"If we are not for our children, who shall we be for?"
-Paul Wellstone
TABLE OF CONTENTS
Welcome ... .............. ... . ... ....... . ..... .... .. .... .... 1
Education Department ..... . .. . .. ........ . .. . ... . ............ .2
Introduction ..... . .... . .. .... . ............ ..... Show more
"If we are not for our children, who shall we be for?"
-Paul Wellstone
TABLE OF CONTENTS
Welcome ... .............. ... . ... ....... . ..... .... .. .... .... 1
Education Department ..... . .. . .. ........ . .. . ... . ............ .2
Introduction ..... . .... . .. .... . ............ ... ..... .. . ...... .3
Elementary Education ..... .. ................ . . . ...... ........ 5
Secondary Education .... .. ............... .. .. . . .............. 6
Special Education . . ... . .. . . .......... . . . ...... ... . .... . ...... 7
Reading Endorsement .. . .. ............................... . .. .9
Student Teaching .... . .... ... . ... . ... . ........ . .....•... . .... 9
Graduate Degree Completion ........ .. .. ...................... 10
Course Descriptions ... ... .. .................. . . . ..... . ...... 12
Admissions Requirements .. .............. . .. . . . .... . .. . ...... 18
International Applicants .... . . .. . ............................. 19
Academic Policies ......... .. .... ............ .... . . . . .. . ... . .20
Fee and Payment Information . . .. ... . .. . ...................... 23
Financial Aid ........ . . . . ............................ . ..... 25
About Augsburg .. .... .... ............... . . .. . ........ . . . ... 27
MAE Faculty . .... . . .. . ... ............... .. .. . ... . . . . . ...... 28
Campus Maps ........ . ... ........................... back cover
WELCOME TO THE AUGSBURG COLLEGE
EDUCATION DEPARTMENT
We are pleased that you are interested in the Master of Arts in Education (MAE)
program, which offers teaching licensure within a master's degree. Augsburg has a
long history in teacher education with alumni of our programs teaching throughout
Minnesota. We know that Augsburg College is an excellent choice for you to pursue
your teaching dreams and goals-and here's why.
OUR PHILOSOPHY. The Education Department program theme-Teacher as
developing professional from classroom decision-maker to educational leadersuggests the expectations we have that our students will leave our programs prepared
to exercise leadership in the classroom and, eventually, the institution. Our
department mission statement goes beyond leadership to also lay out our expectations
for fostering "student learning and well-being by being knowledgeable in content,
being competent in pedagogy, being ethical in practice, building relationships,
embracing diversity, reflecting critically, and collaborating effectively. "
Our urban setting provides yet another dimension to our programs through course content, field experiences, and
classroom instructors. Our goal is that students leave our programs prepared to be knowledgeable, collaborative,
capable beginning teachers who imbue their practice with ethics, tolerance, and compassion.
OUR FACULTY. Augsburg faculty members who teach in the MAE program are a mix of full-time and adjunct
instructors, all of whom have K-12 teaching experience. Many adjunct instructors are currently teaching in K-12
settings; all full-time faculty members are frequent visitors to K-12 settings through student teaching and field
experience supervision, volunteer work, and/or in-service education. We understand the importance of what we do
and what you hope to do . We value good teaching and, most especially, we value good teachers.
OUR ACCESSIBILITY. We realize that though teaching is your dream, your reality likely includes work, family, and
personal responsibilities. Because we understand the demands adult students face , we offer flexible scheduling. A
majority of licensure and graduate-level courses are taught in the evenings and weekends to allow you to manage
these responsibilities while pursuing your goals.
As a student in Augsburg's Master of Arts in Education licensure and degree program, you will find yourself among
interesting students and dedicated professors who believe that all children deserve a good, highly qualified
teacher-the teacher you can become.
Vicki Olson, Ph.D.
Program Director
The Augsburg College Education Department commits itself to developing future educational leaders who foster student
learning and well-being by being knowledgeable in content, being competent in pedagogy, being ethical in practice,
building relationships, embracing diversity, reflecting critically, and collaborating effectively.
PROGRAM THEME
Teacher as developing professional, from competent classroom decision-maker to educational leader.
PROGRAM DIMENSIONS
What we do-concepts and strategies of teaching (being competent in pedagogy; building relationships)
I How to assess and evaluate student ability and performance (MSEP 8: Assessment).
