), POL323(Social and Political Change), POL325(Politics and Public Policy), POL326(Political Parties and Behavior), POL342(Mass Communication in Society), POL350(Topics: European Politics), POL351(Commst/Post Commst S U /Russia/CIS), POL359(Women Gender and Social Change/LatinAm), POL363(Russian and Chinese Foreign Policy), POL370(Constitutional Law), POL371(Topics), POL375(Media Law), POL380(Western Political Thought), POL381(Topics: Democratic Theory), POL382(Marxist Theory), POL421(Topics: American Politics), POL459(Topics: Comparative Politics), POL483(Political Statistics and Methodology), POL484(Political Analysis), POL490(International Relations Keystone), POL495(Seminar) POL483 Political Statistics and Methodology 4 Semester Credits Introductory survey of political science methods. Covers experimental design, descriptive and inferential statistics, computer methods, and issues in the construction and execution of political surveys. Core Curriculum Component: None Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3) POL484 Political Analysis 4 Semester Credits An analysis of different approaches and theories in the study of politics including an examination of the requirements of science as a model for political study. Major research is required. This course satisfies the Keystone requirement. Core Curriculum Component: Keystone Prerequisite(s): 3 of POL121(American Government and Politics), POL122(Metropolitan Complex), POL124(American Women and Politics), POL158(Political Patterns and Processes), POL160(World Politics), POL170(Law in the United States), POL199(Internship), POL241(Environmental and River Politics), POL295(Topics), POL299(Directed Study), POL310(Citizen Participation within a Globalized Economy-A Nicaraguan Case Study), POL323(Social and Political Change), POL325(Politics and Public Policy), POL326(Political Parties and Behavior), POL341(Globalization, Social Struggle and the Environment), POL342(Mass Communication in Society), POL350(Topics: European Politics), POL351(Commst/Post Commst S U /Russia/CIS), POL353(Political and Social Change in Namibia), POL354(The Politics of Development in Southern Africa), POL357(Women Gender and Social Change in Latin America - Mexico), POL359(Women Gender and Social Change/LatinAm), POL363(Russian and Chinese Foreign Policy), POL368(Model United Nations), POL370(Constitutional Law), POL371(Topics), POL375(Media Law), POL380(Western Political Thought), POL381(Topics: Democratic Theory), POL382(Marxist Theory), POL397(Internship), POL399(Internship), POL421(Topics: 251 American Politics), POL459(Topics: Comparative Politics), POL461(Topics: International Politics), POL483(Political Statistics and Methodology), POL490(International Relations Keystone), POL495(Seminar), POL498(Independent Study), POL499(Independent Study) POL490 International Relations Keystone 4 Semester Credits Capstone seminar for students majoring in international relations; analysis of some methods for studying international relations; analysis of major trends; senior thesis. Open to other students by consent of instructor. This course satisfies the Keystone requirement for International Relations majors. Core Curriculum Component: Keystone Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) POL495 Seminar 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None POL498 Independent Study 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None POL499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None PSY PSY105 Principles of Psychology 4 Semester Credits An introduction to the methods and principles of psychology. Applications of psychological concepts to everyday situations are emphasized. Research participation is required. Core Curriculum Component: Social and Behavioral Sciences Prerequisite(s): None PSY199 Internship 4 Semester Credits 252 Core Curriculum Component: None Prerequisite(s): PSY105(Principles of Psychology) PSY201 Health Psychology 4 Semester Credits Consideration of the impact of psychological, behavioral, social, and biological interactions on health. Core Curriculum Component: None Prerequisite(s): PSY105(Principles of Psychology) PSY203 Lifespan Development 4 Semester Credits An overview of biological, cognitive, and socioemotional development from the prenatal period through adulthood using a developmental perspective. Emphasis on theories, methodology, and current scientific and applied research in developmental psychology. Core Curriculum Component: None Prerequisite(s): PSY105(Principles of Psychology) PSY215 Research Methods and Statistics I 4 Semester Credits Part I of a two-term sequence. See PSY 315. PSY 215 may be taken without taking PSY 315. Scientific method as practiced in psychology. This sequence emphasizes skills of bibliographic research, research design and data collection, statistical analysis and interpretation, and APA-style presentation of research findings. Core Curriculum Component: None Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3); PSY105(Principles of Psychology) PSY235 Psychology and Law 4 Semester Credits Application of psychological principles and research to legal processes, policy, and problems. Emphasis on three content areas: eyewitness memory, courtroom procedures, and forensic clinical practice. Core Curriculum Component: None Prerequisite(s): PSY105(Principles of Psychology) PSY250 Child Development 4 Semester Credits Theory and scientific methods of examining development and behavior. Practical implications of data and theory are stressed. Core Curriculum Component: None Prerequisite(s): PSY105(Principles of Psychology) 253 PSY252 Adolescent and Young Adult Development 4 Semester Credits Consideration of research and theory related to development during the adolescent and young adult years. Core Curriculum Component: None Prerequisite(s): PSY105(Principles of Psychology) PSY253 Aging and Adulthood 4 Semester Credits Development through middle and older adulthood. Consideration of positive and negative aspects of aging. Content is especially relevant to those who study and work with the largest growing segment of our population—the elderly. Core Curriculum Component: None Prerequisite(s): PSY105(Principles of Psychology) PSY256 Environmental Psychology 4 Semester Credits This course uses a cultural-ecological viewpoint to study the influence of both the natural and built physical environment on human behavior. Core Curriculum Component: Engaging Minneapolis Prerequisite(s): PSY105(Principles of Psychology) PSY261 Personality and Cultural Context 4 Semester Credits Current scientifically-based approaches to description, dynamics, and development of personality. Includes study of gender, social position, and cross-cultural behavior. Core Curriculum Component: None Prerequisite(s): PSY105(Principles of Psychology) PSY262 Abnormal Psychology 4 Semester Credits Applying psychological science to understanding the causes and treatments for psychological disorders. Topics include depression, anxiety, schizophrenia, substance use, and eating disorders. Core Curriculum Component: None Prerequisite(s): PSY105(Principles of Psychology) PSY263 Sports Psychology 4 Semester Credits 254 Foundations of sports psychology. Psychological concepts applied to sports and enhancement of athletic performance. Topics include motivation, team development, leadership, psychological skills training, and goal setting. Core Curriculum Component: None Prerequisite(s): PSY105(Principles of Psychology) PSY271 Psychology of Gender 4 Semester Credits Emphasis on the social construction of gender and its impact on the lives and behavior of individuals. Core Curriculum Component: None Prerequisite(s): PSY105(Principles of Psychology) PSY291 Addiction and Recovery 4 Semester Credits Examines addiction and recovery from multiple perspectives, giving special attention to physiological, religious-spiritual, neurobiological, and sociocultural dimensions. Emphasis is placed on interdisciplinary approaches to prevention, treatment, and recovery. Core Curriculum Component: None Prerequisite(s): PSY105(Principles of Psychology) PSY295 Topics 4 Semester Credits Specific topic will be published prior to registration; e.g., Positive Psychology, Close Relationships, Psychology and Religion. Core Curriculum Component: None Prerequisite(s): PSY105(Principles of Psychology) PSY299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): PSY105(Principles of Psychology) PSY315 Research Methods and Statistics II 4 Semester Credits Part II of a two-term sequence. See PSY 215. Ideally PSY 315 should be taken in the term immediately following PSY 215. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); PSY215(Research Methods and Statistics I) 255 PSY325 Social Behavior 4 Semester Credits Social factors that influence individual and group behavior in natural and laboratory settings. Topics include social cognition, group behavior, social influence, attitudes formation, and change. Note: Students should have completed PSY 215; or PSY 105, with junior standing and consent of instructor. Core Curriculum Component: None Prerequisite(s): PSY215(Research Methods and Statistics I) PSY354 Cognitive Psychology 4 Semester Credits Theory, data, and practical applications relevant to the following topics: attention, perception, pattern recognition, memory, mental imagery, problem solving, decision making, and language. Note: Students should have completed PSY 215; or PSY 105, with junior standing and consent of instructor. Core Curriculum Component: None Prerequisite(s): PSY215(Research Methods and Statistics I) PSY355 Biopsychology 4 Semester Credits Relationship between biology and behavior. Considers biological bases of learning and cognition, emotions, abnormal psychology, and normal and altered states of consciousness. Note: Students should have completed PSY 215; or PSY 105, with junior standing and consent of instructor. Core Curriculum Component: None Prerequisite(s): PSY215(Research Methods and Statistics I) PSY357 Behavior Analysis 4 Semester Credits Principles of learning/behavior change and their application to self-management, family, work, school, and clinic settings. Individualized projects. Note: Students should have completed PSY 215; or PSY 105, with junior standing and consent of instructor. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); PSY215(Research Methods and Statistics I) PSY359 Assessment 4 Semester Credits Theory and scientific methods of assessing human aptitudes, achievement, personality, abnormal behavior, vocational interests, and impacts of the environment on behavior. Examination of a variety of tests, concepts of reliability and 256 validity, and legal and ethical issues. Note: Students should have completed PSY 215; or PSY 105, with junior standing and consent of instructor. Core Curriculum Component: None Prerequisite(s): PSY215(Research Methods and Statistics I) PSY360 Psychology Laboratory 2 Semester Credits Laboratory research experience under the supervision of a faculty member. Concurrent or previous enrollment in a fullcredit course in the faculty member’s area of expertise and approval by that faculty member are required. Core Curriculum Component: None Prerequisite(s): PSY215(Research Methods and Statistics I) PSY373 Industrial/Organizational Psychology 4 Semester Credits The theoretical and applied study of organizations. Topics include the individual, group and organizational structure/process and change. Core Curriculum Component: None Prerequisite(s): PSY105(Principles of Psychology) PSY381 Historical Perspectives 4 Semester Credits Focus on the people in psychology’s history, their questions and positions, from the early Greek period to the present. Emphasis on the 20th century, inclusions of women and minorities, and contextual history. Note: Students should have completed PSY 215; or PSY 105, with junior standing and consent of instructor. Core Curriculum Component: None Prerequisite(s): PSY215(Research Methods and Statistics I) PSY385 Counseling Psychology 4 Semester Credits Discuss therapeutic approaches and interventions in counseling (e.g., psychoanalysis, person-centered therapy, cognitive behavioral therapy, and post-modern approaches). Topics include counseling diverse clients, evidence based practice, and ethical guidelines for the counseling relationship. Note: Students should have completed PSY 215; or PSY 105, with junior standing and consent of instructor. Core Curriculum Component: None Prerequisite(s): PSY215(Research Methods and Statistics I) PSY390 Topics 4 Semester Credits Core Curriculum Component: None 257 Prerequisite(s): PSY215(Research Methods and Statistics I) PSY391 Individual Differences 4 Semester Credits General introduction to the study of individual differences. Particular focus is placed on behavioral genetic methods and designs. Explores the degree to which genetic and environmental influences co-determine the expression of various psychological phenotypes, including psychometric IQ, personality, and facets along broader psychopathologic dimensions. Core Curriculum Component: None Prerequisite(s): PSY215(Research Methods and Statistics I) PSY396 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); PSY315(Research Methods and Statistics II) PSY399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); PSY315(Research Methods and Statistics II) PSY400 Keystone Internship 4 Semester Credits Students work 80 hours at an internship site of their choosing and attend a weekly (or weekend) class session. A series of papers/assignments address career and personal goals as well as the relationship between the internship work and concepts learned in the psychology major. PSY 400 satisfies the Keystone requirement but must involve an off-campus internship to satisfy the Augsburg Experience requirement. Core Curriculum Component: Augsburg Experience, Keystone Prerequisite(s): PSY315(Research Methods and Statistics II) PSY410 Clinical Neuropsychology 4 Semester Credits The exploration of human behavior when the brain is altered by traumatic brain injury and diseases such as stroke, epilepsy, and dementia. Learn human neuroanatomy in order to relate brain systems to attention, perception, memory, language, personality, and awareness. Address clinical issues, including neuropsychological assessment and interviewing. Core Curriculum Component: None 258 Prerequisite(s): PSY315(Research Methods and Statistics II) PSY490 Current Topics in Psychology 4 Semester Credits Core Curriculum Component: None Prerequisite(s): PSY315(Research Methods and Statistics II) PSY491 Advanced Research Seminar 4 Semester Credits Research team experience in a seminar format. Designed to extend students’ knowledge of statistical and methodological techniques and to explore contemporary professional issues and implications for social policy. Recommended for students headed for graduate school and those electing an honors major. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); CONSENT(Consent of Instructor), PSY315(Research Methods and Statistics II) PSY493 Seminar: Contemporary Issues 4 Semester Credits Discussion and exploration of contemporary, theoretical, professional, and social policy issues from a psychological viewpoint. Core Curriculum Component: None Prerequisite(s): PSY315(Research Methods and Statistics II) PSY498 Independent Study/Research * 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None PSY499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): PSY315(Research Methods and Statistics II) REL REL100 Christian Vocation and the Search for Meaning I 4 Semester Credits 259 This introductory course examines how people of faith—Jewish, Christian, and Muslim—understand their faith and live out their spiritual commitments. In particular, it explores some of the biblical and theological resources that the Christian tradition, seen through the lens of vocation, brings to the search for meaning. Not accepted for credit for students who have taken REL 300 or 331. REL 100 or 300 is a prerequisite for all religion and youth and family ministry courses. Core Curriculum Component: None Prerequisite(s): None REL199 Internship 4 Semester Credits Limited to special cases. Core Curriculum Component: None Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in Bible and Theology) REL200 Christian Vocation and the Search for Meaning II 4 Semester Credits This course focuses on articulating students’ own theological questions and positions and on recognizing and evaluating religious claims in the areas of biblical interpretation and the historical, cultural, and global contexts of Christianity and other world religions. Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I) REL205 Exploring Topics in Religion 4 Semester Credits This course introduces students to various topics within the field of religion. Students will explore primary texts on topics such as gender, economics, and politics and investigate and analyze the contemporary debates involving these complex issues. Students will develop their own perspectives on the topic under investigation. Core Curriculum Component: Humanities, Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL300(Bible, Christian Theology and Vocation); 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) REL210 Research Methods in Religion 4 Semester Credits An introduction to the study of the main disciplines within the academic study of Christianity (Bible, theology, and church history), including methods and research skills. Core Curriculum Component: None 260 Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in Bible and Theology); 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) REL220 Religion and Science in Popular Culture 4 Semester Credits This course explores the relationship between religion and science through issues that emerge in public discussion through news and popular media. Examples of topics include evolution and intelligent design, genetic engineering and stem cell research, and the social role of science and science as vocation, along with historical and philosophical development of science in its relationship to religion. Core Curriculum Component: Humanities, Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL300(Bible, Christian Theology and Vocation) REL260 Self, Sex & Sin: Human Person in Christian & Contemporary Thought 4 Semester Credits We face complex questions about human beings, sexuality, and sin. The Bible and Christian thinkers have reflected on these topics, but it often seems like traditional claims disagree with modern views. This course explores how the Christian tradition and modern anthropology define self, sex, and sin. Core Curriculum Component: Humanities, Search for Meaning II Prerequisite(s): 1 of REL200(Christian Vocation and the Search for Meaning II), REL300(Bible, Christian Theology and Vocation) REL280 Religion and the Rise of Science 4 Semester Credits This course examines the relationship between religion and the study of the natural world from antiquity to the beginnings of modern science, focusing especially on the 16th and 17th centuries. We will explore how historical views of astronomy, biology, mathematics, and physics influenced, and were influenced by, beliefs about God, creation, and human nature. Prerequisite: REL 100. Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL300(Bible, Christian Theology and Vocation) REL298 Directed Study 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None REL299 Directed Study 4 Semester Credits 261 Core Curriculum Component: None Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in Bible and Theology) REL300 Bible, Christian Theology and Vocation 4 Semester Credits This foundational course for advanced transfer students explores the Bible, Christian tradition, and vocation. Students will articulate their own theological questions and positions and begin to recognize and evaluate religious claims in a world of many religions. Open only to advanced transfer students. Not accepted for credit for students who have taken REL 100, 111, 221, or 331. Core Curriculum Component: None Prerequisite(s): 1 of ADVTRANSFER(Advanced Transfer), REL300PERMIT(Permitted to take REL300) REL301 Interpreting the Old Testament 4 Semester Credits An investigation of the Torah, Prophets, and Writings, including forms, genres, historical contexts, portrayal of God, and interpretation of these texts by ancient and modern Jewish and Christian communities. Core Curriculum Component: Humanities, Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in Bible and Theology) REL302 Interpreting the New Testament 4 Semester Credits Historical, literary, and theological interpretation of Paul’s letters, the gospels, and other New Testament writings as persuasive literature for ancient and modern communities. Core Curriculum Component: Humanities, Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in Bible and Theology) REL306 Non-Western Christianity 4 Semester Credits A study of Christian belief and practice in a variety of cultural settings different from those of Western Europe and North America. In addition to introductions to forms of this faith on other continents, the course will explore the deep questions of the relationship of culture and religion, and the ethnic and cultural location of Christianity. Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in Bible and Theology) 262 REL309 Religion at the Movies 4 Semester Credits Religious themes such as good and evil, morality and ethics, human nature, holiness, faith and belief, salvation and redemption, and forgiveness and mercy will be explored through the medium of popular film. Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in Bible and Theology) REL313 Environmental Theology and Ethics 4 Semester Credits An overview of contemporary theology and theologically-based approaches to environmental ethics using studies of environmental problems in South, Central, and North America. Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in Bible and Theology) REL324 Liberationist, Feminist, Queer and Postcolonial Theologies in Latin America 4 Semester Credits Study the range of Latin American liberation theologies that have developed since the 1960s, when Catholic theologians first asserted that God has a “preferential option for the poor” and therefore linked their faith to revolutionary social movements against political and economic oppression. Recently, Latin American theologies have expanded to include feminist, queer, and postcolonial struggles against sexism, heterosexism, and imperialism. Not accepted for credit for students who have taken REL 366. (Taught only in Mexico) Core Curriculum Component: Humanities, Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in Bible and Theology) REL343 Theology of Marriage and Family 4 Semester Credits An examination of the nature of modern marriage and family relationships within the context of the faith and practice of the Christian church. Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in Bible and Theology) REL345 The Lutheran Heritage 263 4 Semester Credits This course tracks the development and influence of the Lutheran movement from its origins to its diverse expressions in the 21st century. A cast of characters (from Bach to Bonhoeffer) and controversies (fate and freedom, faith and works, church and politics, and more) highlight the course topics. Overall, students will be equipped and challenged to assess Lutheranism's contributions to the Christian movement in light of other faith (and non-faith) traditions. Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in Bible and Theology) REL346 The Church and Social Change in Southern Africa 4 Semester Credits This course examines the changing role of the church in the midst of the political transformations of southern Africa. Students meet with people representing a variety of religious perspectives and roles within churches and religious organizations. Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in Bible and Theology) REL347 Ethics and World Religions 4 Semester Credits This course examines the ethics of major world religions, as both a field of study and a way of life. Students will learn about the relationship between religious faith and practice and personal and social ethics. Particular attention will be given to cooperative efforts towards a global ethic. Core Curriculum Component: Humanities, Search for Meaning II Prerequisite(s): 1 of REL100(Christian Vocation and the Search for Meaning I), REL300(Bible, Christian Theology and Vocation) REL353 Finding Your Religion/Spirituality 4 Semester Credits A study of the beliefs and worship practices of the major Christian denominations and of the world religions as practised in America. Some controversial religious movements will also be considered. Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in Bible and Theology) REL356 World Religions 4 Semester Credits 264 An introductory survey of some of the major living religions of the world, including Hinduism, Buddhism, Confucianism, Taoism, Shinto, and Islam. Core Curriculum Component: Humanities, Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in Bible and Theology) REL357 Giants of the Christian Faith 4 Semester Credits Christian history is examined through the lives and theology of notable figures. Thinkers who may be studied include Augustine, Martin Luther, Dorothy Day, and Martin Luther King, Jr. Core Curriculum Component: Humanities, Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in Bible and Theology) REL362 Martin Luther and the Reformation 4 Semester Credits An introduction to the theological thought of the Protestant reformers of the 16th century. Special attention to the writings of Martin Luther and other representative figures. Core Curriculum Component: Humanities, Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in Bible and Theology); 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) REL363 Religion in America 4 Semester Credits A study of the history of religion in America. This course explores religion as force for personal transformation, community and social change. In the journey from Puritanism to pluralism, special attention is given to the quest for religious freedom and the search for meaning in history. Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in Bible and Theology) REL366 Latin American Liberation Theologies 4 Semester Credits An exploration of Latin American theologies of liberation and their relationship to social/political transformation. Examines key theological concepts, critiques, and practical implications. Core Curriculum Component: Search for Meaning II 265 Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in Bible and Theology) REL370 American Indian Spirituality and Philosophical Thought 4 Semester Credits Religious beliefs, spiritual customs, and philosophy of North American Indians are studied. Tribal similarities and differences are explored as are tribal relationships with nature, religious oversight of life cycles, sacred ritual ceremonies, and beliefs in an afterlife. (Prereq.: junior standing) Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in Bible and Theology); 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) REL378 The Medieval Church 4 Semester Credits This course examines the history of the medieval church from Constantine the Great to Martin Luther (c. 300 to c. 1517 AD). It uses a variety of written and visual sources in an attempt to understand the medieval church and its influence, not only in religious matters, but also in the social and political spheres. Cross-listed with HIS 378. Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in Bible and Theology) REL385 Process Theology and Christian Faith 4 Semester Credits Explore a cosmological theology that agrees with contemporary science (physics and biology), Buddhist perspectives on the world and humans, an understanding of God who is not all powerful but who is all loving, and who requires human participation (vocation) to accomplish the salvation of the world. Prerequisites: REL 100 or REL 300 Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in Bible and Theology) REL386 Speaking of Genesis 4 Semester Credits An investigation of scholarship on Genesis and the role of interpretation through study of the characters and values portrayed in Genesis and related biblical texts. Core Curriculum Component: Search for Meaning II 266 Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in Bible and Theology) REL390 Theology of Death and Dying 4 Semester Credits A study of death and dying from the viewpoint of Christian theology and ethics, taking into account also what other religions and the biological, psychological, and social sciences have had to say on the subject. Special emphasis on medical ethics brought on by modern medical technology. Core Curriculum Component: Humanities, Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in Bible and Theology) REL397 Internship 2 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in Bible and Theology) REL399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in Bible and Theology) REL405 Christensen Scholar Seminar I 2 Semester Credits This course will study the Bible and Christian tradition in order to help participants discern a call in Christian ministry. This course is open to participants in the Christensen Scholar program only. Applications due in January. Sophomores and juniors may apply. Contact Religion department for details. Core Curriculum Component: None Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in Bible and Theology); CONSENT(Consent of Instructor) REL406 Christensen Scholar Seminar II 2 Semester Credits 267 This course will study the Bible and Christian tradition in order to help participants discern a call in Christian ministry. This course is open to participants in the Christensen Scholar program only. Core Curriculum Component: None Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in Bible and Theology); CONSENT(Consent of Instructor) REL407 Interfaith Scholars Seminar I 2 Semester Credits This course engages students as partners in ongoing interreligious dialogue and action by exploring methods and best practices for talking about religion in a diverse democracy. Students will also engage in interfaith service-learning projects through a connection with the Interfaith Youth Core and the President Obama Interfaith Challenge. Applications due in February/March. Sophomores and juniors may apply. Contact Religion department for details. Core Curriculum Component: None Prerequisite(s): REL100(Christian Vocation and the Search for Meaning I) REL408 Interfaith Scholars Seminar II 2 Semester Credits This course engages students as partners in ongoing interreligious dialogue and action by exploring methods and best practices for talking about religion in a diverse democracy. Students will also engage in interfaith service-learning projects through a connection with the Interfaith Youth Core and the President Obama Interfaith Challenge. (Prereq.: sophomore standing). Core Curriculum Component: None Prerequisite(s): REL100(Christian Vocation and the Search for Meaning I) REL425 Christian Spiritual Practices 4 Semester Credits A practical forum on “habits of the heart” that sustain Christian service. Students explore and critically reflect on the value and practice of spiritual disciplines such as prayer, meditation, journaling, and service to the poor. Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in Bible and Theology) REL441 Feminism and Christianity 4 Semester Credits Attention will be given to religious influences on societal roles for women and men, feminist interpretation of the Bible, and the impact of feminism on Christian theology, especially in terms of language and metaphor. Core Curriculum Component: Search for Meaning II 268 Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in Bible and Theology) REL471 Jesus and His Interpreters 4 Semester Credits Consideration of the New Testament documents, particularly the Gospels, dealing with their context, literary structure, and relationships. Attention to the variety of interpretations given the person of Jesus. Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in Bible and Theology) REL472 Paul the Apostle 4 Semester Credits A study of the apostle Paul including his historical background, his relationship to the early church, and some of the themes found in his writings. Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in Bible and Theology) REL475 Judaism 4 Semester Credits An introduction to the Jewish faith as the tradition has developed, as well as attention to current issues facing the Jewish community. Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in Bible and Theology) REL480 Vocation and the Christian Faith 4 Semester Credits This course will examine vocation in the Bible, the Christian tradition, and contemporary culture. Students will be challenged to make vocation the lens through which they view their lives and communities. This course satisfies the Keystone requirement. (Note: some majors, including REL, may still require a Particular keystone course in that discipline.) Core Curriculum Component: Keystone Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in Bible and Theology) 269 REL481 Contemporary Theology 4 Semester Credits An introduction to some representative trends in Christian theological thought today, as seen from the systematic perspective, in the light of the continuing theological task of the Christian church. Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in Bible and Theology); 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) REL483 Christian Ethics 4 Semester Credits The course will focus on the understanding of ethics from a Christian as well as an interreligious perspective, examining the theological and social science context of both individual and social ethics. Students will probe their own definitions of what it means to live a moral life and the processes one uses to make moral decisions. Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in Bible and Theology) REL490 Topics 4 Semester Credits Selected topics in religion. Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in Bible and Theology) REL495 Religion Keystone 4 Semester Credits This course is required for the major, and enrollment is normally restricted to students who have nearly finished their coursework. Selected topics vary by instructor. Students will improve writing abilities through writing a major research paper. Core Curriculum Component: Keystone Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); REL210(Research Methods in Religion) REL498 Independent Study/Research 2 Semester Credits 270 For religion majors only. Core Curriculum Component: None Prerequisite(s): None REL499 Independent Study/Research 4 Semester Credits For religion majors only. Core Curriculum Component: None Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in Bible and Theology) SCI SCI106 Introductory Meteorology 4 Semester Credits A survey of the basic principles of Earth’s weather and climate. Topics include winds, fronts, cyclones, clouds and precipitation, thunderstorms, tornados and hurricanes, climate and climate change, global warming, and ozone depletion. (Three one-hour lectures, one two-hour laboratory per week.) Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): 1 of MAT103(Everyday Math), MAT103(Everyday Math), MPL(Math Placement Level 2) SCI106L Introductory Meteorology Lab 0 Semester Credits Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): SCI106(Introductory Meteorology) *concurrent registration is required* SCI110 Natural Science I 4 Semester Credits The first semester of a two-semester survey of natural science. This course focuses on the nature of science and major concepts of physics and chemistry. Laboratory work stressing experimentation and measurement will include the use of computers and electronic sensors. (Three one-hour lectures, one three-hour laboratory per week. Odd years-Rochester only.) Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Group) SCI110L Natural Science I Lab 0 Semester Credits Core Curriculum Component: Natural Sciences and Mathematics (Lab) 271 Prerequisite(s): None SCI111 Natural Science II 4 Semester Credits The second semester of a two-semester survey of natural science. This course focuses on major concepts of earth science and biology. Laboratory work will complement lectures and will include the use of computers and electronic sensors. (Three one-hour lectures, one three-hour laboratory per week. Even years-Rochester only.) Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3); SCI110(Natural Science I) SCI111L Natural Science II Lab 0 Semester Credits Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): SCI111(Natural Science II) *concurrent registration is required* SCI123 The Science of Food and Cooking 4 Semester Credits A survey of the underlying physics and chemistry relevant to food and its preparation. Topics include: molecular building blocks of food, phases and phase transitions, emulsions, foams, gels, fermentation, taste, soil, plants, self-assembly, microbes, and nutrition. (Three hours of lecture and one and a half hour of laboratory. Spring) Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): 1 of MAT103(Everyday Math), MPL(Math Placement Level) SCI123L The Science of Food and Cooking Lab 0 Semester Credits Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): SCI123(The Science of Food and Cooking) *concurrent registration is required* SCI280 Introduction to Research 2 Semester Credits This is a topics course for discovery-based research introducing concepts and skills based on instructor-generated research projects. It is offered through a selection-process based on student interest, invitation, and interview selection. It is recommended for students in the Honors Program and can also fulfill an AugExperience as an experiential course in research if the student project results in presentation of the work in subsequent semesters. All are welcome to apply. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) SCI490 Integrated Science 272 2 Semester Credits The Natural Science Keystone explores the connections of science with the world at large, including faith, vocation, ethics, and professional accountability. Students will reflect on science as a vocation and the philosophy of science in a global context of the interconnectedness of faith, reason, ethics, sustainability, and socio-political-economic situation. (Prereq: senior biology, chemistry, or physics major) Core Curriculum Component: Keystone Prerequisite(s): None SOC SOC111 City and Community: Intro to Urban Sociology 4 Semester Credits How is community possible in the context of multicultural, social, and political forces that are characteristic of urban life? The cultural and structural dynamics of the Twin Cities are a basis for exploring these themes. Core Curriculum Component: Engaging Minneapolis, Social and Behavioral Sciences Prerequisite(s): None SOC121 Introduction to Human Society 4 Semester Credits What is society and how does it make us who we are? Sociology offers insights into discovering the world and one’s place in it. Course study focuses on an understanding of culture, social structure, institutions, and our interactions with each other. Core Curriculum Component: Social and Behavioral Sciences Prerequisite(s): None SOC199 Internship 4 Semester Credits This course requires at least 140 hours at a college-approved internship site and completion of a learning agreement before or at the beginning of the internship. Participation in a biweekly on-campus seminar is also required to receive course credit. Core Curriculum Component: None Prerequisite(s): None SOC231 Family Systems: Cross Cultural Perspectives 4 Semester Credits The term family is a universal concept, yet its membership, rituals, and functions vary dramatically across world cultures and sub-cultures in the United States. Family systems are explored with respect to cultural and historical settings, variations among families, and modern cultural and social patterns. Core Curriculum Component: None Prerequisite(s): None 273 SOC240 Protest and Social Change: The Sociology of Social Movements 4 Semester Credits Why do people engage in protests and join social movements? What impacts do social movements have on social institutions, the state, culture, and even personal identity? This course explores these and other questions through studying social movement theory and several social movements occurring over the last two centuries. (SOC 121 and courses on 19th or 20th century U.S. history recommended, but not required.) Core Curriculum Component: None Prerequisite(s): None SOC265 Race, Class and Gender 4 Semester Credits Who gets what, when, and how? Individuals and groups from diverse backgrounds—race, ethnicity, class, gender, and sexuality—receive unequal portions of wealth, power, and prestige in our society. This course focuses on both the collective and individual processes involved in social inequality. Core Curriculum Component: None Prerequisite(s): None SOC266 Sociology of Sexualities 4 Semester Credits What we mean by “sex” changes over time. During different historical time periods it’s been a sin, a means of forging ties between powerful families, a source of psychological perversion, a means to pleasure, a symbol of love, as well as a personal identity. This class explores how sexuality and its components (desire, pleasure, love, the body) are socially constructed. Core Curriculum Component: None Prerequisite(s): None SOC277 Introduction to Criminology 4 Semester Credits What do we know about crime in American society? How can we explain crime sociologically? Patterns of crime, theories to explain crime, and analysis of the police, the courts, and the correctional system are examined. Core Curriculum Component: None Prerequisite(s): None SOC290 Cultures of Violence 4 Semester Credits Street gangs and warfare. Police brutality and genocide. Domestic abuse and riots. What are the dynamics underlying different forms of violence? This course takes violence in its many forms as a topic for sociological analysis. Core Curriculum Component: None 274 Prerequisite(s): None SOC295 Topics 4 Semester Credits A variety of topics offered periodically depending on needs and interests that are not satisfied by regular course offerings. Core Curriculum Component: None Prerequisite(s): None SOC299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None SOC300 Topics 4 Semester Credits A variety of topics offered periodically depending on needs and interests that are not satisfied by regular course offerings. Core Curriculum Component: None Prerequisite(s): SOC121(Introduction to Human Society) SOC320 Sociology of Law 4 Semester Credits How does law in practice differ from law as it is written in the Constitution/Bill of Rights? Despite the pretense that legal language is neutral, in practice, the law constructs people in different, unequal ways based on their class, age, race, gender, and sexuality. We will explore the different ways that law is practiced and theorized. Coursework will involve observing law in practice in local courts. Core Curriculum Component: None Prerequisite(s): SOC121(Introduction to Human Society) SOC349 Sociology of Organizations 4 Semester Credits What is the nature of these modern organizations in which we spend so much of our daily lives? Organizations as corporate actors, for profit and not for profit, are analyzed with respect to their goals, culture, technology and structure. We will explore the consequences of living in a society dominated by organizations. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); SOC121(Introduction to Human Society) 275 SOC362 Statistical Analysis 4 Semester Credits This course is an introduction to descriptive and inferential statistics in the social sciences; as such, it provides a foundation for understanding quantitative analysis—be it in an academic journal or a daily newspaper. Core Curriculum Component: None Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3); SOC121(Introduction to Human Society) SOC363 Research Methods 4 Semester Credits Good research—do you know it when you see it? Can you produce it yourself? Social science research skills are learned through the practice and application of the basic tools of valid and reliable research design and data analysis. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); SOC362(Statistical Analysis) SOC375 Social Psychology 4 Semester Credits Who are you, really? Taking the perspective of symbolic interactionism, this course begins with an exploration of how we create and sustain our identities through interaction with those around us and how those identities change with the surrounding circumstances. The course continues with a consideration of how social situations affect and shape individual identity and behavior. Core Curriculum Component: None Prerequisite(s): SOC121(Introduction to Human Society) SOC377 Organizational Crime and Deviance 4 Semester Credits The benefits of contemporary organizational life come with costs: space shuttle explosions, insider trading, chemicals dumped in lakes; nuclear accidents; corporate scandals. What are the causes and consequences of organizational crime and deviance? Case study analysis and the application of sociological models of explanation will be examined in depth. Core Curriculum Component: None Prerequisite(s): SOC121(Introduction to Human Society) SOC380 Disaster and Resilience 4 Semester Credits Floods. Heat waves. Earthquakes. Nuclear accidents. How do communities respond to such disasters? What is the role of government and media in such events? Can we reduce vulnerabilities? Through projects, field visits, guest speakers and seminar discussions we draw from the sociology of disaster, urban sociology, environmental studies, and organizational theory. Core Curriculum Component: None 276 Prerequisite(s): 1 of SOC111(Human Community and Modern Metropolis), SOC121(Introduction to Human Society) SOC381 City and Regional Planning 4 Semester Credits Explores and analyzes theories and approaches to urban planning and the shaping of metropolitan areas. Readings, simulations, outside speakers, and field study in a seminar format. Core Curriculum Component: None Prerequisite(s): 1 of SOC111(Human Community and Modern Metropolis), SOC121(Introduction to Human Society), SOC211(Human Community and Modern Metropol); 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) SOC387 Juvenile Delinquency 4 Semester Credits Why is the delinquency of juveniles seen differently from the deviance of adults? In addressing this question the social construction of deviance and delinquency as well as the historical precedents for treating juveniles differently will be examined. Topics include: sociological theories, patterns of delinquency, and the social and legal reactions to juvenile delinquency. Core Curriculum Component: None Prerequisite(s): None SOC390 Social Problems Analysis 4 Semester Credits How do social problems develop? What can be done about them? This course engages the sociological imagination in an attempt to draw connections between micro-level analysis and macro-level analysis, linking our own private troubles with public issues. Core Curriculum Component: None Prerequisite(s): SOC121(Introduction to Human Society) SOC396 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None SOC399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None SOC485 Sociological Theory 277 4 Semester Credits An examination of the major theoretical traditions within sociology, tracing the course of their development in the 19th and 20th centuries. Core Curriculum Component: None Prerequisite(s): SOC121(Introduction to Human Society) SOC490 Senior Seminar and Keystone 4 Semester Credits This Keystone experience provides the opportunity for majors to integrate the sociology program and general education, develop an understanding of the applied value of sociology, and articulate a sense of vocation and professional identity. Pass/No Pass grading. Senior sociology majors only. (Spring) Core Curriculum Component: Keystone Prerequisite(s): SOC485(Sociological Theory) SOC495 Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): 1 of All of SOC121(Introduction to Human Society), SOC485(Sociological Theory); CONSENT(Consent of Instructor) SOC499 Independent Study/Research 4 Semester Credits Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor), SOC121(Introduction to Human Society) SPA SPA111 Beginning Spanish I 4 Semester Credits Aims to develop the four basic skills: understanding, speaking, reading, and writing of elementary Spanish. Introduction to culture of the Spanish-speaking world. Core Curriculum Component: Modern Language 1 Prerequisite(s): None SPA112 Beginning Spanish II 4 Semester Credits Aims to develop the four basic skills: understanding, speaking, reading, and writing of elementary Spanish. Introduction to culture of the Spanish-speaking world. Core Curriculum Component: Modern Language 2 278 Prerequisite(s): 1 of SPA111(Beginning Spanish I), SPALANG(Spanish Language Placement) SPA199 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None SPA206 Spanish for Health Care Professionals 4 Semester Credits Taught in Cuernavaca, Mexico. Core Curriculum Component: None Prerequisite(s): SPA112(Beginning Spanish II) SPA211 Intermediate Spanish I 4 Semester Credits Through the reading of selected Latin American and Spanish texts that stimulate intellectual growth and promote cultural understanding, students review all of the basic structures of Spanish and build conversational skills through class discussions. Core Curriculum Component: Modern Language 2 Prerequisite(s): 1 of SPA112(Beginning Spanish II), SPALANG(Spanish Language Placement) SPA212 Intermediate Spanish II 4 Semester Credits Through the reading of selected Latin American and Spanish texts that stimulate intellectual growth and promote cultural understanding, students review all of the basic structures of Spanish and build conversational skills through class discussions. Core Curriculum Component: Modern Language 2 Prerequisite(s): 1 of SPA211(Intermediate Spanish I), SPALANG(Spanish Language Placement) SPA220 Business Spanish 4 Semester Credits Aims to enable students to develop proficiency in the vocabulary, grammar, and cultural competencies necessary to successfully conduct business in Spanish-speaking countries, with an emphasis on Latin America. (Prerequisite: 112 or equivalent or instructor’s consent. Only taught in Mexico.) Core Curriculum Component: None Prerequisite(s): SPA112(Beginning Spanish II) SPA224 Spanish for the Ministry 279 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None SPA225 Spanish for Heritage Speakers I 4 Semester Credits This course is for you if you grew up hearing Spanish and can communicate your ideas but are lacking a basic knowledge of Spanish grammar and thus feel insecure about writing and/or speaking it. The goal is to help you gain fluency and confidence in your native language. (No prerequisites. Placement in level I or II depends on proficiency. Only taught in Mexico.) Core Curriculum Component: None Prerequisite(s): None SPA231 Pre-Columbian, Colonial and Contemporary Mexican Art 4 Semester Credits Core Curriculum Component: Fine Arts Prerequisite(s): None SPA248 Spanish and Latin American Culture Through Film 4 Semester Credits An introduction to contemporary cultural issues of Spanish and Latin American societies as portrayed in the films of major filmmakers with attention to the aesthetic variations across their works. Films in Spanish with English subtitles; language of instruction is English. Core Curriculum Component: None Prerequisite(s): None SPA295 Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None SPA299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None SPA311 Spanish Conversation and Composition 4 Semester Credits 280 Aims to enrich vocabulary and improve fluency and facility through oral and written practice in correct expression. This course is a prerequisite for all upper division courses except for SPA 316. Core Curriculum Component: None Prerequisite(s): 1 of SPA212(Intermediate Spanish II), SPALANG(Spanish Language Placement) SPA312 Spanish Expression 4 Semester Credits Intended for students who have a basic command of writing and speaking skills in Spanish and seek to expand them. Intensive practice aimed at refining grammar skills. Highly recommended as a continuation of SPA 311. Core Curriculum Component: None Prerequisite(s): SPA311(Spanish Conversation and Composition) SPA316 Conversations in Cultural Context 4 Semester Credits Aims to improve oral fluency through intensive, individualized instruction, discussions, debates, and oral reports. Uses Latin American films to stimulate discussion. Core Curriculum Component: None Prerequisite(s): SPA311(Spanish Conversation and Composition) SPA325 Spanish for Heritage Speakers II 4 Semester Credits This course is for you if you grew up hearing Spanish and can communicate your ideas but are lacking a basic knowledge of Spanish grammar and thus feel insecure about writing and/or speaking it. The goal is to help you gain fluency and confidence in your native language. (No prerequisites. Placement in level I or II depends on proficiency. Only taught in Mexico.) Core Curriculum Component: None Prerequisite(s): None SPA331 Spanish Civilization and Culture 4 Semester Credits Study of the Spanish character and of Spanish contributions to world civilization through historical, intellectual, literary, and artistic movements. In Spanish. Core Curriculum Component: None Prerequisite(s): SPA311(Spanish Conversation and Composition) SPA332 Latin American Civilization and Culture 4 Semester Credits A study of the cultural heritage of the Spanish American countries from the pre-Columbian civilizations to the present. In Spanish. 281 Core Curriculum Component: Humanities Prerequisite(s): SPA311(Spanish Conversation and Composition) SPA334 Contemporary Mexican Literature 4 Semester Credits This course examines short stories by the most important contemporary Mexican authors, focusing particularly on the second half of the 20th and the first few years of the 21st century. You will learn about the distinctive traits of Mexican literature as you learn about the historical, cultural, and literary contexts of this period. (Prereq: SPA 311 or equivalent or instructor’s consent. Taught in Mexico.) Core Curriculum Component: None Prerequisite(s): SPA311(Spanish Conversation and Composition) SPA335 Contemporary Latin American Women: Texts and Voices 4 Semester Credits This course examines the social construction of gender in Latin American countries and addresses key issues faced by Latin American women today. Includes analysis of poems, excerpts of novels, essays, testimonies, and interviews by and about Latin American women. Aims to help students develop an appreciation for the complexity of diversity of Latin American women’s experiences. (Prereq.: SPA 311. Taught in Mexico.) Core Curriculum Component: None Prerequisite(s): SPA311(Spanish Conversation and Composition) SPA336 Guatemalan Civilizations and Cultures 4 Semester Credits The purpose of this course is to explore the development and present status of the many indigenous and other cultural groups in Guatemala from pre-Colombian times to the present. Primary emphasis will be on the complexity of diverse cultures in contemporary Guatemala. Core Curriculum Component: Humanities Prerequisite(s): SPA311(Spanish Conversation and Composition) SPA337 Mexican Civilizations and Cultures 4 Semester Credits The purpose of this course is to explore the development and present status of the many indigenous and other cultural groups in Mexico from pre-Colombian times to the present. Primary emphasis will be on the complexity of diverse cultures in contemporary Mexico. Core Curriculum Component: Humanities Prerequisite(s): SPA311(Spanish Conversation and Composition) SPA352 Survey of Spanish Literature I 4 Semester Credits 282 A study of representative authors in Spanish literature, supplemented by lectures on the literary movements and development of Spanish literature. Lectures, discussion, written, and oral reports in Spanish. Core Curriculum Component: None Prerequisite(s): SPA311(Spanish Conversation and Composition) SPA353 Survey of Spanish Literature II 4 Semester Credits A study of representative authors in Spanish literature, supplemented by lectures on the literary movements and development of Spanish literature. Lectures, discussion, written, and oral reports in Spanish. Core Curriculum Component: None Prerequisite(s): SPA311(Spanish Conversation and Composition) SPA354 Representative Hispanic Authors 4 Semester Credits An introduction to Hispanic literature. Lectures, discussions, and written and oral reports in Spanish. Core Curriculum Component: Humanities Prerequisite(s): SPA311(Spanish Conversation and Composition) SPA356 Latin American Literature 4 Semester Credits Examines issues of social change through the voices of contemporary Latin American writers. Focuses on short stories, poetry, plays, one novel, and testimonials of indigenous peoples, women, and Central American refugees. Core Curriculum Component: None Prerequisite(s): SPA311(Spanish Conversation and Composition) SPA357 Central American Literature 4 Semester Credits This course offers an introduction to contemporary Central American literature, focusing on poetry and narratives written in the 20th century. Special attention is given to the reciprocal relationship between literature and Central American history and social change. Core Curriculum Component: None Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPALANG(Spanish Language Placement) SPA397 Internship 2 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None SPA399 283 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): SPA212(Intermediate Spanish II) SPA411 Advanced Spanish Conversation and Composition 4 Semester Credits Emphasizes increasing facility and correctness of written and oral expression through conversations, discussions, reports, debates, written compositions, and grammatical exercises. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); SPA311(Spanish Conversation and Composition) SPA495 Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None SPA499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None SPE SPE315 Emotional and Behavioral Disabilities 1.5 Semester Credits The purpose of this course is to discuss critical issues in the field, create a final portfolio synthesizing your coursework and experience, and prepare for student teaching. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) SPE410 Implementing Assessment Strategies 3 Semester Credits This course examines the assessment process from the pre-referral to the recommendation stage. Students gain understanding of key assessment tools and how they influence student placement and programming. A qualitative and person-centered assessment process is emphasized. Field experience is required. 284 Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) SPE411 Etiology and Theory of Mild to Moderate Disabilities 3 Semester Credits This course presents an overview of learners with emotional or behavioral disorders, specific learning disabilities, developmental cognitive disabilities, autism spectrum disorders, and other health disabilities, including those from culturally and linguistically diverse backgrounds. Students will probe the central concepts, history and models, theories, and philosophies that form the bases for special education practice. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) SPE415 Theory to Practice 3 Semester Credits The focus of this course is on the design, delivery, and evaluation of academic instruction for students with mild to moderate exceptional learning needs. In this course students will gain the knowledge and skills needed to use a wide range of academic instructional practices across multiple settings when working with youth who have exceptional learning needs. Field experience is required. Core Curriculum Component: None Prerequisite(s): 1 of EDC410(Learners with Special Needs), EDC544(Learners with Special Needs); 1 of SPE411(Etiology and Theory of Mild to Moderate Disabilities), SPE511(Etiology and Theory of Mild to Moderate Disabilities); 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) SPE425 Transition and Community 3 Semester Credits Rationale, design, and delivery of programs for students with disabilities in transition from secondary to post-secondary environments as well as other transitions in life. Collaboration, communication, and coordination strategies will be a central focus. This course will emphasize the key elements of an effective delivery system for building self-determination skills in students with disabilities. Therefore, students will compare and contrast their own transition experiences with literature specific to students with disabilities, develop transition IEPs, and gain awareness of working with families, agencies outside of the school, and others to create a seamless system of transition. Field experience in a transition setting is required. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) SPE430 Instructional and Behavioral Practices 3 Semester Credits 285 This course examines behavioral support options used with students who are labeled EBD. It emphasizes the use of reflective, pro-active and non-aversive approaches drawn from current best practices and including positive behavioral supports, person centered planning and functional assessment. Field experience is required. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) SPE434 Teaching Content Area w/Learning Disabilities 3 Semester Credits This course will teach students to identify, adapt, and implement developmentally appropriate instruction that support the learning of students identified as having learning disabilities. The course will specifically focus on the areas of reading, writing and listening comprehension, math, reasoning, and problem solving skills. There will be a strong focus on the modifications involved in these areas and the planning process involved. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission); 1 of SPE400(TCHNG Emotional/Behavioral Disabilities), SPE500(TCHNG Emotional/Behavioral Disabilities) SPE481 Student Teaching: Elementary Special Education 4 Semester Credits Full-time, supervised student teaching. Required for licensure. Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) SPE483 Student Teaching: Elementary Special Education 4 Semester Credits Full-time, supervised student teaching. Required for licensure. Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) SPE485 Student Teaching: Secondary Special Education 4 Semester Credits Full-time, supervised student teaching. Required for licensure. Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) SPE487 Student Teaching: Secondary Special Education 286 4 Semester Credits Full-time, supervised student teaching. Required for licensure. Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) SPE488 Topics in Education 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None SPE490 Parent and Professional Planning 3 Semester Credits This course examines the role of families of students with special needs, specifically those families of students with special needs. A family systems perspective is introduced and applied. The need to form strong connections with community agencies is emphasized. Core Curriculum Component: Keystone Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission); 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), GRADEDADMIT(Graduate Education Department Admission), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) SPE501 Historical and Contemporary Issues in American Indian Education 4 Semester Credits This course examines foundational aspects of teaching and learning as they relate to education. It will investigate educational history, philosophy as well as models of teaching and learning. A major focus will be to examine past and present educational experiences of American Indian people in the U.S. Minnesota Board of Teaching (BOT) Standards and American Indian Learner Outcomes (AILOS) will also be introduced. Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) SPE502 American Indians and Special Education 4 Semester Credits This course will explore disability awareness in traditional and contemporary native culture, exploring historical and contemporary issues effecting students with disabilities and focusing specifically on American Indian students in special education. It will provide an overview of special education in U.S. culture including relevant laws, theories, and sociological concepts as they relate to disability. It will also examine the high incidence of American Indians in special education including fetal alcohol syndrome (FAS), autism, and biological and environmental conditions. A field component will accompany this course. Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) 287 SPE503 Assessment of American Indian Learners 4 Semester Credits This course will examine the cultural bias and discrimination issues with mainstream educational systems, providing alternative assessments appropriate with native populations. It will also identify differences in assessment tools and strategies, native student learning and best practices in assessment. Characteristics of learning deficits and how they interfere with the Circle of Courage will be examined, and approaches for compensation will be developed. A field component will accompany this course. Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) SPE504 Working with American Indian Families and Communities 4 Semester Credits This course will examine techniques appropriate for working with American Indian families, extended families, professionals, paraprofessionals, and the community when planning and implementing IEPs and transitions for American Indian students with special needs. Skills and strategies to build partnerships to work within and among Native families and communities to best meet the needs of the student will also be addressed. A field component will accompany this course. Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) SPE505 Manifestation of Multigenerational Trauma and Internalized Oppression 4 Semester Credits This course will focus on how multigenerational trauma and internalized oppression manifests itself in families, communities, schools, and student learning. It will examine and explore strategies that provide practical skills and tools to mitigate these effects. Disability categories such as Emotional Behavioral Disabilities (EBD), Attention Deficit Disorder (ADHD), Autism Spectrum Disorders (ASD), and Fetal Alcohol Syndrome (FAS) will be examined as contemporary issues impacting American Indian children. Behavioral support options appropriate for students identified with EBD will be provided. A field component will accompany this course. Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) SPE506 Indigenous Learners 4 Semester Credits This course will identify best practices in American Indian education incorporating culturally appropriate methods and materials for students in special education. It will also explore cultural differences in learning and behavioral practices, community and environment variables, examining the high incidence of American Indian students in special education, cultural misunderstandings that impede placement, services and diagnosis. A field component will accompany this course. Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) SPE507 288 Indigenous Methods of Instruction: Practical Application 4 Semester Credits Current best practices in American Indian education will provide students with hands on skills and strategies for curriculum development including unit planning, lesson planning, and individualization. Various models of instruction for teaching students including the development of intervention plans that are culturally, academically, and socially appropriate based on assessment and observation to meet the needs of American Indian special education students. A field component will accompany this course. Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) SPE508 Professional Issues and Development 2 Semester Credits This course will focus on professional development and integrity in teaching. It will examine current issues and ethical dilemmas in the fields of special education/American Indian education. Documentation, reflection, synthesis of learning and the development of a professional portfolio will be the main focus. Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) SPE509 Literacy Instruction for American Indian Learners with Exceptionalities 4 Semester Credits This course is designed to provide the special education teacher with an understanding of the complex developmental process of reading skills for K-12 American Indian students with special learning needs. We will consider ways in which reading disabilities develop among American Indian students. In this course, we will study complex developmental behavior influenced by factors such as phonemic awareness, words analysis, vocabulary, fluency, comprehension, language, and motivation. This course will also include investigation of best practices in reading assessment and instruction for American Indian students with special learning needs. Core Curriculum Component: None Prerequisite(s): None SPE510 Implementing Assessment Strategies 3 Semester Credits This course examines the assessment process from the pre-referral to the recommendation stage. Students gain understanding of key assessment tools and how they influence student placement and programming. A qualitative and person-centered assessment process is emphasized. Field experience is required. Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) SPE511 Etiology and Theory of Mild to Moderate Disabilities 3 Semester Credits This course presents an overview of learners with emotional or behavioral disorders, specific learning disabilities, developmental cognitive disabilities, autism spectrum disorders, and other health disabilities, including those from 289 culturally and linguistically diverse backgrounds. Students will probe the central concepts, history and models, theories, and philosophies that form the bases for special education practice. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) SPE515 Theory to Practice 3 Semester Credits The focus of this course is on the design, delivery, and evaluation of academic instruction for students with mild to moderate exceptional learning needs. In this course students will gain the knowledge and skills needed to use a wide range of academic instructional practices across multiple settings when working with youth who have exceptional learning needs. Field experience is required. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission); 1 of EDC410(Learners with Special Needs), EDC544(Learners with Special Needs); 1 of SPE411(Etiology and Theory of Mild to Moderate Disabilities), SPE511(Etiology and Theory of Mild to Moderate Disabilities) SPE525 Transition and Community 3 Semester Credits Rationale, design, and delivery of programs for students with disabilities in transition from secondary to post-secondary environments as well as other transitions in life. Collaboration, communication, and coordination strategies will be a central focus. This course will emphasize the key elements of an effective delivery system for building self-determination skills in students with disabilities. Therefore, students will compare and contrast their own transition experiences with literature specific to students with disabilities, develop transition IEPs, and gain awareness of working with families, agencies outside of the school, and others to create a seamless system of transition. Field experience in a transition setting is required. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) SPE530 Instructional and Behavioral Practices 3 Semester Credits This course examines behavioral support options used with students who are labeled EBD. It emphasizes the use of reflective, pro-active and non-aversive approaches drawn from current best practices and including positive behavioral supports, person centered planning and functional assessment. Field experience is required. Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) SPE540 Parent and Professional Planning 3 Semester Credits 290 This course examines the role of families of students with special needs, specifically those families of students labeled EBD. A family systems perspective is introduced and applied. The need to form strong connections with community agencies is emphasized. Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) SPE598 Independent Study 2 Semester Credits Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) SPE599 Topics 3 Semester Credits Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) SPP SPP200 Study Abroad 16 Semester Credits Core Curriculum Component: None Prerequisite(s): None SPP201 Study Abroad Summer School 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None SPP202 Study Abroad/Part Time 8 Semester Credits Core Curriculum Component: None Prerequisite(s): None SWK SWK100 Introduction to Professional Social Work 4 Semester Credits This course provides an opportunity for students to explore a possible social work major or future career in human services. Students will receive an overview of social welfare as an institution and social work as a profession. The course 291 examines service needs associated with the unequal impact of social, economic and political structures on diverse groups in society. Students volunteer 40 hours in a human service agency, program or institution. Core Curriculum Component: None Prerequisite(s): None SWK210 Environmental Justice and Social Change 4 Semester Credits This course examines the relationship between environmental justice issues and principles and methods of social change. It explores the relationship between environmental damage and damage to human populations, the differential effect of environmental damage on specific populations, and the ways social change agents can mobilize action to correct these injustices. Core Curriculum Component: None Prerequisite(s): None SWK230 Global Peace and Social Development 4 Semester Credits This course offers a framework for understanding sustainable social and economic development and non-violent social change. Case studies present examples of how social work and human services function in a global context and are vital to fostering peace, human rights, and well-being. Core Curriculum Component: Engaging Minneapolis Prerequisite(s): None SWK240 Intergroup Dialogue 4 Semester Credits In SWK 240, students will participate in intergroup dialogue; an experiential process that enhances complex thinking skills as well as cross-cultural competence and empathy. The class will explore the intersection between the student’s individual experiences and narratives from historical, psychological and sociological sources. Core Curriculum Component: None Prerequisite(s): None SWK280 Diversity and Inequality in Professional Practice 4 Semester Credits This course explores diversity and social inequality as they relate to professional practice in social work and other helping professions. Building cultural competence in work with diverse populations, students learn through dialogue, reading, experiential exercises, and community observation. Core Curriculum Component: None Prerequisite(s): None SWK294 Topics 292 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None SWK295 Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None SWK299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None SWK301 History and Analysis of Social Policy 4 Semester Credits The history of social workers, social movements, and changing social norms in Europe, North America, and globally profoundly affects social welfare policy today and tomorrow. In this course, students learn how historical events, policies, and programs influenced today’s social responses to human needs. Core Curriculum Component: None Prerequisite(s): None SWK303 Human Development and the Social Environment 4 Semester Credits Students focus on the theories and knowledge of human bio-psycho-social spiritual development throughout the life span. Students will study how people develop, with attention to the interaction among individuals, families, and the changing social environment. The course takes a life span perspective of human development, from birth to death in the context of the person in the environment. Traditional approaches to life “stages” are also explored, along with less traditional issues, such as human behavior and development as a result of different cultures, sexual orientation, poverty, differing physical or mental abilities, and the relationship between diverse statuses and the social environment. Core Curriculum Component: None Prerequisite(s): None SWK306 Social Work Practice 1: With Individuals 4 Semester Credits Students develop foundational social work practice knowledge, skills, and values while learning to interview, assess, set goals, and work with individual clients. Course readings, class participation, simulations, and role-plays provide learning opportunities for students to build skills necessary for generalist social work practice with individuals, families, and groups. Emphasis is on holistic practice applying the strength-based problem solving approach and working with diverse populations. 293 Core Curriculum Component: None Prerequisite(s): None SWK307 Field Work 1: Integrative Seminar 4 Semester Credits Students begin applying practice knowledge and skills in their first social work practicum. Social work professionals in regional human service agencies supervise students in a full-year field placement. Students also synthesize their coursebased learning with their supervised training through participation in weekly integrative seminars. Students complete a minimum of 120 hours of supervised practice in the fall term. Core Curriculum Component: Augsburg Experience Prerequisite(s): SWK306(Social Work Practice 1: With Individuals) *concurrent registration is required* SWK316 Social Work Practice 2: With Families and Groups 4 Semester Credits Students continue to develop generalist social work practice knowledge, skills, and values while learning to interview families and facilitate groups. Emphasis on holistic practice applying the strength-based problem solving approach and working with diverse groups and families. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); SWK306(Social Work Practice 1: With Individuals), SWK307(Field Work 1: Integrative Seminar) SWK317 Field Work 2: Integrative Seminar 4 Semester Credits This course is a continuation of SWK 307. Students apply practice knowledge and skills in their first social work practicum. Students synthesize their course-based learning with their supervised training through participation in weekly integrative seminars. Students complete a minimum of 120 hours of supervised practice in the spring term. Core Curriculum Component: Augsburg Experience Prerequisite(s): SWK316(Social Work Practice 2: With Families and Groups) *concurrent registration is required* SWK396 Internship * 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None SWK399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None 294 SWK401 Social Work Research and Evaluation 4 Semester Credits This course will provide students with an introduction to positivist and constructivist theories and related methods commonly used in both social science research and social work evaluation. Students will learn to integrate social work values and ethical principles with social science research and evaluation. Methods of program and practice evaluation will be examined. Various approaches to organizing information and interpreting data will also be examined. Core Curriculum Component: None Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3); 1 of MAT163(Introductory Statistics), SOC362(Statistical Analysis) SWK406 Social Work Practice 3: With Communities and Policies 4 Semester Credits Students learn how community organizations, human service agencies, and social policies emerge in Western society. Students study how to organize communities for empowerment, how to assist human service agencies to adapt, and how to influence local, regional, and national policies. Core Curriculum Component: None Prerequisite(s): None SWK407 Field Work 3: Integrative Seminar 4 Semester Credits Social work professionals in regional human service agencies supervise students in a senior year field placement. Students synthesize their advanced course learning with their supervised training through participation in weekly integrative seminars. Students complete a minimum of 120 hours of supervised practice in the fall term. Core Curriculum Component: Augsburg Experience Prerequisite(s): None SWK417 Field Work 4: Integrative Seminar 4 Semester Credits This course is the social work major keystone course and a continuation of SWK 407. Social work students synthesize their advanced course learning with their supervised training through participation in weekly integrative seminars. Students complete a minimum of 120 hours of supervised practice in the spring term. Core Curriculum Component: Augsburg Experience, Keystone Prerequisite(s): None SWK499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None 295 SWK500 Human Behavior and the Social Environment 4 Semester Credits This course presents knowledge basic to an understanding of human growth and behavior through the lifecycle. It examines the interplay of biological, social, cultural, psychological, and spiritual contexts that influence the growth of individuals and families in contemporary global society. It requires students to select and apply theory and knowledge from the liberal arts to help understand human behavior and development. Core Curriculum Component: None Prerequisite(s): None SWK501 History of Social Welfare Policy 3 Semester Credits This course analyzes the history of social welfare policy in the United States and its impact on current social policy. This exploration is a critical analysis of history that connects social welfare to political, economic and other arenas. The course analyzes major assumptions, ideas, and events contributing to the rise of the welfare state, the profession of social work, and its values and ethics. Core Curriculum Component: None Prerequisite(s): None SWK504 Applied Research Methods 2 Semester Credits The purpose of this course is to prepare students to engage in research-informed practice and practice-informed research. Students use knowledge from their practice courses to integrate with the scientific method. Basic Components of the scientific method will be discussed such as research designs, measurements, sampling methods, data analysis, and research ethics. Core Curriculum Component: None Prerequisite(s): None SWK505 Practice Methods and Skills 1: Individuals 4 Semester Credits The methods sequence is built on a theoretical conceptualization that integrates systems and ecological theory, the strengths perspective and the problem-solving model. SWK 505 teaches the foundational knowledge, skills, and principles of the helping process with individual clients. Throughout the course, work with a diversity of professional and natural helping networks and client groups are stressed. Core Curriculum Component: None Prerequisite(s): None SWK506 Practice Methods and Skills 2: Groups and Families 4 Semester Credits 296 This course provides the foundation for social work practice with groups and families. It emphasizes the knowledge, values, and skills necessary for professional practice with groups and families as well as task groups and therapeutic groups. Finally, the course is built on theoretical conceptualizations that integrate systems and ecological theory, the strengths perspective, and the problem solving model. Core Curriculum Component: None Prerequisite(s): None SWK509 Human Behavior: Mental Health Assessment and Diagnosis 4 Semester Credits Using a developmental and strengths perspective, emphasis is placed on biopsychosocial, spiritual, cultural and environmental influences on incidence, course and treatment of the most commonly presented mental health diagnoses and the differential effect of these factors on diverse populations. Current research and theory in developmental psychology, neurobiology and sociology provide the foundation for understanding the development of mental health. Core Curriculum Component: None Prerequisite(s): None SWK510 Advanced Practice Methods 4 Semester Credits This course is for advanced standing students only and is designed to provide a transition from their BSW program to advanced placement in the MSW program. It provides knowledge and skill building in the latest approaches to social work practice, contemporary theories, and current research on effectiveness. The program’s approach to graduate level social work practice with individuals, groups, families, organizations, and communities will be covered, with opportunities to build on students’ BSW background and post-graduate experience. Core Curriculum Component: None Prerequisite(s): None SWK516 Practice Methods and Skills 3: Communities and Policies 3 Semester Credits This course introduces theoretical knowledge of macro practice social work with organizations, communities, social movements, programs and policies. Students will gain fundamental macro practice social work skills with organizations, communities, and policies. Using a social justice framework, social identity within macro systems will be examined. Social work ethics and community-based research, including their relevance and application to macro systems will be applied. Core Curriculum Component: None Prerequisite(s): None SWK530 Integrated Field Seminar 1 4 Semester Credits The foundation field seminars: (1) integrate course content (2) address issues and experiences from the students’ field practicum through rigorous application of the problem-solving process, systems theory, ecological, and strengths perspectives. The seminars make connections among course components and the expansion of classroom content297 particularly that relating to dynamics of family, group and community; human behavior; populations-at-risk; policy analysis and research. Core Curriculum Component: None Prerequisite(s): None SWK535 Integrated Field Seminar 2 2 Semester Credits The foundation field seminars: (1) integrate course content (2) address issues and experiences from the students’ field practicum through rigorous application of the problem-solving process, systems theory, ecological, and strengths perspectives. The seminars make connections among course components and the expansion of classroom contentparticularly that relating to dynamics of family, group and community; human behavior; populations-at-risk; policy analysis and research Core Curriculum Component: None Prerequisite(s): None SWK536 Human Behavior and the Macro Social Environment 3 Semester Credits This course builds on HBSE, moving from the individual life span focus to emphasizing the impact of the environment in all relationships, stressing the link between social issues and individual problems plus defining the common human condition. A specific focus of the course is on the role of organizations in social work practice. Core Curriculum Component: None Prerequisite(s): None SWK610 Integrative Field Seminar 3: MCCP 3 Semester Credits The seminars are designed to address issues and experiences from the student's field practicum through rigorous application of different theoretical concepts and social work principles using a culturally sensitive approach grounded in a clear ethical foundation. The goal is to strengthen the students sophistication in understanding the interconnections between culturally appropriate theory and practice skills related to a specific client system, and the students inherent and inescapable contribution based on the students use of self. Secondly, the field seminar is the course where the students reflect on the evolution of their practice and document their progress. All students in field placements must participate in the appropriate concurrent Field Seminar. Core Curriculum Component: None Prerequisite(s): None SWK611 Integrative Field Seminar 4: MCCP 3 Semester Credits The seminars are designed to address issues and experiences from the student's field practicum through rigorous application of different theoretical concepts and social work principles using a culturally sensitive approach grounded in a clear ethical foundation. The goal is to strengthen the students sophistication in understanding the interconnections between culturally appropriate theory and practice skills related to a specific client system, and the students inherent and inescapable contribution based on the students use of self. Secondly, the field seminar is the course where the 298 students reflect on the evolution of their practice and document their progress. All students in field placements must participate in the appropriate concurrent Field Seminar. Core Curriculum Component: None Prerequisite(s): None SWK615 Diversity and Inequality 1: MCCP 2 Semester Credits These courses are based on a dual focus of valuing diversity and understanding social justice. This two-course sequence studies the history, demographics, and cultures of various disenfranchised groups as well as the dominant culture. It examines the impact of inequality on people of all backgrounds. In the second semester, students will participate in dialogue group: a stage-based, co-facilitated, face-to-face group that focuses on dialogue skills within the context of one’s race, ethnicity, age, religion, disability, country of origin, gender identity and sexual orientation. The two-sequence course is based on several assumptions: social inequality is an overarching phenomenon related to diversity, with individual manifestations within different social identity categories; social injustice occurs and is present at individual, institutional, and societal/structural levels; and, professional social work ethics and values demand cultural competence and culturally sensitive practice at the micro, mezzo, and macro levels. Core Curriculum Component: None Prerequisite(s): None SWK616 Diversity and Inequality 2: MCCP 2 Semester Credits These courses are based on a dual focus of valuing diversity and understanding social justice. This two-course sequence studies the history, demographics, and cultures of various disenfranchised groups as well as the dominant culture. It examines the impact of inequality on people of all backgrounds. In the second semester, students will participate in dialogue group: a stage-based, co-facilitated, face-to-face group that focuses on dialogue skills within the context of one’s race, ethnicity, age, religion, disability, country of origin, gender identity and sexual orientation. The two-sequence course is based on several assumptions: social inequality is an overarching phenomenon related to diversity, with individual manifestations within different social identity categories; social injustice occurs and is present at individual, institutional, and societal/structural levels; and, professional social work ethics and values demand cultural competence and culturally sensitive practice at the micro, mezzo, and macro levels. Core Curriculum Component: None Prerequisite(s): None SWK628 MCCP with Individuals 4 Semester Credits MCCP with Individuals is a required methods course in the MCCP concentration. The course prepares social work clinicians who are competent to assess, intervene and monitor clinical interventions that are culturally sensitive and consistent with social work values and ethics. Although focused on individual intervention, clients are viewed within the context of their families and social context. The therapeutic process and treatment strategies are examined, incorporating content from psychodynamic, cognitive-behavioral, and post-modern models. These content areas are compared from a multicultural perspective in terms of their theoretical assumptions, intervention methods, and empirical evidence regarding treatment outcomes. Application of the models is placed within the problem-solving model and guided by an ecosystems, strengths, and empowerment perspective. Particular attention is given to the development of self-reflective practitioners. 299 Core Curriculum Component: None Prerequisite(s): None SWK629 MCCP with Families 3 Semester Credits MCCP with Families is a required methods course that focuses on the family as a unit of assessment and intervention in clinical social work practice. This course examines theory, knowledge and skills for clinical practice with families within a multicultural context. Students apply major family therapy models to assessing and intervening with families experiencing problems. The models are compared from a multicultural perspective in terms of their theoretical assumptions, intervention methods, and empirical evidence regarding treatment outcomes. Application of the models is placed within the problem-solving model and guided by ecosystems, strengths and empowerment perspectives. The course emphasizes family work that is appropriate to individual and family developmental stages and to diverse family types. Attention is given to family-centered practice in different social work fields of practice and settings and to the development of self-awareness of the practitioner. Core Curriculum Component: None Prerequisite(s): None SWK630 MCCP Policy Practice 3 Semester Credits In this course, MCCP students learn how organizational and social policies affect the delivery of clinical social work services in multicultural contexts. Students build upon the core policy practice competencies gained in their MSW foundation courses. Clinical social work practice is distinguished from other professional clinical practice by this use of the person-in-environment perspective. The multi-cultural lens sharpens focus on both the strengths that come with diversity and the discrimination and oppression, such as racism, that policies can uphold or undo. Core Curriculum Component: None Prerequisite(s): None SWK631 MCCP with Groups 4 Semester Credits This course prepares students for advanced multicultural groupwork within a clinical practice. This course builds on the foundational curriculum with particular attention to clinical practice skills. Students will focus on the process of individual empowerment and change in the context of clinical group processes. Applied theories of human development, change, and resilience are integrated with theories of group processes, group leadership, and group communication as a critical knowledge base for planning, intervention, and leadership. Students will develop an understanding of phases of group practice, intervention skills, and ethical practices applied in a groupwork environment. In this course, the reflexive use of self and the cautious use of evidence based practice serve as the foundation for culturally responsive groupwork. Students will consider how their social identity and position influences similar and mixed social identity groups and their processes. Core Curriculum Component: None Prerequisite(s): None SWK634 MCCP Supervision 300 2 Semester Credits Building upon the research to date on social work supervision, this course presents the functions of supervision (administrative, educational, supportive) as they interrelate in achieving the primary purpose of clinical supervision: assuring that client services prevent difficulties in client functioning and restore or enhance the biopsycohosocial and spiritual functioning of individuals, families and groups served by supervisees. Students hone skills necessary for each of the stages of the supervisory process (planning, beginning, work, and ending), and they build a repertoire of supervisory questions that have been associated in research with fostering success in meeting clients’ goals. Students learn to differentiate supervision with its dimensions of hierarchical power, responsibility, liability, and authority from peer consultation. They gain competencies in both individual and group supervision, as well as competencies related to consultation with a multicultural lens to advance the application of theories and models of clinical social work practice. Core Curriculum Component: None Prerequisite(s): None SWK639 MCCP Elective 2 Semester Credits Courses in MCCP electives are opportunities for students to practice with a focus on a particular field or aspect of social work practice. Examples include Ethics, Substance Abuse and Social Work, and Trauma Therapy and Treatment. Core Curriculum Component: None Prerequisite(s): None SWK640 Multicultural Clinical Practice Capstone 3 Semester Credits This capstone course focuses on evaluation of treatment outcomes and practice efficacy. Students apply research skills, using clinically derived data in formative and summative evaluation of their practice process and outcomes. Students create a practice evaluation portfolio using previous coursework and data sets collected from their field practica. Data sets may include process recordings, structured observations, and data from individualized rating scales and questionnaires. Core Curriculum Component: None Prerequisite(s): None SWK651 Integrative Field Seminar 3: MCMP 3 Semester Credits The goal of these two courses is to strengthen the connections between theory and practice. All students in field placements must participate in the appropriate concurrent field seminar. As part of this integrative function, the seminar also serves as a means for making connections among course components and the expansion of classroom content—particularly as relating to dynamics of groups, communities, and organizations; human behavior; policy analysis; and research. Core Curriculum Component: None Prerequisite(s): None SWK652 Integrative Field Seminar 4: MCMP 3 Semester Credits 301 The goal of these two courses is to strengthen the connections between theory and practice. All students in field placements must participate in the appropriate concurrent field seminar. As part of this integrative function, the seminar also serves as a means for making connections among course components and the expansion of classroom content—particularly as relating to dynamics of groups, communities, and organizations; human behavior; policy analysis; and research. Core Curriculum Component: None Prerequisite(s): None SWK657 Diversity and Inequality 1: MCMP 2 Semester Credits These courses explore diversity and social inequality related to race, ethnicity, social class, gender, sexual orientation, age, and disability with application to the social service setting. Students focus on the structural and institutional processes through which social inequality is created and perpetuated. Institutional remedies for inequality are studied, such as affirmative action and equal opportunity policy, culturally competent supervision, administration, program development, and advocacy. Core Curriculum Component: None Prerequisite(s): None SWK658 Diversity and Inequality 2: MCMP 2 Semester Credits These courses explore diversity and social inequality related to race, ethnicity, social class, gender, sexual orientation, age, and disability with application to the social service setting. Students focus on the structural and institutional processes through which social inequality is created and perpetuated. Institutional remedies for inequality are studied, such as affirmative action and equal opportunity policy, culturally competent supervision, administration, program development, and advocacy. Core Curriculum Component: None Prerequisite(s): None SWK660 Research 2: Program Evaluation 4 Semester Credits Building on the basic research skills developed in Research Methods, this course offers a program-oriented exploration of the range of research methods used in social work. There will be a particular focus on evaluative research, a critique of the role of research in assessing efficiency and effectiveness in social service delivery, and identification with the responsibility of social workers “to expand the knowledge base” of social work. The course emphasizes research as a tool at all levels of social work and will be concerned with strengthening the linkages between research, theory, and program evaluation. Core Curriculum Component: None Prerequisite(s): None SWK667 Organizations/Social Administrative Practice 1 3 Semester Credits 302 This course examines organizational theory and structure; processes of development, research, and evaluation; and social work values and ethics in the workplace. The need to work effectively within an organizational context means that social work practitioners must acquire a level of expertise in organization theory, dynamics, structure, and behavior, as well as an understanding of how organizations provide practice opportunities and constraints. This course provides opportunities for students to build the necessary skills to become effective service providers or change agents in the context of their work in social service organizations. Core Curriculum Component: None Prerequisite(s): None SWK668 Organizations/Social Administrative Practice 2 3 Semester Credits This course builds on the theoretical knowledge base of SWK 667 and is intended to provide students with opportunities to apply those critical skills used in supervision and management. These skills are intended as a base for the beginning administrator. This course expects the student to develop specific skills in budgeting and personnel/human resource functions (e.g., recruitment, selection, hiring, training, and evaluation). Core Curriculum Component: None Prerequisite(s): SWK667(Organizations/Social Administrative Practice 1) SWK669 Organizations/Social Administrative Practice 3 3 Semester Credits This course explores strategies and methods for working effectively with other service agencies, legislative and policymaking bodies, regulatory agencies, and advocacy groups. Core Curriculum Component: None Prerequisite(s): SWK668(Organizations/Social Administrative Practice 2) SWK670 Multicultural Macro Practice Policy 4 Semester Credits This course examines theories, concepts, and analytical frameworks for analyzing policy. It addresses the role of economics, demographics, politics, values, and other relevant factors on policy design and implementation. The course emphasizes the analysis of selected existing or proposed policies in such areas as social insurance (e.g., Social Security), welfare reform, health care, long-term care, and tax policy including tax expenditures. Core Curriculum Component: None Prerequisite(s): None SWK671 Multicultural Macro Practice Planning 3 Semester Credits This course examines theoretical and conceptual ideas concerning human services, their rationale in a market economy, and their relationship to public policy. Students will gain knowledge and build skills in the planning, implementation, and evaluation of services at various levels of system design, taking into account organizational, financial, and technological dimensions within an analytical framework of defined need and demand for service. Core Curriculum Component: None 303 Prerequisite(s): None SWK698 Independent Study 4 Semester Credits Students may propose to complete an independent study project. Such directed study projects provide the opportunity for a student to explore a particular area of social work. A faculty sponsor must be secured and a proposal submitted to the Social Work Department. On rare occasions, an independent study may be used to satisfy the general elective requirement. Prior approval is required. Courses that are part of the required curriculum may not be taken as independent study. Core Curriculum Component: None Prerequisite(s): None SWK699 General Elective 2 Semester Credits Students in both concentrations complete at least one general elective course for graduation. The following are examples of offerings that are rotated each year: Parent and Professional Planning, Interdisciplinary Perspectives on Aging, Cognitive Behavioral Therapy in Social Work Clinical Practice, Spirituality and Social Work Practice, Empowerment of Services Users in Mental Health. We also offer short-term electives abraod: Exploring Human Services in International Settings (examples include Mexico, Slovenia, Namibia, South Africa, India, China, and Hong Kong) Core Curriculum Component: None Prerequisite(s): None SWK998 Graduate Program Active Status 0 Semester Credits Core Curriculum Component: None Prerequisite(s): None SWK999 Graduate Program Active Status 0 Semester Credits Core Curriculum Component: None Prerequisite(s): None THP THP111 Theater Practicum: Acting/Performance 0 Semester Credits Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) THP112 Theater Practicum: House Management 304 0 Semester Credits Managing front of house activities and ushers for main-stage shows. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) THP113 Theater Practicum: Sets 0 Semester Credits Production set construction. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) THP114 Theater Practicum: Running Crew 0 Semester Credits Work on running crew for main-stage production: light or sound board operation, dresser/costume crew; stage and production manager for final scenes from Stage Direction class. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) THP115 Theater Practicum: Stage Management-small project 0 Semester Credits Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) THP116 Theater Practicum: Stage Management-large project 0 Semester Credits Participate as a member of a stage management team for a main-stage production. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) THP117 Theater Practicum: Artistic Assistance 0 Semester Credits Assistant to the designer (scenery, lights, costumes, sound), assistant to the director (dramaturgy, choreography/assistant choreography for main-stage production), or a substantial arts management project. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) THP121 Theater Practicum: Acting/Performance 305 0 Semester Credits Participation as performer (or as orchestra member) in a main-stage theatrical production, or substantial participation as an actor in a senior directing project or in final scenes for THR 366. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) THP122 Theater Practicum: House Management 0 Semester Credits Managing front of house activities and ushers for main-stage shows. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) THP123 Theater Practicum: Costumes 0 Semester Credits Production costume construction. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) THP124 Theater Practicum: Running Crew 0 Semester Credits Work on running crew for main-stage production: light or sound board operation, dresser/costume crew; stage and production manager for final scenes from Stage Direction class. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) THP125 Theater Practicum: Stage Management-small project 0 Semester Credits Participate as a member of a stage management team for a workshop or student-directed project. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) THP126 Theater Practicum: Stage Management-large project 0 Semester Credits Participate as a member of a stage management team for a main-stage production. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) THP127 306 Theater Practicum: Artistic Assistance 0 Semester Credits Assistant to the designer (scenery, lights, costumes, sound), assistant to the director (dramaturgy, choreography/assistant choreography for main-stage production), or a substantial arts management project. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) THP131 Theater Practicum: Acting/Performance 0 Semester Credits Participation as performer (or as orchestra member) in a main-stage theatrical production, or substantial participation as an actor in a senior directing project or in final scenes for THR 366. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) THP132 Theater Practicum: House Management 0 Semester Credits Managing front of house activities and ushers for main-stage shows. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) THP133 Theater Practicum: Lights 0 Semester Credits Production lighting crew or light console operator. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) THP134 Theater Practicum: Running Crew 0 Semester Credits Work on running crew for main-stage production: light or sound board operation, dresser/costume crew; stage and production manager for final scenes from Stage Direction class. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) THP135 Theater Practicum: Stage Management-small project 0 Semester Credits Participate as a member of a stage management team for a workshop or student-directed project. Core Curriculum Component: None 307 Prerequisite(s): CONSENT(Consent of Instructor) THP136 Theater Practicum: Stage Management-large project 0 Semester Credits Participate as a member of a stage management team for a main-stage production. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) THP137 Theater Practicum: Artistic Assistance 0 Semester Credits Assistant to the designer (scenery, lights, costumes, sound), assistant to the director (dramaturgy, choreography/assistant choreography for main-stage production), or a substantial arts management project. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) THP141 Theater Practicum: Acting/Performance 0 Semester Credits Participation as performer (or as orchestra member) in a main-stage theatrical production, or substantial participation as an actor in a senior directing project or in final scenes for THR 366. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) THP151 Theater Practicum: Acting/Performance 0 Semester Credits Participation as performer (or as orchestra member) in a main-stage theatrical production, or substantial participation as an actor in a senior directing project or in final scenes for THR 366. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) THR THR002 Introduction to Dance 0 Semester Credits This course offers an overview of various exercises and gives an introduction to a variety of movement styles, cultures of dance, and composition. Each class includes a rigorous, physical warm-up, mixing yoga, conditioning, and modern dance. Core Curriculum Component: None Prerequisite(s): None THR005 308 Modern Dance and Improvisation 0 Semester Credits Students will learn various phrases of movement incorporating floor exercises and will learn to travel through space using level, volume, and floor pattern. Improvisational techniques will be introduced and students will create short improvisational pieces. (NOTE: Students are allowed to use only one of THR/HPE 002, 003, 004, or 005 to fulfill the lifetime sports requirement.) Core Curriculum Component: None Prerequisite(s): None THR116 Creative Drama: Acting and Improvisation 4 Semester Credits A study of theatrical movement, voice, mime, mask, improvisation, acting and storytelling with an emphasis on active participation, creation of an original performance, and reflective writing. This course is primarily designed for nonmajors and does not fulfill credit toward the theatre arts major. Attendance at theatre productions required. Core Curriculum Component: Engaging Minneapolis, Fine Arts Prerequisite(s): None THR199 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None THR222 Introduction to Theater 4 Semester Credits Introduction to Theatre is an examination of theatre as an artistic form and focuses on the appreciation and value of theatre in society. Focus on historical periods, plays, artists, basic concepts, and techniques of the play production process. Students attend and review stage productions. This course is primarily designed for non-majors and does not fulfill credit toward the theatre major. Core Curriculum Component: Fine Arts Prerequisite(s): None THR226 Movement for Theater 4 Semester Credits A study of the principles of movement used in the art of acting. Students will improve their use of energy, concentration, balance, control, clarity, timing and spontaneity through practical exercises. This course uses established theory and techniques in neutral mask, Asian martial arts, and physical and vocal characterization exercises. Students will examine various performance paradigms and see professional productions. Core Curriculum Component: None Prerequisite(s): None THR228 309 Introduction to Stagecraft 4 Semester Credits An introduction to the backstage world of the theater: its organization, crafts, and creative processes. Students will execute practical projects, attend theater tours, see professional productions, and participate in the Theater Department productions. Open to all students. Thirty-hour lab requirement. Core Curriculum Component: Engaging Minneapolis, Fine Arts Prerequisite(s): None THR230 Scenic Painting: Paint for Stage, Film and Faux Application 4 Semester Credits Scenic Painting is an introductory study of the art of scenic painting for the stage, film, and faux application. Through a series of foundational painting projects, reading assignments, informal lecture, discussion, and a final cumulative painting project students will develop the required skills and understanding of what it means to be a scenic artist and what role the scenic artist plays in artistry of theatre and film. Core Curriculum Component: Fine Arts Prerequisite(s): None THR232 Acting 4 Semester Credits An introduction to the art of acting. Focus on physical, mental, and emotional preparation, and exploration of the creative approach to scene and character study in American drama, culminating in public performance. Students attend and review local professional productions. Core Curriculum Component: Engaging Minneapolis, Fine Arts Prerequisite(s): None THR233 Acting For Camera 4 Semester Credits An exploration of acting principles and techniques as it enhances and applies to on-camera effectiveness. This co-taught studio course also includes technology elements which support acting on camera. (Fall, even years) Core Curriculum Component: None Prerequisite(s): None THR235 Skills of Music Theater 4 Semester Credits An interdisciplinary approach to the topic using music and theater techniques to develop the student’s basic skills of music theater. Concepts of diverse music theater forms are introduced. Course includes reading, writing, research, class discussion, exercises, small and large group participation, memorization, and public performance. Students will attend and review live productions. (Spring, even years) Core Curriculum Component: Fine Arts Prerequisite(s): None 310 THR237 Dance for Musical Theater 4 Semester Credits Introduction to movement technique in two dance styles. Students will learn fundamental skills in and aesthetics of dance technique, as well as the socio-historical content and meaning of various dance forms, with a particular focus on the representation of individual and cultural identity through movement. Core Curriculum Component: Fine Arts Prerequisite(s): None THR245 Introduction to Asian and Asian American Theater 4 Semester Credits A survey of the theatrical performance styles, aesthetic theories, and plays of traditional Asian and Asian American cultures. The course includes lectures, films, videos, and demonstrations by visiting performers. Attendance at local theater productions required. Students will be required to pay for theater production tickets. Core Curriculum Component: Fine Arts Prerequisite(s): None THR250 Script Analysis: Foundations of Theater 4 Semester Credits This foundations class focuses on major principles and fundamentals of theater literary analysis and research and uses discussion, writing, performance, and projects as ways to interpret a dramatic script for academic and artistic purposes. Close readings of plays from various genres and in-depth research projects will enable students to learn and apply skills they will use in more advanced courses. Core Curriculum Component: None Prerequisite(s): None THR255 Introduction to Musical Theater 4 Semester Credits The course examines American musical theater in societal, cultural, and historical context with special attention to the representation of race, class, gender, and sexuality onstage. Through active discussion and written assignments, students will engage with specific musicals through the examination of cultural artifacts, live and recorded performances, and popular and scholarly texts. Core Curriculum Component: Fine Arts Prerequisite(s): None THR265 Computer Drafting for Stage and Architecture 4 Semester Credits An introduction to drafting on the computer. Students will learn how to use basic commands to input information, organize, lay out, and print 2-D drafting plates, with an emphasis on drafting for the theater. Core Curriculum Component: Fine Arts 311 Prerequisite(s): 1 of MAT103(Everyday Math), MAT103(Everyday Math), MPL(Math Placement Level 2) THR270 Introduction to Black Theater 4 Semester Credits An examination of the principles, major movements, and fundamentals of theater by and about African Americans. It examines the historical, political, and cultural context of Black Theater and focuses on plays written by African American playwrights. Core Curriculum Component: Fine Arts Prerequisite(s): None THR275 Lighting and Sound for the Stage 4 Semester Credits A practical study of the lighting and sound design processes for theater and beyond. This course leads the student stepby-step from script analysis through final execution of both a lighting and sound design. Basic principles of light and sound, as well as equipment, will be addressed. Core Curriculum Component: Fine Arts Prerequisite(s): None THR280 Costumes and Makeup for Performance 4 Semester Credits A practical study of the costume design and makeup application processes for theater and beyond. Topics covered include period research, sketching, rendering, fabric selection, fabric draping, and basic sewing techniques, as well as introductory techniques in stage makeup application and design. Core Curriculum Component: Fine Arts Prerequisite(s): None THR295 Topics 4 Semester Credits An introduction to selected theater arts-related topics not regularly offered in lower division classes. The specific topics to be offered will include travel abroad courses. In addition, this THR 295 designation will fulfill an LAF requirement for Fine Arts. Core Curriculum Component: None Prerequisite(s): None THR299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None THR325 312 Playwriting I 4 Semester Credits An introductory course in writing for theater and performance. Students will learn the basics of dramatic structure, character development, and theatrical language, as well as techniques for the development of playscripts from idea to complete draft. (THR 250 or ENL 226 recommended. Spring, odd years) Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) THR326 Playwriting II 4 Semester Credits A playwriting workshop with emphasis on the revision process and the continued development of craft. Students will revise, redraft, and polish an original one-act play, as well as create one new, short piece of theatrical writing. Prerequisite: THR 325 or ENL 325. Core Curriculum Component: None Prerequisite(s): 1 of ENL325(Playwriting I), THR325(Playwriting I); 1 of ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters) THR328 Theatrical Design 4 Semester Credits Introduction to the design process for the stage. Each student will execute four design projects for scenery, costumes, lighting, and sound, using a research-based design process. The class will take theater tours and host visiting artists. Core Curriculum Component: None Prerequisite(s): None THR350 Voice for Speech, Stage and Screen 4 Semester Credits A study of vocal skills including tone production, breathing, placement, relaxation, resonating, articulating, listening, introduction to phonetics, and the vocal mechanism. This course will use established exercises and theories in several methodologies of vocal training. Theory and practice are combined in oral projects, reports and papers, voice tapes, and individual coaching. (Fall, odd years) Core Curriculum Component: None Prerequisite(s): None THR361 Theater History and Criticism I 4 Semester Credits An overview of theater history, dramatic literature, and criticism from the classical Greek through the French Neoclassical period. Reading a range of texts (including plays), writing a research paper, and attendance at local theater productions are required. Need not be taken sequentially with THR 362. (Fall, even years) Core Curriculum Component: None 313 Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); THR250(Script Analysis: Foundations of Theater) THR362 Theater History and Criticism II 4 Semester Credits An overview of theater history, dramatic literature, and criticism from the English Restoration through contemporary performance. Reading a range of texts (including plays), writing a research paper, and attending local theater productions are required. Need not be taken sequentially with THR 361. (Fall, odd years) Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); THR250(Script Analysis: Foundations of Theater) THR365 Advanced Acting 4 Semester Credits This course provides students with performance skills and the ability to recognize differentiating clues that identify the style of a play. Through class exercises, scene study, and character analysis, students will gain insight into the performance demands of a specific style. Emphasis is on a variety of roles from the classics (Shakespeare, French Neoclassicism, Restoration Comedy, realism, and nonrealism), culminating in a public recital. (Fall, odd years) Core Curriculum Component: None Prerequisite(s): THR232(Acting), THR250(Script Analysis: Foundations of Theater), THR362(Theater History and Criticism II) THR366 Stage Direction 4 Semester Credits A study of the basic principles and skills of stage direction: directing concepts and methodologies, stage techniques, terminologies, script analysis; rehearsal planning and techniques; blocking, stage dynamics, working with actors, and the overall staging of a play. Theories of directing are also examined. (Prereq.: junior or senior standing) Core Curriculum Component: None Prerequisite(s): THR362(Theater History and Criticism II) THR397 Internship 2 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None THR399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience 314 Prerequisite(s): None THR425 New Methodologies of Stage Direction and Dramaturgy 4 Semester Credits This course will examine principles and practices of the modern and contemporary stage director as auteur. We will study radical reinterpretations of classic plays by such directors as Meyerhold, Mnouchkine, and Sellars, and explore and apply some of their methodologies in workshops and projects. Students will gain insights into postmodernism and deconstruction in regard to stage direction and contemporary theater. Core Curriculum Component: None Prerequisite(s): THR366(Stage Direction) THR499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None URB URB199 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None URB295 Topics in Metro-Urban Studies 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None URB299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None URB395 Topics in Metro-Urban Studies 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None URB399 315 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None URB492 The City and Environment Keystone 4 Semester Credits Intended for advanced Metro-Urban and Environmental Studies majors, this course requires the successful completion of an applied group project or independently-designed thesis. Core Curriculum Component: Keystone Prerequisite(s): 1 of POL483(Political Statistics and Methodology), SOC362(Statistical Analysis); 1 of POL484(Political Analysis), SOC363(Research Methods); SOC381(City and Regional Planning) WST WST199 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None WST201 Foundations in Women's Studies 4 Semester Credits This multidisciplinary course introduces students to the contributions of women in history, religion, literature, philosophy, sciences, and the arts, and how the questions and methodologies of these disciplines differ when seen from women’s perspectives. Students will also study the diversity of women’s experiences in terms of race, sexual orientation, and class. Core Curriculum Component: Humanities Prerequisite(s): None WST250 Global Perspectives on Gender and Sexuality 4 Semester Credits This course will explore global contemporary issues of sexuality and gender, examining topics such as reproductive justice, globalization, sex trafficking, mail-order brides, popular culture, religious fundamentalism, militarization, memory, and the transnational politics of food. We will develop a framework for thinking about the ways that gender, nationality, race, sexuality, geography, and social class affect women’s identities, experiences, and statuses. Core Curriculum Component: Humanities Prerequisite(s): None WST281 Topics 4 Semester Credits 316 Core Curriculum Component: None Prerequisite(s): None WST299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None WST305 Introduction to Queer Studies 4 Semester Credits A study of basic issues surrounding sexual orientation in the contemporary U.S. culture including various disciplinary perspectives and theory. The course may include guest speakers, a service-learning component at local GLBT/supporting agencies, and some travel and experiences in the Twin Cities, as well as an immersion experience outside of class time. Required experiential education fee. Core Curriculum Component: None Prerequisite(s): WST201(Foundations in Women's Studies) WST313 Environmental Theology and Ethics 4 Semester Credits An overview of contemporary theology and theologically-based approaches to environmental ethics using studies of environmental problems in South, Central, and North America. Core Curriculum Component: None Prerequisite(s): None WST315 Margins as Center: Feminist Theory 4 Semester Credits This multidisciplinary and multicultural feminist theory course focuses on the global voices often marginalized by the feminist canon. A variety of texts - including personal narratives, political statements, origin stories, and empirical studies - will be analyzed to highlight different theoretical approaches and multiple feminisms. Core Curriculum Component: None Prerequisite(s): None WST324 Liberationist, Feminist, Queer and Postcolonial Theologies in Latin America 4 Semester Credits Study the range of Latin American liberation theologies that have developed since the 1960s, when Catholic theologians first asserted that God has a "preferential option for the poor" and therefore linked their faith to revolutionary social movements against political and economic oppression. Recently, Latin American theologies have expanded to include feminist, queer, and postcolonial struggles against sexism, heterosexism, and imperialism. Not accepted for credit for students who have taken REL 366. 317 Core Curriculum Component: Humanities Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in Bible and Theology) WST335 Contemporary Latin American Women: Texts and Voices 4 Semester Credits This course examines the social construction of gender in Latin American countries and addresses key issues faced by Latin American women today. Includes analysis of poems, excerpts of novels, essays, testimonies, and interviews by and about Latin American women. Aims to help students develop an appreciation for the complexity of diversity of Latin American women’s experiences. Core Curriculum Component: None Prerequisite(s): SPA311(Spanish Conversation and Composition) WST341 Globalization, Social Struggles and the Environment 4 Semester Credits Explores issues of globalization and social change in Mexico and analyzes political, social, and economic policies that promote and/or hinder sustainable development from a gender perspective. Particular emphasis will be placed on environmental issues and the causes of migration/emigration and social unrest in Mexico. Core Curriculum Component: Social and Behavioral Sciences Prerequisite(s): None WST352 Women, Gender, and Social Change in Latin America 4 Semester Credits An exploration of gender politics in Latin America. Particular attention is given to women’s organizing efforts around issues of domestic and political violence, ecology, human rights, democracy, political participation, and revolutionary social change. Core Curriculum Component: Social and Behavioral Sciences Prerequisite(s): None WST353 Political and Social Change in Namibia 4 Semester Credits This course is an integrative seminar for the semester and examines the legacy of apartheid in Namibia with particular focus on the social and political movements that have evolved in the struggle for independence. Core Curriculum Component: Social and Behavioral Sciences Prerequisite(s): None WST355 Cultural Conflict and Change in Latin America 4 Semester Credits 318 An exploration of selected topics and case studies from Latin American history with special emphasis on the role of women in history. Focuses on the development of gender, class-based, and racial/ethnic oppression and the history of resistance and social change in Latin America from the conquest to the present day. Examines the Pre-Columbian period, the conquest and colonial periods, and concludes with the post-war period in Central America. Core Curriculum Component: Humanities Prerequisite(s): None WST357 Mexican History, Culture and Cosmovision 4 Semester Credits An exploration of Latin American history from Pre-Columbian times through the conquest and colonial periods up to modern Latin America. The course will use a gendered lens to focus on Mexican history, culture and cosmovision. Core Curriculum Component: Humanities Prerequisite(s): 1 of HIS101(The Beginning of Western Culture), HIS102(The Shaping of Western Civilization), HIS103(The Modern World), HIS104(The Modern Non Western World), HIS120(America to 1815), HIS121(19th-Century United States), HIS122(20th-Century United States), HIS150(Latin American History), HIS155(Cultural Conflict and Change in Latin America), HIS162(20th-Century South Asia), HIS195(Topics in History), HIS225(History of the Twin Cities), HIS234(Minnesota History), HIS236(American Indian History), HIS241(Topics in African American History), HIS242(History of African American Civil Rights, 1619-1915), HIS243(History of African American Civil Rights, 1915-1972), HIS249(The Designed Environment), HIS280(The History Workshop), HIS282(The History of Women Since 1848), HIS299(Directed Study) WST362 Walking the Truth: Culture, Gender and Millennium Development Goals in Sub Saharan Africa 4 Semester Credits This broad-based interdisciplinary course explores the influence of cultural values and gender roles on the achievement of the Millennium Development Goals (MDG’s) in sub-Saharan Africa. The social determinants of health and illness— economic realities, education levels, governmental policies, access to technology, and the availability of health care providers—are examined relation to the unequal burdens of suffering and disease evident in Africa. Leadership skills that promote MDG achievement in local, regional, and national contexts are identified and applied through experiential practical learning activities, lecture, and dialog. Core Curriculum Component: None Prerequisite(s): None WST366 Latin American Liberation Theologies 4 Semester Credits An exploration of Latin American theologies of liberation and their relationship to social/political transformation. Examines key theological concepts, critiques, and practical implications. Core Curriculum Component: Humanities Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in Bible and Theology) WST396 Internship 319 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None WST398 Internship 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None WST399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None WST481 Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None WST485 Senior Seminar 4 Semester Credits This advanced course will include student research and presentations that incorporate feminist theory. The seminar is required of all majors and satisfies the Keystone requirement. It is also required of minors who do not elect to do an independent study (499). It is offered at a different college each semester and may be taken in conjunction with WST 490. Core Curriculum Component: None Prerequisite(s): None WST490 Keystone 0 Semester Credits This course provides a Keystone component for all WST majors. Core Curriculum Component: Keystone Prerequisite(s): None WST499 Independent Study 4 Semester Credits Core Curriculum Component: None 320 Prerequisite(s): None YFM YFM205 Exploring Topics in Youth and Family Ministry 2 Semester Credits Exploring Topics in Youth and Family Ministry features a selection of half-credit courses in which students may further focus upon ministry topics introduced in YFM 235 and elsewhere. Special ministry topics will vary from year to year and include such subjects as outdoor ministry, service-learning, program administration and planning, youth culture and religion, communications, media, music and ministry, and ministry with youth on the margins. Core Curriculum Component: None Prerequisite(s): None YFM208 Vocational Formation I 0 Semester Credits A non-credit requirement for all students majoring in youth and family ministry that is to be completed by the end of the student’s second year. Students will complete an entrance process into the major, participate in monthly cohort groups, monthly roundtables, attend multiple spiritual direction sessions, and attend a vocational formation retreat. Core Curriculum Component: None Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in Bible and Theology) YFM209 Vocational Formation II 0 Semester Credits A non-credit requirement for all students majoring in youth and family ministry that is to be completed by the end of the student’s final year. Students will complete a professional portfolio, participate in monthly cohort groups, monthly roundtables, have multiple meetings with an assigned mentor from the field, and attend one approved professional conference or workshop. Core Curriculum Component: None Prerequisite(s): YFM208(Vocational Formation I) YFM232 Peer Ministry: Principles and Leadership 4 Semester Credits Students learn to train college, high school, and junior high youth to serve as peer ministers in their congregations and communities. They will learn and practice communication skills, facilitate small groups, and learn the role of a listener/helper. Peer ministry integrates the act of caring and serving others within a Christian belief system. Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in Bible and Theology) 321 YFM235 Foundations for Ministry with Youth and Families 4 Semester Credits An introductory level study in which the biblical, theological, and historical foundations of ministry with youth and families are explored. Students will also be introduced to the principles of practical theology and learn the skills and sensibilities necessary for discerning what faithful ministry might look like in a specific location. Students will be required to complete service learning with youth in a Christian ministry setting. Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in Bible and Theology); 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3) YFM299 Directed Study * 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None YFM305 Ministry Practices 4 Semester Credits This course emphasizes the day-to-day sensibilities, skills, and practices needed for the grounding and guiding of ministry professionals. An exploration of the history and development of the spiritual practices of the Christian tradition, combined with modern practices used for effective ministry, make up the major themes of this course. Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in Bible and Theology); YFM235(Foundations for Ministry with Youth and Families) YFM316 Church and Culture in Context 4 Semester Credits A study of culture, church life, and the contemporary religious situation in another country. An exploration of the roles of households, congregations, and other ministry organizations in shaping and nurturing faith as compared to the United States. Short-term travel seminar, available as offered. Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in Bible and Theology) YFM358 Life and Work of the Church 4 Semester Credits This course features an overview of the manner in which Christianity has carried out its mission throughout the centuries, as well as an exploration of the issues and challenges facing modern and “postmodern” churches. A central 322 element of this course will be a research project that studies the methods and strategies of congregations and other ministry organizations in their efforts to introduce, nurture, and shape the Christian faith. Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3); YFM235(Foundations for Ministry with Youth and Families) YFM398 Internship 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None YFM399 Internship 4 Semester Credits The internship centers around 150 hours of supervised leadership practice focused on youth and families, fulfilled in partnership with a congregation or other approved ministry setting. A formal learning agreement as well as the development of a professional portfolio round out the internship experience. Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of YFM305(Ministry Practices), YFM358(Life and Work of the Church); CONSENT(Consent of Instructor) YFM499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in Bible and Theology) 323
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Title: Augsburg Now Fall 2013: Celebrating Auggie Pride!