I How to plan instruction to meet student needs (MSEP 7: Planning Instruction)
I How to implement instruction to promote student learning (MSEP 4: Instructional Strategies)
I How to manage children and classroom life effectively (MSEP 5: Learning Environment)
I How to help students develop emotionally and socially (MSEP 2: Student Leaming; MSEP Standard 5: Learning Environment)
I How to integrate technology and service learning into a learning environment.
Who we teach-knowledge of children and youth (embracing diversity)
I How students develop and learn (MSEP 2: Student Learning)
I Similarities/differences across communities, cultures, learning styles, abilities, special needs , and lifestyles (MSEP 3:
Diverse Learners)
I Current issues affecting children and youth (MSEP 9: Reflection and Professional Development; MSEP 10 Collaboration,
Ethics, and Relationships)
Where we work-contexts of schools (collaborating effectively; being knowledgeable in content)
I Foundational knowledge of schools and education in the U.S. (MSEP 9: Reflection and Professional Development)
I Collaboration and teaming skills (MSEP 10: Collaboration, Ethics, and Relationships)
Who we are as individuals and teachers-personal stance and
knowledge base (reflecting critically; being knowledgeable in content;
being ethical in practice; developing future educational leaders)
I Leadership skills (MSEP 9: Reflection and Professional Development;
MSEP 10 Collaboration, Ethics, and Relationships)
I I know and how I learn (MSEP 1: Subject Matter)
I How I think: critically, creatively, ethically, reflectively (MSEP Subject
Matter; MSEP 9: Reflection and Professional Development)
I What I believe to be true about education and people; personal
philosophy of education (MSEP 9: Reflection and Professional
Development)
I What I can do to develop as a professional (MSEP 9: Reflection and
Professional Development)
I How I communicate and understand the communication of others
(MSEP 6: Communication: MS 10: Collaboration, Ethics, and
Relationships)
-
I
At Augsburg College you can pursue your dreams of becoming a teacher
while continuing to work. We offer you an opportunity to earn your
education licensure as a component of a Master of Arts in Education
(MAE) degree through classes that primarily meet every other weekend
and limited weekday evenings.
Augsburg's MAE degree is flexible, for people who:
I have a baccalaureate degree already and are seeking teaching
licensure with an option to complete a master's degree;
I are licensed teachers seeking a master's degree;
I are seeking a master's degree in education without teaching
licensure.
Through weekend and weekday evening classes, students can earn
licensure in:
I Elementary education with a middle school specialty. Specialty
areas in communication arts, math, and social studies are available
through this program. The science specialty is available through a
combination of weekday, weekday evening, and weekend courses. All
education courses are available through weekend and weekday
evening courses.
I Secondary and K-12 education. Undergraduate majors in licensable content areas serve as the foundation for secondary
and K-12 education licensure. These majors are evaluated by Augsburg's content area departments to determine
remaining content area courses necessary for licensure. In general, a minimum of two courses within the licensure major
must be completed at Augsburg. Social studies, art, and communication arts/literature are available entirely through
weekend and weekday evening classes. Other licensure majors are offered primarily through weekday courses, including
biology, chemistry, health education, mathematics, music education, physical education, physics, and theatre arts. All
education courses are available through weekend and weekday evening courses.
I Special education. Licensure areas in special education include emotional/behavioral disabilities and learning disabilities.
These programs, designed primarily for people who have already earned a baccalaureate degree and now want a
teaching license, are comprised of two distinct parts.
First is the licensure component. If you are seeking licensure and qualify for admission into the MAE program, you can take
a portion of the licensure courses at the graduate level. While these courses do not fulfill all MAE degree requirements, they
form the core of the master's degree.
Second is the graduate degree completion component. Between four to six licensure courses completed at the graduate level
with a 3.0 or better cumulative GPA can be applied towards the MAE degree. Once licensure is achieved, you can continue
to take graduate classes in education and leadership to complete the MAE degree.
-
Already licensed teachers can work towards the MAE degree through the following options:
I Special education E/BD and LD
I Reading licensure
People seeking an education-related master's degree who do not want licensure can pursue an MAE degree, as well. These
programs are made up of a core of graduate level education courses plus additional courses in leadership.
Whether seeking licensure and/or a master's degree, this program allows you to change or enhance your career while fulfilling
your family and professional commitments in the company of adults with similar goals.
PROGRAM CONCEPTUAL FRAMEWORK
Teacher leadership is the theme that threads through our graduate licensure and degree completion program. The Augsburg
Education Department believes that teachers are leaders in their classrooms and should be leaders in their institutions and
communities.
,.
The leadership focus plays out in two ways. First, the additional work required in
focuses on providing graduate students the chance to exercise leadership as well a:
requirements. Second, in the degree completion component, students are required
courses from our Master of Arts in Leadership (MAL) program. This provides the :
aspects of leadership as part of their degree program.
WEEKEND & EVENING
WEEKEND, EVENING, & DAY
Communication Arts
Social Studies
Mathematics
Science
ELEMENTARY
SECONDARY & K-12
Art
Communication Arts/Literature
Social Studies
Biology
Chemistry
Health Education
Mathematics
Music
Physical Education
Physics
Theatre Arts/Dance
SPECIAL EDUCATION
-
he graduate versions of the "slash" courses
extend their knowledge beyond the basic
o include at least two graduate-level
udents the chance to focus on some
Emotional/Behavioral Disorders
Learning Disabilities
LICENSURE COMPONENT
The K-6 elementary with a middle school specialty license
allows you to teach in grades K-6 and in your specialty
area of math, science, social studies, or language arts in
middle school. Augsburg Weekend College offers this
license to people who already hold a bachelor's degree and
meet admissions requirements, as well as to people seeking
a bachelor's degree.
Licensure requirements are offered at undergraduate/
graduate level. That means classes will consist of both
undergraduate and graduate students, with graduate
students having additional course responsibilities. The
graduate course numbers are taken at the 500 level.
The following requirements are offered at both the
undergraduate and graduate level. All courses must be
taken for licensure, and between four and six may also be
applied toward the master's degree in education.
EDC 200/522
EDC 206/566
EDC 310/533
EDC 410/544
EDC 480/580
EED 320/520
Orientation to Education (1.0) *
Diversity/Minnesota American Indians (1.0)
Learning and Development (l.O) *
Special Needs Learner (I.O) *
School and Society (1.0)
K-6 Methods: Reading (l.O) *
To complete the license, you will also need to complete
certain requirements at the undergraduate level:
HPE ll5
Chemical Dependency (.5)
EDC 220
Educational Technology (.5)
EED 310
K-6 Methods: Health/PE (.5)
EED 330
K-6 Methods: Children's Lit./Lit. Arts (1.0)
K-6 Methods: Art (.25)
EED 34 I
EED 342
K-6 Methods: Mustic (.25)
EED 350
K-6 Methods: Math (1.0)*
EED 360
K-6 Methods: Science (l.O)
EED 370
K-6 Methods: Social Studies (.5)
EED 380
Kindergarten Methods (.5) *
Middle School methods in specialty* (.5-1.5)
Student Teaching (2.0)
EED 48I,483
*Field experience hours are required in these courses. A
minimum of 100 hours in classrooms and education-related
settings are required prior to student teaching. Students spend
approximately 20 hours per term in field experiences.
UNDERGRADUATE LIBERAL ARTS REQUIREMENTS
The number of supporting liberal arts courses required for
licensure depends upon the courses taken previously as part
of the bachelor's degree. Requirements are determined by:
I Minnesota licensure standards for specific college level
coursework in math, biology, physics, and earth science
for all students seeking elementary licensure.
I Minnesota licensure standards in a specialty area for
middle school. Subject area specialties are offered in
language arts, social studies, math, and science.
Previous coursework can be accepted into the licensure
program if it meets Minnesota standards and if a grade of C
or better was achieved. The Education Department
determines the courses that are accepted. Transcripts,
course descriptions, and course syllabi are used to make
these determinations.
In limited cases, life experience can be considered as a
substitute for specific program requirements. In such cases
students must provide significant evidence of competency
in the affected standards. The College's Applicat~on of Prior
Learning (APL) process is used as a framework. The
Education Department determines what is accepted.
-
K-12 and 5-12 licensures in several content areas are
offered in Weekend College through a combination of
graduate and undergraduate coursework. Education
requirements are offered primarily on a weekend schedule
(along with a limited number of weekday evening courses) .
Graduate-level licensure coursework is available to people
who already hold a bachelor's degree and meet admissions
criteria.
The following majors are offered almost entirely through
Weekend College: communication arts/literature, history or
economics or psychology or sociology (all for social
studies), studio art.
The following requirements are offered at both the
undergraduate and graduate level. All courses must be
taken for licensure, and four to six may also be applied
toward the master's degree in education.
People seeking 5-12 licensure in social studies and biology,
chemistry, or physics must complete a broad-based core of
courses in their selected field in addition to the major.