Collection: Alumni Magazine Collection
Search Result: inside AUGSBURG NOW What the world wants is a good job Augsburg College Homecoming 2013 Keeping track of Auggies Augsburg 2019: A strategic vision CELEBRATING auggie PRIDE! FALL 2013 | VOL. 76, NO. 1 Auggie class challenge Vice President of Marketing and Communication NOTES NOTES F...
Show more inside AUGSBURG NOW What the world wants is a good job Augsburg College Homecoming 2013 Keeping track of Auggies Augsburg 2019: A strategic vision CELEBRATING auggie PRIDE! FALL 2013 | VOL. 76, NO. 1 Auggie class challenge Vice President of Marketing and Communication NOTES NOTES FROM FROM PRESIDENT PRESIDENT PRIBBENOW PRIBBENOW “Big “Big for for the the world…” world…” In this issue of In this issue of Augsburg Now, you Augsburg Now, you will ﬁnd a summary of will find a summary of Augsburg 2019, Augsburg 2019, a strategic framework a strategic framework developed over the developed over the past several months past several months with the involvewith the involvement of Regents, ment of Regents, faculty, staff, and faculty, staff, and students. Focused on students. Focused Augsburg’s 150th anniversary in 2019, the plan sets on Augsburg’s 150th out an ambitious vision, which claims that in 2019, anniversary in 2019, the plan sets out an ambitious “Augsburg will be a new kind of student-centered, urban vision, which claims that in 2019, “Augsburg will be a university—small to our students and big for the world.” new kind of student-centered, urban university—small to I hope you ﬁnd in this vision statement a glimpse our students and big for the world.” of the Augsburg we all know and love—and that we all I hope you find in this vision statement a glimpse want to support and help strengthen for the future. of the Augsburg we all know and love—and that we all The Augsburg that we all know is a college where want to support and help strengthen for the future. students are central to our daily lives; where personal The Augsburg that we all know is a college where relationships and a sense of community combine to students are central to our daily lives; where personal provide rare opportunities to learn and serve; and relationships and a sense of community combine to where academic, civic, and faith commitments are provide rare opportunities to learn and serve; and explored and strengthened. A college that is small to where academic, civic, and faith commitments are our students. explored and strengthened. A college that is small to At the same time, we are a college that makes our students. a remarkable impact on the world—as a community At the same time, we are a college that makes and through our thousands of graduates pursuing a remarkable impact on the world—as a community their vocations in various settings around the globe. and through our thousands of graduates pursuing A college that is big for the world. their vocations in various settings around the globe. When reviewing the editorial plan for this issue A college that is big for the world. of Augsburg Now, I was struck with how this vision When reviewing the editorial plan for this issue of “big for the world” is evident in so many different of Augsburg Now, I was struck with how this vision ways. And at the risk of violating what my predecesof “big for the world” is evident in so many different sor, President Bill Frame, called Augsburg’s “militant ways. And at the risk of violating what my predecesmodesty,” allow me to brag a bit about this very sor, President Bill Frame, called Augsburg’s “militant special college… modesty,” allow me to brag a bit about this very s !BOUTONEOFTHELARGESTlRST YEARCLASSESIN special college… Augsburg’s history this fall—more than 460 ﬁrst• About one of the largest first-year classes in year students—and the effect they already are Augsburg’s history this fall—more than 460 firsthaving on campus with their spirit and activism. year students—and the effect they already are s having !BOUTTHEFACTTHATOURSCIENCEFACULTYHAVEGENERon campus with their spirit and activism. ated unprecedented funding from the National • About the fact that our science faculty have generScience Foundation and other federal agencies, ated unprecedented funding from the National ranking Augsburg third in the state among all higher Science Foundation and other federal agencies, ranking Augsburg third in the state among all higher Rebecca John ’13 MBA rjohn@augsburg.edu Director of Marketing Communication Kathy Rumpza ’05 MAL rumpza@augsburg.edu education institutions, behind only the University education institutions, behind only the University of Minnesota-Twin Cities and the University of of Minnesota-Twin Cities and the University of Minnesota-Duluth. Minnesota-Duluth. s !BOUTTHEFACTTHATWEWERENAMEDTHISPASTFALLAS • About the fact that we were named this past fall as one of the top 25 colleges in the country for service one of the top 25 colleges in the country for service learning programs, exemplifying how our commitlearning programs, exemplifying how our commitment to education for service is imbedded in the ment to education for service is imbedded in the curriculum and recognized by others as a highcurriculum and recognized by others as a highimpact way of learning. impact way of learning. s !BOUTTHEFACTTHATWEAREPARTNERINGWITHMORE • About the fact that we are partnering with more than a dozen colleges and health care institutions than a dozen colleges and health care institutions in the Twin Cities to combine our human and ﬁscal in the Twin Cities to combine our human and fiscal resources in support of neighborhoods along the resources in support of neighborhoods along the new Central Corridor Light Rail Line between downnew Central Corridor Light Rail Line between downtown Minneapolis and St. Paul. town Minneapolis and St. Paul. s !BOUTTHEFACTTHATWERAISEDMORETHANMILLION • About the fact that we raised more than $19 million in gifts and pledges during the 2012-13 academic in gifts and pledges during the 2012-13 academic year from alumni, parents, friends, corporations, and year from alumni, parents, friends, corporations, and foundations—another record year in fundraising for foundations—another record year in fundraising for Augsburg, our third record year in a row—and that Augsburg, our third record year in a row—and that WEHAVENOWRAISEDMORETHANMILLIONFORTHE we have now raised more than $25 million for the planned Center for Science, Business, and Religion. planned Center for Science, Business, and Religion. s !BOUTTHEFACTTHATWECONTINUETODEVELOPINNOVA• About the fact that we continue to develop innovative academic programs, including our new Master tive academic programs, including our new Master of Fine Arts in Creative Writing, which was launched of Fine Arts in Creative Writing, which was launched this past summer with a ﬁrst cohort of 16 students, this past summer with a first cohort of 16 students, and a partnership with the Minneapolis Community and a partnership with the Minneapolis Community and Technical College to offer the ﬁrst fast-track and Technical College to offer the first fast-track RN/Bachelor of Science in Nursing professional RN/Bachelor of Science in Nursing professional program in Minnesota between a two-year public program in Minnesota between a two-year public institution and a four-year private college. institution and a four-year private college. And I could go on. There’s more in the pages And I could go on. There’s more in the pages that follow and even more in the daily life of the that follow and even more in the daily life of the Augsburg community. Come and visit, as Minnesota Augsburg community. Come and visit, as Minnesota State Senator Terri Bonoff, chair of the Senate State Senator Terri Bonoff, chair of the Senate Higher Education Committee, did recently, and see Higher Education Committee, did recently, and see for yourself what she described this way: “This is a for yourself what she described this way: “This is a special college—one where being small to students special college—one where being small to students and big for the world is really true.” I couldn’t have and big for the world is really true.” I couldn’t have said it better. said it better. Faithfully yours, Faithfully yours, PAUL C. PRIBBENOW, PRESIDENT PAUL C. PRIBBENOW, PRESIDENT Director of News and Media Services Stephanie Weiss weisss@augsburg.edu Senior Creative Associate-Design Jen Nagorski ’08 nagorski@augsburg.edu Integrated Communication Specialist Laura Swanson swansonl@augsburg.edu Marketing Copywriter Christina Haller haller@augsburg.edu Photographer Stephen Geffre geffre@augsburg.edu Production Manager/Now Online Mark Chamberlain chamberm@augsburg.edu Assistant Vice President of Advancement Kim Stone stonek@augsburg.edu augsburg.edu Augsburg Now is published by Augsburg College 2211 Riverside Ave. Minneapolis, MN 55454 Opinions expressed in Augsburg Now do not necessarily reﬂect reflect ofﬁcial official College policy. ISSN 1058-1545 Send address corrections to: Advancement Services CB 142 Augsburg College 2211 Riverside Ave. Minneapolis, MN 55454 langemo@augsburg.edu Email: now@augsburg.edu fall 2013 AUGSBURG NOW 16 Courtesy photo 12 Features 20 18 02 09 14 18 20 Augsburg 2019 What the whole world wants is a good job Augsburg College annual report Mixing teamwork into the courseload Homecoming 2013 Departments inside front cover 4 Notes from President Pribbenow Around the Quad 12 Auggie voices 16 Auggies on the court 19 My Auggie experience 23 It takes an Auggie 2 On the cover Edor Nelson Field, home to Auggie football, softball, lacrosse, and soccer, was resurfaced with more durable and safe FieldTurf Revolution this summer. The field is named for Edor Nelson ’38, longtime Auggie athletics coach and World War II veteran. Read about other Auggie veterans on page 12. All photos by Stephen Geffre unless otherwise indicated. 19 24 Keeping track of Auggies 31 In memoriam AUGSBURG 2019 A STRATEGIC VISION In January 2013, the Augsburg College Board of Regents launched a strategic planning initiative that involved conversation and input from across the campus community. The outcome of that work is a strategic vision statement that looks out to 2019, Augsburg’s sesquicentennial year: In 2019, Augsburg College will be a new kind of student-centered, urban university that is small to our students and big for the world. “Small to our students” reflects the relationships, community, and personal attention that are hallmarks of the educational experience at Augsburg. “Big for the world” acknowledges the significant impact we know our students—and alumni—do and will make in the world. The strategic plan is grounded in Augsburg’s mission statement, which was updated in 2010. The plan is organized into three categories, or dimensions, each with three goals. Detail about each of the strategic planning dimensions is provided on the next page. The strategic vision will anchor the College’s institutional initiatives and priorities throughout the next five years, reflecting the values and commitments stated in our mission: AUGSBURG EDUCATES STUDENTS TO BE INFORMED CITIZENS, THOUGHTFUL STEWARDS, CRITICAL THINKERS, AND RESPONSIBLE LEADERS. THE AUGSBURG EXPERIENCE IS SUPPORTED BY AN ENGAGED COMMUNITY THAT IS COMMITTED TO INTENTIONAL DIVERSITY IN ITS LIFE AND WORK. AN AUGSBURG EDUCATION IS DEFINED BY EXCELLENCE IN THE LIBERAL ARTS AND PROFESSIONAL STUDIES, GUIDED BY THE FAITH AND VALUES OF THE LUTHERAN CHURCH, AND SHAPED BY ITS URBAN AND GLOBAL SETTINGS. 2 Augsburg Now DIMENSION 1 DIMENSION 2 DIMENSION 3 EDUCATING FOR LIVES OF PURPOSE AT THE TABLE BUILT FOR THE FUTURE The first dimension articulates OUR ACADEMIC The second dimension focuses on OUR The third dimension is about how OUR DISTINCTION: Augsburg educates students for REPUTATION AND IDENTITY: Augsburg is “at INSTITUTION WILL THRIVE NOW AND IN THE lives of purpose. The goals in this category the table” with our neighbors and institutional FUTURE. The goals in this category call on challenge us to: partners in shaping education to address the Augsburg to be: world’s needs. The goals here call on us to: • rigorously integrate the liberal arts and the professional studies; • a welcoming, sustainable campus, • prepare an intentional mix of diverse learners for a complex, interconnected world; • use high-impact teaching and learning practices, enriched by our core com- • provide experiential opportunities that mitments of faith and spiritual inquiry, enable students to discover their gifts, vocational discernment, civic engagement, discern their vocations, and open doors to and global understanding; and careers; and anchored in our community and designed for educational excellence; • organized for collaboration, efficiency, and effectiveness; and • committed to maintaining a sound and sustainable financial footing. • provide each student with pathways for success to graduation and beyond. • publicly advance the core commitments that enrich our learning environment— faith and spiritual inquiry, vocational discernment, civic engagement, and global understanding. Fall 2013 3 AROUND THE QUAD COLLEGE AWARDS Top 25 schools for service learning U.S. News & World Report designated Augsburg College as one of the top 25 colleges and universities in the nation for its dedication to service learning. Schools named to the list were nominated by college presidents, chief academic officers, and deans from more than 1,500 higher education institutions. Augsburg was the only Minnesota school named to the list. Best Regional Universities by U.S. News & World Report U.S. News & World Report named Augsburg one of the Best Universities in the Midwest. Rankings are based on several factors, including average first-year retention rates, graduation rates, class sizes, student-faculty ratios, acceptance rates, and more. “Best in the Midwest” by Princeton Review Augsburg College is one of 155 colleges that The Princeton Review has named “Best in the Midwest” for academic excellence. Named Top 200 school by Winds of Change The American Indian Science and Engineering Society Winds of Change magazine has selected Augsburg as one of the Top 200 Schools in 2013 for Native American and Alaska Native students pursuing degrees in science, technology, engineering, and math. Recognized nationally for contribution to the public good Augsburg College was the No. 2 institution in Minnesota named by Washington Monthly in its 2013 Master’s Universities Rankings. The list rates schools based upon their contribution to the public good in three categories: social mobility, research, and service. Named a High ROI College by Affordable Colleges Online Augsburg College was named a top college for return on investment (ROI) in Minnesota for having high-earning graduates in comparison to tuition and fees. The ranking, by Affordable Colleges Online, is the result of a partnership among the National Center for Education Statistics, Integrated Post-Secondary Education Data System, the Carnegie Foundation, and PayScale.com. 4 Augsburg Now BOARD OF REGENTS WELCOMES NEW MEMBERS At its annual meeting in September, the Augsburg Corporation elected two new members to the Board of Regents and re-elected five others. Wayne Jorgenson ’71 Dennis Meyer ’78 Elected to their first term on the Augsburg Board of Regents: • Wayne Jorgenson ’71 serves as senior vice president of wealth management with UBS Financial Services, Inc. and brings decades of financial planning and investment management experience to the Board. • Dennis Meyer ’78 has extensive experience in strategic marketing and global business development. He has held executive positions in several industries, most recently in architecture and building engineering with AECOM Ellerbe Becket, as well as in communications, printing and imaging, and supply chain management. Elected to a second or third term: • Ann Ashton-Piper, president of The Bridge Group • Norman Hagfors, president (retired), Norsen, Inc. • Jodi Harpstead, chair of the Augsburg Board of Regents and chief executive officer, Lutheran Social Service of Minnesota • Dr. Paul Mueller ’84, physician and chair of general internal medicine, Mayo Clinic • Lisa Novotny ’80, vice president human resources, International, General Mills Mike Good ’71 and Jennifer Martin were named Regents Emeriti at the May meeting of the Augsburg Board of Regents. Each had served three four-year terms on the board. Marie McNeff also was named Regent Emerita by the Board at that meeting. McNeff, who passed away in September, was elected to the Board in 2005 and served as a Regent for the College until her retirement from the Board earlier in 2013. Augsburg science faculty awarded more than $695,000 in grants Augsburg College science faculty continue to be awarded grants from the National Science Foundation (NSF) for research. During 2012, the College was ranked third in Minnesota for the total dollar amount awarded to a school, behind only the University of Minnesota, Twin Cities and the University of Minnesota, Duluth. In addition, science faculty members recently were awarded an additional $695,087 in grants. These grants include: MARK ENGEBRETSON, professor of physics, was awarded a three-year, $185,940 grant for continued study and probing of Earth’s space environment, known as the magnetosphere. The project will help society better understand the relationship between Earth’s magnetosphere and its interaction with the solar wind and the interplanetary magnetic field. The project, which builds upon a long-standing relationship with the University of New Hampshire and that also makes data available to space physics researchers throughout the world, will study ultra-low-frequency waves on Svalbard, Norway, which is the only place in the northern hemisphere where the Aurora Borealis (Northern Lights) can be observed for longtime periods in darkness at noon. The grant, Federal Award ID Number AGS-1202267, brings to more than $2 million the awards earned by Engebretson since mid-2008. Funds will support the continued operation of four search coil magnetometers and the analysis of the data gathered. DAVID HANSON, assistant professor of chemistry, was awarded in excess of $386,000 for a three-year project that ultimately will help increase understanding of the sources of particulate matter that are harmful to human health. Hanson will test models for what is called nucleation rates that can be incorporated into global climate models. Nucleation is a process that drives the formation of new particles in the atmosphere. Hanson’s team will look specifically at nucleation in sulfuric acid, water, and amines. The funds from Federal Award ID Number AGS-1338706 also will support work by eight students in Hanson’s lab. David Hanson, assistant professor of chemistry, will use National Science Foundation funding to advance atmospheric chemistry research and support Augsburg students working in his lab. ANN IMPULITTI, assistant professor of biology, received an NSF grant for nearly $123,000 to investigate the physiology and productivity of economically important plants infected by parasitic, mutualistic, and commensal fungi. Research will focus on soybean due to its high economic value and the diverse uses of soybean products. The funds from Federal Award ID Number 1337582, along with an additional award of more than $52,000 that Impulitti received from the LiCor Environmental Education Fund, will be used to purchase a suite of instruments for plant ecophysiology research. The instruments will support interdisciplinary research in the plant biological sciences, mathematics, and environmental sciences, and also support collaboration between Augsburg College and the University of Minnesota. The instrumentation will enhance research experiences for undergraduates and will improve student instruction and discovery-based labs in plant biology, environmental science, and mathematics. Co-principal investigators on the grant include John Zobitz, Augsburg associate professor of mathematics, and Dean Malvick, associate professor of plant pathology at the University of Minnesota. Editor’s Note: Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation. Fall 2013 5 AROUND THE QUAD AUGSBURG HONORS PRESIDENT EMERITUS CHARLES S. ANDERSON Augsburg College renamed its music building the Charles S. Anderson Music Hall to honor the legacy of the College’s eighth president, who passed away June 14. Anderson oversaw significant growth in the College’s enrollment, program offerings, commitment to its Lutheran heritage, and student diversity. He was a constant advocate for Augsburg and helped to establish the College’s public presence in the Twin Cities. During his 17-year tenure, Augsburg launched the Weekend and Evening College (WEC) program, established the Center for Global Education, and introduced the StepUP® program for young people in recovery and the CLASS office for differently abled students. “Charles Anderson’s influence on the Augsburg community is deep and long-lived,” said Augsburg College President Paul C. Pribbenow. “The priorities Anderson outlined and championed during his tenure continue to shape how we live out our institutional mission and celebrate life and learning in the city each day.” Anderson Music Hall occupies a central location on campus and houses an array of music programs that welcome students of diverse musical interests. More than 100 students each year pursue traditional liberal arts music studies as well as degrees in music business, music education, [L to R]: Augsburg President Paul C. Pribbenow with Charles S. Anderson’s family: daughter Kristin Anderson, Augsburg College professor of art history and archivist; wife Catherine Anderson, an active Augsburg Associates member; and son, Eric Anderson. music performance, and music therapy. More than 350 music majors and non-music majors alike participate in the College’s numerous vocal, concert band, symphony orchestra, and jazz ensembles. Anderson’s legacy also includes the College’s beautiful annual Advent Vespers—celebrating the Advent season with a service of traditional and contemporary hymns, anthems, and carols. The celebration is one of the largest seasonal events in the Twin Cities, with 300 participants, including choral and instrumental performers, readers, a full liturgical party, and more than 10,000 worshipers annually. Each year, two Augsburg music students receive the prestigious Orville and Gertrude Hognander Music Scholarship. Initiated during Anderson’s tenure, Orville and Gertrude (Lund) Hognander, both 1936 Augsburg graduates, established the Hognander Scholarships in 1998 to provide up to full tuition for students with exceptional music performance and academic achievement. Students present AT BERKELEY In front of Dwinelle Hall on the University of California, Berkeley campus: Front row [L to R]: McNair Scholars Program Assistant Director Brian Greening, Mahelet Maru ’14, McNair Scholars Program Administrative Assistant Lara Crombie, Amineh Safi ’14, Sawiya Hassan ’14; middle row [L to R]: Magaly OrtizAucapipa ’14, Enrico Barrozo ’14; back row [L to R]: Raesean Sneed ’15, David Fowler ’14, Dereck Dasrath ’14, and Amir Rose ’14 6 Augsburg Now Last summer, nine researchers from Augsburg College traveled to California for one of the largest national gatherings of McNair Scholars. The Auggies presented findings from their summer research at the University of California, Berkeley for the 21st Annual Ronald E. McNair California Scholars Research Symposium, which boasts more than 300 student attendees. Augsburg students spent an average of 400 hours exploring their research topics, developing theses, collecting and reviewing data, and preparing formal paper presentations. Scholars were paired with a faculty mentor in their discipline to gain extensive skills and knowledge, learn research methods, and practice writing and public speaking. The students represented a wide range of disciplines including biology, philosophy, physics, and sociology. CONVOCATION SERIES 2013-14 First held in 1990, the Augsburg College Convocation Series is an annual speaker series that incorporates long-standing endowed and special programs. This fall, the series kicked off with the Bernhard M. Christensen Symposium featuring Krista Tippett, host and producer of the public radio show, On Being. Tippett shared thoughts from her book, Einstein’s God: Revisiting Science and Religion in a New Century. During the Center for Counseling and Health Promotion Convocation in October, Sian Beilock, an expert on performance and cognitive science, revealed the brain science behind “choking under pressure” in a lecture based on her book, Choke—What the Secrets of the Brain Reveal About Getting it Right When You Have To. GIVE FROM YOUR HEART GIVE TO THE MAX GiveMN, an online resource that helps Minnesotans donate to the state’s nonprofit community, hosted its annual Give to the Max Day on November 14. Auggies created more than 20 fundraising projects to help raise money for an Augsburg cause that they are passionate about. Contributions from Give to the Max Day help: • Faculty develop creative course offerings that encourage Augsburg students to think beyond the classroom. • Augsburg graduates prepare for their next chapter. • Keep Augsburg affordable—thanks to the generosity of donors, more than 94 percent of Augsburg day undergraduate students receive financial aid through grants and scholarships. The Humanities and Fine Arts Convocation in mid-November featured the Rose Ensemble’s performance of Portraits of Peru, 1785 Exotic Folksongs and Dances from Trujillo, inspired by a collection of watercolor paintings compiled by the local bishop for Spanish King Carlos IV, imaginatively depicting the plants, animals, people, and archaeological monuments of this diverse region in northern Peru. The next event, the Martin Luther King, Jr. Convocation, is scheduled for January 20 and will celebrate the life and legacy of this important civil rights leader. Convocations are free and open to the public. • Encourage a tradition of vocation and faith, going back to Augsburg’s roots as a Lutheran seminary. • Make healthy food accessible to all people in and around the Cedar-Riverside neighborhood and provide for basic needs, service learning, leadership development, and genuine engagement between the College and the community through Campus Kitchen. Check out the final results from the challenge online at givemn.org/auggiesgive. Fall 2013 7 AROUND THE QUAD Innovative partnership allows students to earn BACHELOR’S IN NURSING IN ONLY THREE YEARS A new partnership between Augsburg College and Minneapolis Community and Technical College (MCTC) gives students the opportunity to earn a Bachelor of Science in Nursing (BSN) in only three years. The program, the first fast-track BSN professional program in Minnesota between a two-year public institution and a four-year private college, allows the schools to respond to the changing needs of health care professionals and local communities. “Augsburg has long been committed to offering high-quality bachelor’s and master’s programs in nursing,” said Augsburg College President Paul C. Pribbenow. “We are excited to partner with MCTC given our shared commitment to educating diverse student populations.” The partnership leverages unique relationships and strengths in each program. Students will study for two years Minn. Senate Higher Education Committee visits campus Photo by Laura Swanson To view additional photos from the event or watch a video in which Sen. Bonoff discusses Augsburg’s unique emphasis on service learning, go to augsburg.edu/now. 8 Augsburg Now at MCTC and then transfer to Augsburg for the third year. During their study at Augsburg, students will experience first-hand community health nursing in diverse settings including at the Augsburg Health Commons in downtown Minneapolis and at Dar Ul-Quba in the Cedar-Riverside neighborhood. In addition, third-year students in the program will be offered BSN practicum opportunities locally or abroad in Namibia or Nicaragua. Prior to their time at Augsburg, students will study in new, state-of-the-art classrooms and labs at MCTC. State, local, and education officials attended an opening ceremony at MCTC to announce the partnership. Those in attendance included Minnesota Gov. Mark Dayton, Hennepin County Commissioner Peter McLaughlin, and leaders from Augsburg, Minnesota State Colleges and Universities, and MCTC. Dozens of Augsburg College students, faculty, and staff took part in a September town hall meeting with Minnesota Rep. Phyllis Kahn and Sens. Terri Bonoff, Greg Clausen ’69, and Kari Dziedzic. The legislators visited Augsburg as part of a statewide “listening tour” effort launched by Bonoff, chair of the Minnesota State Senate Higher Education and Workforce Development Committee. The legislators were enthusiastic to learn more about private colleges in Minnesota and invited Auggies to consider ways to improve the state’s higher education system. The Augsburg students discussed with the legislators a number of issues, including transfer credits, financial aid options, career preparation, and on- and off-campus service learning experiences. One of the key themes the legislators stressed during the meeting was the important role colleges and universities play in educating the nation’s future leadership and workforce. “Education is the engine that runs our Minnesota economy,” Clausen said, addressing the Augsburg crowd. “We need to invest in you, and you need to invest in your education.” Clausen is part of an Augsburg legacy family—his wife, Roberta ’69, and son, Steven ’96, also attended the College. “What the whole world wants IS A GOOD JOB.”* BY REBECCA JOHN ’13 MBA Today, higher education has come under question— is the debt worth it, are students graduating at sufficient rates, are we educating enough of our population, are students actually learning what they need? In this environment, the value of higher education increasingly is being defined—by parents and prospective students alike—as “getting a good job.” In fact, this is the No. 1 reason cited by U.S. respondents in the 2012 Gallup/Lumina poll for pursuing education beyond high school. And the second reason? To earn more money. “When college students and their parents think about the value of higher education, they typically think about it too narrowly,” said Brandon Busteed, executive director of Gallup Education. “People tend to get caught up with things—like potential income or getting a job with a ‘blue chip’ company—that don’t matter” when it comes to predicting career success and satisfaction, Busteed said. “Focusing on those things is not the best way to think about a great job and a great life.” “WELLBEING” AS A MEASURE OF CAREER SUCCESS What factors do predict career success? According to Gallup, it’s being able to respond affirmatively to statements like the following: • • • • “I like what I do each day.” “I do what I do best every day.” “My supervisor cares about my development.” “I have a best friend at work.” Agreeing with statements like these indicates that a person is engaged in interesting and meaningful activities at work, is using his or her strengths to achieve goals, is motivated by the team leader, and is supported by colleagues who share a common purpose. Those characteristics, according to Gallup’s “wellbeing” research, correlate more with top performance than income or title or working for a prestigious organization. Gallup has been studying wellbeing, on a global basis, since the 1930s. “Wellbeing is not ‘wellness,’” Busteed said. “It is a multidimensional measure of how people rate their lives.” In the past several decades, Gallup’s study of people in more than 150 countries has revealed five universal, interconnected elements that shape our lives: career wellbeing, social wellbeing, financial wellbeing, physical wellbeing, and community wellbeing. “We didn’t invent these categories,” Busteed said. “The factors that correlate with wellbeing are what we found from the data collected over time and across populations.” Of those five *Source: Gallup World Poll, 2010 Fall 2013 9 Opportunities to learn and grow Progress in last six months How do we grow? 10 Augsburg Now What do I get? ic Bas s d Nee The career wellbeing issue is connected with low worker engagement, Busteed said. According to Gallup’s 2012 “State of the American Workplace” report, only 30 percent of full-time U.S. workers are engaged and inspired at work. Fifty percent are not engaged, the report states—“they’re just kind of present, but not inspired by their work or their managers.” The remaining 20 percent of all full-time U.S. workers are actively disengaged in their jobs. One significant driver of high or low engagement is a person’s manager, Busteed said. People looking for a “good job” focus so much on income and landing a position at a “good” company, but finding a good manager is vastly more important than working for a well-known company, he explained. Another factor causing low worker engagement is whether a person is using her or his strengths every day. “Not just once in a while, not once every week or so, but every day,” Busteed said. Among college graduates, he said, the lack of opportunity to use one’s strengths at work every day points to career misalignment—either getting a degree in a field in which one isn’t What do I give? . WELLBEING AND WORKPLACE ENGAGEMENT In c interconnected elements of wellbeing, career wellbeing is the most important, Busteed said. “Our careers are a fundamental piece of how we define ourselves,” Busteed said. “Plus, work is where you spend the majority of your waking hours,” so it is going to have a major impact on your life evaluation—not to mention your social, financial, and physical wellbeing. Gallup’s research shows that those who have high career wellbeing are 4.5 times more likely to be “thriving”—versus merely surviving or, worse, suffering—in life. However, just 31 percent of the U.S. population has very high career wellbeing. p, llu ual Ga ivid Ind ibution tr Con Materials and equipment to do the job I know what is expected of me at work ce: Someone encourages my development Supervisor/someone at work cares Recognition in the last seven days Do what I do best every day ur So Do I belong? ork mw Tea I have a best friend at work Coworkers committed to quality Mission/purpose of company At work, my opinions seem to count wth Gro What does a ‘GOOD JOB’ look like? able to get a job or pursuing a field because of others’ expectations instead of based on one’s own strengths. “The onus is certainly on the individual [student], but it is also on the college and mentors to make sure that students are asking themselves” what they are truly good at, what engages and excites them, Busteed said. EDUCATIONAL EXPERIENCES THAT SUPPORT CAREER SUCCESS In addition to studying workplace dynamics that correspond with career wellbeing, Gallup also has identified specific college experiences that correlate with subsequent career success. In its research, Gallup has found two educational experiences that are twice as likely as other factors to predict high work performance: 1) Working on a long-term project that took several classes to complete, and 2) Using what was learned in class to develop solutions to real-world problems. In short, Busteed said, “what works in school is ‘real work.’” “Real work”—including problem-solving and experiential education opportunities—helps prepare students for success after graduation, but Gallup also has done extensive research on the factors that predict success during college. Here, Busteed said, Gallup has found that “hope” is statistically a stronger predictor of educational outcomes than test scores or grade-point averages. (In fact, according to the work of Gallup Senior Scientist Shane Lopez, hope is the leading indicator of success in relationships, academics, career, and business—as well as of a healthier, happier life.) HOPE: AN IMPORTANT FACTOR IN COLLEGE SUCCESS “Hope is a strategy,” Busteed said. However, it is not just wishful thinking, he explained. Instead, it refers to one’s ideas and energy for the future and includes the following three elements: 1) Attainable goals, 2) The ability to see multiple pathways to achieve those goals, and 3) Agency—i.e., a belief that you can achieve your goals. Measures of hope, engagement, and wellbeing account for one-third of the variance of student success in college, Busteed reported. And, although college success is also driven by other things—such as academic preparation and content knowledge—those things are being measured fairly consistently and systematically through cognitive measures, such as tests. “But no one is paying attention to measuring the noncognitive factors that account for a whopping one-third of student success,” Busteed said. “We need better balance and alignment around how we track and promote student success [in college].” The same is true for college outcomes, where job placement percentages and average salaries tell only part of the story. “What’s the ultimate outcome of an education?” Busteed asked. “To have a better life,” he said. We need to pay attention to how we measure that. Augsburg and Career Wellbeing MATCHING YOUR GIFTS TO THE NEEDS OF THE WORLD According to Gallup, career wellbeing requires that people understand what they are truly good at and pursue career opportunities that allow them to use their strengths every day. Augsburg calls this vocational discernment. “Augsburg is about forming and shaping students to lead lives of meaning and purpose,” said Mark Tranvik, professor of religion and director of Augsburg’s Bernhard Christensen Center for Vocation. “At Augsburg, we encourage students to move beyond self-enhancement and think about their lives within a wider horizon. We want them to ask questions like, ‘What am I good at?’ and ‘How can my gifts best be used to make a difference in the world?’ “For many at the College,” Tranvik said, “faith plays an important role in how those questions are answered.” The exploration of one’s gifts is rooted deeply in the Lutheran theological tradition of vocation, and it is a critical part of the educational journey at Augsburg—for students of all faith and spiritual backgrounds, Tranvik said. FINDING THE RIGHT WORKPLACE ENVIRONMENT Another important part of the self-discovery journey is determining what types of work environments might suit you best, said Keith Munson, director of the Clair and Gladys Strommen Center for Meaningful Work. “You can get a job doing something you love, but if that job is not in the right place—the right work environment or culture—you won’t be able to sustain your motivation for the job very long,” he said. In other words, you need to pay attention to where and how your gifts will be used. A good way to learn about work environments is through informational interviews, Munson said. “Networking, of course, ensures that people learn more about you than can be picked up from your résumé, but that’s not the only reason to network,” he said. It is as important “for you to actually find out if a given company or department is a good place for you to work.” Determining whether a given work environment is a fit, however, requires that you understand what kind of work cultures and relationships are best for you. This involves self-reflection and, usually, some amount of coaching. But many students—and many adults in job transitions, for that matter—skip that step and just focus on securing a job. EXPANDING THE DEFINITION OF A “GOOD JOB” Munson said he understands why students (and their parents) think it’s important to get a “good job” after college. “For many students, following their passion without worrying or thinking about their income is not a realistic option,” he said. “I always tell these students that it’s okay for them to think about the realities of their career choices. You can be practical about those matters and still pay attention to the other piece”— the search for work and work environments that suits you—as well. “You’re looking for a job anyway,” Munson tells students. “Why not also try to find something that you are going to like to do?” In fact, Munson said, by actively seeking work environments that suit them, students tend to be more effective in the job search process. “When you are looking for something—and someplace—that’s interesting to you, you are likely to be more motivated in the job search,” he said. You’ll do more background preparation, seek more informational interviews, and ask more purposeful questions. In the end, Munson said, students shouldn’t think that they need to choose between following their hearts and getting a “good job.” You can— and should—do both. Fall 2013 11 AUGGIE VOICES Launching a new mission Augsburg College celebrated 56 Master of Social Work graduation candidates at the June 2013 Commencement, and it’s quite possible that Christine Dawson ’13 MSW was the only graduate who began her professional career as a mechanic. Shortly after high school, Dawson joined the United States Marine Corps where she spent three decades and worked in two distinct military occupations. While Dawson met her goals of traveling the world and doing something “most women didn’t do” at the time, she felt called to serve the Marine Corps troops—rather than Marine Corps vehicles—and began a new assignment as a licensed alcohol and drug counselor. This role turned out to be a perfect fit because of her ability to help “people go on to live their best life and achieve their goals,” she said. Dawson completed a 17-year tenure with the Marine Corps and served an additional 13 years in the Army National Guard where she continued work as a mental health specialist. When she approached military retirement, she returned to school to earn a graduate degree at Augsburg College, which offered her the opportunity to advance in her civilian career and integrate her military experience into a challenging professional role. Augsburg, she found, was a place that understood her desire to live a purpose-driven lifestyle and to embed meaningful service within her career. Military and veterans support CHRISTINE DAWSON ’13 MSW 12 Augsburg Now Many of Augsburg’s students with military experience enroll in an undergraduate or graduate degree program to build upon the education and training that were part of their military service. For other students, Augsburg is a way to prepare for a civilian career that’s unlike any past duties. Some students who have served in the armed forces are eligible for state and federal financial aid assistance to help pay for college. At Augsburg, more than 100 students with military experience are working one-on-one with the College’s Student Financial Services and Registrar’s offices to successfully claim their education benefits and get individualized help navigating complex eligibility rules. Augsburg College also directly supports these students by hosting an on-campus space for them to meet and by employing a Student Veteran Liaison who mentors peers and works to connect students with College resources. A.J. ANDERSON ’15 “We’re seeing more nontraditional-age students in our undergrad population and some of those people have been around the world and have served our country,” said Lori York, assistant registrar and Veterans Affairs certifying official. “A veteran’s sense of ‘a call to serve’ totally meshes with Augsburg, and we want to make sure they can make the most of their education here.” From call to campus During four years of Marine Corps service, A.J. Anderson ’15, Augsburg’s student veteran liaison, led an amphibious assault team as the crew chief for vehicles that he likens to those that carried troops onto Normandy beaches during World War II. At age 25, Anderson had reconsidered his decision to attend a large public university and left school to become a Marine. “I felt that joining the military was my calling for a little bit,” he said. “Other people backpack in Europe or just take a break. I went to war.” Anderson served around the globe and later joined the Marine Corps Reserve military police unit at Fort Snelling in St. Paul before he began thinking about his long-term career. He said his military experiences didn’t translate into a civilian profession, but—through his service— solidified his aspirations. He resumed his education and in 2012 transferred to Augsburg with a plan to serve his country in a new way. “I’m devoting my life to helping veterans,” he said. “I didn’t know I wanted to do social work until I got out of the military, so coming to Augsburg and working toward that goal is a big part of my life.” And, Anderson is getting a jumpstart on this career through his student involvement. “We know that peer mentors and peer leaders play an important role in students’ achievement,” said Ann Garvey, vice president of Student Affairs. “For example, student athletes serve on the Student Athlete Advisory Committee and Orientation Leaders welcome our new Auggies to campus. Our Student Veteran Liaison does outreach with a different group, but the premise is the same.” For Anderson, helping other veterans succeed at Augsburg College couldn’t be a better fit. “I want to give other students the tools I’ve been working with,” he said, “and make sure they have the support I’ve experienced.” From assisting veterans on campus to one day serving them as a clinical social worker, Anderson’s Augsburg education has prepared him for a meaningful career that aligns with his passions. And Dawson, who has been working with veterans for decades, shows that this path is clearly a worthwhile one. LAURA SWANSON Fall 2013 13 Augsburg College 2012-2013 ANNUAL REPORT TO DONORS Thanks to the generosity of our donors, Augsburg College realized another record year of fundraising in 2012-2013, with $19,367,258 received from more than 4,500 donors. This philanthropy helps Augsburg to attract gifted, engaged students and the talented faculty and staff who teach and guide them. Your gifts provide financial aid, building and maintenance support, and instructional and other resources that help Augsburg provide a quality education to more than 3,500 undergraduate and graduate students at our Minneapolis and Rochester, Minn., campuses—students like Zach Baltich, Jenna Leahy, and Hector Camarena. Zach Baltich ’14 is studying music performance. Originally from Ely, Minn., Baltich received the Sampson and Carlson scholarships. The Sateren and Gyllstrom scholarships were awarded to Jenna Leahy ’15, a music education major. Leahy is from New Richmond, Wis. 14 Augsburg Now Hector Camarena ’16, a physics major from Fridley, Minn., received the Grindal and Gjerde scholarships. 2012-2013 FINANCIAL HIGHLIGHTS REVENUE BY SOURCE Tuition 72% Room and board 12% Private gifts and grants 9% Government grants 4% Other sources 3% EXPENSES BY CATEGORY Salary and benefits 45% Financial aid 26% Operating expenses* 17% Debt service 3% Equipment and capital improvements 4% Utilities and insurance 3% Student salaries 2% *Expenses in this category include: facility repairs and maintenance, information technology expenditures, marketing expenditures, membership dues and fees, outside consultants, supplies, and travel and business meetings. $25.4 $34.6 $33.3 $32.4 $31.5 $27.2 $27.8 ENDOWMENT MARKET VALUE $29.8 $28.2 May 31, 2013 $34,552,615 $24.5 In the year ending May 31, 2013, the value of the endowment increased by 16.04 percent. Our five-year average annual return on the endowment is 2.24 percent and the ten-year average annual return is 4.22 percent. We are committed to maintaining the value of the principal and to providing support to the College in perpetuity. 