Previous coursework is accepted when appropriate. This is
part of the evaluation of major coursework.
EDC 200/522
EDC 206/566
EDC 310/533
EDC 410/544
EDC 480/580
ESE 300/500
Orientation to Education (1.0) *
Diversity/Minnesota American Indians (1.0)
Learning and Development (l.O) *
Special Needs Learner (l.O) *
School and Society (1.0)
Reading and Writing in Content Area (l.O)
To complete the license, students also will need to complete
certain requirements at the undergraduate level:
HPE 115
Chemical Dependency (.5)
EDC 220
Educational Technology (.5)
ESE 325
Creating Learning Environments (l.O)*
ESE 3XX
K-12 or 5-12 Special Methods (1.0 -2.0)*
ESE 481 , 483, 485 Student Teaching (2.0-3.0)
*Field experience hours are required in these courses. A
minimum of 100 hours in classrooms and education-related
settings are required prior to student teaching. Students spend
approximately 20 hours per term in field experiences.
UNDERGRADUATE LIBERAL ARTS REQUIREMENTS
The equivalent of a major in a content area is required for
K-12 and 5-12 licensure. Students who have majored in a
field in which we offer licensure must have their previous
coursework evaluated by the major department at
Augsburg. Additional coursework tied to licensure
standards is generally required.
-
The following majors are offered primarily or entirely
through the weekday program: biology, chemistry, physics,
health and physical education, theatre/dance, mathematics.
LICENSURE COMPONENT
Learning Disabilities Core
There are two licensure options in the K-12 Special
Education program: emotional/behavioral disabilities, and
learning disabilities. Both of these programs qualify you to
teach in special education programs and positions. Many
students get licensure in both emotional/behavioral and
learning disabilities.
Students wishing to earn a Learning Disabilities licensure in
addition to a Emotional/Behavioral licensure will take the
above courses in the Emotional/Behavioral core, and two
additional specialty courses.
Emotional/Behavioral Disabilities Core
SPE 434/534
The following requirements are offered at both the
undergraduate and graduate level. All courses must be
taken for licensure, and up to six may also be applied
toward the master's degree in education.
EDC 200/522
EDC 206/566
EDC 310/533
EDC 410/544
EED 320/520
SPE 400/500
SPE 410/510
Orientation to Education (1.0) *
Diversity/Minnesota American Indians (1.0)
Learning and Development (1.0) *
Special Needs Learner (1.0) *
K-6 Methods: Reading (l.O)*
Teaching Students with Emot./Behavioral
Disabilities (1.0)**
Implementing Assessment Strategies
SPE 420/520
SPE 430/530
Planning, Design, and Delivery (1.0) **
Instructional and Behavioral Practices
SPE 440/540
Parent and Professional Planning (1.0)**
SPE 424/524
Etiology and Origins of Learning
Disabilities (l.O)**
Teaching Content Areas to Students with
Learning Disabilities (1.0)**
A student wishing to earn only a Learning Disabilities
licensure would take all of the Emotional/Behaviorial
Disabilities core class as well, with the exception of SPE
4 30/530 Instructional and Behavioral Practices.
(1.0)**
(1.0)**
-
To complete the license, students will also need to complete
certain requirements at the undergraduate level:
HPE 115
EDC 220
EED 330
EED 350
EED 360
Chemical Dependency (.5)
Educational Technology (.5)
K-6 Methods: Children's Lit.IL.Arts (1.0)
K-6 Methods: Math (1.0)*
K-6 Methods: Science (1.0)*
Student Teaching (1.0-2.0)
*10-20 hours of field experience are required as part of this
course. Students currently working in schools can often use
their school employment for their field experience.
**These courses are taken during the internship year. A
significant amount of contact with students labeled EBD or LD
is required. The ideal situation for the internship year is to be
working in a K-12 setting with these students. Students not
currently employed in schools must be available for extensive
volunteer field placements during the internship year.
Previous coursework can be accepted into the licensure
program if it meets Minnesota standards and if a grade of C
or better was achieved. The Education Department
determines the courses that are accepted. Transcripts,
course descriptions, and course syllabi are used to make
these determinations.
Eligibility
To be eligible to apply to the Special Education program,
students must:
I have college credits, an associate degree, or degree and/or
licensure in another field; and
I be currently employed in a K-12 setting as a
paraprofessional or licensed teacher; and/or
I have experience working with students who are labeled
with emotional, behavioral, or learning disabilities, as
well as considerable time available for volunteer field
placements.