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 (IN MILLIONS) Please visit augsburg.edu/giving/report for our 2013 Honor Roll of Donors. Fall 2013 15 [L to R]: Assistant Men’s Basketball Coach Charlie Scott ’08 and Head Men’s Basketball Coach Aaron Griess AUGGIES ON THE COURT [L to R]: Assistant Men’s Basketball Coach Charile Scott ’08 and Head Men’s Basketball Coach Aaron Griess Communication. Accountability. Service. Nine years ago, Aaron Griess moved from Pacific to the middle of the middle of the Paciﬁc the United States to become the Augsburg College men’s basketball coach. It was a path back to his Midwest roots and to a culture that values college athletics. “Living in paradise has its obvious advantages, but athletics just isn’t part of the culture in the same way it is in the Midwest,” said Griess about serving as coach at Chaminade University in Honolulu. “Here, lots of families go to games together, many kids grow up in organized sports.” Griess found in Augsburg not only a school that values the student-athlete experience, but also one whose mission refl ects his own vision for coaching and reﬂects leadership. “Coaching gives me a chance to instill important principles of life in the athletes I work with,” he said. “I want to provide these students tools that will help them succeed beyond the court. “My vision of success in coaching is fairly unique in this profession,” said the head men’s basketball coach. “I want 16 Augsburg Now to build a sustainable program of fi rstﬁrstclass leaders who don’t complain about challenges, and who solve problems. A team that consistently wins. A program that helps graduates land good jobs, and helps them understand the value of giving back.” Augsburg College Athletic Director Jeff Swenson said the program epitomizes what Augsburg College strives for throughout its teams. “Coach Griess and his staff exemplify what we want to see in all our sports—student athletes who display great athleticism and who work hard to achieve in the classroom and in the community,” Swenson said. “Griess’ program has helped studentathletes become leaders on and off the court during their time at Augsburg—leaders who stay connected and who give back when they graduate.” Griess also requires that players take seriously their academics. “We communicate throughout each semester about their academic progress. We expect our studentathletes to know exactly where they stand in their progress toward graduation,” Griess said. “They need to learn to be able to talk about progress or struggles, and to be able to communicate that with us, their professors, and families.” Mentoring and service work also are components used by Griess. Juniors and seniors help younger players understand the culture and values of the team. The team currently is part of an Adopt-a-Road program and is exploring the start of a reading program with a neighborhood school. The impact of Griess’ effort is visible in the players’ grades, the team’s standing, and the players’ actions after graduation. “Coach Griess’ guys are known for their work ethic. We never have to worry about his student-athletes meeting eligibility standards,” said Kelly AndersonDiercks, associate athletic director and compliance director. During his nine seasons with the Auggies, the team’s overall winning percentage steadily has climbed to .750. The team, which is a member of the Minnesota Intercollegiate Athletic Conference (MIAC), has made it to conference playoffs four times, twice reaching the semiﬁnals. semifinals. In 2012-13, the team earned a spot in the championship game. In the past ﬁve five seasons, the Auggies have won 65 percent of their games—the second-highest men’s basketball winning percentage in the MIAC for that time period. Griess’ work earned him MIAC Men’s Basketball Coach of the Year honors during the 2009-10 season. Assistant coach comes full circle The impact of Griess’ vision also can be seen in the growing number of players who contribute to the team and College after they graduate. One of the best examples of this can be seen in Charlie Scott ’08, who now serves as Griess’ assistant coach. Scott, who hails from Ely, Minn., was recruited as a fi ﬁrst-year rst-year student to Augsburg by former Coach Brian Ammann. Scott picked Augsburg because of its urban location, which he said allowed him to make campus as small or as large as he wanted. He played for Ammann for two years and for Griess for two years. Griess and Scott both acknowledge that at the time Griess arrived at Augsburg, just as Scott ﬁnished finished his second year as an Auggie, Scott wasn’t yet the leader he later grew to be. “When we met, Charlie wasn’t ready to be a team leader. He didn’t completely believe in himself because he hadn’t put in the necessary work. I talked to him about whether he wanted to be a leader,” Griess said. “I wanted him to take himself seriously, and to use the tools he had. I knew the players would follow him, but he had to become our team’s hardest worker.” Scott said he was ready, and he was in the weight room and gym every day the summer before his fourth year of college. He also talked to Griess every day, picking his brain for advice on how he could help the team and reach his potential. “Coach sparked the drive and determination in me,” Scott said. “When Coach shared his vision for how he wanted the team to be, I wanted to be part of that. I wanted to help the team accomplish its mission to be nationally known and respected as a ﬁrst-class first-class program and to cultivate student-athletes who understand the values of hard work, perseverance, honesty, integrity, and teamwork.” Scott was so committed to the success of the team that he wanted to stay involved even after his four years of eligibility expired. He served as a volunteer coach during the ﬁfth fifth year of college that it took him to ﬁnish finish his double major in ﬁnance finance and business management. After graduation, Scott continued to volunteer while working full time in ﬁnancial financial services. He gradually became a part-time coach. Then, when the opportunity to apply for the position of full-time, assistant coach opened up, Scott chased it. He was one of more than 100 applicants who wanted to work with Griess at Augsburg. “I look for leadership qualities in my assistant coaches, no matter whether they are volunteers, fellows, or paid coaches. They have to be willing to learn and work,” Griess said. “Charlie is the guy who jumps in and works as hard as anyone. He leads. He digs in.” Developing strong relationships with prospective families is one thing Scott is looking forward to as he works to fulﬁll fulfill his recruiting responsibilities. “I have a huge passion for Augsburg, for basketball, for working with Coach Griess,” Scott said. “I’m excited to meet prospective athletes and their families, helping them learn about Augsburg and our program, and decide whether Augsburg is the right place for them as it was—and is—for me.” While Scott exempliﬁes exemplifies a studentathlete turned servant-leader, he’s just one of Coach Griess’ players who is ﬁnding finding a way to give back to a program and school that means much to them. Some players give back by volunteering as Scott did. Others serve as a resource to students to help ready them for the working world, and some have hired qualiﬁed qualified alumni to work at their companies, knowing they are hiring people with shared ethics and determination to succeed—qualities honed on and off the basketball court at Augsburg. Others give back in the form of gifts to the College. Today, the two coaches are continuing to build a special program founded on communication, accountability, and service. They know that the program will support student-athletes in their studies and when they look for their ﬁrst first jobs. They also know that new recruits are coming to a college that will help them not only develop as an athlete, but also as a whole person. STEPHANIE WEISS Fall 2013 17 Courtesy photo A promising experiment in organic chemistry: MIXING TEAMWORK INTO THE COURSE LOAD Capitalizing on an opportunity to recreate Augsburg College’s advanced organic chemistry class, assistant professor of chemistry, Michael Wentzel, has developed a highly attractive approach to a complicated subject matter. He forces his students to work together. “Originally, I wanted to make it so everybody understood how to write a reasonable organic mechanism,” said Wentzel. “But after taking a step back, my major goals became communications, and group work, and teaching students how to work together and how to communicate better as scientists.” Each week Wentzel breaks his students up into teams of four. The groups are then given a simple assignment: prepare to send a randomly selected group representative to a guest lecture at the University of Minnesota. After the lecture, each group is required to put together a presentation on what they feel is the essence of the subject matter. “Every person got a chance to be the point person for his or her group,” said Wentzel, in reference to his first class. “I wanted to see people work together. To force them to be uncomfortable.” Inside the lab, Wentzel’s unique approach to teaching ensues. He delegates his workload by directing his students’ questions to other students. He assigns 18 Augsburg Now As for the class itself, Wentzel’s methods are driving enrollment. “You can imagine how many people are excited to take organic chemistry, let alone advanced organic chemistry,” joked Wentzel. “I think the most students to ever take the course at one time was maybe five students before I got it,” he said. “And now we have [another] 20 or at least 15 people for next year. It’s been exciting.” individual students specific pieces of lab equipment, has them write out instructions for that equipment, and then dubs them the go-to person for that instrument’s technical support moving forward. The results of this interactive style of teaching are compelling. “The biggest thing I’ve seen is the students are confident in talking about science,” he said. Using the confidence learned in his class, some of Wentzel’s former students have landed internships and entry into competitive graduate degree programs following graduation from Augsburg. Wentzel is clearly proud. “We had a Goldwater Scholarship winner and an honorable mention [this year]. These were kids that were in [my] classes,” he said. Editor’s Note: An integrated course design grant from Augsburg College’s Center for Teaching and Learning funded peer-review sessions and other opportunities allowing Wentzel to revise the advanced organic chemistry class. Reprinted with permission. Article by Phil Meagher for JoVE, the Journal of Visualized Experiments. JoVE is a peerreviewed journal dedicated to publishing methods and research in a visual format. MY AUGGIE EXPERIENCE Augsburg shifts student’s dream into high gear Trevor Rodriguez-Sotelo ’13 was the kid who was fascinated by anything with a steering wheel and motor. From a young age, instead of playing with Matchbox cars or Tonka trucks, he would tinker with real engines in his uncles’ garages. Later, when Rodriguez-Sotelo enrolled at Augsburg College, he had a clear vision of his dream: to work as an engineer designing automobile—specifically BMW—engines. He knew entering this highly specialized field was going to be a challenge, but he soon learned that Augsburg faculty and staff were eager to help him achieve his dream. During his first semester at the College, Rodriguez-Sotelo took Calculus Workshop, an elective course designed by Rebekah Dupont, the coordinator of an Augsburg program that seeks to increase the number of minority students who complete degrees in science, technology, engineering, and mathematics. Rodriguez-Sotelo said Dupont helped prepare him for success in college-level mathematics courses, supporting him inside and outside the classroom. She recognized RodriguezSotelo’s remarkable abilities and suggested that he take them to the next level through undergraduate research on campus, which he went on to conduct with Benjamin Stottrup, associate professor of physics. “Trevor came with a dream, and he had to slog through my biophysics lab to get to that dream,” said Stottrup, who for two years advised Rodriguez-Sotelo in the use of scientific instruments to measure resistance to flow in biomaterials. Rodriguez-Sotelo said he knew this research wasn’t linked perfectly to his automotive engineering interest, but would give him priceless experience. Part of Rodriguez-Sotelo’s on-campus research was made possible through Augsburg’s McNair Scholars Program, a federal grant-funded graduate school preparatory program to help ready underrepresented students for doctoral study. “Stottrup stressed writing skills even though we’re in the sciences,” Rodriguez-Sotelo said. “This helps you become more articulate and allows you to present yourself better— those skills are applicable in my future.” Rodriguez-Sotelo’s work on campus bolstered his offcampus research applications and opened the door to a prestigious summer automotive engineering position at Oakland University outside of Detroit, Mich. In addition to conducting research on and off campus, Rodriguez-Sotelo was a member of the men’s track team, was president of Augsburg Latin American Students and of As Trevor Rodriguez-Sotelo ’13 crossed the stage at Augsburg’s May Commencement, he celebrated a successful undergraduate experience that accelerated his ability to achieve his dream of becoming an automotive engineer. Augsburg’s Society of Physics Students chapter, mentored first-year STEM students, and more. “I had the opportunity to do all the academic, cultural and social activities I liked,” he said. “I was able to do everything because of personal and academic support from faculty and staff. I followed their advice, and they put me on the right path.” Rodriguez-Sotelo graduated last May, and in August took a step closer to achieving his goals by beginning a master’s degree program at the renowned Clemson University International Center for Automotive Research. He earned a competitive BMW fellowship, which will help fund his graduate studies and allow him to intern at BMW Manufacturing Co. next summer. He credits earning this award to his “whole body of work” at Augsburg. “The beautiful thing about Augsburg is that faculty and staff pay attention to their students…they care what kind of person I am and where I go after Augsburg,” he said. “Since I was a little kid, I knew this was where I wanted to be, and now I’m here—an automotive engineer.” LAURA SWANSON Fall 2013 19 IT’S NOT YOUR AVERAGE WEEK. IT’S HOMECOMING. 20 Augsburg Now Homecoming brings alumni, friends back to campus Homecoming 2013 reunited former classmates, friends, roommates, and professors, and invigorated the Auggie spirit in everyone in attendance. Traditional celebrations ensued, including the Homecoming Convocation with Distinguished Alumni Awards; the Taste of Augsburg event in Murphy Square featuring food, carnival-style booths, and bounce houses; and lively athletic events including an alumni baseball game and dugout dedication ceremony, as well as volleyball, soccer, and football games. The week also boasted the Eye-Opener Breakfast featuring Augsburg alumnus Dr. Paul Mueller ’84; reunion brunches; campus tours; an Athletic Hall of Fame induction ceremony to honor 2013 inductees; an Auggie Author book reading with Cheri Johnson ’99; a panel discussion about the Center for Science, Business, and Religion; and the Augsburg Associates luncheon with a presentation by Jacqueline deVries, Augsburg professor of history and director of general education. The merriment came to a close at the Auggie Block Party with live music and s’mores. Homecoming is just one of many ways for Augsburg alumni to stay connected to the College. If you are interested in serving on your reunion committee or volunteering to help plan next year’s events, contact alumni@augsburg.edu. For more information, visit augsburg.edu/alumni. AUGGIES AREN’T ORDINARY. NEITHER IS THEIR HOMECOMING. Fall 2013 21 ALUMNI AWARD RECIPIENTS First Decade Award Honors an Auggie who graduated during the past 10 years who has exemplified the mission of the College while achieving significant progress in his or her professional achievements and contributions in the community. Alexa Halford ’03 Halford, who graduated from Augsburg with a bachelor of arts in physics and mathematics, currently is a lecturer and postdoctoral researcher in physics at Dartmouth College. After graduating from Augsburg, she earned a master’s degree in astronomy and planetary sciences from the University of Colorado Boulder and a doctorate in physics at the University of Newcastle. Shortly afterward, she won a highly competitive Visiting Young Scientist fellowship from Dartmouth College. “Augsburg is small, but that’s what makes it so special. I have people here in my corner, and you will, too.” director from 1993-2001. “I’ve had the wonder of studying music for many years…it’s for Him we sing, to tell the wonders of His love.” Alan Rice Rice, an Olympic athlete and coach, is one of the most respected and honored men in U.S. Greco-Roman wrestling. He also is a member of the U.S. Wrestling Hall of Fame. He is a long-time friend and supporter of the College, and responsible for the worldclass Alan and Gloria Rice Wrestling Center in Kennedy Center. “I’ve been so privileged to be so involved in Augsburg. Thank you for allowing me to participate. Thank you, Augsburg.” Distinguished Alumni Awards Honors alumni in recognition of a significant achievement in their vocation, for outstanding contribution to church and community, and for leading a life that exemplifies the ideals and mission of the College. Spirit of Augsburg Award Honors alumni and friends of the College who have given of their service to substantially impact the well-being of Augsburg’s mission and programs. Alfred Reesnes ’58 Reesnes is dedicated to using his love of music to serve the College. For 33 years, he taught high school music and developed choirs noted for high-quality performance and literature. He was a charter member of the Augsburg Centennial Singers and assistant 22 Augsburg Now H. Theodore Grindal ’76 Grindal is former chair of the Augsburg Board of Regents and a partner in the law firm of Lockridge Grindal Nauen PLLP. He repeatedly has been recognized as one of Minnesota’s top lobbyists. “I’ve tried to follow five principles throughout my life: God, family, friends, work, and service. Remember who you are. Be true to yourself, be authentic, let that be your guidepost.” HOMECOMING 2013 Clayton McNeff ’91 McNeff is vice president of research at SarTec, Ever Cat Fuels LLC, Mcgyan Biodiesel LLC, and other family businesses. He is known as the co-creator of the patented Mcgyan process, which uses non-food sources to create biodiesel. “I dedicate this award to my mother, Marie Olive McNeff, and I urge you to use your gifts to help those around you. Work together to pay it back and pay it forward.” Roselyn Nordaune ’77 Nordaune is founder of the law firm, Nordaune & Friesen PLLC, and is known for her work in family law. She is a former member of the Augsburg Board of Regents and dedicated to engaging Augsburg alumnae in the philanthropic priorities of the College. “I pledge you: I’m not done yet. I pledge to Augsburg my work, my resources, my service.” IT TAKES AN AUGGIE Class Challenge spurs friendly competition among Auggies to build new academic building Alumni from throughout the decades have responded to a charge presented by Augsburg College Regent Wayne Jorgenson ’71 and former Alumni Board President Christopher Ascher ’81. The two men established alumni Class Challenges to create a friendly philanthropic-giving competition between their respective classes, and to invite all alumni to give back to the College to help build the Center for Science, Business, and Religion (CSBR). “Early gifts from alumni and friends of the College made it possible for each of us to experience a great Augsburg education,” Ascher said. “We are convinced. Now is our time to make the investment and help open doors for others.” “No other campus we know has created such an exciting intersection of disciplines—science, business, and religion—to serve students and forge a pathway to a better future for all of us,” Jorgenson said. Many classes already are involved in Class Challenges, and some have surpassed their goal of donating $1 million to the campaign. As of October 15, 42 classes had contributed more than $25,000 (see chart below). The Class Challenges, combined with a recent gift of $10 million from a member of the class of 1965, bring the CSBR fund to more than $25 million. The overall goal for the campaign is $50 million. To see the status of all Class Challenges—and to learn more about the CSBR—visit blogs.augsburg.edu/alumni. To join an existing Class Challenge or to start a new Class Challenge, contact Kim Stone at 612-330-1173 or stonek@augsburg.edu. Surpassed the $1 million challenge Contributed between $250,000-$499,999 Contributed between $50,000-$99,999 Contributed between $25,000-$49,999 1962 1965 1945 1956 1963 1968 1971 1972 1977 1950 1953 1955 1959 1961 1962 1964 1966 1974 1982 1991 1994 1946 1951 1954 1960 1969 1970 1973 1978 1986 1987 1998 2002 2014 Contributed between $500,000-$999,999 1981 1984 1985 Contributed between $100,000-$249,999 1957 1967 1975 1979 1980 1962 1977 1968 1972 1956 1965 1971 1984 1981 1963 1985 1945 Fall 2013 23 ALUMNI NEWS Dear alumni and friends, t hank you to those of you who participated in the alumni survey that was conducted earlier this fall. We received a tremendous response: More than 4,000 alumni records have been updated, and the Alumni Board is able to more effectively connect with alumni with whom we had lost touch. We’ve included many of the alumni updates from the survey in a special “Keeping Track of Auggies” Class Notes section on pages 24 to 30 of this issue of Augsburg Now. You can also discover information about your fellow Auggies in the recently relaunched Auggie Maroon Pages online. To open the door to this network, go to augsburg.edu/alumni and click “Auggie Maroon Pages.” This will take you to an overview page for the Auggie Maroon Pages, where you can click the “Sign In or Sign Up” button and log in or register as a new user. In reading all the wonderful notes sent in response to the survey, it is obvious to me that an Augsburg education has made a huge difference in the lives of our alumni! healthy and active at ages 89 and 86, respectively. Reprinted with permission from Duluth News Tribune FROM THE ALUMNI BOARD PRESIDENT Joseph T. Seto received a Congressional Gold Medal in 2011 in Washington, D.C., for Military Intelligence, Service Veteran WWII. Ebba (Johnson) Brooks recently was presented the Swedish Council of America’s Award of Merit. She was acknowledged in the Duluth News Tribune with an article and photo (above). Brooks is pictured in the center of the image. 42 Evelyn H. Sonnack Halverson married Dr. Bill Halverson on July 14, 2013. They honeymooned in Norway and England, and currently reside in Edina, Minn. 43 Mary Lou Nelson received a scholarship to Syracuse but got married instead. She is 90 years old, and a 50-year member of AAUW and LWV. 45 Jack E. Jacobsen was ordained as an Auxiliary Bishop in 2010 by the Ordaining Council of the Minnesota Graduate School of Theology. 46 Courtesy photo Sincerely, TRACY (ANDERSON) SEVERSON ’95 ALUMNI BOARD PRESIDENT Peter A. Lokkesmoe retired after 36 years with the Boy Scouts of America. Immediately after college, he served in the U.S. Navy. 47 Eugene Hasselquist was ordained in 1951 at Holy Communion Lutheran Church in Racine, Wis. He retired in 1987 from St. Paul Lutheran Church in Red Wing, Minn. 48 Augsburg Now iPad Edition Get the enhanced, interactive version of Augsburg Now on your iPad. Search “Augsburg Now” on the Apple App Store. Beatrice M. Walker moved to Otterbein North Shore, a senior continuing care facility. She and her husband, Tom, celebrated their 63rd wedding anniversary September 10. 49 24 Augsburg Now J. Forrest Anderson and his wife are blessed to be Arne Simengaard is blessed with a loving family of five daughters, 11 grandchildren, and two great grandchildren. Carol V. Larson, at age 85, was thankful to walk up the 203 steps of Florida’s Ponce De Leon Lighthouse. She and her husband have four sons: Gary Larson ’72, James Larson ’73, Daniel Larson ’77, and Fred Larson ’81. 50 Norman F. Nideng retired from his service in the U.S. Navy Chaplain Corps. James E. Christopherson served since 1954 as a Lutheran pastor, primarily in South Dakota. He and his wife have three grown children: John, Mary, and Tom. 51 Lillian K. Ose trained and worked as a medical laboratory technologist at Minneapolis General Hospital from 1951-57 when she married her husband, Kenneth. She worked at various hospitals and/or clinics in Minnesota until her retirement in 1994. Arvid D. Dixe published a book titled Come, Meet the Church, which included a foreword written by Minnesota journalist Jim Klobuchar. 52 Charlotte M. Rimmereid served for three years as a teacher in North Branch, Minn., where she directed two choirs and taught music, geometry, and algebra for grades 1-12. Dorothy Christopherson recently retired from serving 11 years as director of the women’s choir for First Lutheran 53 KEEPING TRACK OF AUGGIES Church of Sioux Falls, S.Dak. She also has directed choirs for children, youth, adults, and handbell ensembles. Minnesota. Their sons, Dan, Dave, and Brad, all work for Dart Transit. Daughter, Angie, is very busy at home with her three sons. 59 Reidun H. Newquist had several music therapy students from Augsburg observe at Michael Dowling School. Lawrence E. Gallagher and his wife, Barbara, celebrated their 50th wedding anniversary in August. Gloria M. Thorpe and her husband, Gordon, celebrated their 60th wedding anniversary on August 23. Ellayne V. Velde-Conyers retired in 2011 but continues to write a weekly column in the Marshall Independent newspaper. She hosts a public access television program in Marshall, Minn., once per week, and was elected to the Marshall City Council in November 2012. 60 Lois A. Agrimson’s son Erick Agrimson ’98 welcomed son, Anders David Agrimson, on June 22, 2012. James N. Holden recently received the Distinguished Service Award from the Northfield (Minn.) High School Booster Club for support of the tennis program. Helen Witt is very thankful for her two years spent at Augsburg while earning her nursing education at Deacon’s Hospital from 1949-52, also being included in the class of 1953 at Augsburg College. Both the school and the hospital were a major influence in her life. Woodrow W. Wilson’s niece, Catha Jones, attended Augsburg and graduated in 1970. After graduation she was diagnosed with cancer and passed away. In 1975, her parents, Kenneth and Carmen Jones, endowed the Catha Jones Scholarship, which has supported 21 students who share Catha’s interest in elementary education and music. Herbert W. Chilstrom and his wife, Corinne, recently wrote Every Morning New—a book of devotional readings for every day of the year. 54 George W. Fisher and his wife, Mary, began their 18th year singing with the Lexington County (S.C.) Choral Society. George has played violin for 17 years and recently began learning clarinet. James W. Anderson taught music for 40 years and was a real estate agent for 27 years. Four of his children also graduated from Augsburg College. 55 Dorothy Devick worked for three years as a school teacher, then worked with her husband at their business. Beverly J. Oren and her husband have 12 grandchildren. All of their children have children of their own and live close to them in E. William Anderson taught at Bagley High School and Mound-Westonka High School. He has visited more than 100 countries. 56 Robert R. Lockwood was inducted into the Augsburg College Hall of Fame in 1994. He taught and coached for 42 years in Golden Valley and Hopkins (Minn.) District 270. At 82, he continues to spend his time swimming, skiing, biking, and golfing. Mark C. Thorpe retired from a lifetime of aircraft design work at McDonnell Aircraft, McDonnell Douglas, and Boeing in St. Louis. Oscar E. Olson taught for many years, including as a substitute for Willmar (Minn.) Public Schools. He partially retired to Bozeman, Mont., where he substitute taught for several years before moving to Billings, Mont. 57 Dennis E. Barnaal and his wife, Doris, in 2011 traveled to Norway and the Barnaal Farm/ Mountain Hotel with their children and children’s families. While in the Luther College Physics Department, he conducted three research sabbatical leaves in Norway, including one with Keith Anderson ’54. 58 Harland P. Danielson continues crop farming in Wisconsin. He and his wife have 10 children, 23 grandchildren, and four great-grandchildren. Luther A. Anderson is a founding board member of the Lake Region Writers Network, and serves as the managing editor of Lake Region Review, an annual regional literary magazine. Carol A. Casperson’s granddaughter, Harley Ann Fulton, was born on September 1 to parents Laura Casperson and Scott Fulton. Karen (Erickson) McCullogh in 2012 walked the pilgrimage route, Camino Frances, from St. Jean Pied de Port, France, to Santiago de Compostela, Spain. Philip Q. Bauman was blessed with three greatgranddaughters in 2013. 62 Arden Flaten with his wife, Alice, celebrated a 50th wedding anniversary in September. Dennis E. Glad continues to cocoordinate work teams for the United National Church to the Caribbean and Central America. Glad will lead work teams with the Caribbean Mission Cruise in 2014. Gordon L. Syverson retired in 2008 but continues to lead worship services. He welcomed grandchildren in 2011 and again in 2013. Lowell “Zeke” Zieman was honored by Marshall (Minn.) High School in April and inducted into the school’s Hall of Honor. Kenneth L. Akerman and his wife, Marilyn A. Akerman ’62, celebrated their 50th wedding anniversary in 2012. 61 Larry B. Cowl practiced law for more than 30 years prior to his retirement in 2005. He continues to work part time as a legal consultant. James E. DeMars has been married to Susan for 52 years, and they have six grandchildren. Roger and Judy Lerstad Hill ’62 reunited with Gretchen Carlson at the Miss Minnesota/Miss America Sisters Reunion Gala held at the Radisson Blu in Bloomington, Minn., in June. Hill was Augsburg’s first Miss Minnesota in 1962, and Carlson was Miss Minnesota in 1987 and Miss America in 1988. Hill was the first Alumni Director for the Miss Minnesota Pageant from 1964-78. Glenn D. Peterson retired in 1997 after 35 years as a teacher of choral music in Rush City, Minn., and Duluth, Minn. In 2001, he founded Garden Street Landscape. 63 David D. Proctor was ordained into the Lutheran ministry in 1963. He served congregations in Ohio and Michigan before his retirement in 2000. Andrew M. Berg and wife, Jean, are retired near Willmar, Minn. They have visited 64 Fall 2013 25 all 50 states, Norway numerous times, and many European countries. Roger G. Johnson, a Minnetonka, Minn., native, was awarded Fergus Falls (Minn.) High School’s Hall of Fame award for Distinguished Service. Arla P. Landon retired in 1985. Jean S. Olson retired in 2011 following 23 years of service as an employee of the Minnesota Historical Society. her husband have done a lot of traveling around Colorado and the U.S., plus trips to Norway, China, Mexico, Costa Rica, and Hawaii. third grandchild, Bridget Erin Causby, on July 3. Their other grandchildren are Charles Lawton Ogburn, IV and Selah Eliot Ogburn. Adeline R. Sarkela is involved in volunteer ministry with church music and children. Jan Pedersen Schiff was honored and inducted into the Marin Women’s Hall of Fame for her community service as the founder and artistic director of Singers Marin. For the past 26 years, Pedersen Schiff has created structured programs to develop vocal skills that support musical development. When Harold J. Bagley graduated in 1966, he was the last (youngest) of several children of Rev. Emil G. Bagley ’49 to attend Augsburg College. He also was the first lawyer from a family of ministers, teachers, and social workers. 66 Carolyn E. Anderson celebrated 50 years of marriage with her husband, Don Anderson ’66, in September. 67 Larry G. Buboltz and his wife, Adrienne, recently celebrated 50 years of marriage. Larry served as the Director of Rural Minnesota CED, Inc. He was a member of the Detroit Lakes (Minn.) City Council from 1976-1988, and elected mayor from 1988-2008. Bruce L. Hansen is a retired English teacher from Minneapolis Public Schools, and now serves as a lay minister for his local church. Myrna J. Sheie retired in 2011 after more than 30 years working in the Twin Cities, Minn., and Chicago for the Evangelical Lutheran Church in America (ELCA) and the American Lutheran Church (ALC). Susan E. Ferguson earned her masters of theology in 2004 from Trinity Lutheran Seminary in Columbus, Ohio. Diane J. Tiedeman is retired from Bloomington (Minn.) Public Schools where she taught secondthrough fourth-grade students. Kay E. Jenness and her husband, Dave, moved from New Mexico to Washington to be closer to their family. Karen M. Alm recently retired after 31 years teaching elementary education in the Forest Lake (Minn.) School District. 69 Dennis D. Miller and his wife, Christine, are members of the faculty at Cornell University in Ithaca, N.Y. Miller serves as the chair of the Department of Food Science. Richard E. Cummings has been active in civic and service organizations, including the Stillwater (Minn.) City Council and, since 1983, Rotary International for which he is proud of his 30 years of perfect attendance. 65 Dennis D. Gray celebrated 50 years of marriage to Marilyn Rokke Gray on July 13. They have three sons and eight grandchildren. Carmen D. Herrick studied Norwegian at the University of Oslo International Summer School from 2008 to 2010. In 2011-2012, she attended Elverum Folkehogskole in Elverum, Norway. Marie D. McNally retired from her work as an English teacher. Her husband, Tom, continues employment as chief operating officer of Mount Olivet Lutheran Church in Plymouth, Minn. Diane S. Ristrom sang in a special choral concert in October with hundreds of alumni to celebrate the 100th birthday of Augsburg’s Leland B. Sateren ’35. Marlys Tron, retired, stays involved in her community through church activities and as chair of a polio support group. Richard E. Sandeen retired from teaching and coaching in Edina, Minn. Jerome Schaubach was inducted into Minnesota Cross Country Coaches Hall of Fame in 2013. Margaret P. Albright and her husband have two daughters. One is a kindergarten teacher in Bemidji, Minn., and the other works for Mayo Clinic in the Legal Department. 70 James Fischer was inducted into the Augsburg Athletic Hall of Fame and received the Excellence in Coaching award. Ric Hovda retired last June from San Diego State University, where he served as dean of the College of Education for six years. Prior to his work at SDSU, Hovda was dean of the College of Education at the University of Memphis. Susan M. Pursch was awarded the ELCA’s Tom Hunstad Award for Excellence in Youth and Family Ministry in 2007. She currently works as a development officer at The Cancer Support Community of Philadelphia, Penn. Mary J. Loken Veiseth retired last July following 24 years of work at Apple Valley (Minn.) Medical Clinic. 68 Lois J. Peterson enjoys living in Colorado, spending time with her grown children, friends, and family, and spoiling her six-yearold granddaughter. She and Paul A. Andell retired from his call of 39 years as senior pastor of St. James Evangelical Lutheran Church in Philadelphia, Penn. Mim Jacobson and Marian Korth were married in September in Augsburg’s Harbo Meditation Chapel. Charles A. Niles and Bonnie (Board) Niles ’71, welcomed their Glen J. Peterson has been employed for 27 years as the Augsburg Now Patricia A. Piepenburg was inducted into Augsburg’s Athletic Hall of Fame in 2011. Bonnie K. Risius retired during 2010. Jane M. Norman is a business coowner of Kultur Hus, a Norwegian heritage shop in Sunburg, Minn. 26 director of the Hyland Snow Sports Academy in Bloomington, Minn. Jane C. Bracken retired in 2012 from Cannon Falls (Minn.) Area Schools after teaching first grade for 41 years. She continues to work as an organist and pianist at St. Ansgar’s Lutheran Church in Cannon Falls, Minn. 71 KEEPING TRACK OF AUGGIES Wayne D. Jorgenson has long enjoyed Civil War re-enacting and studying the Civil War. He recently published a book on the First Minnesota Volunteer Infantry, titled Every Man Did His Duty. Janice K. Thompson retired in 2012 after 35 years of teaching. She enjoys traveling with her family, and she is the Pine Island, Minn., WCCO Weather Watcher. Darrell L. Skogen is in his 43rd year of teaching, with a goal of continuing until his 50th anniversary. He recently retired from 47 years of charting statistics for high school and college games, and from maintaining statistics for St. Michael-Albertville (Minn.) High School football. Clarence D. Anderson is a retired Air Force Bandsman stationed mostly in Northern California. 72 Robert A. Engelson’s son, Matthew, graduated from Luther College with a degree in music education this past May. Kristin P. Parbst Rohde retired in June. Scott J. Brown is a customer service specialist at Walser Honda in Burnsville, Minn. 73 Joyce L. Casey retired after 39 years of teaching elementary grades in the St. MichaelAlbertville (Minn.) School District. Mark A. Ladwig is retired and enjoying his grandchildren, running, playing viola, genealogy, and learning German. Beth C. Walen retired in January after more than 33 years of service as a flight attendant. 74 Debra D. Johnson has worked as a pediatrician and clinical geneticist for HealthPartners since 75 1985 and is the mother of two daughters. Patti (Edwards) Kramlinger was honored with the Claire E. Faust Public Service Award from Minnesota State University, Mankato, Minn. The award is presented to faculty or staff members in recognition of their years of dedicated service to the university, the Mankato community, the state of Minnesota, and the United States. Clifford G. McCann’s three children, Kevin, Meredith, and Allison, are married and he has three grandchildren. Heidi (Leaf) Haagenson recently was named vice president of Academic and Student Affairs at Anoka Technical College. 77 Ruth A. Underdahl-Peirce welcomed her first grandson, Cyrus Steven Richard, born to her daughter, Beth Underdahl-Peirce, on August 9 in Bloomington, Ind. Son, Jon Underdahl-Peirce, served in the Peace Corps in Burkina Faso, Africa, and now works for the U.S. Department of Labor in Washington, D.C. Roberta Aitchison Olson gets together with five of her former classmates and roommates on a regular basis, and cherishes lifelong friendships and professional support. They call themselves “chez nous” and started out by forming an intentional living community based on social justice principles: Megan Webster Stemper ’78, physical therapist; Jackie Goheen ’78, gardening business owner; Grit Youngquist ’79, health educator, adjunct professor at the University of Minnesota; Patty Frazier, psychology professor at the University of Minnesota; and Jane Bjorndal McAdams ’78, pharmaceutical compensation director. 78 Marion G. Hinz is an “empty nester” with her only child now in college in Chicago. 79 David L. Norgard was appointed a teaching faculty member in the Graduate Management program at Antioch University Los Angeles. 80 Roxanne K. Williams is in her 34th year of teaching physical education and credits Lavonne “Ma Pete/Mrs. Pete” Peterson for her skills in the classroom. Jennie Clark-Anderson is the executive director for the Living at Home of the Park Rapids (Minn.) Area, which helps seniors remain in the home of their choice. She performs with the Northern Light Opera Company and the Park Rapids Area Community Band. 81 Kyle A. Anderson’s daughter, Kaitlyn, married Peter Langston, Jr. on July 14 in Delwood, Minn. Both Kaitlyn and Peter are graduates of Bethel University. 84 Janet B. Bolm welcomed her grandson, Brody, on November 13, 2012. Brent J. Crego co-founded Comfort Love Care Assisted Living Operations. Crego helps nonprofit organizations care for their elder members while generating income. Charles K. Evans retired as a correctional police officer in 2013. Kathi A. Osmonson has a new job with the State Fire Marshal Division as the youth firesetting prevention and intervention specialist. Kirsten M. Schwappach is a fulltime proofreader at Medical Arts Press. She began her career as an assistant librarian at the Blake Upper School and a reference librarian at Hamline University. Liz Sheahan recently became the director of transformational gifts with Society of St. Andrew, a national nonprofit focused on getting fresh produce to hungry Americans. Jodi L. Holden is enrolled at Saint Mary’s University pursuing a master’s degree in counseling and psychology, and she expects to graduate in May 2014. Holden works as a career counseling graduate intern in the career and internship services center of the University of Minnesota. She holds an MBA in international management from the University of Dallas. 88 82 Lynda C. Ott has worked at Seward Montessori School for seven years, and many Augsburg students have volunteered in her fourthand fifth-grade classrooms. Ott and her husband, Peter, have two grown sons. Diane Wells received the 2012 Lifeworks Advocate of the Year award. Matthew Butler in 2013 was promoted to Lt. Colonel. Jacqueline E. Forrester is working to establish a nonprofit in her home country of Jamaica. The organization will provide food, clothing, and other services to children. Dan Wright and his wife, Kristen Haglund, celebrated the birth of their second son, Bjorn Arthur. Their first son, Johan Rowen, is now 8 years old. Dan is a senior applications engineer at Nike, Inc. and Kristen is a naturopathic physician. Michele L. Boyer and her wife, Melissa Conway, have two kids, Evan (age 10) and Rita (age 9)—both adopted from Nepal. They came home in 2003 and 2006. 89 Fall 2013 27 Michelle C. Goldberger is the program director of COR Retreat, a nonprofit spiritual retreat for food addicts. She is mother to five children ranging in age from 10 to 24. Marilee A. Mowry completed three degrees through Augsburg College and recently retired from teaching music and kindergarten in St. Paul Public Schools. She continues to teach piano and woodwinds in her home. Julie A. Edstrom accepted a new position in enrollment management at the University of Great Falls in Great Falls, Mont. Her son, Cameron, began his first year at Augsburg in August. 90 Joel B. Bue has an 18-month-old daughter and another baby due in February 2014. 91 Stephanie A. Trump is serving as adjunct professor of music at the University of NorthwesternSt. Paul, and she directs the Women’s Chorale. Madelyn D. Browne earned a Green Belt certificate at the University of St. Thomas in 2012. 92 Terri A. Burnor is a student at United Theological Seminary of the Twin Cities, and she will intern with two Unitarian Universalist congregations. Sharol Tyra, a professional certified coach at Life Illumination Coaching, was elected president of the Board of Directors, effective in 2014, for ICF Minnesota, a chartered chapter of the International Coach Federation. Marilyn J. Vick-Kalar is a working artist. She recently was crowned Mrs. Arizona International 2013 and competed in the Mrs. International competition in July. Throughout her reign as Mrs. Arizona International, McCune continues to support Adopt a Senior Citizen programs as her platfom and raise awareness for the nation’s growing senior citizen population. Lisa M. Zahn recently opened her own business as a Co-active Life Coach. Michael P. Schmidt married Steven A. (Bartkowicz) Schmidt in Decorah, Iowa, on April 6. Kristin A. Lehne is a physical therapist and works at Pediatric Therapy Services, Inc. in Mankato, Minn. 97 93 Summerei-Dawn Hamille is creating an original ballet to “Thumbelina.” 94 Beryl J. Deskin is semiretired and employed parttime as a business writer and facilitator. 95 Jennifer S. Kvidt welcomed son, Ethan, on February 13, 2012. Michelle Boyum Breen and Trenda Boyum-Breen legally were wed on August 1. Shari Hornseth welcomed daughter, Claire, on February 19. She joins big brother, Andrew. Shari is a social work MSHO manager with HealthEast. The family lives in Farmington, Minn. 99 Lillian Lillian Jane Jane Moore Moore was was born born January January 23 23 to to proud proud parents parents Anne Anne (Osberg) (Osberg) Moore Moore and and Scott Scott Moore, Moore, and and prouder prouder grandparents grandparents Jack Jack Osberg Osberg ’62 ’62 and and Nina Nina Osberg. Osberg. Kat Kat Wolfe Wolfe and and her her husband husband opened opened aa talent talent agency, agency, Wolfe Wolfe Talent, Talent, which which serves serves the the Twin Twin Cities. Cities. Robert P. Wasik retired from corporate life in 2012 and opened his own business in White Bear Lake, Minn. 96 Holly (Kolander) McCune, a Minnesota Vikings cheerleader for five years, recently was interviewed by the NFL Alumni Organization for its “Where are they now?” series. McCune lives in Scottsdale, Ariz., with her husband and twin daughters. Ryan R. Ball welcomed his son, Owen Ball, on February 20. 01 Jesse (Lipelt) Moen and Jason Moen ’98 welcomed daughter, Ada, on May 15. Emily Emily E. E. Larsen Larsen Scaglia Scaglia and and her husband recently her husband recently welwelcomed comed their their son, son, Logan Logan Thomas, Thomas, born on February born on February 10. 10. 02 Jacob Jacob M. M. Wegscheider Wegscheider welcomed welcomed aa daughter, daughter, Whitney Whitney Nichole, Nichole, on on June June 6. 6. She She joins joins brother, brother, Henry Henry Tate, Tate, born born April April 6, 6, 2011. 2011. Brian Brian L. L. Kuhl Kuhl graduated graduated summa summa cum cum laude laude from from the the University University of of Wisconsin Wisconsin Law Law School, School, fifinishing nishing in in the the top top 1 1 percent percent of of his his graduating graduating class. class. He He is is an an associate associate attorney attorney at at Mayer Mayer Brown’s Brown’s Chicago Chicago offi office, ce, aa proud proud husband, husband, and and aa father father of of aa fifive-year-old ve-year-old son son and and 10-month10-monthold old daughter. daughter. 03 Carl Grulke ’07 and Bart Rall ’05 graduated from Concordia Seminary in St. Louis, Mo. Grulke will serve as associate pastor at Christ Lutheran Church in Lincoln, Nebr., and Rall will serve as pastor at Bethlehem Lutheran Church in Monterey, Calif. 28 Augsburg Now Mac Gordon and Nicki Gordon welcomed their daughter, Vivian, on May 16. She joins big brother, Foster. 00 Michael G. Hargadine completed his 18th year working for the St. Paul Public School system. Matt Matt Christensen Christensen and and his his wife wife Katie Katie Lindenfelser Lindenfelser ’02 ’02 welcomed welcomed their their baby baby boy, boy, Daniel Daniel Gordon Gordon Christensen, on Christensen, on January January 16, 16, 2012. 2012. They They are are working working to to build build KEEPING TRACK OF AUGGIES a children’s hospice and respite care home for kids with life-limiting conditions and their families, the first in the Midwest. Kari A. Badali and partner, Jodi, welcomed their first son, Oliver Joseph Badali-Winters, November 29, 2011. 04 Deanne M. McDonald performed as Rosalind in “As You Like It” in Chicago’s Hamlin Park with her theater company, The Traveling Players. Colleen R. Peterson welcomed son, Cole Lee Peterson, on August 5. Lauren Wood relocated to San Francisco, Calif., after accepting a position as an associate at the law firm, Glynn & Finley LLP. Her practice focuses on commercial litigation. Dallas Worth, and her husband, Jarod Worth, welcomed their son, Kainen David Worth, on June 15. Jennifer L. Galvin-Anderson published her memoir about overcoming cancer and traumatic brain injury, Crawl Walk Run, and welcomed son, Evan Craig, in 2012. 05 Bethany Stolle recently graduated from an interaction design and social entrepreneurship program at the Austin Center for Design. She won the Intel-sponsored Student Design Challenge at the Interaction Design Association’s annual international conference. Her concept was playful technology to support communication and connection for nonverbal people on the Autism Spectrum. Perry D. Mathison’s son, Alex, attended St. Thomas University and graduated in May of 2013 with a major in neuroscience. 06 David L. Nash is planning to pursue a fellowship and career in pediatric ophthalmology and strabismus. Sara Nash ’06 is a senior marketing coordinator for HDR Engineering. The couple is expecting their first child in February. Jennifer L. Annett married Douglas Annett on May 18, 2008. Their son, Julian, was born on October 7, 2010. 07 Lenette M. Baron is married to Jason with three daughters, ages 8, 5, and 3; another baby due in November. Therese M. Maas completed her master’s degree and graduated as adult-nurse practitioner from the College of St. Catherine. She is completing her doctorate of nursing practice degree at the University of Minnesota. Brooke H. Brown welcomed Morgan Elizabeth to her family in November 2012. 08 Chad Greenwaldt and his wife welcomed their third child, Nikolas Nielsen Greenwaldt, on April 10. Kevin M. Haglund graduated from the doctor of physical therapy program at A.T. Still University and began a physical therapist position at Spooner Physical Therapy in Fountain Hills, Ariz. Jessica H. Snider is teaching English as a Second Language (ESL) in Guanajuato, Mexico. Prior to teaching in Mexico, Snider taught in Istanbul, Turkey. Webster L. Ford teaches through the Minnesota Math Corps, and he is the sports director of a small-market radio station. 09 Shonna L. Fulford began a senior admissions counselor position at Augsburg College in the Office of Undergraduate Admissions. Cody Lewis Oaks graduated from Luther Seminary with a master’s degree in systematic theology. He and his wife, Melody, recently welcomed their first son, Theodore. Jenni Pickford is completing her master’s in philosophy at Northern Illinois University. She and her husband, Thomas R. Anderson, Jr., live in DeKalb, Ill. Ryan Sorensen and Kristi Castelic ’09 were married in Green Bay, Wis., on August 3. Ryan is the St. Francis High School boys’ varsity head coach and Augsburg men’s soccer assistant coach. Kristi is employed at DCM Services in Richfield, Minn. The couple resides in Maple Grove, Minn. Brett T. Thompson works fulltime as a customer service team member at Whole Foods Market in Minnetonka, Minn. Whitney P. Holman recently graduated from St. Cloud State University with a master’s in communication sciences and disorders. Holman received the Mary E. Weise Clinical Excellence Award and Plural Publishing Master’s Research Award for her work on Parkinson’s disease and pre-motor brain potentials, which was presented at the American Speech-Language and Hearing Association Conference. 10 Stephanie A. Hubbard
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Title: Augsburg Now Summer 2013: Auggies Shape Our World
Collection: Alumni Magazine Collection
Search Result: inside AUGSBURG NOW Augsburg Commencement 2013 Student success and achievements Hybrid teaching and learning Auggie teachers shape our future New women’s lacrosse program SHAPE oUr WORLD SUMMER 2013 | VOL. 75, NO. 3 auGGiEs Vice President of Marketing and Communication NOTES from P...