-
Innovative Model
This program is based on an internship model that allows
coursework and experience to occur simultaneously In
addition to student teaching, students must complete two
40-hour field placements where they will gain experience
working with students from age groups different from their
internship site.
This program is built on an inclusive education model.
Under this model, students learn how to work closely with
both special and regular educators to facilitate inclusion of
special education students into the regular education
classroom.
Augsburg College also offers a K-12 Reading Endorsement program. This endorsement has been established to provide teachers
with existing teaching licenses an opportunity to expand their knowledge and practices in the area of reading instruction.
Candidates for this license will complete 4.5 credits of coursework that have been designed to meet the requirements
established for this license by the Minnesota Board of Teaching. Students may use these courses to fulfill requirements for
the Master of Arts in Education degree.
These courses include:
EED 520
K-6 Methods: Reading (LO)*
ESE 500
Reading/Writing in the Content Areas (LO)*
EDC 505
K-12 Literature in the Classroom (.5)
EDC 508
K-12 Reading Assessment and Evaluation (LO)
EDC 510
Clinical and Reading Program Leadership (LO)
EED 320/520 and ESE 300/500 are offered to both undergraduate and graduate students. EED 320/520 is part of the
elementary and special education initial licensure programs, and ESE 300/500 is part of the secondary initial licensure
program. The rigor of the course is increased for those taking it at the graduate level. The following policies apply for
licensed teachers seeking the reading endorsement:
I Reading license candidates who have already received their initial teaching license and who are graduates of Augsburg
College or completers of Augsburg licensure programs within the past seven years will not be required to retake the
entire version of EED 520 or ESE 500. However, they will be expected to complete the requirement for the graduate
portion of the course that they may have taken at the undergraduate level (EED 320 or ESE 300) within the context of a
half-credit graduate level independent study. If the graduate level of the course was taken as part of the initial license
(EED 520 or ESE 500) within the past seven years, students do not need to repeat it or do the independent study.
I Reading license candidates who have already received their initial teaching license and who are graduate/completers of
Augsburg College, but not within the past seven years, will be required to take EED 520 and/or ESE 500 at the graduate level.
I Reading license candidates who have already received their initial teaching license and who are not graduates of Augsburg
College will be expected to take EED 520 and ESE 500 at the graduate level as part of the endorsement program.
STUDENT TEACHING
All education students are required to complete student teaching in their content area. In the MAE program, student teaching
is completed after the core education classes are completed, but before the master's completion electives and final project.
Student teaching generally lasts for 12 weeks; however, it may vary slightly for some specific content areas. During that
time, students work full time as student teachers and are supervised by an Augsburg faculty member. Students register for
two credits of student teaching, and meet at Augsburg College for a student teaching seminar three times during the term.
Most placements are in the Minneapolis/St. Paul metropolitan area. However, students do have the opportunity to teach
abroad, where students do half of the student teaching experience in the metro area, and the remaining portion in
another country. Opportunities to teach abroad are available around the world, and it is a wonderful opportunity to
build a global perspective in education.
-
Students progress in graduate coursework during the licensure program. The licensure coursework forms the Master of Arts
in Education core, with up to six Augsburg graduate-level licensure courses fulfilling the master's requirements.
Declaration of Intent to Complete
Students who have been admitted into the MAE program must formally declare their intent to complete the master's degree
beyond licensure. This can be done any time during coursework, and up to one year after completing student teaching.
Students have seven years to complete the degree after filing the intent to complete form
The declaration of intent is made to the MAE program coordinator. Graduate-level courses in which a 3.0 or better is
achieved will be accepted into the degree program. If a graduate course is graded 2.5 it can be accepted into the MAE
degree completion program as long as the cumulative GPA remains at 3.0 or higher. A maximum of two courses at 2.5 can
be used to complete the MAE degree. Students need nine graduate-level courses to complete the MAE. Between four and six
courses can be drawn from the appropriate core; the remaining courses will be education or leadership requirements and
electives.
Once graduate-level students have declared their intent to complete the master's degree, they are eligible to take Master of
Arts in Leadership and other education graduate courses. If education graduate courses are used as electives in the degree
completion component, they must be drawn from a pool of education non-licensure courses offered at the graduate level. In
most cases students will complete the licensure component prior to the graduate degree.
The MAE program is also open to students seeking a master's degree without licensure. Students taking this path file Intent
to Complete forms with the MAE program director prior to taking their first graduate-level course. The same GPA standards
apply (3.0 or better on coursework) and the core of the graduate program is made up of four to six graduate-level licensure
courses, plus the degree completion options outlined for those seeking licensure. The difference is that these students are
not required to complete the undergraduate courses in education and liberal arts that are required for licensure.
Graduate Degree Completion
To earn a master's degree beyond the core of education classes, students
will need to successfully complete a minimum of three additional
graduate-level courses. They are:
I A research methods course, typically ML 514
I An elective course, chosen from leadership-focused courses in the Master
of Arts in Leadership (MAL) program (see page 11)
I A research- or leadership-based final project
Students bringing fewer than six graduate-level licensure courses into the
degree program must complete additional leadership or education
graduate courses to reach the total of nine required courses.
-
The research methods course will help prepare students to evaluate and
document research for use in their final project or paper. In this course, both qualitative and quantitative research methods
will be examined. The leadership elective courses allow students to examine issues of leadership at a personal or
institutional level. The goal for the graduate degree completion component is to foster the development of teachers as
leaders within the institution and community as is in line with our program theme and department mission statement.
FINAL PROJECT OPTIONS
Students have two options for fulfilling their Master of Arts in
Education final project, which serves as the capstone of the
master's program: a Leadership Application Project or action
research.
LEADERSHIP ELECTIVE OPTIONS
The Leadership Application Project is a research-based study
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 and the materials
involved, but will always be application oriented. The central
component of the Leadership Application Project is the
demonstration of leadership ability through a concrete
research-based project appropriate to the candidate's
workplace or place of service. Students taking this option will
register for EDC 585 Independent Study and work closely
with a project adviser from Augsburg College.
ML510
Visions of Leadership
ML 511
Creativity and Problem-Solving
ML 520
Self Identity, Values, and Personal
The second option is action research in education. Action
research is a collaborative, self-reflective research method
designed to be 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. This option is composed of
two half-credit courses taken in sequential terms. The first
course, EDC 586, introduces students to action research, a
form of research that simultaneously contributes to the
practical concerns of people while furthering the goals of
social science. The second course, EDC 587, is focused on
collecting and analyzing data. It culminates in a symposium
where students present their research in a public forum.
Growth
ML525
Personality and Systems Theories
ML 530
Ethics in Communication
ML 531
The Dynamics of Change
ML 545
Decision Making and Leadership
ML 550
Communication, Decision Making,
and Technology
ML 560
Developing a Multicultural
Perspective
ML 565
Women and Leadership
-
Many education courses in the Master of Arts in Education
program are offered at both the undergraduate and graduate
level. Both undergraduate and graduate students take
courses together, with graduate students having additional
responsibilities and expectations. Graduate courses are
offered at the 500 level. All courses are 1.0 credit unless
noted otherwise.
EDC 410/544
The Special Needs Learner
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. (Prereq.:
PPST and admission to department or special permission of
instructor)
EDUCATION COURSES
EDC 200/522
Orientation to Education in an Urban Setting
Career exploration and overview of the teaching profession.
Emphasis on historical and philosophical foundations of the
American school system. Urban fieldwork experience.
(Undergraduate prereq.: ENG 111, sophomore standing)
EDC 206/566
Diversity/Minnesota American Indians
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. (Prereq.: PPST and admission to
department)
EDC 505
Literature in the Classroom (.5 course)
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
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.
The study of student reading development, the knowledge
and use of gathering and analyzing data of students'
reading, and designing and applying appropriate reading
curriculum based on this information.
EDC 220
Educational Technology (.5 course)
EDC 510
Clinical and Reading Program Leadership
Psychological and philosophical dimensions of communication
through the use of instructional technology. Selection,
preparation, production, and evaluation of effective audio
and/or visual technology for teaching/learning situations.
The study of effective leadership and professional
development strategies for individual schools and school
districts, reading standards, state and federal reading
legislation, and fiscal and budgetary operations. The
focused implementation of knowledge and skills gained in
reading licensure coursework.
EDC 310/533
Learning and Development in an Educational Setting
A survey of educational psychology topics as applied to
teaching and learning. Special emphasis is placed on
classroom applications. Fieldwork experience. (Prereq.:
PPST and admission to department)
-
EDC 480/580
School and Society
The study and use of literature in the K-12 classroom.