Show more inside AUGSBURG NOW Augsburg Commencement 2013 Student success and achievements Hybrid teaching and learning Auggie teachers shape our future New women’s lacrosse program SHAPE oUr WORLD SUMMER 2013 | VOL. 75, NO. 3 auGGiEs Vice President of Marketing and Communication NOTES from President Pribbenow Faithful and Relevant During the past several months, Augsburg’s Board of Regents has invited the campus community into a strategic mapping process focused on our priorities and aspirations leading up to the College’s sesquicentennial in 2019. Fittingly titled “Augsburg 2019,” the plans emerging from extensive research and conversations are aimed at enabling the College to live into a vision we have stated this way: In 2019, Augsburg will be a new kind of studentcentered, urban university, small to our students and big for the world. As we have engaged in this important strategic work for Augsburg, I have been struck by the synergy we have found between what it means to remain faithful to our core values—our Lutheran faith, the liberal arts, diversity, and urban life—while at the same time looking for ways to be relevant in the world—equipping students for lives of meaning and purpose in the 21st century. Some might note the paradox in such a framework—faithful and relevant—but as good Lutherans, we know well how to live as people centered in the gifts of our faith and of service to God’s good creation. It seems especially fitting that this issue of Augsburg Now includes a meaningful tribute to Charles Anderson, who served as Augsburg’s eighth president from 1980 to 1997, and whose legacy is very much the foundation for the College’s work today and in the future. Chuck Anderson believed deeply in the College’s Lutheran heritage. He was a tireless advocate for the liberal arts. And he made the College’s urban setting an even more central part of its daily life and work. At the same time, Chuck paid close attention to the needs of the world. He championed Augsburg’s ground-breaking Weekend College for adult undergraduates, its Rochester campus, the StepUP® program for students recovering from addictions, Rebecca John rjohn@augsburg.edu Integrated Communication Specialist Laura Swanson swansonl@augsburg.edu Creative Director Kathy Rumpza ’05 MAL rumpza@augsburg.edu the CLASS program for students with learning challenges, the Center for Global Education, and the College’s first graduate programs. Chuck also set the stage for Augsburg’s commitment to intentional diversity, a commitment that has been realized in the increasing diversity of our student body during the past several years. Chuck Anderson’s legacy of sustaining Augsburg as a faithful and relevant institution may be best captured in our new vision statement. He put students at the center of the College’s life. He cared deeply for the urban neighborhoods around campus and saw them as an extension of the classroom. And he watched over the expansion of Augsburg’s academic programs, leading to the comprehensive range of undergraduate and graduate programs that characterize the College’s academic profile today—the profile of a small university, a new kind of 21st century university. As this issue of Augsburg Now so powerfully demonstrates, this vision is very much alive and thriving on campus and around the world today: Keeping students at the center of our lives through scholarships made possible by the generosity of remarkable alumni like Milt Kleven ’46. Students and faculty achieving at the highest level and being recognized nationally and internationally for their work. Innovative new curricula, aimed at sustaining Augsburg’s abiding commitment to face-to-face instruction, while at the same time using technology to enhance student experiences. Augsburg’s ground-breaking work to educate teachers for diverse schools, bringing the best of new classroom methods together with the College’s strengths in the sciences and mathematics. And so much more. It is a great time to be an Auggie! Augsburg is a new kind of 21st century university. Small to our students—the reasons we exist—and big for the world. Thanks for all you do to help keep Augsburg faithful and relevant. Senior Creative Associate-Design Jen Nagorski ’08 nagorski@augsburg.edu Photographer Stephen Geffre geffre@augsburg.edu Director of News and Media Services Stephanie Weiss weisss@augsburg.edu Production Manager/Now Online Mark Chamberlain chamberm@augsburg.edu Assistant Vice President of Advancement Kim Stone stonek@augsburg.edu augsburg.edu Augsburg Now is published by Augsburg College 2211 Riverside Ave. Minneapolis, MN 55454 Opinions expressed in Augsburg Now do not necessarily reflect official College policy. ISSN 1058-1545 Send address corrections to: Advancement Services CB 142 Augsburg College 2211 Riverside Ave. Minneapolis, MN 55454 langemo@augsburg.edu Email: now@augsburg.edu PAUL C. PRIBBENOW, PRESIDENT summer 2013 AUGSBURG NOW 22 20 36 10 Features 10 20 22 24 Shaping our future BY WENDI WHEELER ’06 AND REBECCA JOHN ’13 MBA Commencement 2013 Success after college BY WENDI WHEELER ’06 Hybrid learning BY LAURA SWANSON Departments inside front cover Notes from President Pribbenow 2 Around the Quad 9 My Auggie experience 18 The Center for Science, Business, and Religion 19 It takes an Auggie 28 Alumni news 30 Alumni class notes 36 Auggies on the field 9 On the cover Kassie Benjamin-Ficken ’12, an Augsburg elementary education and math major, and a member of the Mille Lacs Band of Ojibwe, teaches first grade at Tatanka Academy in Minneapolis. She is one of the seven Auggie teachers and education alumni featured in “Shaping our future,” page 10. All photos by Stephen Geffre unless otherwise indicated. 19 quad around the Augsburg top-ranked in Dave Wold named NATIONAL SCIENCE FOUNDATION GRANTS Campus Pastor Emeritus Augsburg was ranked third in Minnesota for the total dollar amount awarded in 2012 by the National Science Foundation (NSF). Augsburg received three awards from NSF last year, totaling more than $1 million. The top two Minnesota NSF grant recipients are the University of Minnesota, Twin Cities and the University of Minnesota, Duluth—which means that Augsburg was the leader in NSF funding among private higher education institutions in the state. This achievement was highlighted this past spring in a list published by the Minneapolis/St. Paul Business Journal. Auggies had the rare opportunity to go on stage at the Bon Jovi concert this past spring. The group was interviewed by television stations—including KARE 11, KSTP 5, and WCCO 4—about their community service, education, and experiences working backstage. Auggies earn behind-the-scenes opportunity on Bon Jovi tour Six Augsburg College students were given the once-in-a-lifetime opportunity to get an inside look at the music business when they worked backstage during the Bon Jovi “Because We Can” tour held in April at the Xcel Energy Center in St. Paul. The students were selected for the band’s Community Service College Campaign based on their community engagement and leadership. Participants included [pictured L to R] Alom Martinez Aleman ’13, Andrea Batt ’13, Alexandra Jamieson ’14, James “Bear” Mahowald ’13, Thu Nguyen ’15, and Morgan Waldorf ’15. The group got hands-on experience in public relations, media, management, and ticketing; and took advantage of the opportunity to network with media and music professionals. To read more about Auggies backstage at Bon Jovi, go to augsburg.edu/now. 2 Augsburg Now Pastor Dave Wold—Augsburg’s pastor since 1983—retired at the end of the 2012-13 academic year, and, in its May meeting, the Augsburg College Board of Regents resolved that he would be named Campus Pastor Emeritus. Pastor Dave served faithfully and well for three decades, ministering in a variety of ways to individual members of the Augsburg community and the entire College. His service in organizing and leading daily chapel services, his accessibility to all with spiritual needs, his inimitable style as announcer for Auggie athletic events, his leadership of outreach programs such as the Augsburg High School Basketball League, his guidance of the annual Advent Vespers worship services, and his ubiquitous presence at College events— especially student events—all of this and so much more have been Pastor Dave’s remarkable contributions to Augsburg. A community-wide celebration of his ministry at Augsburg is being planned for fall. Excellence in teaching and learning The 2013 Distinguished Contribution recipients [L to R]: Laura Boisen, David Matz, Darcey Engen ’88, and Colin Irvine. Each year, the Augsburg College faculty recognizes select colleagues with Distinguished Contributions to Teaching and Learning awards— acknowledging those who have demonstrated outstanding support for students through teaching, advising, and mentoring. The 2013 recipients include: • For Excellence in Teaching—Colin Irvine, associate professor of English • For Excellence in Mentoring and Advising— Laura Boisen, professor of social work • For Excellence in Scholarship—Darcey Engen ’88, associate professor of theater arts, and David Matz, associate professor of psychology COMMUNITY CELEBRATES STEPHEN ‘GABE’ GABRIELSEN The Augsburg College community celebrated the life, music, and contributions of Professor Emeritus Stephen “Gabe” Gabrielsen ’63 in an April ceremony at Hoversten Chapel. Gabe, as he was known to students, staff, and faculty, taught at Augsburg for 47 years. He is known for his service to the community as College organist. His majors in music and religion were the foundation for his vocation, which found expression in music and faith. He played organ in daily chapel throughout his time at Augsburg and was organist for 28 Advent Vespers services. URBAN DEBATE LEAGUE Minnesota Urban Debate League is affiliated with Augsburg College’s Sabo Center for Citizenship and Learning. The Center, named for former Congressman Martin Olav Sabo ’59, is home to programs that foster civic engagement, including Bonner Leaders, Campus Kitchen, the Center for Democracy and Citizenship, and more. The Minneapolis Public School District committed to provide Minnesota Urban Debate League (MNUDL), with funding of $100,000 over a two-year period. The funding, combined with support the program already has from the St. Paul Public Schools, means the MNUDL will add seven schools to its program. MNUDL serves more than 500 middle- and high-school students in the Twin Cities, and students in the program have a 100 percent on-time high school graduation rate. Summer 2013 3 quad around the STATE GRANT PROGRAM Augsburg Day at the Capitol, held in March, gave students a voice in the important debate surrounding the Minnesota State Grant program. Patrick DuSchane ’13, Augsburg’s former day student body president, said the event was a chance to help ensure that legislators understand the value of the state grant program to Augsburg students and their families. The program is designed to help make college more affordable to more than 88,000 Minnesota students. In addition to their visit to the Capitol, students were invited to a post-event reception with former U.S. Representative Martin Olav Sabo ’59. Earlier in the legislative session, Ben Yawakie ’13 testified at a committee hearing on behalf of the Augsburg College community. Rosie Benser ’13 and Charlie Olson ’13 spoke about the value to their education of participating in undergraduate research. The 2013 Minnesota Campus Compact Presidents’ Awards recognized leaders on the Augsburg campus and in the College’s surrounding community. • The Presidents’ Civic Engagement Steward Award went to Augsburg’s Health Commons programs at Central Lutheran Church and Dar Ul-Quba. It recognizes those who advance a campus’s distinctive civic mission by forming strong partnerships, supporting others’ civic engagement, and working to institutionalize engagement. • The Presidents’ Student Leadership Award was presented to Rachel Svanoe ’13 for her commitment to civic responsibility and leadership. • The Presidents’ Community Partner Award was presented to the Brian Coyle Community Center for supporting Augsburg students’ experiential education. 4 Augsburg Now HIGH-DEMAND TRACK ADDED TO DOCTORAL NURSING PROGRAM The Augsburg College Nursing Department added an innovative, accredited, and high-demand track to its Doctor of Nursing Practice program to respond to the evolving needs of nurses, communities, and the medical industry. The new track, DNP—Family Nurse Practitioner (FNP), is geared toward preparing students who already hold their bachelor of science in nursing to apply for certification as FNPs through the American Nurses Credentialing Center. It is the second doctoral program offered by Augsburg. The first doctoral program, the DNP—Transcultural Nursing Leadership, readies nurses who hold a master’s degree in nursing for advanced transcultural nursing across care settings and care systems. Ensembles perform throughout Turkey The Augsburg College Concert Band and Augsburg Jazz delivered their annual Bon Voyage Performance the day before May Commencement. The two groups then went on an international tour to perform throughout Turkey. The groups played in cities including Istanbul, Izmir, and Bodrum; met in small groups with school children in grades K-12; and took time to tour destinations including the Blue Mosque and world heritage site Hagia Sophia, which was built in 537 A.D. as an Orthodox Christian church. Each year, Augsburg music ensembles tour and perform both domestically and internationally. Read the Augsburg Concert Band and Jazz Tour blog to learn about the full trip: augsburgmusic.blogspot.com. Honoring our retired faculty Marilyn Pearson Florian ’76, assistant professor of health, physical education, and exercise science, joined the College in 1980. She received a master’s from St. Cloud State University. Along with her classroom teaching, she served as chair of her department, head women’s volleyball coach, and, most recently, women’s athletic director. She has been a strong advocate for gender equity in athletics throughout her career. Garry W. Hesser, professor of sociology and metro-urban studies and Martin Olav Sabo Professor of Citizenship and Learning, started his career at Augsburg in 1977. He received a bachelor’s from Phillips University, a Master of Divinity from Union Theological Seminary, and a master’s and PhD from the University of Notre Dame. Hesser played a key role in the development of the College’s metrourban studies program and the intensive curriculum for the hybrid Master of Arts in Leadership (MAL) program. He is recognized nationally as a leader in the field of experiential education and urban education. His scholarship and accomplishments in these areas reflect the College’s mission as a “College of the city.” Kenneth S. Kaminsky, professor of mathematics, began his work at Augsburg in 1987. He received a bachelor’s in mathematics, a master’s in statistics, and a PhD in statistics from Rutgers, The State University of New Jersey. Along with his classroom teaching, Kaminsky is an active scholar, having published books and articles in the areas of statistics and financial mathematics. Through a bi-weekly newsletter and by inviting alumni, industrial mathematicians, and local academics to speak in the mathematics colloquium series, Kaminsky keeps mathematics alumni and current students connected. Ned D. Kantar, assistant professor of music, joined the College in 1999. He received his bachelor’s and master’s from the University of Minnesota. Before joining Augsburg, Kantar taught music to students from elementary school age through college. Drawing upon his wide ranging professional experiences that included performance (jazz and classical), booking, and production, Kantar brought to Augsburg the music business degree, which has grown significantly in both numbers and innovation, and in which Kantar taught classes in improvisation, aural skills, and music business. Anne M. Kaufman, associate professor of education, began working at Augsburg in 1987. She received her bachelor’s, master’s, and PhD from the University of Minnesota. Kaufman has been a leader in secondary social studies teacher preparation at Augsburg College and for the State of Minnesota. She is the director of the Paideia Institute at Augsburg and has led teacher professional development workshops in this area for the past 20 years. Kaufman has been active in statewide efforts to set social studies standards and has been a member of the Minnesota Board of Teaching. Laura K. Lazar, assistant professor of business administration, has worked at the College since 2005. She received her bachelor’s from Valparaiso University, and her MBA and PhD from Indiana University. Lazar teaches all levels of accounting in both the undergraduate and graduate program. She is uniquely gifted to make this information accessible to students of all abilities. Along with her teaching responsibilities, Lazar has served as the coordinator for the accounting program and its faculty. Susan K. Nash, associate professor of nursing, began teaching at Augsburg in 1977, and in her full-time role in 1998. She received her bachelor’s, master’s, and EdD from the University of Minnesota. Nash received the Augsburg College Distinguished Contribution to Teaching and Learning award for Mentoring in 2009. She has been instrumental in developing a partnership and agreement with Rochester Community and Technical College that has introduced hundreds of students to Augsburg. Nash was one of the initial architects for the adult learner programs in nursing on the Minneapolis campus. Her scholarship has focused on complexity science in family nursing. Ronald W. Petrich, assistant professor of education, began his career at Augsburg in 1980. He received his bachelor’s from Augsburg College and his master’s from United Theological Seminary. Petrich returned to Augsburg as a member of the faculty following an extensive career in the Minneapolis Public School system, giving him a rich history of hands-on experience from which to teach his students. Petrich integrated these experiences in the undergraduate education program and also in the MAL program, where he examined the role of the school in modern society as well as the significance of mentoring relationships, models of leadership, and professional development. David G. Schwain, assistant professor of business administration, began teaching at Augsburg in 1995 and five years later started in his full-time role. He received his bachelor’s from the University of Cincinnati and his MBA from Harvard University. Prior to joining Augsburg, Schwain had a distinguished career in general management with more than 15 years in positions at the executive level. Schwain brought this extensive experience to bear as one of the architects of Augsburg’s MBA program. For the past several years, he has coordinated the Clair and Gladys Strommen Executive Speaker Series, while teaching marketing classes in the undergraduate and graduate business programs at Augsburg. COMPILED BY JUDI GREEN Summer 2013 5 quad around the CONVOCATION SERIES 2012-13 The Koryne Horbal Lecture in April featured Gloria Steinem, a prominent spokesperson for women’s issues. Steinem has traveled the globe speaking on the topic of women’s equality, has led awareness rallies, is author of six books, and has launched two magazines including Ms. She spoke to a packed Hoversten Chapel about the founding of the women’s movement, the gains made to find equity for all people, and areas in which improvement still must be realized. In addition to Steinem’s talk, recipients of the Women’s Resource Center’s Courageous Woman Award (CWA) were acknowledged at the lecture. Recipients included Kristina Monje ’14 and Bo Thao-Urabe, a long-time advocate for Hmong women, children, and refugee families. The CWA recognizes women who strive for social justice and peace on campus or in the community. Strommen Executive Speaker Series Augsburg College welcomed HealthPartners CEO Mary K. Brainerd, a national leader known for her business acumen and unwavering commitment to the community, as a featured presenter in the Clair and Gladys Strommen Executive Speaker Series in April. Brainerd, who spoke on the topic of health care reform, is the president and chief executive officer of Minnesota-based HealthPartners—the largest, consumer-governed, nonprofit health care organization in the United States. The Sverdrup Visiting Scientist Lecture in April featured Harvard University Professor David Weitz who talked about the everyday physics involved in cooking food. Weitz explored with attendees the manners in which foods change during cooking as a way to illustrate scientific processes. The annual Sverdrup Visiting Scientist lecture series brings renowned scientists to campus to share their expertise with the Augsburg community, the College’s aspiring scientists, and members of the larger scientific community. Augsburg welcomes new Provost/Chief Academic Officer In July, Augsburg College welcomed Karen L. Kaivola as provost and chief academic officer. Kaivola serves in a key leadership position as the second in command to Augsburg College President Paul C. Pribbenow. Kaivola has wide-ranging responsibilities, including working with faculty, administration, and the Board of Regents to implement the College’s strategic vision; providing oversight of the accreditation process, as well as planning, development, and administration of the academic program for graduate, undergraduate, and international programs; academic budgeting; and leadership of and advocacy for the faculty. She most recently served as the associate provost for faculty development and J. Ollie Edmunds Chair in English at Stetson University in DeLand, Fla. She holds a master’s and a PhD in English from the University of Washington and a bachelor’s degree in English from Georgetown University. 6 Augsburg Now cElEBraTIng student success Scholarships and fellowships Augsburg students earned a range of prestigious accolades during spring semester. Some of the awards include the following: Allison Zank ’14 Kayla Johnson ’13 • FULBRIGHT SCHOLARS: Kayla Johnson ’13 and Emily Jensen ’08 were awarded English teaching assistantships. Johnson, who graduated with degrees in biology and mathematics, will teach in Taiwan. She plans to attend medical school in the future. Jensen, who earned her bachelor’s in international relations and peace and global studies, will teach in the Czech Republic. Jensen has worked in the Minnesota State Senate and House of Representatives, most recently as a research director. She hopes to pursue a master’s in social work and public policy following her year as a Fulbright Scholar. In 2010-11, Augsburg was recognized as a top producer of Fulbright students by The Chronicle of Higher Education. • GILMAN INTERNATIONAL SCHOLARSHIPS: Four Auggies received Gilman International Scholarships from the U.S. State Department to study overseas this summer and fall. Celia Hernandez Payan ’13 traveled this summer to Amman, Jordan, while Mariam Ali ’15, Darius Sean Gray ’14, and Magaly Ortiz ’13 will study abroad this coming fall. Thirty Auggies have been awarded this prestigious scholarship since fall 2008. • GOLDWATER SCHOLARSHIP: Allison Zank ’14, who is studying chemistry, received a Barry Goldwater Scholarship. Ashley Waters ’14 This $7,500 award is given to students from throughout the United States who excel in STEM (science, technology, engineering, and math) disciplines and who plan to work in a STEM field upon graduation. Zank is Augsburg’s first female Goldwater Scholar and one of only eight students in Minnesota to receive the award. Augsburg’s Ashley Waters ’14 was recognized for her outstanding scholarship when she was named one of seven Minnesotans to receive an Honorable Mention in the Goldwater Scholarship competition. • KEMPER SCHOLARS PROGRAM: Keisha Barnard ’16, who is studying sociology and international relations, was named the College’s third Kemper Scholar. Students in the prestigious Kemper program receive academic scholarships and stipends to cover the costs of two summer internships in major nonprofit and for-profit organizations. Augsburg is one of only 16 U.S. liberal arts colleges with the Kemper Scholars Program distinction. • NATIONAL SCIENCE FOUNDATION GRADUATE RESEARCH FELLOWSHIP: Joe Buchman ’13, who graduated with majors in chemistry and biology, received a National Science Foundation Graduate Research Fellowship that will provide $40,500 each year for the first three years of his doctoral study in chemistry. The selection of these fellows is very competitive and is based on the viability of the student’s proposed research. Summer 2013 7 cElEBraTIng student success Student research awards and achievements STUDENTS PARTICIPATE IN ZYZZOGETON 2013: More than 70 Auggies presented their research in the annual poster session, Zyzzogeton. The spring event is an opportunity to celebrate student research, creativity, and scholarship. The festival is sponsored by the McNair Scholars Program, the Office of Undergraduate Research and Graduate Opportunity, and the Louis Stokes Alliance for Minority Participation. POSTERS ON THE HILL: Three Augsburg College students were recognized for outstanding research at Posters on the Hill in Washington, D.C. This highly competitive annual celebration of student research, sponsored by the U.S. Council on Undergraduate Research, featured the work of only 60 students out of a pool of more than 800 applicants. Brianna Noland ’13, a mathematical economics major, was selected to present her research on college loans and firstyear retention in Washington, D.C., to members of Congress and congressional staff. She also met with U.S. Sens. Al Franken and Amy Klobuchar, both of Minnesota. Samantha Cantrall ’14, a communication studies major, received an Honorable Mention, ranking within the top 80 applicants, for her investigation of the influence of hip hop on the Arab Spring. Megan Rich ’13, a biology alumna and Master of Arts in Education student, also received an Honorable Mention. She studied ways to reduce the growth of soybean pathogens. Auggies conduct off-campus research At least a dozen Augsburg students are spending their summer doing off-campus research at locations throughout the United States as well as on the European and African continents. • Katherine Aleman ’14, psychology, research intern at Mayo Clinic • Elianna Bier ’14, physics, National Institute of Standards and Technology • Eric Bowman ’14, biology and chemistry, University of Nebraska • Emma Capman ’14, physics, University of Maryland Robotics Center Brianna Noland ’13 [at left] met with U.S. Sen. Amy Klobuchar, D-Minn. [center], when Noland was in Washington, D.C., to present her research at Posters on the Hill. Noland traveled with Stella K. Hofrenning [at right], associate professor of economics. 8 Augsburg Now • Haley Diem ’13, environmental studies, field research in Tanzania on sustainable agriculture • Kirubel Frew ’14, chemistry, Johns Hopkins University and Massachusetts Institute of Technology • Ben Grant ’14, physics, Colorado School of Mines National Renewable Energy Lab • Anna Herauf ’14, biology and chemistry, North Dakota State University’s program for research on prairies • Dan Kornbaum ’14, physics, Department of Atmospheric, Oceanic, and Geospace Sciences Research Experiences for Undergraduates at University of Michigan • Marie-Aimee Ntawkulityayo ’14, international relations, research in Belgium on ethnic identity and conflict in the Kivu Region of Eastern Congo • Promise Okeke ’15, biology, Johns Hopkins University Malaria Research Institute • Casey Powell ’15, biology, University of Minnesota Plant Pathology Lab • Emily Rutten ’14, biopsychology and psychology, Rutgers, The State University of New Jersey • Rachel Shaheen ’15, biology, University of Wisconsin School of Medicine and Public Health • Ryan Sullivan ’14, computational philosophy, Carnegie-Mellon University Summer Workshop on Cognitive Science and Epistemology my auggie experience Janice Murphy Gladden— an Auggie All-Star When it came time for Janice Murphy Gladden ’14 to think about returning to college, she found herself taking advice from her college-aged daughter. Several decades earlier, while studying at a junior college in Cupertino, Calif., she and Dan Gladden met. The two later would marry. She would leave school to focus on being a wife and mother, and also would work to support the family. She would put on hold the education her father urged her to pursue while her husband developed his baseball-playing career, going from an amateur free agent to a major league star. “It was one of those things where Dan had the opportunity,” she said. “Someone needed to work. It’s worked out really well, and we’ve been very fortunate.” Dan would become a champion left- and center-fielder for the Minnesota Twins, a core part of the dream teams that propelled the Twins to victory in two World Series. A couple of years ago, Gladden decided that the time was right for her to return to college to finish what she started some 30 years ago. She talked with and listened to one of her two daughters, Whitney Nicole Gladden ’12. “My daughter had such a great experience at Augsburg,” Gladden said, “so she encouraged me to visit.” Gladden met with an admissions counselor, and said she was hooked from the very beginning—even though the idea of again being in the classroom was daunting. Augsburg faculty and staff supported her and made easier her transition to life as a college student in communications studies, she said. “I thought I’d be on my own, navigating this journey,” Gladden said. “But there are so many ways to access services and help and to be connected. “I feel valued in class. My thoughts matter, my opinions matter,” she said. “As adult learners, we kick around our experiences, and I get to hear from people at Medtronic and Target and other places. I’m more well-rounded.” In addition to benefitting from the experiences shared by her peers, Gladden said her Augsburg education has helped her develop valuable workplace tools including stronger interpersonal and nonverbal communication skills that she is using in her career. For 18 years, she has worked for Target Corp. in the financial and retail services division. While Gladden chose on her own to return to college, she also said the decision was made easier because her company encourages employees to continue to develop and supports pursuit of education. But perhaps one of the biggest influences stretches back through the decades to her days as a child growing up in California. “My father would be so proud, so proud I stuck to it, no matter my age,” she said. “Education was the biggest deal to him. It’s what I remember him emphasizing when I was little: ‘Education. Education. Education.’” Gladden is less than a year away from finishing her undergraduate degree, and is thinking about what is next in her life. She said her positive experience at Augsburg has her pondering a graduate degree. “I love Augsburg. I love the vibe. I like the peer networks. I like that it is small enough that even after 30 years I could find a way to come back,” she said. “I’m thinking now about getting a master’s degree at Augsburg. I’d love to teach.” WENDI WHEELER ’06 AND STEPHANIE WEISS Summer 2013 9 Shaping our future “TO PREPARE AMERICANS FOR THE JOBS OF THE FUTURE… WE HAVE TO OUT-EDUCATE THE WORLD.” —WHITEHOUSE.GOV 10 Augsburg Now BY WENDI WHEELER ’06 AND REBECCA JOHN ’13 MBA The programs in Augsburg’s Education Department prepare teachers— at both the undergraduate and graduate levels—to meet our national education challenge. The U.S. government recognizes that “the strength of the American economy is inextricably linked to the strength of [our] education system,” which means “America’s ability to compete begins each day, in classrooms across the nation.” Auggie teachers and education alumni are leading these classrooms, improving education outcomes, and shaping our future. They are igniting student interest in math and science, educating an increasingly diverse youth population, bringing global perspectives and learning into the classroom, and leveraging new technologies and teaching practices to enhance learning. The following are just a few examples of the ways Auggie teachers and education alumni are leading the advancement of education in our schools. Cutting-edge science research for middle and high school students When Dan Forseth ’08 was a student at Augsburg, he spent many hours in the lab with associate professor of physics Ben Stottrup. It was Stottrup, he said, who helped him realize he wanted to be a teacher. “He taught me how to make things work with what you have,” Forseth said. Today Forseth uses that lesson in his own classroom to excite students about science and to inspire the next generation of teachers. He teaches biology, physical science, and robotics at St. Paul Preparatory School, an international college-preparation program in St. Paul. He said he enjoys teaching because he loves the transformation when students grasp a difficult concept after struggling with it. “When they get it, seeing that light bulb turn on for them is very exciting.” During the summer of 2012, Forseth was one of six teachers who participated in a research program at Augsburg funded by a grant from the Margaret A. Cargill Foundation. The program paired Augsburg undergraduate science education students studying to be secondary teachers with current science teachers. The teams conducted college-level research, which was supervised by Augsburg faculty, and developed curricula to adapt science projects for middle and secondary school classrooms. The Augsburg education students in the program learned about the practical realities of teaching from their interactions with current teachers, Forseth said. “And teachers like me were revitalized by the opportunity to work in new labs and develop new and different topics for our classes.” Along with engaging in scientific research, participants had opportunities to expand their scientific professional networks through conversations and workshops with scientists in the workplace and college science faculty, said Tracy Bibelnieks, Augsburg associate professor of mathematics and director of the Margaret A. Cargill Foundation grant. Summer 2013 11 “Feedback from last year’s participants was very positive.” she said. “We are looking forward to building on that experience to continue developing ways that cutting-edge research and engaging experiences can be integrated into 9th- through 12th-grade STEM (science, technology, engineering, and mathematics) classrooms.” Forseth will participate in the program again this summer, working with Augsburg faculty to create a website to share materials produced in the program with 9th- to 12th-grade STEM teachers across the state. “This program provides an opportunity for Augsburg students pursuing secondary STEM licensure to learn from experienced science teachers and helps current teachers integrate more research and authentic learning experiences into their classrooms,” he said. Teaching in a diverse world When Will Ruffin ’13 MAE moved from California to North Dakota to attend college, he left his little brother behind. “He struggled in school. I was the smart older brother who wasn’t there for him, and that always bothered me,” Ruffin said. It’s the memory of leaving his brother that today drives Ruffin to make a personal connection with each of his students. For Kassie Benjamin-Ficken ’12, it’s her ability to relate to the experiences of first-generation and minority-culture 12 Augsburg Now students that has strengthened her connections with her students. “As a first generation student, I think it’s easier for me to explain to my students why it’s important to get an education,” she said. Ruffin and Benjamin-Ficken are examples of Auggie teachers working in increasingly multicultural communities— where the ability to connect with students of diverse backgrounds is critical to student success. Despite his passion for teaching, Ruffin didn’t begin his career in education. He first completed a bachelor’s and a master’s degree in business and began working for a retail company in southern Minnesota. Then one of his customers— a teacher—asked if Ruffin would volunteer at his school because the teacher wanted a strong, black, male role model to work with his students. “There was just something about being with kids that hooked me,” Ruffin said, “and I fell in love with teaching.” Ruffin became a substitute teacher and eventually was teaching full time, so he decided to attend Augsburg to pursue a master’s degree in education. For the past five years, he has been teaching fifth grade at Riverside Central Elementary in Rochester, Minn. For many students, Ruffin is the first black teacher and the first male teacher they have had, so he takes seriously his responsibility to be a role model in a community that is increasingly more ethnically and culturally diverse. Judging by the drawings and awards posted by students on his classroom walls, and by the former students who often stop in at Riverside to visit, Ruffin is making a difference in students’ lives. As a student himself, Ruffin said, he was quiet and seldom participated in class discussions. As a teacher and leader, however, he’s learned that his voice is important. “I know I have a lot to share, and I can enrich others’ experiences through my own,” he said. “I can’t be a leader and be silent. I have a perspective that too often is lost or overlooked, and I need to share that.” Benjamin-Ficken, a member of the Mille Lacs Band of Ojibwe, also embraces the opportunity to bring her cultural perspective into the classroom. “My culture teaches that you are on this Earth to help others,” she said. “Education is how I can make a difference.” At Augsburg, Benjamin-Ficken double majored in elementary education and math. This July, she completed her first year at Tatanka Academy in Minneapolis, where 13 of her 14 first-grade students were Native American. In working with students from minority populations, Benjamin-Ficken strives to instill in them the belief that they can—and should—excel in school, especially in STEM fields where populations of color and females are significantly underrepresented. For example, this past spring, BenjaminFicken celebrated “Pi Day” (which falls on March 14, or 3/14, representing the first three digits in the mathematical constant, pi) with her students. A self-professed “math nerd,” Benjamin-Ficken believes that these types of classroom experiences will help her students see math as a subject they can succeed in and, potentially, choose to pursue in their lives. Augsburg’s focus on urban education and teaching in a multicultural classroom were an important part of her educational experience, Benjamin-Ficken said. “My education studies at Augsburg really taught me to reflect,” she said. “Taking time to ask what went well [in class], what didn’t, and whether you reached every student—that’s what makes you a better teacher.” NATIONAL RECOGNITION Since 2004, five Augsburg education graduates have received the prestigious Milken Award for Excellence in Teaching. This award provides public recognition and financial awards to elementary and secondary education professionals. Only 30 Milken Awards are given annually across the United States. Summer 2013 13 KATE WOOLEVER ’11 14 Augsburg Now Bringing global issues and perspectives into the classroom Teaching and traveling are more than passions for Kate Woolever ’11—they are vital to her own education as a citizen of the world. As a studio art and education major at Augsburg, Woolever combined her interests into a career that today allows her to continue her own education and to provide meaningful learning experiences for her students. Woolever’s mother, father, and brother are teachers, so it’s no surprise that she also chose to become a teacher. “Teaching is completely a part of my life,” she said. “For me it’s about service to others.” Woolever came to Augsburg because she wanted to teach in an inner city or international school, and she felt Augsburg’s program would best prepare her for that career. As a student, Woolever took advantage of opportunities to study abroad through the College’s Center for Global Education. She studied in Namibia, Thailand, and Ghana, where she completed her student teaching. She said she has always “traveled with a purpose,” using travel to learn about others by experiencing their lives firsthand. After she became an art teacher at St. Paul Preparatory School in the Twin Cities, Woolever had another opportunity to travel and teach abroad. She was one of five U.S. teachers selected to participate in a program through World Savvy and the U.S. State Department. With 30 U.S. high school students, she studied the environmental, social, economic, and political impacts of climate change in Bangladesh. The group spent one month living with host families while participating with Bangladeshi students in research and service projects. Woolever lived in the Rayer Bazar slum located on the edge of the capital city of Dhaka—the fastest growing city in the world. She interviewed and photographed climate refugees who had moved to the city from outlying areas because the flooded coastal lands are uninhabitable and the soil is too saline-contaminated to support crops. “These climate refugees now live in indescribable squalor,” Woolever said. “There are a thousand people per square kilometer living in Rayer Bazar; 100 people sharing three open gas flames for cooking and a single squat toilet.” This experience, Woolever said, made her more aware of the global effects of climate change and emphasized the importance of spreading the word. “The guilt I felt—coming from my bountiful country and witnessing these people’s atrocious living conditions—constantly tugged at me, and I needed to find a way to respond.” One way Woolever responded was to turn her photos and stories into a traveling exhibit, which she hopes to show at numerous venues across the state. This past March, her work was displayed in Augsburg’s student art gallery in Old Main; the exhibit then was shown in the Pelican Rapids (Minn.) Library during May and June. Because of her experiences in Rayer Bazar, Woolever also is committed to finding ways to incorporate real-world issues into her classroom. The Bangladeshi trip was a stark lesson in how much we consume and how wasteful we are as a culture, Woolever said. Education, at the very least, “is not something we should take for granted.” To see samples of the photos and stories from Woolever’s studies in Rayer Bazar, Bangladesh, go to augsburg.edu/now. Flipped classrooms: Creating studentfocused learning environments Most of the time, a noisy middle school classroom doesn’t seem like a productive learning environment. But, when the classroom is “flipped,” noise is a sign that students are engaged in the learning process and working constructively with each other. Tara Martinson ’09 MAE leads a lively seventh-grade INNOVATIVE EDUCATION PROGRAMS In 2009, the Margaret A. Cargill Foundation awarded Augsburg more than $400,000 in support of its teacher preparation programming. Augsburg was one of only four Minnesota colleges receiving these grant funds. Augsburg also participates in the Network for Excellence in Teaching (NExT) and is one of six private colleges in the Twin Cities working to improve teacher education through the Twin Cities Teacher Collaborative (TC2), made possible by major funding from the Bush Foundation. The College also gives education majors an opportunity to engage elementary school children in the sciences through Girls in Engineering, Math, and Science (GEMS) and Guys in Science and Engineering (GISE), two summer programs held on the campus. Spring 2013 15 pre-algebra class at Central Middle School in Eden Prairie, Minn. The reason for all the activity is that Martinson uses the flipped learning model of instruction. With this particular method, students listen to an online lecture at home and complete a “note sheet”—a structured note-taking guide—on the lesson. The next day in class, students spend the majority of their time in “hands-on” learning exercises, working out practice problems and completing small group activities. Students can ask each other for help and are required to check their work with Martinson. Martinson, who has taught middle school math for five years, flipped her classes in January 2012 after learning about the method at the 2011 Education Technology Conference hosted by TIES, the St. Paul-based education technology training organization. During the winter break, she recorded lectures and set up the resources for her classes and then introduced the model to her students at the start of the new term. With flipped learning, Martinson said her students are more engaged because the responsibility for learning the material rests with them. “Before [flipping the class format], I typically would lecture for 35 minutes, and the students would have the last 10 minutes of class to start their assignment,” Martinson said. “Then, if a student got lost, they would just shut down. Now there is a much higher level of engagement and retention.” Flipped learning changes education from a teachercentered classroom to a student-focused learning environment, said Kari Arfstrom ’89, executive director of the Flipped Learning Network, a nonprofit organization dedicated to providing educators with the knowledge, skills, and resources With research support from George Mason University and sponsored by Pearson, the Flipped Learning Network this summer released the first comprehensive literature review on the flipped learning model. The full-length literature review, along with an executive summary and white paper, are available to download for free at flippedlearning.org/research. 16 Augsburg Now TARA MARTINSON ’09 MAE to successfully implement flipped learning. “When I went to school,” Arfstrom said, “it was the teacher who was imparting information to the student. Now the students are leading and determining what they need.” This model makes students more accountable because the teacher has an opportunity to talk with them every day, Arfstrom said. With flipped learning, teacher interaction with students increases dramatically, said Taylor Pettis ’03, ’09 MAE, senior manager of marketing communications at Minneapolis-based Sophia Learning, which has worked with thousands of teachers to create flipped classrooms. “One of the teachers we worked with said his feet hurt after class because he’s walking up and down the aisles so much more.” Teachers also have a greater opportunity to provide differentiated instruction to each student when they use a flipped learning model, Pettis said. This customized, student-centered attention leads to improved student learning. “Eightyfive percent of teachers we work with report improved grades in their flipped classes.” For Martinson, the benefits go beyond improved performance in class. In the flipped environment, she said, students learn social skills, relationship building, and selfadvocacy—abilities that will serve them well in high school, in college, and beyond. STATE FUNDING TO EXPAND THE DIVERSITY OF MINNESOTA’S TEACHER WORKFORCE In May, the State of Minnesota approved legislation granting Augsburg College nearly $400,000 over the next two years to launch the East African teacher preparation program. The new Augsburg EAST (East African Students to Teachers) initiative will provide scholarships, academic support, and service learning opportunities for East African students who are education majors at Augsburg’s Minneapolis and Rochester campuses. The number of East African students in K-12 public schools is growing in many communities throughout Minnesota. School systems are challenged to meet the needs of these students, many of whom are the first in their families to receive education in the United States. Augsburg’s strong relationships with the Somali and East African communities and its successful record of teaching East African education majors, in both Minneapolis and Rochester, make it uniquely qualified to lead this initiative. Every year , more than 600 Auggies are enrolled in education degree programs at Augsburg’s Minneapolis and Rochester campuses. About 250 of those students are undergraduates—of all ages—pursuing bachelor’s degrees in education. The remaining 350 are enrolled in the College’s Master of Arts in Education program, which provides training for professionals to begin a career in teaching or for current teachers to obtain additional licenses or endorsements. Every day, these Auggie educators—both in and outside of the classroom—are preparing our children to live and grow in our increasingly diverse, globally connected, and technologically sophisticated world. They are, literally, shaping our future potential. Summer 2013 17 THE CENTER FOR SCIENCE, BUSINESS, AND RELIGION Expanding undergraduate research THE CENTER FOR SCIENCE, BUSINESS, AND RELIGION at Augsburg College will bring together the study of global business, advanced science and technology, and religion and the search for meaning into a first-of-its-kind education center. The Center will house classrooms, labs, and key Augsburg initiatives, including programs that support our success in undergraduate research. It will enable Augsburg to accommodate a greater number and larger scope of year-round research projects across disciplines—the kind of long-term educational projects that help students gain 21st-century problem-solving skills. The tremendous impact of these research programs is evidenced by the growing number of students who leverage the robust, hands-on skills they learned in their on-campus experiences to obtain off-campus research positions and continue to graduate programs. Augsburg students are sought after by institutions such as the Massachusetts Institute of Technology, the Mayo Clinic, the University of Maryland Robotics Center, and many other organizations. (See more examples on page 8.) We know that Augsburg’s faculty-led research makes a profound difference in the educational experience of our students—and, through their work, will shape advancements in science, technology, and other fields across the globe. The Center for Science, Business, and Religion (CSBR) is a fitting manifestation of our commitment to the growth of this work. 18 Augsburg Now it takes an auggie Leading the way for others ALUMNI ENGAGE IN SUPPORT OF THE CENTER FOR SCIENCE, BUSINESS, AND RELIGION “We know what a difference the generosity of others made for us. Truly, it was the acts of strangers, other Augsburg leaders, whose gifts provided foundational support for the College, before our times here. It’s our turn.” So said Wayne Jorgenson ’71, as he and Christopher Ascher ’81 met recently on campus to help plan a series of Alumni Leadership Summits for their classmates from the decades of the ’70s and ’80s. “Those early gifts from alumni and friends of the College made it possible for each of us to experience a great Augsburg education,” Ascher said. “We are convinced. Now is our time to make the investment and help open doors for others.” Both Jorgenson and Ascher know some things about good investments through their accomplishments in the field of finance. Jorgenson has applied his business degree from Augsburg, now serving as senior vice president of investments at UBS Financial Services in Bloomington, Minn. Ascher, a finance major with a psychology minor, also played on the Augsburg soccer team. Ascher now leads and manages the wealth management office for Morgan Stanley, also in Bloomington, Minn. “We are convinced. Now is our time to make the investment and help open doors for others.” Both men chose to step up, inspired by the message of CSBR Campaign Chair Mike Good ’71 to “Believe.” By first making their own leadership gifts in support of the building, and then by chairing their respective Alumni Leadership Summits and $1 million class challenges, they are adding their enthusiasm and leadership to the cause. Their goal is to ensure the success of the effort to build a new Center for Science, Business, and Religion at the very heart of the Augsburg campus. “We both see this building as the essential next step in the College’s development. No other campus we know has created such an exciting intersection of disciplines—science, business, and religion—to serve students and forge a pathway to a better future for us all,” Jorgenson said. Watch for updates on the Alumni Leadership Summits in future alumni communications. CATHERINE REID DAY Wayne Jorgenson ’71 [left] and Christopher Ascher ’81 [right]. Summer 2013 19 INTRODUCING AUGSBURG’S NEWEST ALUMNI The graduating class of 2013 added more than 700 Auggies—from our undergraduate, graduate, and doctoral programs—to the College’s alumni ranks. This brings the total number of alumni to more than 28,000 people living in all 50 states and 57 countries around the world. We Are Called | Auggies! INFORMED CITIZENS The 2013 Augsburg College Commencement theme— “informed citizens”—was inspired by the College’s mission statement. “To me, an informed citizen is someone—in any profession, living out any vocation—who seeks information, digests it, and vigorously participates in society by putting their knowledge to a good, collective use. It means that we are prepared to inform, encourage and uplift people to make a difference for themselves and for the world we live in.” — MARY GODI ’13, MAY COMMENCEMENT SPEAKER To see additional photos, read Commencement addresses, or watch ceremony videos from May and June, go to augsburg.edu/now. 20 Augsburg Now May 4, 2013 June 23, 2013 Summer 2013 21 auggies ARE ACHIEVERS Each year, Augsburg College mints hundreds of new graduates who go on to continued education in graduate schools and workplaces across the nation. Preparing students for success is a key part of an Augsburg education and central to the College’s mission of educating students to be informed citizens, thoughtful stewards, critical thinkers, and responsible leaders. Here’s a snapshot of facts and figures—and student stories—that show how recent Auggie graduates are having an impact early in their careers. SUCCESS AFTER COLLEGE COMPILED BY WENDI WHEELER ’06 Each year, more than 100 employers 60% visit campus to recruit students or to participate in career-related events More than OF AUGSBURG STUDENTS including Fairview Riverside Hospitals and Clinics, the federal government, KDV consulting, KPMG, Target Corp., Thrivent Financial for Lutherans™, and Twin Cities television and radio stations More than ENGAGE IN INTERNSHIPS and major-related work with business, non-profit, and government employers, gaining professional experience before graduation 90% OF AUGSBURG STUDENTS are fully employed or enrolled in graduate school within 18 months of graduation LAURIE BARGER ’13 Associate Analyst—Merchandising and Business Intelligence, Target Corporation At Augsburg: Mathematics and Spanish major, played on the women’s soccer team, studied abroad in Mexico and Cuba, tutored for the Mathematics Department, volunteered at a local social service agency doing taxes for low-income families, member of the Augsburg Business Association “From the moment I stepped on campus, I knew that Augsburg was going to give me the drive, motivation, and opportunities I would need to become successful. Through networking and community involvement, making strong relationships with my professors and peers, as well as being educated in a high-level, real-world environment, I was able to build a résumé that made me stand out from everyone else. With the help of the Strommen Center and my professors, I was able to confidently take what I had learned and comfortably transition from a full-time student and intern to a full-time employee.” 22 Augsburg Now The CLAIR AND GLADYS STROMMEN CENTER FOR MEANINGFUL WORK provides individualized assistance with choosing a major, finding an internship, writing résumés, developing interviewing skills, attending job fairs, and helping students find meaningful work after college JOHANNA FRYKMARK KITZMAN ’10 EDI implementation analyst, SPS Commerce JENS OLSON ’10 Medical student, University of Minnesota Medical School At Augsburg: Double major in international business and business management, Honors program, co-captain of women’s golf team, worked in the alumni relations office At Augsburg: Biology major, Honors program, did research related to asthma and presented at a national conference, first-year orientation leader, studied abroad in Vietnam, volunteered and worked at hospitals, was a Fulbright English Teaching Assistant in Vietnam “When I moved from Sweden to begin school at Augsburg, it was the first time I had set foot in the U.S. The international student staff, my golf coach, my team, and my professors all helped me get past my homesickness and establish friendships. Thanks to their support, I finished my degree and today I am happily married, am working in the city, and own my very own American house in the suburbs.” “Augsburg’s emphasis on service and openness to all members of our world community not only aligned with my beliefs but helped me develop and shape myself into who I am today. The experiences I had at Augsburg and the relationships I developed with staff and faculty helped me decide that I wanted to serve others as a doctor and then get into medical school—definitely an accomplishment I am proud of.” Graduates from the class of 2012 SECURED FULL-TIME EMPLOYMENT with organizations including: 3M, Advanced Medical Electronics, Air Force Research Labs, Ameriprise Financial, Cargill, Comcast, Dart Transitt Company, Com Delfi Technologies Inc., Delta Airlines, Hennepin County, t Marriott, the Mayo Clinic, the Minnesota Department of Revenue, Minnesota Twins, Piper Jaffray, Prudential, Regions Hospital, Robert Half Technology, Robotics Redefined Inc., Sherwin-Williams, Target Corp., Teach for America, Thomson Reuters, University of Minnesota, and Wells Fargo KATHLEEN WATSON ’12 Editorial assistant at a GLBT media company that produces a bi-monthly magazine, web content, international news, and podcasts/ entertainment At Augsburg: Double major in theater arts and English, Honors program, Honors house president, did research on dramaturgy, member of Feminist Collective “My experience at Augsburg College allowed me to not only create a successful and fulfilling career— it allowed me to embrace and love who I am and use my talents and skills to work for a community I believe in. My job truly feels like my vocation: I’m using my gifts to meet a need in a community I advocate for and support.” Spring 2013 23 LEARNING or Lisa Benjamin ’06, ’12, the possibility of going back to school was appealing, but finding time to spend in a classroom was challenging. In 2010, Benjamin sought a license to teach in Minnesota and to sharpen her skills in American Indian student instruction—a field she has been passionate about since her youth. But, like many of Augsburg’s non-traditional learners, Benjamin had the busy schedule and family responsibilities of a working adult. That’s why a unique Augsburg College program that takes advantage of the strengths of both classroom and web-based learning environments—called hybrid or blended learning—offered an ideal opportunity. Courses delivered in a hybrid format combine traditional face-to-face components and online learning activities to optimize student engagement. F 24 Augsburg Now BY LAURA SWANSON Students will earn degrees through combination of online and in-person instruction “I thought the Augsburg program was a perfect match for what I was working toward,” Benjamin said. “I liked the fact that a partially online course meant I didn’t have to go into school every weekend or every day. My son was 3 years old, and I didn’t want to be away from him all the time.” By taking advantage of the strengths of a hybrid program structure, Benjamin met her teaching licensure goal and joined a tight-knit community. “The other students were a remarkable, supportive group of people,” she said. “I got to learn from them and their experience.” THE EFFECTIVENESS OF HYBRID LEARNING Augsburg historically has offered only select hybrid classes. However, beginning this fall, the College will expand the num- ber of courses offered in a blended format. Augsburg will launch a hybrid instruction model for a significant number of graduate and adult undergraduate courses at its Minneapolis and Rochester campuses, shifting approximately half of students’ course contact time to a webbased format. Students in these blended courses will follow a schedule in which in-classroom meetings and online instruction alternate every other week. Augsburg already employs a variety of approaches to hybrid instruction, and the proportion of in-class versus online course contact time varies from program to program based on student demographics. For example, Augsburg’s Master of Arts in Leadership and Master of Fine Arts in Creative Writing programs offer a low-residency schedule in which one- or multi-week intensive face-to-face sessions are paired with Summer 2013 25 “Many organizations are finding out that, where possible, combining face-to-face meetings with work in an online environment increases student satisfaction, student learning, and retention when compared to a course that’s offered solely online.” online coursework completed throughout the term. The new initiative to expand hybrid program offerings with an every-other-week format is based on recommendations made following multi-year studies through which faculty, staff, and administrators identified how the College could best further its tradition of delivering high-quality, face-to-face instruction; integrate technology into programs for non-traditional students; align with the changing demands of the adult education market; and satisfy federal education regulations. “Much of the inspiration for this work stems from the opportunity we identified as an institution to enhance the way we serve our students,” said Lori Peterson, assistant vice president and dean of graduate and professional studies. Peterson, who chaired a task force on academic program structure, said the College is taking a thoughtful approach to integrating online elements into teaching and learning. “Our faculty and curriculum committees have done tremendous work to ensure quality in our blended learning approach and to identify the ways in which we will achieve the highest level of learning outcomes,” she said. By shifting additional academic programs to a hybrid format, the College will meet the needs of current and future non-traditional learners. A 2010 U.S. Department of Education analysis of online-learning studies concluded that hybrid courses were at least as good if not marginally better and more engaging than a fully online model. 26 Augsburg Now “Many organizations are finding out that, where possible, combining face-to-face meetings with work in an online environment increases student satisfaction, student learning, and retention when compared to a course that’s offered solely online,” said Dan McGuire, an education and communication specialist who is working with the College as the project manager for a hybrid teaching and learning transition team. Nationally, 6.7 million higher education students took at least one online course in 2011, accounting for nearly onethird of all such students. These figures, released in the 2012 Survey of Online Learning, detail those classes in which at least 80 percent of the course content was delivered online, but schools offer online learning in varying degrees—including a web-facilitated instruction model with few online elements as well as the blended learning model Augsburg selected. Non-traditional students 21 and older constitute the majority of online learners. Frequently, adult students prefer to take courses online or to have some combination of an online and a face-to-face format because it affords greater flexibility as the students juggle full- or part-time employment, family commitments, and other obligations while attending school. By implementing a hybrid model for adult students, “Augsburg is retaining the power of its physical community—of a social, spiritual place that exists within a long, vibrant history—and is fusing the educational tradition of the College with an effective teaching and learning system,” McGuire said. A COLLEGE-WIDE ENDEAVOR Rolling out a new academic program structure is an effort that requires diligence, commitment, and coordination. In order to offer adult undergraduate programs in a hybrid format, Augsburg faculty and staff for almost a year have worked to re-conceptualize and redesign face-to-face classes so that content can be presented through online course management software. Often times, students in hybrid courses master more basic material online at their own pace so that the classroom becomes a place where the application of that knowledge can be refined through lab experiments and discussions with peers or the professor. The online component in Augsburg’s hybrid courses will be delivered through Moodle, a website in which educators create micro-sites for each unique course. Augsburg has used Moodle since 2005 and selected this learning management system because the platform is “grounded in sound teaching principles,” according to Scott Krajewski, director of information technology. Moodle is recognized for supporting activities common in a classroom, and it “provides an elegant structure to ask and answer questions, to present information, and to engage in an educational community in between meeting times,” McGuire said. “The beauty of Moodle is that it’s a very powerful tool— all of the different variations of interacting with students have been thought through.” According to Krajewski, Augsburg faculty and staff are working in collaboration to design the hybrid courses and to implement best practices for teaching online. Members of Augsburg’s information technology staff are certified in online course design and are experts at tailoring classes so that they “best match the institutional mission as well as the needs of distinctive academic departments, course sections, and students.” By the end of May, nearly 200 faculty members had begun the process of converting adult undergraduate courses for fall 2013 into a hybrid model, and their work continues this summer. Together, faculty and staff members will convert approximately 300 unique courses into a new format—tasks that McGuire said require a time commitment ranging from 10 to 40 hours per class. Developing high-quality hybrid courses requires sufficient time for planning, designing, developing, and testing. Moodle then allows professors to maximize the productivity of the inclass portion of their instruction and to use innovative, multimedia elements online. In contrast to an in-person course with minimal supplementary material, the instructor and students in a hybrid course interact with each other online—they engage in discussion, complete activities, and consume entirely new information in textual, visual, and auditory formats. Susan O’Connor, associate professor of education, has been teaching in a hybrid model for the past five years and served as a co-instructor for Benjamin’s teaching licensure program. O’Connor found that while she initially was hesitant to instruct online, she quickly realized the benefits of the new format. “It turned out to be one of the best teaching experiences of my career,” she said. “This teaching method calls students to take more ownership in their learning, it offers a lot more freedom of time around their schedules, and it sharpens the objectives that they need to fulfill during each class session.” Benjamin found that the blended learning model pushed her to be specific and clear in her written communication and to master course content by approaching assignments at her own pace. “I feel like the program helped me in my career and served the K-12 students I work with,” she said. “I was challenged, but at the same time it was possible for me to be a mom, to be a student, and to have a full-time job.” Summer 2013 27 alumni news FROM THE ALUMNI BOARD PRESIDENT Dear alumni and friends, a s a third-generation Auggie, I am thrilled to be serving as the new president for the Augsburg College Alumni Board. My grandparents, Rev. Waldemar and Thora (Torrick) Anderson, attended Augsburg in the 1930s, and my father, Dan Anderson, graduated in 1965 and is currently a member of the Board of Regents. I have fond memories of attending Augsburg basketball games with my dad as a little girl, and I’m proud to carry on the Augsburg legacy. Graduating from the Augsburg Weekend and Evening College program in 1995, I was immediately grateful for the flexibility of the program, which allowed me to work full time while pursuing my degree. Today I am an accomplished Realtor® in Minneapolis and its western suburbs, and I live in Woodland, Minn., with my husband, Scott, and our new baby boy, Finn. My first order of business as president is to inform you that the Auggie Alumni Directory and the Maroon Pages have joined forces to provide you with an all-encompassing resource to find professional and personal information about your classmates in one simple-to-use location. The new Auggie Maroon Pages will make it easier for you to stay connected with fellow Auggies and your alma mater. This fall you will be asked to complete an alumni survey. The personal and professional information collected in this survey will appear online in the re-launched Auggie Maroon Pages. As a business owner, I’m excited about the potential the Auggie Maroon Pages offer for connecting with other alumni, but the success of the new service depends on user participation—so log in now! To open the door to this network, go to augsburg.edu/alumni, click on “Maroon Pages,” create your own login name and password, and click again on the “Maroon Pages” box. The Alumni Board is committed to lifting up the accomplishments of our fellow Auggies. The new Auggie Maroon Pages is one more tool that will help us discover and share the many success stories of Augsburg graduates. Please consider sharing an update for class notes that will be featured in future issues of Augsburg Now and the NOW@Augsburg online newsletter. Help us share the difference an Augsburg education can make. Sincerely, TRACY SEVERSON ’95 ALUMNI BOARD PRESIDENT 28 Augsburg Now ALUMNI BOARD Front Row [L to R]: Jill Watson ’10 MBA, Holly Knutson ’03, ’07 MBA, Marie Odenbrett ’01, Kathy Amos ’87, Rachel Engebretson ’98; Back Row [L to R]: Chris Hallin ’88, Jerry Poland ’92, Jordan Moore ’12 MBA, Sarah Grans ’01, Tracy Severson ’95, Chris Ascher ’81, Brent Peroutka ’02, Rick Bonlender ’78 NEW MEMBERS “The College is doing tremendous work, and I want to be a part of this great team. I also will be a visible promoter of Augsburg College in my workplace, church, and community.” BRENT PEROUTKA ’02 FINANCIAL ADVISOR, COMPREHENSIVE WEALTH SOLUTIONS “I want to serve on the Augsburg College Alumni Board because I believe that building a strong network of current and former students—from both the Rochester and Minneapolis campuses— will enrich the experience had by all.” JORDAN MOORE ’12 MBA FINANCE MANAGER, IBM “It’s difficult to express what Augsburg College means to me. Augsburg has been a huge part of my life and has offered me opportunities to gain a great education, see the world, and discover that anything is possible.” NICK SWANSON ’09,’12 MBA HOSPITAL ADMINISTRATOR, ALLINA HOSPITALS & CLINICS “Simply put, my experience at Augsburg was much more than I had hoped for from any college. I enjoy the sense of community that came with being an Auggie.” RACHEL ENGEBRETSON ’98 ATTORNEY, BINSFELD & ENGEBRETSON, PA “I look forward to helping spread the word about the transformation taking place at Augsburg, to getting classmates reconnected and engaged with the College, and to improving the board’s ability to leverage connections to achieve larger goals.” RICK BONLENDER ’78 BUSINESS BANKER Leland B. Sateren’s 100TH BIRTHDAY CELEBRATION On October 13, 2013, Leland B. Sateren ’35 would have been 100 years old. Family and friends will commemorate Sateren’s legacy at a musical celebration at 4 p.m. on his birthday at Normandale Lutheran Church, 6100 Normandale Road, Edina, Minn. The event is open to the public. Sateren taught at Augsburg from 1946 through 1979, during which time he also was chair of the Music Department. His work includes more than 400 choral pieces that are sung in churches throughout the United States. Sateren’s accomplishments include premieres of works with the Minnesota Symphony Orchestra and a piece that was commissioned by the United Nations. Peter Hendrickson ’76, director of the Augsburg Choir, is the music advisor for the event. He is assembling a program of Sateren compositions in addition to a couple of pieces by good friends of Sateren. Each piece performed will be conducted by an Augsburg alum who was mentored by Sateren. The program also will include hymns and Sateren anecdotes. Nearly 160 alumni from the 1950s-80s plan to participate in the event by singing. A rehearsal—and reunion—is Saturday, October 12, at Normandale Lutheran Church. SUNDAY, OCTOBER 13 4 p.m., Normandale Lutheran Church Edina, Minn. Every effort was made to reach all music alumni who sang during Sateren’s career at Augsburg. If you would like to participate, email sateren100@gmail.com. Mike Walgren ’64 is chair of the planning team. Others working on the event include Hendrickson, David Clarke ’76, Jim Erlandson ’76, Tom Fischer ’72, Bill Halverson ’51, Sally (Hough Daniels) Herron ’79, Anne (Mollison) Klus ’76, and Naomi (Christensen) Staruch ’81. In addition, John Hanson ’76 and Paul Read ’77 were instrumental in the early stages of planning. Meet David ‘DJ’ Hamm ’08 The Augsburg College Alumni Association welcomes David “DJ” Hamm ’08 as the new volunteer and alumni engagement manager within the alumni and constituent relations office. David comes to Augsburg with a background in event planning, social media communication, and philanthropy. “Civic engagement and service learning are major parts of the Augsburg experience,” Hamm said. “As Auggies, ‘we are called’ to serve the community beyond Augsburg as I did in 2008 as an AmeriCorps VISTA member. I want to build upon the tradition of giving back by creating meaningful opportunities for alumni, current students, and local residents that instill pride and strengthen our collective community.” David lives in Minnetonka with his wife, Emily Crook ’07. He can be reached at 612-330-1329 or hammd@augsburg.edu. Follow David on twitter @DJHamm1. GIVE US YOUR FEEDBACK Later this year, Augsburg will invite alumni to participate in a magazine readership survey created by the Council for Advancement and Support of Education (CASE). This web survey is designed to help colleges and universities evaluate how readers view their campus magazine and to benchmark the results. Email langemo@augsburg.edu to update your email address. A random sample of Augsburg Now readers will be emailed to participate in this survey. Summer 2013 29 alumni class notes John Luoma published an article in the book Religion: A Clinical Guide for Nurses 2012. 65 Tom Koplitz was named Director of the Minnesota Prevention Resource Center. He has managed several federal and state prevention projects during the past 22 years. He also manages the drug-free coalition, Partners for a Drug Free Chisago County. 74 Scott Seal released an online video that brings to life a scene from his 2011 novel Convergence: A Novel of Science Fiction. Doug Greseth, boy’s basketball coach at Wesley Chapel High School near Tampa, Fla., won his 400th career game in December. He has coached 26 people who have gone on to play college basketball or football, including three players in the NFL and one in the NBA. He was named the Sunshine Athletic Conference Coach of the Year in 2011-12 and 2012-13. 79 Terri Bocklund was chosen by jury as an Artist in Residence at Isle Royale National Park, located in the northwestern section of Lake Superior. 81 Kristine West Denton performed Beethoven’s “Emperor” piano concerto with the Erie (Pa.) Philharmonic Orchestra at Edinboro University on February 12. She is an associate professor of music at Edinboro University. 82 Jacquie Berglund, owner of FINNEGANS Inc. and the FINNEGANS Community Fund, was awarded the Social Impact Award for Best Social Entrepreneur from Minnesota Business Magazine. Berglund also received the Best Small Business Award from the Minneapolis Regional Chamber of Commerce in March. For the past four years, Berglund has been coached by Buffie Blesi ’90, ’97 MAL, owner of the KnowledgeSphere Group of AdviCoach. Blesi helps FINNEGANS grow its profits so that it can continue to purchase fresh produce for food banks in each of the markets where its beer is sold. 87 Heather Johnston was promoted to city manager of Burnsville, Minn. 92 Heather Cmiel, account director with Minneapolisbased public relations firm 02 Auggie Legacy Family The fourth of five children from the Schmit family graduated this past May from Augsburg College. This fall, the College will welcome to campus the fifth Auggie from the Schmit family. The Schmit children, shown holding their fingers up in their birth order, include [L to R]: Hannah Schmit ’18, Peter Schmit ’13, Caitlyn Schmit ’11, Michael Schmit ’09, Christianna “Christi” Lobermeier ’08. These Auggies are the children of Kathy and Dave Schmit of Tomahawk, Wis. Weber Shandwick, was named to the board of directors for the Minnesota chapter of the Public Relations Society of America (PRSA). Mel Freitag completed her PhD in curriculum and instruction with minors in composition/rhetoric and educational psychology at the University of Wisconsin-Madison. She has accepted a position as a clinical assistant professor and director of diversity initiatives for ie augPg SHOTS SNA Allison (Cornell) and Matt Broughton ’06 welcomed their son Calvin Patrick Broughton on April 24. Calvin joined the family as the first grandchild for Randy and Pam Cornell and Cal and Alice Broughton, and the first nephew for Jeff Cornell ’15. 05 Iris Grace Terrell was born on February 25 to Lisa (Ritchie) Terrell and Chris Terrell. She joins big sisters Julia, age 9, and Cece, age 7. 94 30 Augsburg Now Tara (Cesaretti) McLeod and Chris McLeod ’00 welcomed daughter Maren on October 11. She joins big sister, Cora. 97 the University of Wisconsin School of Nursing. James Pope, instrumental music instructor at North Branch (Minn.) High School organized the North Suburban AllConference Honors Band program this past January with 10 high schools represented. Bob Stacke ’71, chair of the Augsburg College Music Department, directed the concert band’s performance. The festival also included a separate 03 CORRECTION: On page 25 of the Spring 2013 issue of Augsburg Now, Cristina M. Olson ’00 ’05 MSW was incorrectly listed as the assistant vice president for student affairs at Towson University. She is the assistant to the vice president for student affairs. HOMECOMING All-Conference jazz band under the direction of Dave Mitchell, director of the Minnesota Youth Jazz Ensembles. 2013 Elsa Maxwell and her husband, Rodrigo Bello, have relocated to Duluth, Minn., after residing in Santiago, Chile, for nine years. Elsa completed her master’s degree in Latin American Studies at the Universidad de Chile and is working on her doctorate in literature. 04 Kimberly A. Cruce was appointed to the University of Michigan Mott Children’s Hospital Nursing Governance Committee. Before joining Mott, Cruce was on staff at Mayo Clinic in Rochester, Minn. 08 Alissa Nollan started a new position in November as coordinator for the graduate business programs at Saint Mary’s University in Minneapolis. 09 Jenni (Pickford) Anderson married Thomas R. Anderson, Jr. on July 28, 2012, in Rosemount, Minn. They now live in DeKalb, Ill. where Jenni is working on her master’s degree in philosophy at Northern Illinois University, after which she hopes to pursue a doctoral program. Matthew Curtis joined The Principal Financial Group’s Minnesota Business Center. He serves as a financial advisor and financial representative. 10 Graduate programs Dan Dierfeldt ’94 MSW was elected to represent Minnesota as a delegate to the 2012 National Education Assembly in Washington, D.C. Kathy Thoreson ’96 MSW retired in January after serving as chief executive officer of Lutheran Services in Tennessee. Ed Frizell ’05 MAL was promoted during February to deputy chief of the Minneapolis Police Department. He previously served as the First Precinct inspector and has had a career with the Minneapolis Police Department since 1993. Dr. Amit K. Ghosh ’12 MBA earned the Certified Physician Executive (CPE) degree from the Certifying Commission in Medical Management. The CPE degree indicates that the physician has achieved superior levels of professional excellence and management experience while also demonstrating effective knowledge and leadership skills. SEPTEMBER 23-28 Come back to campus to enjoy Homecoming 2013 and Parent and Family Weekend with alumni, parents, and friends. New events along with traditional favorites make this one of the best times to visit campus all year. Visit augsburg.edu/homecoming for more information and to register. PROGRAM HIGHLIGHTS INCLUDE: Friday, September 27 Saturday, September 28 Homecoming Convocation with Distinguished Alumni Awards Hoversten Chapel, Foss Center, 10 to 11:30 a.m. Recognizing the First Decade, Spirit of Augsburg, and Distinguished Alumni Award winners. Breakfast with the Provost Oren Gateway Center Atrium, 9:30 a.m. Current Auggies and their parents are invited to a breakfast to meet Karen Kaivola, the College’s new Provost and Chief Academic Officer. Homecoming Convocation Luncheon Dining Commons, 12 p.m. Enjoy a time for fellowship as we continue to recognize and celebrate our distinguished alumni award winners as well as the 50-Year Club inductees from the class of 1963. Faculty and Faculty Emeriti Meet and Greet Lindell Library, 4 p.m. Reconnect with faculty from your time at Augsburg College and take the opportunity to meet current faculty from a variety of departments. Refreshments will be served. Auggie Hours Republic, 6 to 9 p.m. Augsburg Young Alumni, 10th Reunion, and 25th Reunion will come together for an all-out Homecoming bash! Republic is located at 221 Cedar Ave. S., Minneapolis. Augsburg Legacy Family Event Admissions Suite, 11:30 a.m. to 1 p.m. Augsburg legacy families—past, present, and future—will enjoy time together at this special reception. Taste of Augsburg Murphy Square, 11 a.m. to 1 p.m. The event includes carnival-style booths operated by student groups, alumni, and local restaurants, as well as games, inflatable bounce houses, and fun for the entire family. Homecoming Football Game vs. Hamline Edor Nelson Field, 1 p.m. Cheer on the Auggie football team as they take on the Hamline Pipers! Auggie Block Party Parking Lot K, 3:30 to 6 p.m. Enjoy live music, barbecue fare, reunions, and more. Summer 2013 31 Augsburg College President Emeritus Charles S. Anderson dies at 83 Charles S. Anderson, respected reformation scholar, higher education leader, and president of Augsburg College from 1980 to 1997, passed away June 14. As the eighth president of Augsburg, Anderson led the College to expand diversity in enrollment and programs; to advance its curriculum to draw more fully on the resources of the city as an extension of the College’s campus and classrooms; and to strengthen its commitment to spiritual growth, freedom, and liberal arts education. During his tenure, Anderson said, “A liberal arts education answers what business leaders say they need: people who can communicate, people who can think, people equipped for change… people who understand history and the possibilities of the future,” and he led the College to be clear and focused in its mission while embracing opportunities for growth and progress. Anderson was a constant advocate for Augsburg and helped to establish the College’s public presence in the Twin Cities, said David Tiede, Augsburg College Regent and former Bernhard M. Christensen Professor of Religion and Vocation. Tiede, who studied under Anderson and served as his faculty colleague at Luther Seminary, said that Anderson “brought Augsburg into the public square of the city of Minneapolis in a way that it hadn’t been previously” and put the College on “a trajectory that has been taken effectively forward.” “Chuck Anderson was a careful steward of Augsburg’s distinctive legacy of liberal-professional-experiential education in the city,” said President Emeritus William V. Frame, who succeeded Anderson at Augsburg. “He took the view that the College was, in fact, the Church at 22nd and Riverside, and he made it profoundly hospitable to a daring array of diversity—not only religious and cultural, but of learning styles and varying physical capacities.” Anderson wears the Knight’s Cross, an honor presented in 1993 by His Majesty King Harald V of Norway to recognize Anderson’s work to strengthen ties between the U.S. and Norway. Anderson advanced the College vision he inherited from Oscar Anderson and, before him, Bernhard Christensen and passed on “an extraordinary College of the Church, which continues today along the path he and his predecessors laid out for it,” Frame said. Anderson was born in Madison, Wis., in 1930—the 400th anniversary year of the Augsburg Confession, the statement of faith for which the College was named. He earned a bachelor’s degree from St. Olaf College in 1951 and after graduation went on to serve as a Marine Corps officer. He later continued his studies, earning a master’s degree in English from the Anderson pictured during his tenure as a Luther Seminary professor. Anderson attends Augsburg College’s 1994 Commencement ceremony with his wife, Catherine. His Majesty King Olav V of Norway and Anderson meet in 1987. 32 26 Augsburg Now University of Wisconsin in 1954, a bachelor of theology degree from Luther Theological Seminary in 1957, and a doctor of philosophy degree from Union Theological Seminary in 1961. For 15 years Anderson taught church history at Luther Seminary in St. Paul, and for six years he also was director of graduate studies. He was a guest professor in 1968 at Concordia Seminary in St. Louis, Mo., and for five years was a guest lecturer at St. Paul Diocesan Seminary. A frequent guest pastor and educator at Lutheran churches throughout the United States, his publications include four books: The Reformation, Then and Now; Augsburg Historical Atlas of Christianity in the Middle Ages and Reformation; Readings in Luther for Laymen; and Faith and Freedom: The Christian Faith According to the Lutheran Confessions. As a lifelong scholar, Anderson completed postdoctoral study in Strasbourg, France, and at Columbia University, the University of Minnesota, Harvard University, and Union Theological Seminary. Anderson came to Augsburg in 1976 as vice president for academic affairs and dean of the college—a role he served until his election as College president. During the 17 years of Anderson’s presidency, Augsburg instituted two graduate degree programs, launched the Weekend and Evening College program, and established the Center for Global Education. The College amplified its support of students of diverse backgrounds and abilities by creating the StepUP® program for young people in recovery and the CLASS office for differently abled students. Augsburg also celebrated the addition and improvement of numerous campus facilities such as the Foss, Lobeck, Miles Center for Worship, Drama, and Communication; the Oscar Anderson Residence Hall; and the James G. Lindell Family Library. At the time of Anderson’s retirement, then-Board of Regents Chair Barbara Gage described his legacy as one in which “leadership, energy, faith, and pursuit of new ideas... helped Augsburg fulfill her mission to create leaders in service.” Gage said Anderson epitomized the servant leader and left Augsburg strong, healthy, and ready to have a positive impact in the 21st century. Anderson, a respected leader in higher education service learning, was appointed chair of the Youth Works Commission by former Minnesota Gov. Arne Carlson. He received the Knight’s Cross, First Class of the Royal Order of Merit, from His Majesty King Harald V of Norway in 1993 for his work to preserve and strengthen ties between the two countries. Anderson was awarded an honorary Doctor of Humane Letters degree from Augsburg College in 2007. “Charles Anderson’s influence on the Augsburg community is deep and long-lived,” said Augsburg College President Paul C. Pribbenow. “The priorities Anderson outlined and championed during his tenure continue to shape how we live out our institutional mission and celebrate life and learning in the city each day.” Anderson is survived by his children, Eric and Kristin, Augsburg College professor of art history and archivist; five grandchildren; seven great-grandchildren; and his wife, Catherine, with whom he established the Charles and Catherine Anderson Diversity Scholarship in 1989 and with whom he was recognized by the June and Julian Foss family with the establishment of the Charles and Catherine Anderson Scholarship in 1997. The scholarship awards help the college fulfill its mission of being an intentionally diverse community and supporting students’ exceptional academic ability and Christian service. A memorial service was held at St. Anthony Park Lutheran Church on June 18. The Anderson family has requested that memorials be sent to St. Anthony Park Lutheran Church, Luther Seminary, or Augsburg College. Anderson greets American folk singer Peter Yarrow, the 1990 Augsburg College Commencement speaker. Anderson pictured in 1980, the year of his inauguration as Augsburg College President. To learn more about President Emeritus Anderson’s legacy, view archival images from his tenure at Augsburg, and read articles from the Star Tribune and Pioneer Press, go to augsburg.edu/now. Summer 2013 33 In memoriam Irene (Hagen) Kyllo ’39, Donovan A. Moe ’56, Canton, Bloomington, Minn., age 96, on January 26. Julia (Sletten) Benson ’42, Minneapolis, age 98, on January 18. Muriel (Quanbeck) Turrittin ’42, St. Peter, Minn., age 93, on March 10. Orloue N. Gisselquist ’43, Minneapolis, age 91, on March 16. Ruben N. Egeberg ’45, Rock Island, Ill., age 89, on March 2. Joyce K. (Opseth) Schwartz ’45, Minneapolis, age 88, on February 3. E. Milton Kleven ’46, Edina, Minn., age 90, on April 11. Gudrun (Vik) Kampen ’48, Plentywood, Mont., age 90, on October 27. Reynold “Ray” J. Skotte ’48, Long Beach, Calif., age 92, on January 28. Iris J. (Johnson) Brustad ’49, Eden Prairie, Minn., age 85, on November 4. Glenn C. Grahn ’49, Atwater, Minn., age 87, on April 6. James Cleatus Hodge ’49, Minneapolis, age 89, on April 22. Norman C. Hoium ’50, Coon Rapids, Minn., age 87, on May 3. Allen D. Hanson ’52, Knoxville, Tenn., age 82, on April 10. Elwood “Woody” H. Larson ’52, Roseville, Minn., age 83, on January 12. John R. Madsen ’52, Spring Park, Minn., age 85, on April 30. Arnold Paulson ’52, Woodbury, Minn., age 84, on March 6. Dean L. Lapham ’53, Bloomington, Minn., age 81, on March 29. Donald J. Reimer ’53, Mound, Minn., age 81, on March 31. Jeneane (Abrahamson) Stein ’53, Killen, Minn., age 82, on February 7. Ga., age 78, on December 29. Harlan C. Christianson ’57, Los Angeles, age 77, on December 15. Janice “Jan” M. (Bremseth) Larson ’55, Sparta, Minn., age 79, on April 23. 34 26 Augsburg Now Leona M. (Samuelson) Nelson ’57, Payson, Ariz., age 75, on March 14. Marvin S. Rodvik ’57, Franklin, Minn., age 85, on April 5. Genevieve T. (Trenne) Michelsen ’61, Charlotte, N.C., age 73, on April 7. Stephen “Gabe” Gabrielsen ’63, Minneapolis, age 73, on April 8. David S. Ziegler ’64, Crystal, Minn., age 71, on April 13. Francis W. Monseth ’65, Rogers, Minn., age 71, on March 29. Carolyn A. (Hanson) Schildgen ’68, Northbrook, Ill., age 66, on April 20. Timothy J. Wattman ’70, Minnetonka, Minn., age 66, on April 8. James “Jim” M. Genia ’87, Shoreview, Minn., age 48, on March 30. Scott E. Humphrey ’89, Plymouth, Minn., age 47, on January 17. Erika L. (Timm) Rodriguez ’96, Alexandria, Minn., age 39, on December 11. Kirsten (Kvamme) Salmi ’99, Golden Valley, Minn., age 38, on March 23. Allan T. Davey ’00, Maple Grove, Minn., age 50, on September 16. Juli Elisabeth Crees ’05, Plymouth, Minn., age 30, on March 3. Ana M. Strandemo ’12, Minneapolis, age 29, on January 26. President Emeritus Charles S. Anderson, St. Paul, age 83, June 14. CORRECTION: The name of Richard “Dick” Vevle ’57 name was misspelled in the Spring 2013 Augsburg Now. Send us your news and photos Please tell us about the news in your life, your new job, move, marriage, and births. Don’t forget to send photos! (Digital photos must be at least 300 dpi or a 1MB file.) For news of a death, printed notice is required, e.g., an obituary, funeral notice, or program from a memorial service. Send your news items, photos, or change of address by mail to: Augsburg Now Class Notes, Augsburg College, CB 146, 2211 Riverside Ave., Minneapolis, MN 55454, or email alumni@augsburg.edu. You can also submit news at augsburg.edu/alumni. ______________________________________________________ Full name ______________________________________________________ Maiden name ______________________________________________________ Class year or last year attended ______________________________________________________ Street address ______________________________________________________ City, State, ZIP code Is this a new address? ❑ Yes ❑ No ______________________________________________________ Home telephone ______________________________________________________ Email Okay to publish your email address? ❑ Yes ❑ No ______________________________________________________ Employer ______________________________________________________ Position ______________________________________________________ Work telephone Is spouse also a graduate of Augsburg College? ❑ Yes ❑ No If yes, class year__________________________________________ ______________________________________________________ Spouse’s name (include maiden name, if applicable) Your news: ______________________________________________________ ______________________________________________________ ______________________________________________________ ❑ I know a student who is interested in attending Augsburg. In memoriam E. Milton Kleven E. Milton “Milt” Kleven ’46, active Augsburg alumnus, generous scholarship benefactor, teacher, businessman, Navy Reserve commander, and friend of Augsburg College, passed away April 11. Kleven, son of a Norwegian immigrant mother and a Norwegian-American father, grew up two blocks south of Augsburg College. He enrolled in the College in 1940, but his studies were interrupted by World War II. Kleven returned to Augsburg after the war and graduated with a bachelor’s degree in mathematics and a minor in physical education. He later earned a master’s degree in vocational education from the University of Minnesota. Kleven began his career teaching mathematics in the Minneapolis Public School District in 1946. He was an educator in Minneapolis for 34 years. In 1947, he founded Kleven Flooring Service, a hardwood flooring company that he led for more than 60 years. “The impact on Augsburg students—past, present, and future—of Milt’s incredible generosity will be felt for generations to come,” said Augsburg College President Paul C. Pribbenow. “Growing up and teaching in Minneapolis, Milt understood what a full scholarship could mean to students from low-income families. He loved getting to know the students his family supported, and he was a strong advocate among his peers for greater scholarship funding for even more students.” Kleven and his wife, Dorothy, who met at Augsburg in 1943, were generous supporters of the College and student scholarships for more than 50 years. In 2001, he established the Dorothy Lijsing Kleven Scholarship in Choral Music, the College’s first endowed President’s Scholarship, providing a full scholarship to students interested in choral music. Dorothy was interested in choral music throughout her life. In 2007, the Kleven family created two additional endowed President’s Scholarships: one in memory of Milt’s and Dorothy’s parents, Magnus and Kristofa Kleven, and David and Florence Lijsing; and a second in Milt’s name— the E. Milton Kleven Scholarship in Public Service. Kleven also helped to facilitate two other scholarships. The Margaret E. Andrews Scholarship was established by Kleven and his fellow trade and industry coordinators in the Minneapolis Public Schools to honor Andrews, who founded the district’s Cooperative Education Training program. The Reverend Donald C. Carlson Scholarship, through the Normandale Lutheran Church Foundation, is named for Normandale’s founding pastor, a 1942 Augsburg alumnus. This scholarship supports students from Normandale who attend Augsburg College. The Klevens also provided major support for the construction of the James G. Lindell Library. Kleven joined with Glen Person ’47 and Dick “Pork Chop” Thompson ’61 to provide funding to name the Jeroy C. Carlson ’48 A-Club Hospitality/Classroom in the Kennedy Center, in honor of Carlson, their longtime friend. “The impact on Augsburg students—past, present, and future—of Milt’s incredible generosity will be felt for generations to come.” AUGSBURG COLLEGE PRESIDENT PAUL C. PRIBBENOW Summer 2013 35 auggies on the field Lacrosse team maps new ground in women’s athletics Being first can be daunting. It’s intimidating because no one before you has done what you are trying to do. There’s no road map to keep you on track. But it’s also exhilarating to create the map for others and to leave an indelible mark on everything that follows. “I am excited to be at the forefront of Augsburg College’s varsity women’s lacrosse team,” said Coach Kathryn Knippenberg. “I’m looking forward to building a team that knows winning is as much about team chemistry and bonds as it is about the stick.” It’s not just that Knippenberg is Augsburg’s first women’s collegiate varsity lacrosse coach. It’s bigger than that. Knippenberg is the first women’s collegiate varsity lacrosse coach at any college in Minnesota, and at the one that launched in 1995 the first women’s collegiate varsity hockey team. “It’s an honor to help pioneer this great sport,” Knippenberg said. “Getting to lead at a place that believes in the value of women’s athletics is thrilling and challenging.” Knippenberg, who as a student at the University of Minnesot
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Title: Augsburg Now Spring 2013: Auggies Love Life In The City
Collection: Alumni Magazine Collection
Search Result: Twin Cities urban anchors Nobel Peace Prize Forum 2013 Physician assistant program success Getting social with Auggies auggies LOVE LIFE IN THE city SPRING 2013 | VOL. 75, NO. 2 inside AUGSBURG NOW $10 MILLION GIFT ONE GIANT LEAP FOR AUGSBURG In early April, Augsburg College was hono...