EDC 508
K-12 Reading Assessment and Evaluation
ELEMENTARY EDUCATION COURSES
EEO 310
K-6 Methods: Health/Physical Education (.5 course)
Examination and preparation of materials and resources for
physical education and health at the kindergarten and
elementary levels. (Prereq.: PPST and admission to
department)
EEO 320/520
K-6 Methods: Reading
The study and use of a variety of teaching techniques and
resources in reading, including the diagnosis and correction
of reading difficulties. Fieldwork experience. (Prereq.: PPST
and admissions to department)
EEO 330
K-6 Methods: Language Arts/Children's Literature
Examination and preparation of materials and resources for
children's literature and language arts at the kindergarten
and elementary levels. (Prereq.: PPST and admission to
department)
EEO 331
Middle School Methods: Communication
Arts/Literature-Writing (.5 course)
Introduction to the teaching of writing at the middle school
level. (Prereq.: PPST and admission to department)
EEO 341
K-6: Methods: Visual Arts (.25 course)
Examination and preparation of materials and resources for
visual arts at the kindergarten and elementary levels.
(Prereq.: PPST and admission to department)
EEO 342
K-6: Methods: Music (.25 course)
Examination and preparation of materials and resources for
music at the kindergarten and elementary levels. (Prereq.:
PPST and admission to department)
EEO 350
K-6 Methods: Mathematics
Examination and preparation of materials and resources for
mathematics at the kindergarten and elementary levels.
Fieldwork experience. (Prereq.: PPST and admission to
department)
EEO 360
K-6 Methods: Science
Examination and preparation of materials and resources for
science at the kindergarten and elementary levels.
Fieldwork experience. (Prereq.: PPST and admission to
department)
EEO 370
K-6 Methods: Social Studies/Thematic Studies (.5 course)
Examination and preparation of materials and resources for
social studies and thematic teaching at the kindergarten and
elementary levels. (Prereq.: PPST and admission to
department)
EEO 380
Kindergarten Methods (.5 course)
Study and use of a variety of techniques and resources for
teaching kindergarten. Fieldwork experience. (Prereq.: PPST
and admission to department)
EEO 481, 483, 485
Student Teaching
Two to three courses of full-time, supervised classroom
experience. Required for licensure. Occurs upon satisfactory
completion of licensure program and program portfolio.
-
SECONDARY EDUCATION COURSES
ESE 340
5-12 Methods: Science
ESE 300/500
Reading/Writing in the Content Areas
Introduction to the teaching of the natural sciences in
middle and high schools. Emphasis on instructional
strategies and curriculum development. Middle school
portion required for elementary concentration in science
taught concurrently as ESE 341 Middle School Methods:
Science (.5 course). Fieldwork experience. (Prereq.: PPST
and admission to department)
The study and use of a variety of middle school and
secondary techniques and resources to teach reading and
writing through the content areas. (Prereq.: PPST and
admission to department)
.
•.
ESE 325
Creating Learning Environments
An introduction to assessment, lesson planning, and
classroom organization based in the Minnesota Graduation
Rule, state testing, and national standards. Emphasis on
creating environments conducive to learning. Fieldwork
experience. (Prereq.: PPST and admission to department)
ESE 310
5-12 Methods: Social Studies
Introduction to the teaching of the social sciences in middle
and high schools. Emphasis on instructional strategies and
curriculum development. Middle school portion required
for elementary concentration in social studies taught
concurrently as ESE 311 Middle School Methods: Social
Studies (.5 course). Fieldwork experience. (Prereq.: PPST
and admission to department)
ESE 320
5-12 Methods: Theatre/Dance
Introduction to the teaching of theatre and dance in
schools. Emphasis on instructional strategies and
curriculum development. Fieldwork experience. (Prereq.:
PPST and admission to the department)
ESE 330
5-12 Methods: Mathematics
Introduction to the teaching of mathematics in middle and
high schools. Emphasis on instructional strategies and
curriculum development. Middle school portion required
for elementary concentration in mathematics taught
concurrently as ESE 331 Middle School Methods:
Mathematics (.5 course). Fieldwork experience. (Prereq.:
PPST and admission to department)
-
ESE 350
5-12 Methods: Literature and Reading
Introduction to the teaching of literature and reading in the
middle and high schools. Emphasis on instructional
strategies and curriculum development. Required for
elementary concentration in communication arts/literature
and for communication arts/literature license. Fieldwork
experience. (Prereq.: PPST and admission to department.
NOTE: Students seeking 5-12 communication arts/literature
license do not need to take ESE 300.)