Show more Twin Cities urban anchors Nobel Peace Prize Forum 2013 Physician assistant program success Getting social with Auggies auggies LOVE LIFE IN THE city SPRING 2013 | VOL. 75, NO. 2 inside AUGSBURG NOW $10 MILLION GIFT ONE GIANT LEAP FOR AUGSBURG In early April, Augsburg College was honored with a $10 million, unrestricted gift from a 1965 alumnus. The funds will be used for a new academic building that will house the College’s science, business, and religion programs. Visit Inside Augsburg to learn more: IN THIS ISSUE inside.augsburg.edu. Features Departments 6 Getting social with Auggies | COMPILED BY STEPHANIE WEISS 8 Nobel Peace Prize Forum 12 Urban anchors | BY JAY WALLJASPER 18 Physician assistant program success | BY LAURA SWANSON 20 Drawing from experience | BY LAURA SWANSON 2 Around the Quad | 5 My Auggie experience All photos by Stephen Geffre unless otherwise indicated. 11 Auggies on the ﬁeld | 16 Auggie voices 21 Alumni news | 24 Alumni class notes 28 It takes an AAuggie Vice President of Marketing and Communication Rebecca John rjohn@augsburg.edu Notes from President Pribbenow Doing the work Campus is still buzzing with excitement about the generous $10 million donation that will support the Center for Science, Business, and Religion (see opposite page). This unprecedented gift profoundly honors the important work we do at Augsburg College, and it builds on a growing trend of external recognition for the role Augsburg plays in our community. Another testament to Augsburg’s value was earning the National Society for Experiential Education’s 2012 William M. Burke Presidential Award for Excellence in Experiential Education this past fall (see “Around the Quad” in the fall 2012 Augsburg Now). The award honors the College’s long-standing commitment to experiential learning—reaching across decades from the legends of our faculty, including Joel Torstenson, Vern Bloom, Garry Hesser, Mary Kingsley, Frankie Shackelford, and countless others, to a newer generation of teachers and scholars who come to Augsburg intent on ensuring that this distinctive educational experience will continue for future generations. I am proud to be their partner in this important work and to tell their stories far and wide. Augsburg’s commitment to engaging in and learning from the world is one that the College has sustained even through very difﬁcult times. Four years ago, when Augsburg student Ahmednur Ali was fatally shot as he left the Brian Coyle Community Center where he was tutoring Somali junior high students, was one of those times—a time of immense sadness that challenged our mission and character as a College dedicated to serving our neighbors. It is fair to say that fear and anxiety could have led us to pull back from our community, but that is not what Augsburg did. Certainly we took the time we needed to heal, but then we stood together and recognized that our work in the neighborhood— work that is at the heart of our academic mission— was more important than ever, and that it was critical for us to return to our work so that our entire neighborhood might be safe, healthy, and prosperous. And that—I am proud to say—is what we did. We Creative Associate-Editorial Wendi Wheeler ’06 wheelerw@augsburg.edu Integrated Communication Specialist Laura Swanson swansonl@augsburg.edu Creative Director formed a neighborhood partnership to address security and economic development and infrastructure needs. We forged additional partnerships with neighborhood groups and community agencies. And we spent time together, doing the work of improving our community. Today, I can ﬁrmly attest that our neighborhood is safer, stronger, more vibrant, and more united than ever before. That, to me, is what our commitment to experiential learning is meant to achieve: education for our students, of course, and also a safer and more just community for all of us who live and work here. Each fall, I offer our incoming students a simple message about “what is required of them” as they join our community. One of those requirements, I tell them, is to “do the work.” Yes, the work assigned to them, but even more so, the work that they discern and pursue as important and meaningful. Our mission at Augsburg—“to educate students to be informed citizens, thoughtful stewards, critical thinkers, and responsible leaders”—is not just a set of nice aspirations, but a challenge to all of us to do the work that the world so needs done. This issue of Augsburg Now includes many examples of the work our students and alumni do—on campus and in the world. I couldn’t be more proud of our commitment to real-world experiences—a commitment at the heart of our mission. Auggies take their studies out into the world and enrich both their learning and the world around us. Our location, our active and highly connected faculty, our dedicated and generous donors, our commitment to linking the liberal arts and professional studies, and the important role Augsburg plays in the Twin Cities and around the world—all of these provide our students with experiences that deepen their learning and their preparedness for life beyond college. That’s good for our students, and it’s good for the communities where Auggies live and work. PAUL C. PRIBBENOW, PRESIDENT Kathy Rumpza ’05 MAL rumpza@augsburg.edu Senior Creative Associate-Design Jen Nagorski ’08 nagorski@augsburg.edu Photographer Stephen Geffre geffre@augsburg.edu Director of News and Media Services Stephanie Weiss weisss@augsburg.edu Production Manager/Now Online Mark Chamberlain chamberm@augsburg.edu Senior Director of Alumni and Constituent Relations Kim Stone stonek@augsburg.edu www.augsburg.edu Augsburg Now is published by Augsburg College 2211 Riverside Ave. Minneapolis, MN 55454 Opinions expressed in Augsburg Now do not necessarily reﬂect ofﬁcial College policy. ISSN 1058-1545 Send address corrections to: Advancement Services CB 142 Augsburg College 2211 Riverside Ave. Minneapolis, MN 55454 langemo@augsburg.edu Email: now@augsburg.edu quad around the MASTER OF FINE ARTS Photo by Natasha D’Schommer in Creative Writing SCHOLARS at the Capitol During February, McNair Scholars Charles Olson ’13 [pictured above] and Roseanna Benser ’13 represented Augsburg at the Minnesota Private College Scholars at the Capitol research poster session. Olson, a biopsychology major, presented the research he conducted with biology assistant professor David Crowe on brain activity during perception. Benser, a sociology major, shared an analysis of audience perception during stand-up comedy performances, research she conducted with sociology professor James Vela-McConnell. This annual event, sponsored by the Minnesota Private College Council, highlighted the research of undergraduate students from 15 Minnesota colleges and universities. Augsburg College is accepting applications for its new, low-residency Master of Fine Arts in Creative Writing. The program initially will offer four concentration areas: fiction, creative nonfiction, poetry, and screenwriting. The twoyear program features an annual 10-day summer residency, one-on-one work with mentors, a student-to-mentor ratio of five to one, and engaging online classroom sessions. This program, the only one of its kind in the region, will be taught by distinguished Augsburg faculty and visiting writers. To find out more about the MFA program, go to augsburg.edu/mfa. CONNECT STROMMEN SPEAKER SERIES 2 Augsburg Now The Clair and Gladys Strommen Executive Speaker Series at Augsburg College, which brings local business leaders to campus to share insights and expertise, kicked off in November with Sally Smith [pictured at left], president and CEO of Buffalo Wild Wings. Smith, who joined the company as chief financial officer in 1994 when it was a chain of only 35 restaurants, talked of establishing the infrastructure needed to create the nation’s fastest-growing restaurant chain. The company now has nearly 850 restaurants in 48 states and Canada. In February, Auggies heard from Chris Killingstad, the president and CEO of Tennant Company. Killingstad described how Tennant is pursuing its vision—through product innovation and employee engagement— to become a global leader in chemical-free cleaning and other technologies. Killingstad joined Tennant, a world-leading manufacturer of cleaning solutions, floor coatings, and industrial equipment, in 2002 and became CEO in 2005. Augsburg named a“Top 5” theater program outside of New York Backstage magazine’s 2012 Fall College Guide listed Augsburg College among the top five U.S. institutions for theater majors who wish to continue their studies professionally. “In our Theater Arts Department, students connect with professional artists in the city while they delve into their theater courses,” said Darcey Engen ’88, Augsburg College associate professor and chair of theater arts. Backstage, a theater publication in existence for more than 50 years, recommended an Augsburg education for “enterprising, driven students looking to climb the [professional] ladder in double time.” The article described the three academic theater concentrations offered by the College, which include performance, directing/ dramaturgy/playwriting, and design/technical. The article also highlighted Augsburg’s course offerings and emphasized the theater program’s proximity to the renowned, Minneapolis-based Guthrie Theater. FIFTH AUGGIE WINS prestigious Milken Award Since 2004, five Augsburg College alumni have won the prestigious Milken Educator Award. Steve Abenth ’04, a fourth-grade teacher and choir director at Highland Park Elementary in St. Paul, was awarded the Milken Educator Award for the State of Minnesota this past November. Abenth earned his bachelor’s degree in elementary education through Augsburg’s adult undergraduate program. The $25,000 award was established in 1985 by the Milken Family Foundation to recognize excellence in early- to mid-career educators. Other Auggies who have won the award include Jacki Brickman ’97, Tracey Cross ’01, Maggie Knutson ’91, and Kelly Woods ’98. To read more about Augsburg’s Milken Educator Award winners, go to augsburg.edu/now. To read the full article, go to augsburg.edu/now. Norwegian parlimentarian visits Augsburg Augsburg College hosted Norwegian parliamentarian Marianne Aasen on her first trip to Minnesota. Augsburg President Paul C. Pribbenow invited Aasen to visit the College to further her understanding of U.S. higher education and to explore topics central to her vocation. Her trip included meeting dozens of Auggies, including those from Norway, students in an environmental politics class, interns to the Nobel Peace Prize Forum (hosted and organized by the College), and Augsburg’s Peace Scholars. Aasen, far right, meets with Augsburg students. Spring 2013 3 AUGGIES SHINE at college film festival Three Auggies were recognized for outstanding work as filmmakers at the 2012 Student Film Festival hosted by the Associated Colleges of the Twin Cities (ACTC). • Carly (Lassegard) Johnson ’11 won Best of Show for her film Angel. She earned her bachelor of arts degree in film and English. CONVOCATION SERIES 2012-13 BOLD VISIONS quad around the The Humanities and Fine Arts Convocation in November featured Dan Phillips, a designer and builder of recycled housing. Phillips also is founder of the Phoenix Commotion, a building initiative that was created to demonstrate that salvaged materials can be and are viable building materials. In January, a group of performers at the Martin Luther King, Jr. Convocation explored the legacy of King through song, movement, images, and writings by the civil rights leader. The performers were led by T. Mychael Rambo, an accomplished singer-songwriter, playwright, and arts educator. The Batalden Seminar in Applied Ethics in February welcomed Susan E. Pick, professor of psychology at National University of Mexico. Pick shared insights on ways the “Human Capabilities Approach” was used to develop programs that reached more than 19 million people in Mexico who became agents of change in their own lives and communities in areas of citizenship, development, education, and health. The approach also was used in 14 other Latin American countries. Augsburg’s Convocation Series is a cross-disciplinary speaker series that explores ideas and thoughts around the impact each person can have in a world of nearly seven billion people. To find out more about the Augsburg Convocation series, go to augsburg.edu/convo. MANY VOICES • Casey Bargsten ’14 won for Best Experimental Film. Bargsten is studying film at Augsburg. • Joe Funk ’11 won the Technical Award. He earned his bachelor of arts degree in film and theater arts. The ACTC Student Film Festival celebrated more than 60 short films including narratives, documentaries, experimental films, and avant-garde films. All the films were created during the 2011-12 academic year. Augsburg students submitted work from virtually every class offered in the College’s film studies program, said Wesley Ellenwood, an Augsburg communication studies instructor. Ellenwood, who serves on the ACTC Student Film Festival committee, said the festival is a chance for students to have their work formally presented in a theater of more than 200 seats. 4 Augsburg Now INTERACTIVE ART Students in Graphic Design I and II courses during the fall semester researched the history, philosophy, and practice of the Augsburg Central Health Commons and the Health Commons at Dar Ul-Quba. The students learned that for many of the 20,000 people seen by the nurses every year at the Commons, a pair of clean socks can be very important. The students worked with assistant art professor Christopher Houltberg to host “Health Commons: Exhibition and Sock Exchange,” an interactive art exhibit where viewers could take an original print home if they donated a clean pair of socks to the Health Commons. To read the full article, go to augsburg.edu/now. my auggie experience Have a dream. Focus on key priorities. Recognize the importance of the team. Never give up. THESE ARE THE FOUR LIFE LESSONS Mike Good ’71 shared with Augsburg alumni at the Eye Opener breakfast in January, a talk that tied together key themes of Good’s journey to Augsburg and back again. It started at Fridley High School where, Good said, his dream was to become a wrestling state champion. He posted a sign above his bedroom door—“SC” for “state champion”—to remind him every day of his goal and the importance of working toward it. In his senior year, his high school won the state championship as a team. Individually, though, Good lost in the semi-finals, ultimately placing third—a result that was critical to the overall team’s victory. Listening to Good recount the story, it’s clear that the team accomplishment is as important to him as any individual title might have been. Have a dream. Focus on priorities. Recognize the importance of the team. At Augsburg, Good said, he was passionate about racial justice and freedom from hunger. A sociology major and physical education minor, he also remained passionate about wrestling. His new goal: to be Augsburg’s first All-American wrestler. Again, as Good recounted the outcomes of this dream, he not only reported his own success in winning an All-American title, but with equal relish named several of his teammates—Daryl Miller ’69, Ron Johnson ’72, Pat Marcy ’72—who also earned All-American titles during their time at Augsburg. Dream. Focus. Team. When Good got into real estate, he brought this same focus and drive to his leadership. By 1998, he was executive vice president and chief operating officer for NRT Incorporated, responsible for the oversight of more than 1,000 offices nationally. Then, in 2004, when his parent company, Cendant Corporation, bought the rights to use the Sotheby’s brand, he was tapped to serve as chief executive officer of Sotheby’s International Realty Affiliates, Inc. No one ever had built a luxury real estate franchise before, Good said. So, early on, many of the premier independent real estate companies in the U.S. were not interested in joining Sotheby’s. Instead of worrying about that, Good focused his team on building a unique value proposition for Sotheby’s real estate, growing the franchise to 650 offices in 45 countries. In the end, many of those same independent real estate companies who said, “no thanks,” at the beginning, joined the Sotheby’s operation and, according to Good, dramatically grew their sales within the first few years of taking on the Sotheby’s name. Focus on priorities. Recognize the importance of the team. Never give up. This past January, Good retired from Sotheby’s and, with his wife, Ann, moved back to Minnesota. He also just completed four years as chair of the Augsburg College Board of Regents, where he has served since 2001. So now he has taken on a new challenge: serving as campaign chair of Augsburg’s capital campaign for the Center for Science, Business, and Religion. In his January talk, Good acknowledged that the campaign has moved forward more slowly than desired but, he said, “Nothing happens without belief.” Today, Good has another sign above his door: “CSBR. Believe.” Another dream, another focus. A team, Good said, that will include alumni and others who can and will make a significant impact on the College. And, even if it takes longer than expected, Good said, he is in this for the long haul. “I believe in this college,” Good said. “I believe in what it does for young men and women, helping them grapple with the issues of today and come out as leaders.” To learn more about Augsburg’s capital campaign for the Center for Science, Business, and Religion, contact Heather Riddle, vice president of institutional advancement, 612-330-1177, riddle@augsburg.edu. I couldn’t be more proud to represent @AugsburgCollege as a @FulbrightPrgrm scholar in the Czech Republic – @adamspanier Getting Nice day for a bike ride, right @niceridemn? Temps in the single digits, but that’s not too cold for #Auggies. #AuggieCAM SOCIAL with Auggies Drove by @AugsburgCollege today & involuntarily beamed with pride when I saw the “#Auggies We are Called” banners outside Oren. #AuggiePride – @mnemosynekura Members of the Augsburg College community are increasingly turning to social media to get connected and to stay in touch with what is happening on campus. People connecting to the College in social media— Facebook, Twitter, LinkedIn, or other social media sites—include current students and alumni, faculty and staff, media and policymakers, and people from across the globe. Here’s a snapshot of some of the College’s most established social media channels by number of followers: Facebook: 5,336 JOIN THE CONVERSATION facebook.com/augsburgcollege Twitter: 2,365 @AugsburgCollege LinkedIn: 2,263 linkedin.com/company/augsburg-college Check us out online and on your favorite social media sites. We welcome your comments, tweets, posts, and photographs. facebook.com/augsburgcollege “Like” us and get updates in your Facebook feed. twitter.com/AugsburgCollege Follow @AugsburgCollege on Twitter for information about upcoming events and other news. instagram/AugsburgCollege Get a glimpse into life at Augsburg through our Instagram photo feed. storify.com/AugsburgCollege Check us out on Storfiy to see what’s happening on campus and what students, alumni, and others are saying about their Auggie experience. 6 Augsburg Now WHAT PEOPLE ARE SAYING TWITTER Found out I could graduate from @AugsburgCollege summa cum laude. My heart is in my throat. It’s a lot of work, but I think I’m gonna try. – @littlelizbeth The college I really want to go to is Augsburg College. – @ThE_KinG_54 So thankful for the tunnels and skyways @AugsburgCollege today! – @jordan_leigh13 Graphic design students @AugsburgCollege met w/@cityof saintpaul staff to discuss concepts for a new stormwater drain stencil #CityLabs – @CityLabsatACTC Accepted into the PA program at Augsburg College! God is faithful! #PAbound – @jennanoonan33 Oh my gosh. The people from Augsburg College were such sweethearts. I love each & every one of y’all. <3 – @amyyvon A big congrats to my son’s college basketball team, they are 7-0. Way to go Augsburg – @sdionyoung WHAT PEOPLE ARE SEEING My research @AugsburgCollege just got accepted for the APA National Conference in Hawaii! (jumps up and down repeatedly) – @LadyChristy So glad I picked Augsburg. Happy kid right thereeee. – @kfec3 INSTAGRAM 1 Getting ready for the 25th @NPPF March 8-10 in Minneapolis! @AugsburgCollege #NPPF #NobelPeacePrize – @LandOLakesInc I am now a college graduate with a Bachelor of Arts degree! #AugsburgCollege #MinneapolisMinnesota – @ZachKim21 Can’t wait to walk with the Class of 2013 in early May. We’re a great class. #Auggies – @WhatAPriss Steve Abenth ’04=5th @AugsburgCollege grad to win prestigious @Milken award for teaching. #WeAreCalled – @Milken To say the #NobelPeacePrizeForum is inspiring is an understatement – @OfficialGNiver 2 3 1 “With one day remaining in January, let’s cheer on the #Auggies who are sticking with their fitness resolutions for the New Year.” #AuggieCAM 1/21/2013 2 “Arianna Genis ’13 received the Spirit of MLK Award at today’s #MLKConvocation.” #WeAreCalled 1/30/2013 3 “Alumni & their families ice skated during the recent #Auggie Night at the Depot. What’s your favorite winter hobby?” #AuggieCAM 1/23/2013 #AUGGIEPRIDE Auggie Eddie Frizell back on campus for Mpls Police Department promotions. He’s now a Deputy Chief! #AuggiePride – @AugsburgCollege Wear pink at Augsburg’s home athletic events this weekend to support the fight against breast cancer! #AuggiePride – @AugsburgAuggies I’ve got big dreams. Augsburg records I’m coming for you at the MIAC championships tomorrow #AuggiePride – @LouLouBell0491 I am soo geeked1 that my school is hosting Omar @Offendum and Brother Ali for the #2NobelPeacePrize. S/O3 to @Augsburg College! #AuggiePride – @LoveLikeHani THE TWEET DEFINED: 1 ➦ geeked = excited 2 # = A hashtag is a word or phrase preceded by a hash mark that’s used to categorize social media posts by topic. 3 S/O = shout out Spring 2013 7 NOBEL PEACE PRIZE FORUM March 8-10, 2013 Augsburg’s Ibrahim Al-Hajiby ’14 [above center] leaves Christensen Center with Nobel Peace Prize Laureate Tawakkol Karman [above right] and Karman’s husband. Al-Hajiby served as Karman’s attaché during her visit to Minnesota for the Nobel Peace Prize Forum. Karman and Al-Hajiby both are from Yemen, and Karman is the youngest person in history to be named a Laureate. Al-Hajiby accompanied Karman to appointments, helped her navigate campus, and became a trusted member of her team while she was at Augsburg. To watch an audio slideshow about Al-Hajiby’s experience, go to augsburg.edu/now. 8 Augsburg Now WE ARE Nobel Peace Prize Laureates Tawakkol Karman [center] and Muhammad Yunus [right] leave Si Melby Hall at Kennedy Center following their addresses to K-12 students at the Nobel Peace Prize Forum Festival. Karman, of Yemen, won the Nobel Prize in 2011 for her work as a journalist and human rights activist. She is called the “Mother of the Arab Spring.” Yunus, who won the Nobel Prize in 2006, is from Bangladesh. He pioneered a form of banking known as “microcredit,” the practice of making very small loans to people with little or no collateral. “The Father of Microcredit,” Yunus founded Grameen Bank to give loans of about $100 each to more than 8.4 million people, 94 percent of whom are women. HIP HOP AND PEACE CALLED TO INSPIRE PEACE Internationally known hip hop artist and activist Brother Ali [above left], of Minneapolis, presented and performed during the Nobel Peace Prize Forum. He was joined by Omar Offendum [above right], a Syrian-American rapper and activist. The two men explored the dynamics of peace and hip hop through songs, poetry, lecture, and dance. The event built upon the success of last year’s “Ethics and Hip Hop” presentation by Dessa, a Minneapolis rapper, singer, and writer. Spring 2013 9 THE 25TH ANNUAL NOBEL PEACE PRIZE FORUM—a conference that celebrates the importance, consequence, and controversy of Nobel Peace Prize Laureates—was March 8-10 in Minneapolis. “This event brings members of the world’s most exclusive club—Nobel Peace Prize Laureates—to campus,” said Maureen Reed, executive director of the Nobel Peace Prize Forum, which is housed at Augsburg College. “Students, faculty, and staff have the opportunity to interact with people who fundamentally have changed and are changing the world.” More than 6,000 people attended throughout the three days of the event, which explored issues related to peacemaking, world security, and global stability. One of the 2011 Nobel laureates, Tawakkol Karman of Yemen, spoke on Global Day, and 2006 laureate Muhammad Yunus of Bangladesh spoke on Business Day. Dr. Paul Farmer, chair of global health and social medicine at Harvard Medical School and cofounder of Partners in Health, spoke to a packed house [left] on Science and Health Day. In addition to offering inspiration from global peacemakers, the Forum provides an opportunity for participants to understand why individuals “halfway across the globe” should care about one another. “One of the mission commitments of Augsburg is to educate students to be informed global citizens,” said Augsburg College President Paul Pribbenow. “By bringing the world to campus, we also get to know our neighbors, which is fundamental to our identity as a college of the Lutheran church.” Watch the laureate addresses and other keynote presentations from the Forum at nobelpeaceprizeforum.org. To see more photos from the Forum, go to augsburg.edu/now. LEAD SPONSOR MAJOR SPONSORS SCIENCE AND HEALTH DAY SPONSOR GLOBAL DAY SPONSOR EVENT SPONSORS Jeanne M. Voigt Foundation US Embassy-Oslo Winds of Peace Foundation MEDIA SPONSOR DONORS Global Spotlight-GPS Alliance HealthPartners Liv Dahl Fund of the Saint Paul Foundation 10 Augsburg Now auggies on the field Steward, athlete, scholar If Paul Hallgren ’13 isn’t at Parade Stadium, home of the Auggie baseball team, he might be in Augsburg’s Writing Lab helping a student with a paper. He could be studying in the Honors program lounge or having a high-minded discussion in the Quad with colleagues in the Philosophy Club. And if he’s not in the aforementioned places, it’s possible that he is at an event representing the College as an Augsburg Steward. This busy outfielder and double major in philosophy and English is able to balance his studies with his other activities and responsibilities in part because he’s bright and talented, but he also gives a lot of credit to his coaches and professors. “I love that I can have direct correspondence with my professors and that they know me and know I’m involved on campus,” Hallgren said. “They are always willing to make sure I have what I need.” Hallgren was able to meet some of his future professors when he was recruited by Coach Keith Bateman to play baseball and came to Augsburg for a campus visit. “I felt that they were genuinely interested in me in ways that professors at a large institution might not be,” Hallgren said. Hallgren has played with the Auggie baseball team since his first year at Augsburg and said that being an athlete with off-season practices helped him adjust to the rigor of a college schedule. “I was responsible for putting my schedule in order and making sure I got everything done,” he said. If not for athletics, Hallgren supposed he might have been a bit lazy. But “lazy” is one word most would not use to describe Hallgren. During his first year at Augsburg, he provided research assistance to professor Larry Crockett for Crockett’s paper on pragmatism, and last year he spent a semester in Scotland studying English modernism and Scottish literature. Through the Augsburg Stewards program, Hallgren learns leadership and networking skills by connecting alumni to the College and working with current students to encourage their continued involvement with Augsburg after graduation. As a tutor in the Writing Lab, Hallgren helps undergraduate and graduate students with all stages of the writing process and in all academic areas. “I really enjoy reading others’ papers and helping them learn how to convey their thoughts in a coherent way,” Hallgren said. “I hope they come away from a session feeling more confident in themselves and in their ability to write.” Hallgren said these extra activities have shaped him and his Augsburg experience. “I feel like I’m a much more well-rounded individual as a result of participating in other activities.” This spring, find Hallgren and the Auggie baseball team at Parade Stadium, 400 Kenwood Parkway in Minneapolis. The regular season begins in late March and ends in early May. And see the new baseball dugout built with donations from the Augsburg A-Club, a service organization of former and current Augsburg College athletes and friends of the College. e WENDI WHEELER ’06 Spring 2013 11 AN INCREASINGLY GLOBALIZED ECONOMY leaves communities everywhere anxious about losing good jobs. Even the prosperous Twin Cities is no exception, as the closing of the St. Paul Ford plant and the transfer of Delta Air Lines employees show. It’s bad news for the whole region when jobs leave, including local institutions like Augsburg that benefit from being located in a thriving community. An increase in unemployment, poverty, and social dislocation in neighborhoods surrounding the campus would raise new challenges for the College in attracting students, faculty, and contributions. But there’s good news, too. Some of the Twin Cities’ biggest employers aren’t going anywhere. How can we be sure? Because “anchor” institutions like colleges, medical centers, and cultural institutions serve the people of a particular area and are in fact defined by their location and the people they serve. For example, try to imagine Fairview Hospital moving to Beijing or Augsburg to New Orleans. They would not be the same in another place because they 12 Augsburg Now anchor the communities in which they are located. Many communities coast-to-coast see these “eds and meds” institutions as crucial, not just for keeping jobs but for keeping neighborhoods vibrant. Anchor institutions are the largest employer in 66 of the 100 largest U.S. core cities, according to a study from the Initiative for a Competitive Inner City. “Colleges and hospitals are embedded in their community and have a real stake in seeing that it thrives,” explained Augsburg President Paul Pribbenow, who is chair of an ambitious new anchor initiative along the light rail Central Corridor. Large-scale anchor strategies have been proven to work under rigorous conditions in Philadelphia, Detroit, Cleveland, Baltimore, and Syracuse—where economic challenges far surpass those here in the Twin Cities. But anchor strategies are not confined to cities with dire social and economic conditions. A set of Boston hospitals has established successful training, employment, and housing programs to boost surrounding neighborhoods; other projects are underway in Phoenix, Atlanta, and Washington, D.C. Augsburg stands out as a leader in the Twin Cities’ anchor institution strategy—thanks to longstanding programs that partner students and faculty with the community to increase public safety, boost local education, provide health care services, promote economic development, work with immigrant groups, train neighborhood youth, improve the urban environment, and feed people in need. Steve Peacock, Augsburg’s director of community relations who works closely with many of the projects, said the programs fit with Augsburg’s distinctive mission as an urban liberal arts college. “It’s one of the things that distinguishes us. We offer an opportunity for students to be engaged in the neighborhood. For us, it’s not just a charitable activity. It creates shared value.” Augsburg recently became one of a dozen anchor institutions—ranging from Allina and HealthPartners to the University of Minnesota—that were first to sign on to the Central Corridor Anchor Partnership, a joint effort funded by the McKnight Foundation to strengthen communities along the light rail line between downtown Minneapolis and St. Paul. Pribbenow pointed out the immense economic and civic potential of nine medical facilities and seven colleges in the corridor that together account for 67,000 jobs, 115,000 students, and 100 current or planned capital improvement projects totaling $5 billion. Eric Muschler, the McKnight Foundation program officer involved with the project, noted that Augsburg’s long involvement in the West Bank community offered inspiration for the overall Anchor Partnership. “[Augsburg IN THE CENTRAL CORRIDOR, AUGSBURG IS ONE OF 9 MEDICAL FACILITIES 7 COLLEGES AND THAT TOGETHER ACCOUNT FOR 100 67,000 JOBS, 115,000 STUDENTS, AND CURRENT OR PLANNED CAPITAL IMPROVEMENT PROJECTS TOTALING has] been thinking about this longer,” he said. “This is not do-gooderism,” Pribbenow stressed. “This is moving beyond the charity model. We have real interests that are at play with the neighborhood. For us, this is about our students. It contributes to their education, their safety, and a vital urban environment where they live. This is not just what we give to the community, it’s about our shared interests and mutual benefits.” Five years ago, Augsburg took a leading role in the creation of the CedarRiverside Partnership, where stakeholders including West Bank businesses, Fairview Clinics-Riverside, University of Minnesota, neighborhood organizations, the City of Minneapolis, and Hennepin County explore new ways of working together in the neighborhood. Pribbenow currently serves as the partnership’s chair. “At first the group was all about safety,” Pribbenow said, noting how partners raised funds to increase security at a community center, supported a neighborhood crime prevention group, and helped plan a community safety center that opened at a nearby housing complex. “If you talk to the police department, they will tell you that all of this work by many institutions and community organizations has improved the safety and vitality of the neighborhood in a surprisingly short amount of time.” That initial success showed everyone what could be accomplished cooperatively. The group’s attention then widened to the coming Central Corridor light rail line. Hennepin County Commissioner Peter McLaughlin told the group, “If you get this right, it will undo the damage that was done” when Interstates 94 and 35W essentially walled off Cedar-Riverside from the rest of the city. “This work is about resurrecting a neighborhood,” Pribbenow noted. “Cedar-Riverside could become a destination for the whole region.” That’s also a goal of the Central Corridor Anchor Partnership: to make sure that adjacent neighborhoods capitalize on the transformative benefits of this nearly $1 billion public investment. Pribbenow outlines four major initiatives to strengthen Central Corridor communities, which in turn strengthen anchor institutions such as Augsburg. 1 PROCUREMENT—A Central Corridor Funders Collaborative study found that 16 major anchor institutions already spend more than $300 million $5 BILLION in goods and services from neighborhood businesses. Finding practical ways to increase this local spending—both individually and as a group—makes a good investment, said Augsburg’s Peacock. “Local purchasing benefits the local economy, which means a healthier neighborhood.” When it came time to reupholster the chairs in Hoversten Chapel, for instance, Augsburg found a small Native Americanowned business in the nearby Phillips neighborhood to do the job. A class of Augsburg MBA students is now investigating more opportunities on this front. 2 WORKFORCE DEVELOPMENT— The same principle of keeping resources circulating throughout the community applies to the goal of hiring more neighborhood residents at anchor institutions. Of course, as Peacock noted, this depends on finding people with the right skills. “How do we connect residents to the training and certification programs that are needed for the jobs?” That’s where Augsburg’s nursing and physician assistant programs come in, preparing young people to work at the nine medical facilities along the light rail line. For several years, Augsburg has gone one step further in developing the future health care workforce by hosting Spring 2013 13 “THIS IS NOT DO-GOODERISM,” PRESIDENT PAUL PRIBBENOW STRESSED. “THIS IS MOVING BEYOND THE CHARITY MODEL. WE HAVE REAL INTERESTS THAT ARE AT PLAY WITH THE NEIGHBORHOOD. FOR US, THIS IS ABOUT OUR STUDENTS. IT CONTRIBUTES TO THEIR EDUCATION, THEIR SAFETY, AND A VITAL URBAN ENVIRONMENT WHERE THEY LIVE. THIS IS NOT JUST WHAT WE GIVE TO THE COMMUNITY, IT’S ABOUT OUR SHARED INTERESTS AND MUTUAL BENEFITS.” Urban Scrubs Camp (in conjunction with Fairview and the state-funded HealthForce Minnesota) to excite young people about careers in health care. Augsburg’s many community partners invite interested high school students to spend a week on campus in order to get a feel for work in these fast-expanding fields and for college life. St. Paul College, at the other end of the Central Corridor, is now adopting the idea. 3 ENGAGED LEARNING—Augsburg holds honors from the National Society for Experiential Education (2012) and the White House’s Presidential Award for Community Service (2010), which demonstrate the College’s leadership in this area. “Since the 1960s, we’ve taken advantage of the city itself as a classroom,” Pribbenow noted. “It’s part of what make us distinctive.” Nursing students, for instance, gain invaluable experience working at the school’s drop-in health centers at Riverside Plaza and Central Lutheran Church. Hundreds of students also have volunteered at the Cedar Riverside Community School, a K-8 charter school at Riverside Plaza, and the Augsburg Fairview Academy public high school in the Phillips neighborhood. All Auggies can be involved with the Campus Kitchen, a student-led project that distributes 2,000 meals a month to homeless shelters, youth programs, and senior and community centers. Similarly, Augsburg’s community garden finds students, community groups, and neighborhood residents growing vegetables side by side. Trinity Lutheran Congregation, which was founded by Norwegian immigrants 140 years ago and today is home to many Eritrean and Ethiopian immigrants, is housed right on campus in a unique arrangement that further strengthens the ties between college and community. Students are involved with the congregation’s tutoring program for immigrants living in Cedar-Riverside and in interfaith collaborations with Augsburg’s many Muslim neighbors. 4 PLACEMAKING—Neighborhoods do not stay vital on economic development alone; a strong sense of place contributes greatly to their success. Augsburg reaches out into the community in many ways to improve the built environment and enhance the distinctive character of the neighborhood. This goal is woven throughout the College’s campus master plan. The Oren Gateway Center, which opens onto Riverside Avenue, is symbolic of the College’s commitment to community connection. Another welcoming gateway is being considered long term for property Augsburg owns on Riverside Avenue on the east side of campus. Riverside Avenue itself underwent a remarkable makeover in the last few years—with improved bike lanes and a new street configuration to calm traffic—thanks in part to the College’s cooperation with the city of Minneapolis. “There are improvements on Riverside that would not be there if we had not sat down with the city and said we wanted them,” Pribbenow said. It is exactly this type of leadership, collaboration, and active engagement in community building that Augsburg and its anchor partners will now extend to the entire Central Corridor region through this innovative new anchor institutions initiative. Jay Walljasper, a senior fellow with Augsburg’s Sabo Center for Citizenship and Learning, specializes in city and community issues. He is author of The Great Neighborhood Book and All That We Share: A Field Guide to the Commons. Read more at jaywalljasper.com. 14 Augsburg Now ANCHOR INSTITUTION STRATEGIES across the United States Augsburg’s recent participation in an “anchor” approach to community revitalization does not rely simply on theory. Large-scale strategies have been tested successfully under rigorous conditions in U.S. cities where economic challenges surpass those in the Twin Cities. CLEVELAND • Anchor institutions teamed up to create a series of worker-owned cooperatives. • Cleveland Clinic, Case Western Reserve University, and University Hospitals will benefit from light rail improvements and a new high-speed bus line. • A growers cooperative was formed to produce local food. A FUTURE PROJECT MAY INCLUDE A TRANSPORTATION COMPANY TO SHUTTLE PATIENTS TO HOSPITALS. PHILADELPHIA • Anchor strategies were pioneered in West Philadelphia. • The University of Pennsylvania redefined its relationship with the community from isolation to interaction. SYRACUSE • The city’s Near Westside, one of the 10 poorest census tracts in the United States, is transforming into a center for technology, design, and art. Successful initiatives included launching an incentive program for workers to live in the area, reviving commercial districts, creating more than 600 jobs, and more. SYRACUSE UNIVERSITY RAISED $ 56 million FOR ITS PLANS TO BETTER CONNECT DOWNTOWN WITH ITS CAMPUS. DETROIT • Housing initiatives transformed an area notorious for abandoned properties into a desirable neighborhood. • Hospitals convinced a medical products vendor to move its distribution center from the suburbs to the city, creating 140 jobs. • The Henry Ford Health System established a five-year program in area high schools that trains and certifies students for jobs in 10 health care occupations. Other communities with anchor initiatives underway: ATLANTA BOSTON CINCINNATI PHOENIX WASHINGTON, D.C. To learn more about anchor initiatives in these communities, go to augsburg.edu/now. Spring 2013 15 auggie voices From Z to A: Zimbabwean student discovers his dream at Augsburg During the 2011 Agre Symposium at Augsburg College, Kirubel Frew ’14 was apprehensive in introducing himself to Peter Agre ’70—the 2003 recipient of the Nobel Prize in Chemistry and the director of the Johns Hopkins Malaria Research Institute. But the conversation between the Auggie and one of the College’s most notable alumni proved to be the first discussion of many. “I happened to mention that I was from Zimbabwe,” Frew recalled. “[Agre] said, ‘Zim? Zim? I love Zim. It’s a beautiful country. I believe Zimbabwe will have a scientific boom within the next decade.’” As an international student, Frew selected Augsburg because of its well-respected science programs and its welcoming staff, which he identified during his college application process. Today he recognizes that the warmth of the Augsburg community extends beyond campus to its alumni network. That’s because what began as a simple chat between Agre and Frew regarding their ties to Zimbabwe matured into a bond through which the Nobel laureate has shaped the career aspirations of one of the College’s standout third-year 16 Augsburg Now chemists. Frew views Agre’s ability to operate a research lab, speak to audiences around the globe, and inspire young scientists as ‘a dream job’ and a goal he could not have identified without studying at Augsburg. “Years ago, I wouldn’t have believed all this was possible,” Frew said. “Meeting a Nobel laureate in chemistry is awesome, and being mentored by him is even more awesome.” This mentorship began when Agre invited Frew to conduct research at the Baltimore-based Johns Hopkins Malaria Research Institute during summer 2012 and to attend the Lindau Meeting of Nobel Laureates in Lindau, Germany, an exclusive annual event that brings together several dozen chemistry and physics laureates and an equal number of student guests. Frew was a fitting choice for these life-changing opportunities because he developed the critical thinking skills that high-level research requires during the summer after his first year at Augsburg. He participated in a 10-week faculty-led research program through the College’s Office of STUUDDEENNT Undergraduate Research and Graduate Opportunity (URGO). “Research is so unscripted and there are so many turns,” said assistant professor of chemistry Z. Vivian Feng, one of Frew’s faculty advisers. Feng presented Frew with the opportunity to conduct a complex proof-of-concept project in which he could demonstrate the feasibility of making a bench-top reactor, a small instrument tied to revolutionary biodiesel experimentation conducted by Augsburg alumnus and businessman Clayton McNeff ’91, chemistry professor emeritus Arlin Gyberg, and Augsburg’s first Rhodes Scholar Brian Krohn ’08. Feng said she knew the research project would be challenging for Frew given his limited experience in the chemistry lab, but she also believed it suited his background in physics and interest in engineering. Frew was determined to independently achieve his goal of modifying the reactor design using his creativity, ingenuity, and knack for problem solving. Frew said his experiences on the Augsburg campus and around the globe have proven so inspiring that he now is determined to continue his science education and align his career path to his vocation. Dixie Shafer, URGO director, sees this objective as a nearperfect fit. She said that from Frew’s first days of research at Augsburg, he has demonstrated a gift for explaining complex scientific processes in terms that an interdisciplinary audience can understand. “He sees communication as one of his life-long missions,” Shafer explained. “He may become a serious scientist and work on issues that are related to policy—realizing that too many people in policy don’t know the science and too many scientists have difficulty communicating with the non-science community … he’d love to be doing what Peter Agre does.” Frew cites Agre’s hard work and intellect as key components in the Nobel laureate’s career success, and the young Auggie is on track to take his Augsburg education to the next level with his own tenacity. Students and alumni from Augsburg’s science and mathematics departments commonly go on to conduct research, attend graduate school, and accept employment at some of the nation’s leading research institutions including Cornell University, Johns Hopkins Applied Physics Lab, Johns Hopkins University, and Yale University, among others. Augsburg is a place for young scientists like Frew to set dreams for the future and lay the educational foundation on which to achieve them. research As spring turns to summer, life on a college campus typically quiets. But for a select group of undergraduate researchers, the summer months are anything but slow. From May to August, Augsburg students perform faculty-led research in the sciences, humanities, and fine arts. Their work is supported by funding from Augsburg’s Undergraduate Research and Graduate Opportunity (URGO) program, the McNair Scholars program, the Sundquist Scholars program, the Northstar STEM Alliance, a NASA Space Physics grant, and the National Science Foundation. To watch audio slide shows featuring Laura Essenburg ’12, Samantha Cantrall ’14, and other summer researchers, go to augsburg.edu/now. ’12 LAURA ESSENBURG Essenburg studied stereotypes and the portrayal of race in college admissions marketing materials. ’14 SAMANTHA CANTRALL Cantrall studied the hip hop protest music inspired by the Arab Spring movement. LAURA SWANSON To watch an audio slideshow in which Frew discusses his URGO research, go to augsburg.edu/now. Spring 2013 17 18 Augsburg Now PHYSICIAN ASSISTANT FIELD SWELLS IN U.S.; AUGSBURG LEADS IN MINNESOTA BY LAURA SWANSON IN JUNE 2012, Forbes named physician assistant studies one of the best master’s degrees for jobs, citing the discipline’s salary and employment outlook in which job opportunities are expected to grow 30 percent by 2020. Physician assistants (PAs) are in demand due to an aging U.S. population, a projected shortage of primary care physicians, and a need for increased access to affordable health care. And—in alignment with health care industry demand—100 percent of Augsburg PA alumni are employed within six months of graduation, according to Dawn Ludwig, the College’s PA program director. Jamie Schneekloth ’11 MPA is one of these graduates. She worked as an emergency room technician and nursing assistant for a half dozen years. After witnessing firsthand the important role PAs play in the health care industry, she gained admittance to the highly competitive Augsburg College PA program. She wanted to earn a well-regarded education in general practice medicine, to expand her earning potential, and to pursue an exceptionally versatile career path. Schneekloth secured her first full-time PA position at La Clinica following her master’s degree completion. “In my day-to-day practice, I manage a number of acute and chronic conditions such as diabetes, high blood pressure, asthma, and I focus on preventive health,” Schneekloth said. “I perform procedures as needed, such as joint injections … and laceration repair.” As a Spanish-major-turned-physician-assistant, she was a natural fit for employment at the St. Paul-based community health center that provides multicultural and multilingual treatment to immigrant and low-income communities. “PAs are a cost-effective way to deliver quality health care in primary care areas,” Ludwig said. “The licensure of a physician assistant is dependent upon the practice of the physician, which means physicians can delegate certain responsibilities to the PA to help them run their practices.” Augsburg began its PA program in 1995 and during 2001 became the first college in Minnesota to offer the Physician Assistant Certificate along with the Master of Science in Physician Assistant Studies—a degree program that prepares mid-level health care providers. As a PA, Schneekloth is licensed to examine, treat, educate, and write prescriptions for patients while under the supervision of a physician. “The profession has exploded in the past 15 years,” Ludwig said. Schneekloth completed the Augsburg College PA program in three years. Current Augsburg students earn a PA certificate and a master’s degree in 31 months. The program’s duration is a fraction of the length of medical school, which requires a commitment of at least seven years. Like med students, Augsburg College PA students enroll in lecture courses emphasizing science and diseases, then complete 2,500 hours of clinical rotations during the second half of their education. These rotations are “key to what makes you confident in providing quality care for a patient,” Schneekloth said. PAs also are generalists who can easily change medical disciplines. “I liked that the career was versatile,” Schneekloth added. “I could work in any specialty, as opposed to physicians who have to maintain the particular career path that they chose in residency for their entire career.” The Augsburg PA program promotes a commitment to lifelong personal and professional development and has a “strong reputation in the country,” according to Ludwig. “That leads to high-quality people applying, which means we are selective about the candidates we admit, which then leads to high-quality graduates.” DID YOU KNOW? The first physician assistant program was established at North Carolina’s Duke University Medical Center in 1965, and the discipline has become increasingly popular in all 50 U.S. states. Early PA programs were modeled after the fast-track training available to World War II doctors and addressed a shortage of primary care physicians. Spring 2013 19 Drawing from experience Tara Sweeney, Augsburg College associate professor of art, looks for the extraordinary in the ordinary, drawing from direct observation with watercolor and ink. After 21 years at Augsburg, she is at ease teaching painting and drawing in the College’s on-campus studios. But, Sweeney said, since 1999 she has pushed herself—and the students she instructs—into “deeper observing, questioning, and creating” through shortterm study abroad programs in Italy and France. “Learning to draw in a study abroad program is an opportunity to travel in an entirely different way than a typical tourist,” Sweeney said. “It wakes us up. Sketching in the midst of daily life challenges the habitual ways we think about ourselves, where we are, and what we know. It coaxes us to be more open, more present to what we encounter.” In January 2013, Sweeney collaborated with Merilee Klemp, associate professor of music, to teach the fine arts course, The Sights and Sounds of Europe: Paris, which encouraged students to embrace art and music as interrelated disciplines during an Augsburg Abroad winter break program. Sweeney said students sketched at key cultural locations as well as at art museums and live musical performances throughout the City of Lights, prompting the travelers to learn new visual and aural skills, engage with people in the community, and embrace the diversity of their unfamiliar setting. “Drawing is its own language—one that can be shared without words,” Sweeney said. “It makes the artist and the art-making more visible and approachable. Strangers pause, watch the sketches unfold, and sometimes share their stories. Empathy and trust grow out of this experience. These attitudes are essential to drawing and designing, to teaching and learning, and to embracing and understanding the world we live in.” Prior to teaching, Sweeney was a freelance book illustrator and designer as well as executive art director for Mpls. St. Paul Magazine. She is a prolific artist whose recent work ranges from artist books to mixed media paintings and drawings. She holds signature status in the Minnesota Watercolor Society. The Phipps Center for the Arts in Hudson, Wis., recently exhibited 42 drawings from her current series, “Close to Home: A Visual Journal.” Her spring 2013 sabbatical project focuses on the completion of this series. Sweeney, at right, with student Nina Robinson ’14. Augsburg students who participated in The Sights and Sounds of Europe: Paris course recorded their travel experiences in sketchbooks and journals. Sweeney taught students drawing techniques by demonstrating in her own visual journal. Sweeney’s examples, included here, show how Paris provided both the subject matter and the classroom for this unique approach to experiential education. 20 Augsburg Now alumni news FROM THE ALUMNI BOARD PRESIDENT Dear alumni and friends, d ALUMNI AND STUDENT networking During February, Augsburg students connected with alumni at a networking event sponsored by the Office of Alumni and Constituent Relations and the Clair and Gladys Strommen Center for Meaningful Work. Here psychology major Joe Kempf ’16 talks with Auggie alumni. To find out about future opportunities to mentor or support current students, go to augsburg.edu/alumni. Current and former Alumni Board members gather at the first Alumni Leadership Summit. provide all alumni with an opportunity to return to campus, meet with current faculty and students, learn about the exciting things that are taking place at Augsburg, and discover how we can play a role in the continued success of the College. Please join with me in taking ownership of the future of Augsburg! CHRIS ASCHER ’81 ALUMNI BOARD PRESIDENT AUGSBURG ALUMNI ASSOCIATION uring February, the Alumni Board hosted the first Alumni Leadership Summit, bringing to campus key leaders who have served on the Alumni Board of Directors in the past. The objective of this summit was to educate our most engaged alumni about the importance of the Center for Science, Business, and Religion; to introduce them to its Campaign Action Team; and to discuss meaningful ways that they can contribute to the success of the campaign and engage their classmates in the process. The summit was a wonderful opportunity to see the outstanding work being done by Augsburg faculty and staff members, to tour the current science facilities, and to reconnect with the College and our classmates. I was truly overwhelmed, although not surprised, by the enthusiasm demonstrated by those in attendance. As alumni of Augsburg College, we are in part responsible for its financial future. This summer and fall, we have planned a series of additional class year and affinity group summits to The Augsburg Alumni Association is looking for volunteers to serve on the Alumni Board. All alumni are welcome and encouraged to apply. The Alumni Board is a governing body of the Alumni Association. Together with the Office of Alumni and Constituent Relations, it provides resources and opportunities to engage alumni with the College and each other through consistent communication, inclusive programming, and intentional relationship-building. For more information, email alumni@augsburg.edu. Spring 2013 21 alumni news YOUNG ALUMNI AUGSBURG HONORS FORMER WRESTLING COACH summer series RON PFEFFER BRIT’S PUB 1100 Nicollet Mall, Minneapolis Complimentary beverage and appetizers provided. Wednesday, June 19 TWINS VS. CHICAGO WHITE SOX 5-7 p.m.—Pre-game reception at Hubert’s, 600 N. First Avenue, Minneapolis 7:10 p.m.—Game at Target Field. $30 includes ticket to game in The Pavilion, appetizers, and a complimentary beverage at Hubert’s. Thursday, July 18, 5:30-9 p.m. YOUNG ALUMNI LEADERSHIP SUMMIT Minneapolis Club, 729 Second Avenue S., Minneapolis Join fellow young alumni leaders to learn how you can support the future of your alma mater. Pre-reception cocktails, dinner, and presentation. Friday, August 2, 5-7 p.m. Photo by Don Stoner Thursday, May 30, 5-7 p.m. Former Augsburg College wrestling coach Ron Pfeffer, who coached the team’s first four Augsburg All-American wrestlers and led the team to its first top-10 national tournament finish, was honored on Saturday, January 26, when a new competition mat was named in his Ron Pfeffer celebrates with the All-Amerhonor. Augsburg wrestling icans who competed during his Augsburg coaching career. [L to R]: Mike Good ’71, alumni, including many Ron Johnson ’71, Ron Pfeffer, Daryl Miller who wrestled for Pfeffer, ’69, and Pat Marcy ’72. attended the ceremony. Pfeffer coached the Auggies from 1966 to 1971, compiling a 52-10-1 dual-meet record. His teams from 1967-68 to 1969-70 won three straight Minnesota Intercollegiate Athletic Conference (MIAC) championships, and his 197071 team became the first Augsburg wrestling squad to earn a top-10 national finish. Pfeffer coached 17 MIAC individual champions, taught health and physical education courses, and served as an assistant football coach at Augsburg. AUGGIE NIGHT AT CANTERBURY PARK 1100 Canterbury Road, Shakopee Free admission, picnic buffet, and reserved seating. Friday, September 27, 6-8 p.m. HOMECOMING 2013— REPUBLIC AT SEVEN CORNERS 221 Cedar Ave. S., Minneapolis Complimentary beverage and appetizers provided. To register, go to augsburg.edu/alumni. Join the Augsburg College Young Alumni Facebook group to learn more and stay connected. 22 Augsburg Now SAVE THE DATE Leland B. Sateren’s 100th birthday celebration SUNDAY, OCTOBER 13 4 p.m., Normandale Lutheran Church Edina, Minn. Leland B. Sateren ’35, director of the Augsburg Choir from 1946 to 1979, would have been 100 years old on October 13, 2013. To celebrate Sateren’s legacy, a special public concert including Augsburg Choir alumni will be held on his birthday. Choir alumni will receive more information this summer. To learn more, contact the Office of Alumni Relations at alumni@augsburg.edu. Scholastic Connections’ students, mentors forge deep bonds Beverly Bushyhead ’98, a professional in nonprofit leadership and management, volunteered to serve as a mentor through the Scholastic Connections program at Augsburg because of her strong desire to assist Native American students with navigating college. Scholastic Connections is a scholarship and mentorship program for high-achieving undergraduate students of color at Augsburg College. The program is designed to assist students in the completion of their undergraduate degree by pairing them with a mentor—usually also a person of color—who recognizes, supports, challenges, and inspires them. In addition, mentors provide meaningful insight and guidance on becoming engaged, successful citizens of the world when students graduate, in part by facilitating career development and planning. Bushyhead, who is a member of the Eastern Band of Cherokee from North Carolina, was paired in 2010 with Rebecca Dickinson ’13, a double major in Spanish and sociology. Dickinson is a member of the White Earth Band of Ojibwe. Since they first met three years ago, their mentoring relationship has grown to focus on challenging questions related to life and professional success, and the two regularly connect. Bushyhead describes Dickinson as “incredibly bright and competent, and more than that—she is brave and ethical.” Bushyhead also said she’s watched Dickinson’s commitment to others deepen during the course of their three-year mentor relationship. Dickinson, indeed, is engaged in Beverly Bushyhead ’98 and Rebecca Dickinson ’13 the community. She teaches voice to middle-school girls, is a Page Scholar in community centers, works with Minnesota Public Research Group, and is a tutor at a community library. Dickinson said when she questions whether she can make a difference in the world, she leans on words from Bushyhead: earn an education because you can, represent similar voices that are unheard, and work to create systemic change so that educational opportunities are available to more people. CHERYL CROCKETT ’89 Alumni are needed to mentor students in the Scholastic Connections program. If you are interested in volunteering your time, contact Cindy Peterson at 612-330-1754 or petersoc@augsburg.edu. Reunion Classes SEPTEMBER 23-28 50th Reunion—1963 40th Reunion—1973 30th Reunion—1983 25th Reunion—1988 10th Reunion—2003 augsburg.edu/homecoming Spring 2013 23 alumni class notes After 10 years of service as chief technology officer at Lewis & Clark College in Portland, Ore., Dan Terrio accepted the position of chief information officer at Whitman College in Walla Walla, Wash. 90 Sara (Quigley) Brown was installed on October 28, 2012, as the pastor at Alaska Native Lutheran, an Inupiaq (Eskimo) congregation of the ELCA in Anchorage, Alaska. Her husband, Russell, works in IT for Wells Fargo. 00 Kathryn Koch has been appointed the event and administrative manager for the O’Shaughnessy at St. Catherine University in St. Paul. 01 auggie SNAPSHOTS Stephanie Quick-Espinoza was named the director of evangelical mission and synod minister for expanding vision in the Rocky Mountain Synod Office of the Bishop. Her call began in 24 February 2013. Stephanie and her family relocated to Denver, Colo. Jaclyn Gehrke is teaching at a bilingual school in Roatán, Honduras. 07 Jake (Johnson) Rapp directed Brain-Dumb for the Minnesota band STNNNG. The video was named a Best Twin Cities music video of 2012 by City Pages. Rapp earned his bachelor of arts in film production at Augsburg. Rapp’s student work was featured at the 2011 and 2012 ACTC film festivals. 12 Graduate programs Lori Peterson, Augsburg assistant vice president and dean of graduate and professional studies, was recognized with the University of Minnesota’s College of Education and Human Development 2012 Distinguished Alumni Award. Peterson was commended for her leadership in adult education. Filling their father’s skates When Bill McClellan ’86 [center] attends Augsburg men’s hockey games, he is proud to see his sons, Ben ’15 [left] and B. J. ’14 [right], stepping out onto the same rink where he skated with the Augsburg hockey team more than 20 years ago. If you’re an Auggie alum and would like your grandchild, son, daughter, or sibling to be an Auggie too, contact the Office of Admissions about the Augsburg Legacy scholarship at 612-330-1001 or admissions@augsburg.edu. To read more about the McClellans, go to augsburg.edu/now. Kaye (Nelson) Jenness ’67 and Gretchen (Strom) Schmidt ’68 and their spouses met in Astoria, Ore., for a two-day visit during September 2012. 67-68 Marilyn Elness Froiland and her husband, Pastor Philip Froiland, spent the month of August 2011 in Sitka, Alaska, as volunteer docents at Sitka Lutheran Church, the oldest Lutheran church on the West Coast of the United States. The church was founded in 1840 by Pastor Uno Cygnaeus of the Church of Finland after the Russian czar granted permission for a Lutheran church to be built by the Russian American Company. Throughout the month, the Froilands showed 1,100 tourists the artifacts of the original church and explained its history. 53 Augsburg Now Neil Pauluk Paulson completed a marathon in each of the 50 U.S. states and in the District of Columbia. Paulson ran 36 marathons in 2010 and 32 in 2011; his longest streak was 14 races in 14 weeks, and he completed two marathons (in New Hampshire and Maine) in one weekend. He also competed in 50K and 24-hour races. Paulson is the director of a private mortgage investment fund affiliated with Equity Trust Company and owner of Franklin Financial, LLC, a mortgage and real estate investment company. 77 auggies are awesome Carol (Kenyon) Dekker’s son, Sam, was named Wisconsin’s Mr. Basketball in 2012 and led the team from Sheboygan Lutheran High School to the Division V state basketball championship by hitting a game-winning 3-pointer with 6 seconds remaining on the game clock. Sam also was selected to play on the USA Basketball Men’s U18 national team that won the gold medal in Brazil during June 2012, and he was a member of the Wisconsin Badgers men’s basketball team in the 2012-13 season. 80 Jessica Barker, Jen Ringeisen Berg, Christa Winkelman, Tara Cesaretti McLeod, and Jane Ruth Zirbes attended their 15-year reunion during Homecoming 2012 at Augsburg. 97 Cristina M. Olstad ’00, ’05 MSW was named the assistant vice president for student affairs at Towson University in Maryland. Olstad began the position on January 23. She previously served as the assistant director of residential education at the University of Vermont, where she completed her doctoral degree in educational leadership and policy studies. Olstad and her wife, Kirsten Fricke, are thrilled to be moving to the Baltimore area to be closer to family and friends. 00 Christina (Boe) and Michael T. Anderson ’13 WEC welcomed Savannah Elizabeth on October 9, 2012. She joins big sister, Charlotte. The couple hopes the girls will become third-generation Auggies by attending the College following their parents and their grandfather, David E. Boe ’68. 04 Laura (Eliason) Faitsbau was married on January 8, 2011, to Lauren (Jung) Faitsbau in Decorah, Iowa. The couple welcomed Rowan Sage Faitsbau on August 16, 2012. 05 Stacey (Kinder) and Ryan Plasch welcomed daughter Audrey Valda Plasch on November 22, 2012. Ryan works for South Metro Human Services and Stacey is currently a full-time mother. The family lives in Maple Grove, Minn. 09 Kelsey Crockett married Stacey Gadsden in Belknap Springs, Ore., on July 7, 2012. The couple lives in Spring Hill, Tenn., where Stacey works at Olive Garden and attends college while Kelsey is a consultant for Verizon Financial Services, Southern Region. Kelsey’s parents are Larry Crockett, professor at Augsburg College, and Cheryl Crockett ’89, a volunteer in the Office of Alumni and Constituent Relations. 07 Brittney Ruth Hodgdon was born to Andrea (Slack) and Clint Hodgdon ’04 on August 15, 2012. Andrea is an accountant at Renewable Products Marketing Group, and Clint is a sales manager at Ameriprise Financial. 07 Jenessa Payano Stark married Geomar Payano Stark in Glenwood, Minn., on June 8, 2012. The couple lives in New York City, where they met as bicycle messengers. Jenessa works as a homebirth midwife assistant for Cara Muhlhahn Midwifery, and Geomar works as a bicycle messenger. 07 Spring 2013 25 auggie SNAPSHOTS Dixon Dehmer and Melissa Ludwig were married at Zion Lutheran Church in Buffalo, Minn. on September 15, 2012. Dixon is employed at Nilfisk-Advance in Plymouth, Minn., as a financial accountant. Melissa is employed at Venture Photography in Edina, Minn., as the office manager. The couple resides in Buffalo. 09 Ali Rapp and Jake (Johnson) Rapp ’12 were married on November 10, 2012. Jake owns a video production company, and Ali is a master of arts candidate at the University of Minnesota. Carmen Crockett ’12 MBA married John Williams in Eagan, Minn., on October 6, 2012. Larry Crockett, professor at Augsburg College and father of the bride, officiated at the ceremony. The bride was escorted down the aisle by her mother, Cheryl Crockett ’89, who is a volunteer in the Office of Alumni and Constituent Relations. Carmen is an account manager for SPS Commerce in downtown Minneapolis, and John works for Wells Fargo in the area of mortgages and foreclosures. They live in Eagan, Minn. 12 26 Augsburg Now Later this year, the offices of Alumni Relations and Marketing and Communication will administer the member magazine readership survey created by the Council for Advancement and Support of Education (CASE). This web survey is designed to help college and university editors evaluate how readers view their campus magazine and to benchmark the results. Please email langemo@augsburg.edu to update your email address. A random sample of Augsburg Now readers will be asked to participate in this survey. The Landmarks of South Africa and Namibia 11 CORRECTION: On page 37 of the Fall 2012 issue of Augsburg Now, Gretha (Halvorson) Loken ’38 and her daughter Mary (Loken) Veiseth ’70 were pictured at the graduation of Amy Aylsworth ’12. Aylsworth was incorrectly listed as Veiseth’s daughter; she is Veiseth’s niece. GIVE US YOUR FEEDBACK Dr. Amit K. Ghosh ’12 MBA received the Laureate Award from the Minnesota Chapter of the American College of Physicians. The award was presented in Minneapolis on November 2, 2012. Ghosh is a professor of medicine at Mayo Clinic College of Medicine and a consultant in the division of general internal medicine. He is also the current director of the Mayo Clinic international program. Pictured with Dr. Ghosh are his wife, Karthik [left], and daughter, Divya [right]. 12 AUGUST 11-24, 2013 Join Augsburg College President Paul C. Pribbenow and fellow alumni and friends on this African tour through South Africa and Namibia’s shared political past and the popular tourist attractions and landmarks this history has created. This trip is offered by the Augsburg College Alumni Association and Center for Global Education (CGE) at Augsburg College. To request more details about the trip, call 612-330-1085 or email alumni@augsburg.edu. In memoriam Send us your news and photos Rev. Lester A. Dahlen ’39, Richfield, Minn., age 95, on September 25. Richard H. “Dick” Velve ’57, Eden Prairie, Minn., age 76, on September 24. Rev. Luther O. Strommen ’39, Minneapolis and Sun City, Ariz., age 95, on September 29. Allen J. Johnson ’61, Sioux City, Iowa, age 73, on October 23. Clair K. “Kenny” Chelmen ’40, Bloomington, Minn., age 93, on September 17. Ronald T. Hagenson ’63, Plymouth, Minn., age 76, on May 2, 2012. Mildred D. (Tweed) Thudium ’40, Oreland, Pa., age 93, on August 6. Charles M. Daggett ’64, Watertown, Minn., age 74, on November 6. Philip C. Helland ’42, Minneapolis, age 92, on December 12. Christ J. Behm ’68, Little Canada, Minn., age 65, on January 14. Shirley Ann (George) Foster ’49, Springfield, Minn., age 84, on September 19. John G. Telste ’72, Ashburn, Va., age 61, on October 7. Charlotte E. Leafblad ’49, Zion, Ill., age 85, on January 2. Merida N. (Collin) Erickson ’50, Naperville, Ill., age 85, on November 22. Marolyn (Sortland) Halverson ’51, Columbus, Ohio, age 83, on October 31. Jean (Vettel) Kiteley ’51, Exeter, N.H., age 83, on November 16. Orpha (Hushagen) Iseminger ’54, Sioux Falls, S.D., age 82, on June 14. Walter K. Josephson ’54, Rochester, Minn., age 82, on May 16, 2012. Kermit E. Bolstad ’56, Culbertson, Mont., age 77, on August 8. John W. Haynes ’56, Pengilly, Minn., age 80, on September 15. Charles “Chuck” Howard ’56, Madelia, Minn., age 81, on October 15. Harlan C. Christianson ’57, Los Angeles, Calif., age 77, on December 15. Karen L. Johnson ’75, St. Paul, age 58, on April 2, 2012. Deidre (Durand) Middleton ’88, Plymouth, Minn., age 73, on November 24. Vicki C. MacNabb ’07, Minneapolis, age 65, on December 24. Please tell us about the news in your life, your new job, move, marriage, and births. Don’t forget to send photos! (Digital photos must be at least 300 dpi or a 1MB file.) For news of a death, printed notice is required, e.g., an obituary, funeral notice, or program from a memorial service. Send your news items, photos, or change of address by mail to: Augsburg Now Class Notes, Augsburg College, CB 146, 2211 Riverside Ave., Minneapolis, MN 55454, or email alumni@augsburg.edu. You can also submit news at augsburg.edu/alumni. ______________________________________________________ Full name ______________________________________________________ Maiden name ______________________________________________________ Class year or last year attended ______________________________________________________ Street address ______________________________________________________ City, State, ZIP code Is this a new address? ❑ Yes ❑ No ______________________________________________________ Home telephone ______________________________________________________ Email Okay to publish your email address? ❑ Yes ❑ No Daniel J. Martin ’10, Lafayette, Colo., age 27, on October 23. ______________________________________________________ Employer Eric Dietz ’11, Hilo, Hawaii, age 29, on January 6. ______________________________________________________ Position Mark C. Langdon ’13, Omaha, Nebr., age 22, on December 7. ______________________________________________________ Work telephone Andrew Pehrson ’13, Eden Prairie, Minn., age 23, on December 27. Is spouse also a graduate of Augsburg College? ❑ Yes ❑ No Austin R. Conley ’16, Minneapolis, age 20, on October 27. Professor Emeritus Ray Anderson, Minneapolis, age 88, on January 6. Professor Emeritus Vern Bloom, Bloomington, Minn., age 78, on October 20. If yes, class year__________________________________________ ______________________________________________________ Spouse’s name (include maiden name, if applicable) Your news: ______________________________________________________ ______________________________________________________ ______________________________________________________ ❑ I know a student who is interested in attending Augsburg. Spring 2013 27 it takes an auggie AUGSBURG STEWARDS: auggies for life A group of dedicated students play an important role in the life and future of the College. Since 2005, the Augsburg Stewards have shared their stories of being a student with alumni. The Stewards also have taught their college peers about the importance of philanthropy to the life of the College. These dedicated Auggies perform their service to Augsburg through alumni relations programs and Augsburg Fund initiatives. In return, the Stewards find that their service yields unique career development opportunities. In addition to educating their peers on the role they will play as alumni, Stewards also connect with other students throughout the year through Philanthropy Week, the Feed the Pig class challenge, and the 100 Days to Graduation Senior Party. Each of these programs is intended to inspire a lifetime of Auggie Pride in Stewards and other students. Stewards, as current Auggies, connect with alumni at events such as Advent Vespers, the Convocation Series lectures, Homecoming, the Alumni Summer Series, the Alumni/ Student Networking evening, and Scholarship Brunch, and begin to build relationships that can lead to internships or career opportunities. Augsburg Stewards [pictured clockwise from top]: Justin Lochner ’13, Ashley Pepper ’16, Emily Bauermeister ’15, Gary Mariscal ’14, Jake Haehnal ’14 THE Maroon & Silver SOCIETY JILL WATSON ’10 MBA is one of the newest members of Augsburg’s Maroon & Silver Society. Members pledge to contribute $1,000 annually to The Augsburg Fund to provide scholarships, help the College hire and retain outstanding faculty, and foster academic growth and achievement for Augsburg students. The generous donors of the Maroon & Silver Society make up 8 percent of all donors to The Augsburg Fund but provide 69 percent of the dollars received each year. Watson gives to The Augsburg Fund because she knows it supports all students—undergraduate and graduate—in their pursuit of an Augsburg education. “In January, I was fortunate to be invited to a Leadership Summit where I learned about Augsburg’s long-term vision and goals. This experience was truly inspiring, and I walked away knowing that I had to get more involved in the life of the College. I chose to support The Augsburg Fund through the Maroon & Silver Society because it touches all Augsburg students in some way.” augsburg.edu/giving Non-Profit Org. U.S. Postage PAID Twin Cities, MN Permit No. 2031 2211 Riverside Avenue Minneapolis, MN 55454 Auggies are everywhere! As part of the Rochester community for nearly 15 years, Augsburg College’s campus in downtown Rochester offers undergraduate and graduate degree programs in business, education, and nursing. To watch a video of Auggie Eagle in Rochester, go to augsburg.edu/rochester or scan the QR code.
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Title: Augsburg College Graduate Catalog, 2013-2014
Collection: Course Catalogs
Search Result: 2013-2014 Graduate Catalog Master of Arts in Education Master of Arts in Leadership Master of Arts in Nursing Master of Business Administration Master of Fine Arts in Creative Writing Master of Music Therapy Doctor of Nursing Practice Master of Science in Physician Assistant Studies Master ...
Show more 2013-2014 Graduate Catalog Master of Arts in Education Master of Arts in Leadership Master of Arts in Nursing Master of Business Administration Master of Fine Arts in Creative Writing Master of Music Therapy Doctor of Nursing Practice Master of Science in Physician Assistant Studies Master of Social Work at Augsburg College Graduate Catalog 2013-2014 Official Publication of Augsburg College 2211 Riverside Avenue, Minneapolis, MN 55454 The Augsburg College Graduate Catalog contains information about academic program requirements and academic and student policies and procedures for fall semester 2013 - summer semester 2014. It is subject to change without notice. The catalog is intended to complement other College publications including the Student Guide and College website. It is important for students to be familiar with all College policies and procedures. Students are strongly encouraged to consult their advisor(s) at least once each semester to be certain they are properly completing degree requirements. Published 2013 Phone: 612-330-1000 www.augsburg.edu 1 A Greeting from the President I am pleased to know of your interest in Augsburg College’s exciting and innovative graduate programs. You are part of a select and discerning group of professionals who seek to find a graduate program that combines an excellent curriculum, a values-based approach to work, a talented and experienced faculty, and program formats that meet the needs of busy and successful people. Augsburg College’s graduate-level programs in Business Administration, Creative Writing, Education, Leadership, Nursing, Physician Assistant Studies, and Social Work are distinguished by the opportunities they provide students to expand decision-making and strategic skills. Augsburg College is characterized by a strong mission: Augsburg College educates students to be informed citizens, thoughtful stewards, critical thinkers, and responsible leaders. The Augsburg experience is supported by an engaged community that is committed to intentional diversity in its life and work. An Augsburg education is defined by excellence in the liberal arts and professional studies, guided by the faith and values of the Lutheran church, and shaped by its urban and global settings. For our graduate programs, this mission helps to shape an innovative educational experience that features an expansive perspective on social responsibility, economic realities, business initiative, and environmental sustainability. At Augsburg College, we believe that our distinctive educational purpose is to help you find your calling at work and in the world. Augsburg graduate programs are designed to offer you quality educational experiences, personal attention, and opportunities to expand your personal and professional talents and skills. We are confident that our graduates are prepared for leadership in our ever-changing global society, the hallmark of an Augsburg degree. Sincerely, Paul C. Pribbenow President 2 Greetings from the Academic Affairs Office Welcome to our graduate studies at Augsburg College. We are committed to education that prepares people for leadership in their communities and places of work. We believe that the liberal and professional arts and sciences form the best preparation for living in the fast-paced, changing, and complex world of today and tomorrow. Our locations in the vital metropolitan areas of Minneapolis/St. Paul and Rochester offer exciting and challenging field experiences for courses that include real-life learning through academic internships, experiential education, and cultural enrichment. The Twin Cities and Rochester become extended campuses for Augsburg students. Also, the diversity in our campus community ensures that our graduates are prepared for the range of experiences and perspectives that characterize today’s global environment. When you join Augsburg you become part of a community that offers lifelong learning opportunities in state-of-the-art physical and online classrooms with accessible libraries and dedicated faculty and staff. You join a body of experienced people who quickly form your network of employer connections and career opportunities. We encourage our alumni to become your mentors and build on our city connections through public events, including our convocations and Advent Vespers. All of our graduate programs share distinctive qualities, including our commitment and mission to be of service, with one another and to our neighbors. We expect our graduates to have their eyes on the world as they develop their identity as global citizens, with a sense of responsibility to participate in socially- and economically-sustainable development. We hope that at some time during your degree, you’ll explore the opportunities to participate in an international learning experience—for example, travel seminars to our global campuses in Central America, Mexico, and Namibia, and opportunities to meet visiting students and faculty members from our partner institutions in Norway, Germany, Finland, and Slovenia. Inspired by the faith of our Lutheran founders to be inclusive to the early immigrants who came to Augsburg’s doors, we welcome a diversity of cultures and faiths. Although each graduate program has its own “neighborhood” and unique features, we encourage interdisciplinary courses and opportunities for you to study with colleagues across disciplines. We encourage both “horizontal” initiatives—i.e., cross-program collaboration—as well as “vertical” initiatives—engaging our undergraduate students to consider graduate work. This means that sometimes you may be encouraging classmates who are just beginning to imagine a graduate degree. We are companions on your journey in fulfilling your dream of a graduate degree and we cannot wait to meet you. Sincerely, Lori A. Peterson Assistant Vice President of Academic Affairs and Dean of Graduate and Professional Studies 3 About Augsburg At Augsburg College, we believe that graduate education should prepare gifted people for positions of leadership in their communities and places of work. Augsburg graduates will be able to demonstrate not only the mastery of a major field of study, but also the ability to think critically, solve problems, act ethically and communicate effectively in a global world. The heart of an Augsburg education is the Augsburg mission, informed by the liberal and professional arts and sciences, to serve our neighbors in the heart of the city with faith-based, ethical values. We welcome students from a diversity of backgrounds and experiences. Also, our programs look to the world through international courses and cultural exchanges. Mission Statement Students who graduate from Augsburg are well prepared to make a difference in the world. They stand as testaments to the College motto, “Education for Service,” and mission: Augsburg College educates students to be informed citizens, thoughtful stewards, critical thinkers, and responsible leaders. The Augsburg experience is supported by an engaged community that is committed to intentional diversity in its life and work. An Augsburg education is defined by excellence in the liberal arts and professional studies, guided by the faith and values of the Lutheran Church, and shaped by its urban and global settings. Augsburg Today Augsburg was the first seminary founded by Norwegian Lutherans in America, named after the confession of faith presented by Lutherans in Augsburg, Germany, in 1530. Augsburg opened in September 1869, in Marshall, WI, and moved to Minneapolis in 1872. A short history of Augsburg College can be found at www.augsburg.edu/about/history. Today, Augsburg continues to reflect the commitment and dedication of its founders who believed: • Education should have a solid liberal arts core at the graduate level; this focus centers on the ability to think critically and broadly about the world and the work we do in it. • An Augsburg education should be preparation for service in community and centers of faith. • The city—with all its excitement, challenges, and diversity—is an unequaled learning environment. The vision of the College’s work today is lived out in the phrase, “We believe we are called to serve our neighbor.” Through common commitments to living faith, active citizenship, meaningful work, and global perspective, Augsburg prepares its students to become effective, ethical citizens in a complex global society. Degrees Offered Augsburg offers the following graduate degrees: • • • • • • • • Master of Arts in Education Master of Arts in Leadership Master of Arts in Nursing Master of Business Administration Master of Fine Arts in Creative Writing Master of Science in Physician Assistant Studies Master of Social Work Doctor of Nursing Practice Augsburg offers the following dual degrees: • Bachelor of Arts in Accounting/Master of Arts in Leadership • Master of Social Work/Master of Business Administration • Master of Social Work/Master of Arts in Theology, with Luther Seminary 4 A Community of Learners Essential to the goals of Augsburg’s graduate programs is participation in a community of adult learners. This community is enriched by the presence of men and women with a variety of work and life experiences. To facilitate this kind of community interaction, Augsburg encourages students to make use of all College facilities such as Lindell Library, the Kennedy Center, and the Christensen Center, and to participate in College activities such as music and dramatic presentations and athletic events. Graduate Faculty The heart of any educational institution is its faculty, and Augsburg College is particularly proud of the excellence and commitment of its professors. Most faculty hold the doctorate or other terminal degree, and all consider teaching and service to be the focus of their activity at the College. Faculty are involved in social, professional, and a variety of research activities, but these support and are secondary to their teaching. Faculty are actively involved in a dynamic faculty development program that introduces them to best practices in teaching and learning techniques and theories. Augsburg’s small classes encourage its tradition of close involvement between professors and students. Faculty act as academic advisors and participate regularly in campus activities. 5 Locations Minneapolis Campus Augsburg College is located in the heart of the Twin Cities of Minneapolis and St. Paul, Minnesota. The campus is bordered by Riverside Avenue and Interstate 94, near the University of Minnesota West Bank campus and the University of Minnesota Medical Center. Downtown Minneapolis is just minutes away, providing access to internships and careers with some of the country’s leading companies as well as entertainment, arts, sports venues, shopping, dining, and transportation. The campus is blocks from the Hiawatha light rail line and the future Central Corridor line, which provide easy access to Minneapolis, St. Paul, and the Minneapolis International Airport. Rochester Campus Augsburg’s branch campus in Rochester was established in 1998 as a natural extension of the College’s mission and its expertise in teaching working adults. Degrees offered on the Rochester campus include the Master of Business Administration, Master of Arts in Nursing*, Master of Arts in Education*, and Doctor of Nursing Practice*, as well as a variety of undergraduate majors. The Rochester campus classrooms and offices are located at Bethel Lutheran Church (ELCA), a few blocks south of the heart of the city, which is home to about 100,000 residents. It is a city that enjoys a rich ethnic diversity and superior technological resources. Augsburg classes in Rochester meet on a semester schedule with classes taking place on weekday evenings and on occasional Saturdays, making them accessible to working adults. Students may also take courses within their program at the Minneapolis campus. Students at the Rochester campus are Augsburg College students. They are supported through an array of e-learning resources ranging from access to Lindell Library databases to the use of online course management software. Information about the Rochester campus is available at www.augsburg.edu/rochester or by calling the Rochester office at 507-288-2886. *Program includes some Minneapolis courses Abroad Locations Augsburg is enhanced by its global centers in Namibia, Mexico, and Central America. Students can perform research, take courses, or consult with faculty in those locations to gain new perspectives on their discipline. 6 Facilities Instruction facilities and student housing at Augsburg are conveniently located near each other. A tunnel/ramp/skyway system connects the two tower residence halls, the five buildings on the Quadrangle, plus Music Hall, Lindell Library, Oren Gateway Center, and the Foss, Lobeck, Miles Center for Worship, Drama, and Communication. Instruction facilities and student housing at Augsburg are conveniently located near each other. A tunnel/ramp/skyway system connects the two tower residence halls, the five buildings on the Quadrangle, plus Music Hall, Lindell Library, Oren Gateway Center, and the Foss, Lobeck, Miles Center for Worship, Drama, and Communication. Admissions Office—The Office of Admissions is located on the lower level of Christensen Center. Anderson Hall (1993)—Named in honor of Oscar Anderson, President of Augsburg College from 1963 to 1980, this residence hall is located at 2016 8th Street. Anderson Hall contains four types of living units and houses 192 students, as well as the Master of Science in Physician Assistant Studies; Center for Global Education; and the Office of Marketing and Communication. Counseling and Health Promotion—The Center for Counseling and Health Promotion (CCHP) offers programs and services that enhance student learning by promoting personal development and well-being. The center occupies the house located at 628 21st Avenue. Christensen Center (1967)—The College center, with the Admissions Office, student lounge and recreational areas, the Strommen Center for Meaningful Work, the Commons dining facility and Einstein Bros. Bagels, two art galleries, copy center, and offices for student government and student publications. Edor Nelson Field—The athletic field, located at 725 23rd Avenue, is the playing and practice field of many of the Augsburg teams. An air-supported dome covers the field during winter months, allowing year-round use. Foss, Lobeck, Miles Center for Worship, Drama, and Communication (1988)—The Foss Center is named in recognition of the Julian and June Foss family. The Tjornhom-Nelson Theater, Hoversten Chapel, and the Arnold Atrium are also housed in this complex, which provides space for campus ministry, the drama and communication offices, and the Center for Learning and Adaptive Student Services (CLASS). Ice Arena (1974)—Two skating areas provide practice space for hockey and figure skating, and recreational skating for Augsburg and the metropolitan community. Kennedy Center (2007)—Completed in 2007 as a three-story addition to Melby Hall and named for Dean (’75) and Terry Kennedy, it features a state-of-the-art wrestling training center, fitness center, classrooms for health and physical education, and hospitality facilities. The James G. Lindell Family Library (1997)—This library and information technology center houses all library functions and brings together the computer technology resources of the College. It also houses the Gage Center for Student Success. The library is located on the corner of 22nd Avenue and 7th Street. Luther Hall (1999)—Named for theologian Martin Luther, Luther Hall is a three-story apartment complex along 20th Avenue, between 7th and 8th Streets that houses juniors and seniors in units from efficiencies to two-bedroom suites. Melby Hall (1961)—Named in honor of J. S. Melby (dean of men from 1920 to 1942, basketball coach, and head of the Christianity Department). It provides facilities for the health and physical education program, intercollegiate and intramural athletics, the Hoyt Messerer Fitness Center, and general auditorium purposes. The Ernie Anderson Center Court was dedicated in 2001. Mortensen Hall (1973)—Named in honor of Gerda Mortensen (dean of women from 1923 to 1964), it has 104 one- and two-bedroom apartments that house 312 upper-class students, the Department of Public Safety and a lounge area. Music Hall (1978)—Contains Sateren Auditorium, a 217-seat recital hall, classroom facilities, two rehearsal halls, music libraries, practice studios, and offices for the music faculty. 7 Old Main (1900)—Home for the Department of Art and the Department of Languages and Cross-Cultural Studies, with classrooms used by other departments. Extensively remodeled in 1980, Old Main combines energy efficiency with architectural details from the past. It is included on the National Register of Historic Places. Oren Gateway Center (2007)—Named for lead donors and alumni Don and Beverly Oren, it is home for the StepUP program, Institutional Advancement offices, the Alumni and Parent and Family Relations Offices, Bernhard Christensen Center for Vocation, the Master of Business Administration Program, the Master of Arts in Leadership program, the Master of Fine Arts in Creative Writing program, and substance-free student housing. It also houses the Barnes & Noble Augsburg Bookstore, Nabo Café, Gage Family Art Gallery, and the Johnson Conference Center. Science Hall (1949)—Houses classrooms; laboratories for biology, chemistry, and physics; mathematics; a medium-sized auditorium; faculty offices, administrative offices, and various other program offices. Sverdrup Hall (1955)—Named in honor of Augsburg’s fourth president, it contains the Enrollment Center, as well as classrooms and faculty offices. Sverdrup-Oftedal Memorial Hall (1938)—Built as a residence hall and named in honor of Augsburg’s second and third presidents, it contains the President’s Office, Human Resources, and other administrative and faculty offices. Urness Hall (1967)—Named in honor of Mr. and Mrs. Andrew Urness, this tower provides living quarters for 324 firstyear students. Each floor is a “floor unit,” providing 36 residents, housed two to a room, with their own lounge, study, and utility areas. 8 Accreditation, Approvals, and Memberships Augsburg College is accredited by: • • • • • The Higher Learning Commission of the North Central Association of Colleges and Schools. National Council for the Accreditation of Teacher Education Accreditation Review Commission on Education for the Physician Assistant (ARC-PA) Commission on Collegiate Nursing Education (CCNE) (Bachelor’s and Master’s degrees) Council on Social Work Education (CSWE) (bachelor’s and master’s degrees) Augsburg’s programs are approved by: • • • • American Chemical Society Minnesota Board of Teaching National Accrediting Agency for Clinical Laboratory Sciences (NAACLS) National Association of Schools of Music Augsburg College is an institutional member of: • • • • • • • • • • • • • • American Association of Colleges and Universities (AACU) American Association of Colleges of Teacher Education (AACTE) American Association of Higher Education (AAHE) American Music Therapy Association, Inc. Campus Compact Council of Independent Colleges (CIC) Lutheran Education Council in North America (LECNA) National Association of Schools of Music (NASM) National Society for Experiential Education (NSEE) Physician Assistant Education Association Associated Colleges of the Twin Cities (ACTC) Higher Education Consortium for Urban Affairs (HECUA) Minnesota Private College Council MPCC) Twin Cities Adult Education Alliance (TCAEA) Augsburg College is registered with the Minnesota Office of Higher Education. Registration is not an endorsement of the institution. Registration does not mean that credits earned at the institution can be transferred to other institutions or that the quality of the educational programs would meet the standards of every student, educational institution, or employer. 9 Policies Non-Discrimination Policy Augsburg College, as affirmed in its mission, does not discriminate on the basis of race, color, creed, religion, national or ethnic origin, age, gender, sexual orientation, gender identity, gender expression, marital status, status with regard to public assistance, or disability in its educational policies, admissions policies, employment, scholarship and loan programs, athletic and/or school-administered programs, except in those instances where there is a bona fide occupational qualification or to comply with state or federal law. Augsburg College is committed to providing reasonable accommodations to its employees and students. (Approved by the Augsburg Board of Regents Executive Committee on June 16, 2010). For inquiries or grievances in any of the following areas, contact the director of Human Resources, ground floor, Memorial Hall 19, 612-330-1058. • • • • Affirmative Action—for matters based on race, creed, national, or ethnic origin Section 504—for matters based on physical or mental handicap Title IX—for matters based on gender or marital status Employment—All correspondence should be addressed to the Office of Human Resources at Augsburg College, 2211 Riverside Avenue, Minneapolis, MN 55454. The Director of Human Resources serves as the Title IX officer and may be reached at 612-330-1058. Deputy Officer for Students: Dean of Students Sarah Griesse 612-330-1489 griesse@augsburg.edu Deputy Officer for Athletics: Kelly Anderson Diercks Assistant Athletic Director 612-330-1245 diercks@augsburg.edu Deputy Officer for Employees: Interim AVP, Human Resources Dionne Doering 612-330-1602 doering@augsburg.edu Any questions concerning Augsburg’s compliance with federal or state regulations implementing equal access and opportunity can be directed to the Affirmative Action Coordinator, Human Resources, CB 79, Augsburg College, 2211 Riverside Ave., Minneapolis, MN 55454, 612-330-1058. The College and its faculty subscribe to the Statement of Principles on Academic Freedom as promulgated by the American Association of University Professors and the Association of American Colleges. Family Educational Rights and Privacy Act The Family Educational Rights and Privacy Act of 1974 (FERPA), as amended, provides certain rights to students regarding their education records. Each year Augsburg College is required to give notice of the various rights accorded to students pursuant to FERPA. In accordance with FERPA, you are notified of the following: Right to inspect and review education records You have the right to review and inspect substantially all of your education records maintained by or at Augsburg College. The student must request to review their education records in writing with their signature. The College will respond in a reasonable time, but no later than 45 days after receiving the request. Right to request amendment of education records You have the right to seek to have corrected any parts of an education record that you believe to be inaccurate, misleading, or otherwise in violation of your right to privacy. This includes the right to a hearing to present evidence that the record should be changed if Augsburg decides not to alter your education records according to your request. Right to give permission for disclosure of personally identifiable information You have the right to be asked and to give Augsburg your permission to disclose personally identifiable information contained in your education records, except to the extent that FERPA and the regulations regarding FERPA authorize disclosure without your permission. One such exception which permits disclosure without consent is for disclosure to school officials who have legitimate education interests. A school official is a person employed by the College in an 10 administrative, supervisory, academic or research, or support staff position (including law enforcement unit personnel and health staff); person or company with whom the College has contracted (such as an attorney, auditor, or collection agent); a person serving on the board of regents, or a student serving on an official committee, such as a disciplinary or grievance committee, or assisting another school official performing his or her tasks. A school official has a legitimate educational interest if the official needs to review an education record in order to fulfill his or her professional responsibility. Right to withhold disclosure of “directory information” FERPA uses the term “Directory Information” to refer to those categories of personally identifiable information that may be released for any purpose at the discretion of Augsburg College without notification of the request or disclosure to the student. Under FERPA you have the right to withhold the disclosure of the directory information listed below. Please consider very carefully the consequences of any decision by you to withhold directory information. Should you decide to inform Augsburg College not to release Directory Information, any future request for such information from persons or organizations outside of Augsburg College will be refused. “Directory information” includes the following: • • • • • • • • • • • • • • The student’s name The student’s address The student’s telephone number The student’s e-mail address The student’s date and place of birth The student’s major and minor field of study The student’s academic class level The student’s enrollment status (FT/HT/LHT) The student’s participation in officially-recognized activities and sports The student’s degrees and awards received (including dates) The weight and height of members of athletic teams The student’s dates of attendance Previous educational agencies or institutions attended by the student The student’s photograph Augsburg College will honor your request to withhold all Directory Information but cannot assume responsibility to contact you for subsequent permission to release it. Augsburg assumes no liability for honoring your instructions that such information be withheld. The Registrar’s Office must be notified in writing of your intent to withhold your Directory Information. Right to complain to FERPA Office You have the right to file a complaint with the Family Policy Compliance Office, US Department of Education, 400 Maryland Ave. SW, Washington, DC, 20202, concerning Augsburg’s failure to comply with FERPA. Reporting Educational Information Letters of reference must be requested in writing and explicitly indicate what information may be reported in the letter. Clery Act The Clery Act Annual Report for Augsburg College contains statistics on reported crimes on and near Augsburg property and campus, as well as institutional policies concerning campus security and crime. The report is available online at www.augsburg.edu/dps. For a printed copy, contact Augsburg’s Department of Public Safety at 612-330-1717. Copyright Policy Augsburg College Graduate Programs follows the norms of the US Copyright Law in granting exclusive rights under the Copyright Act to faculty and student authors to reproduce their original works, to use them as the basis for derivative 11 works, to disseminate them to the public, and to perform and display them publicly. This excludes all proprietary information. Student Rights The College has adopted a statement of student rights and responsibilities and has provided for due process in the matter of disciplinary action, grievances, and grade appeal, as outlined in the Augsburg Student Guide, at www.augsburg.edu/studentguide. Official Notices Students will receive official notices via the student campus mail system (student campus box), the A-Mail publication, and the student’s Augsburg e-mail account. Students should check their campus mailbox and their student e-mail account regularly. The A-Mail is a daily online publication on Inside Augsburg. 12 Graduate Admissions All graduate programs require students to have a bachelor’s degree from a regionally-accredited four-year institution or an equivalent degree from outside the US. All graduate students must submit completed applications. Each graduate program also has additional program requirements, which may include coursework, professional experience, testing, etc. See the program sections for these additional requirements. Please refer to each individual program’s catalog section or the Graduate Admission website (below) for additional instructions. For detailed instructions on applying to graduate programs, refer to the Graduate Admissions website at www.augsburg.edu/grad/. Readmission Graduate students who have not registered for courses at Augsburg College for two or more semesters, must apply for readmission through the Registrar’s Office to resume attendance. Students who have attended other institutions during their absence from Augsburg must have an official transcript sent from each institution to the Registrar’s Office. Returning students do not pay the application fee. The last day to receive approval for readmission to the College and register for classes is one business day prior to the start of the term. Pending approval by the graduate program, students who left on probation or who were dismissed from the College must have their readmission application and file reviewed by the program director. (Please consult with individual programs for information regarding readmission process). Special Student Admission Students who are non-degree-seeking, but wish to enroll for academic credit in courses within a graduate degree program, may be considered for admission as special students (non-degree). Special students (non-degree) can enroll on a space-available basis. Registration dates are included in the College’s Academic Calendar. Admission requires program director approval, and the student must be in good standing at all previously attended institutions. To be considered for admission as a special student (non-degree), the items listed below must be submitted to the Admissions Office. Some programs may have additional requirements. • Completed special-status application for admission • An official transcript of undergraduate and/or last degree earned. A bachelor’s degree from a regionally accredited institution is the minimum requirement for admission. Students who have earned a degree outside the US must have their transcript evaluated to confirm it is equivalent to a US bachelor’s degree or greater. If a non-degree seeking student is pursuing regular admission status into the program; he or she should submit an application requesting regular admission to that program and submit the additional materials needed for regular admission to that program. Special student status is conferred for only one term of enrollment. Additional terms require reapplication as a special student (non-degree). Students may count up to 6-8 semester credits earned as a special student (non-degree) toward an Augsburg College degree with approval of the program director. International Students Admission Augsburg College graduate programs encourage qualified applicants from other countries to apply. An F-1 student is a nonimmigrant who is pursuing a “full course of study” to achieve a specific educational or professional objective at an academic institution in the United States that has been designated by the Department of Homeland Security (DHS) to offer courses of study to such students, and has been enrolled in SEVIS (Student and Exchange Visitor Information System). A student acquires F-1 status using form I-20, issued by a DHS-approved school through SEVIS. Status is acquired in one of two ways: 13 • If the student is abroad, by entering the United States with the I-20 and an F-1 visa obtained at a US consulate. • If the student is already in the United States and not currently in F-1 status, by sending the I-20 to USCIS (United States Citizenship and Immigration Services) with an application for change of nonimmigrant status. A student who is maintaining valid F-1 status may transfer from another DHS-approved school to Augsburg by following the transfer procedures set forth in the F-1 regulations. In addition to fulfilling all general admission requirements for a particular graduate program, prospective F-1 students must also comply with the following: English Proficiency Requirements for International Graduate Applicants To meet Augsburg College admission requirements, you must provide evidence of a sufficient command of both written and spoken English to study college courses conducted entirely in English. Below is a list of the tests and programs Augsburg College accepts as evidence for English proficiency. • TOEFL (Test of English as a Foreign Language) o www.toefl.org/ o Score report of 80 on the Internet-based TOEFL (iBT) with a subscore of 20 on the written and 20 on the speaking sections. (The Augsburg College TOEFL code is 6014.) • IELTS (International English Language Testing System) o www.ielts.org/ o Score report of 6.5. • MELAB (Michigan English Language Assessment Battery) o www.cambridgemichigan.org/melab o Score report of 80, and score report must be accompanied by an official letter from the testing coordinator. • Successful completion of a previous undergraduate or graduate degree at an accredited college or university in the US, the United Kingdom, Ireland, English-speaking Canada, New Zealand, or Australia. Score reports must be sent to Augsburg directly from the testing center. Score reports must not be more than two years old. Foreign Credential Evaluation Augsburg requires foreign credential evaluation for any transcript(s) from an institution outside of the United States. This evaluation should include the following: • Analysis of credentials to determine if your degree is equivalent to an accredited US bachelor’s degree • Verification the degree is equivalent, at a minimum, to a four-year US bachelor’s degree is required. • Course-by-course evaluation to show your complete course listing with credit values and grades received for each course, may also be required for specific programs. • Calculation of grade point average to demonstrate your cumulative grade point average using the standard US grading system, i.e., A=4.0, B=3.0, C=2.0, D=1.0, F=0.0. • Translation to English (if applicable) The evaluation report must be sent directly to Augsburg’s Office of Admissions. Refer to World Education Services at www.wes.org for information on how to obtain a foreign credential evaluation. Proof of Financial Support International applicants must provide reliable documentation that they have financial resources adequate to meet expenses for the duration of their academic program, which include tuition and fees, books and supplies, room and board, health insurance, personal expenses, and living expenses for dependents (if applicable). Funds may come from any dependable source, including scholarships, fellowships, sponsoring agencies, personal funds, or funds from the student’s family. Documentation of scholarships and fellowships may be in the form of an official award letter from the school or sponsoring agency; documentation of personal or family funds should be on bank letterhead stationery, or in the form of a legally binding affidavit. Government Form I-134, Affidavit of Support, or Augsburg’s Financial Sponsorship form can be used to document support being provided by a US citizen or US legal 14 permanent resident. All financial documents such as bank statements must be dated within three months prior to the date of application. Health Insurance All F-1 international students and their dependents (if applicable) are required to have adequate health insurance coverage for the duration of their program. International students will be enrolled in the Augsburg international student plan unless they fill out a waiver verifying proof of coverage through an alternative provider for the same period. 15 Financing Your Education Costs for Graduate Studies The Board of Regents approves the costs for the academic year. The board reviews costs annually and makes changes as required. The College reserves the right to adjust charges should economic conditions necessitate. Program Tuition and Fees Tuition and fees are published online at www.augsburg.edu/studentfinancial/2013-2014-graduate-rates/ Tuition: Students are charged per credit. The amount is payable at the beginning of each semester or you can set up an official payment plan through Student Financial Services. Fees: Student activity, facilities, wind energy fee. Other special course or program specific fees can be found online at www.augsburg.edu/studentfinancial. Books and Supplies: Approximately $150 per course Audit Fee: $1,000 per course Payments Semester Charges Prior to the start of each semester a statement of estimated charges showing charges and financial aid credits designated by the Student Financial Services Office is sent to the student via e-mail. All statements are available online through AugNet Records and Registration. Payments can be made online at www.augsburg.edu/studentfinancial/make a-payment/. Augsburg may charge late fees and interest on delinquent accounts. Review the full policy regarding past due balances online at www.augsburg.edu/studentfinancial/disclosure/. Payment Options Augsburg College offers payment plan options for all students. Information about payment plans is available online at www.augsburg.edu/studentfinancial/payment-plans-and-discounts/. Financial Aid All students who wish to be considered for financial assistance must establish financial aid eligibility on an annual basis. This includes completing the application process as outlined below and making satisfactory academic progress. In order to maintain eligibility in financial aid programs, students must make satisfactory academic progress toward the attainment of their degree or certificate as stipulated in the College catalog and as published on the Academic Progress Standards for Financial Aid Recipients webpage, www.augsburg.edu/studentfinancial/sap-policy/. Financial assistance awarded through Augsburg may be a combination of grants and loans. The College cooperates with federal, state, church, and private agencies in providing various aid programs. During the 2012-2013 academic year, more than eight out of ten students at Augsburg received financial assistance. The Free Application for Federal Student Aid (FAFSA) helps determine the amount of assistance for which a student is eligible. This analysis takes into account such family financial factors as current income, assets, number of