ESE 351
5-12 Methods: Speaking and Listening (.5 course)
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. (Prereq.: PPST and
admission to department)
ESE 352
5-12 Methods: Media Literacy (.5 course)
Introduction to the teaching of media literacy in middle
school and high school. Emphasis on instructional
strategies and curriculum development. Required for
communication arts/literature license. (Prereq.: PPST and
admission to department)
ESE 360
K-12 Methods: Visual Arts
Introduction to the teaching of visual arts in the schools.
Emphasis on instructional strategies and curriculum
development. Fieldwork experience.(Prereq.: PPST and
admission to department)
ESE 370
K-12 Methods: Music
SPE 420/520
Planning, Design, and Delivery
Introduction to the teaching of music in the schools.
Emphasis on instructional strategies and curriculum
development. Fieldwork experience. (Prereq.: PPST and
admission to department)
This course provides students with skills to write and
implement individual program plans and to create effective
learning environments for students labeled EBD. Particular
attention is paid to inclusion models, diversity of student
need, and forming partnerships with key school personnel.
(Prereq: PPST and admission to the department)
ESE 481, 483, 485
Student Teaching
Two to three courses of full-time, supervised student teaching
required for licensure. Occurs upon satisfactory completion of
licensure program and program portfolio.
SPECIAL EDUCATION COURSES
SPE 315
Critical Issues: Special Education Seminar (.5)
This course is designed to support students seeking special
education licensure throughout their internship year. Issues
related to special education and their specific settings are
the focus of the course. The department portfolio is
completed as a part of this course.
SPE 400/500
Teaching Students with Emotional/Behavioral Disabilities
This course presents an overview of learners with emotional
and behavioral disabilities and learning disabilities. It
addresses the historical and philosophical aspects of the
EBD category, examines origins of student behavior and
student learning styles, and addresses theoretical
perspectives and conceptual models as they relate to this
category of disability. (Prereq: PPST and admission to the
department)
SPE 410/510
Implementing Assessment Strategies
This course examines the assessment process from the prereferral 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. (Prereq: PPST and admission to the
department)
SPE 424/524
Etiology and Origins of Learning Disabilities
This course will focus on the history and context of
learning disabilities, which includes the medical and
sociological aspects specific to learning disabilities. It will
also teach students how to access information relevant to
the field.
SPE 430/530
Instructional and Behavioral Practices
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. (Prereq: PPST and admission to the
department)
SPE 434/534
Teaching Content Areas to Students with Learning
Disabilities
This course will teach students how to identify, adapt, and
implement developmentally appropriate instruction and
strategies that support the learning of students identified as
having learning disabilities. The specific focus will be on the
areas of reading, writing, and listening comprehension; and
math, reasoning, and problem solving skills.
SPE 440/540
Parent and Professional Planning
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. (Prereq: ENG 111,
PPST and admission to department).
-
GRADUATE-LEVEL RESEARCH REQUIREMENTDEGREE COMPLETION
ML 514
Research Methods
Evaluation and documentation of programs, projects, and
ideas as they relate to leadership theories and practice.
Qualitative and quantitative tools will be discussed.
ML 530
Ethics in Communication
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.
GRADUATE-LEVEL ELECTIVES
At least one elective must be taken from the following
Master of Arts in Leadership courses.
ML 510
Visions of Leadership: A Historical and Literary Journey
Introduction to selected concepts of leadership, providing a
historical and philosophical framework for the program.
This course views the nature and purpose of leadership
from a variety of disciplines and perspectives.
ML 511
Creativity and the Problem-Solving Process
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 world-view.
ML 520
Self-Identity, Values, and Personal Growth
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 of learning and
leadership strategies.
ML 525
Personality and Systems Theories
-
Study of leadership in the dual context of personality theory
and systems theory. Contributions of Jung, Fromm, Maslow,
May, and others to personality theory are considered as are
the systems' theories of von Bertalanffy and Bateson. The
theories are applied to the concrete realities of leadership in
a variety of settings.
ML 531
The Dynamics of Change
This course offers an exploration of the context of social
change and varying responses to diverse human needs.
Ways of achieving well-being may be viewed differently by
leaders in public and private domains and across cultures.
The course explores these various perspectives, including
areas of conflict and opportunities for leadership in social
and organizational change. Sociological, human
development, and economic theories are applied to
contemporary public and private sector issues for social
change.
ML 545
Decision Making and Leadership
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.
ML 550
Communication, Decision Making, and Technology
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.
concrete project appropriate to the candidate's workplace or
place of service.
EDC 586
Action Research in Education (.5 course)
This course will introduce students to 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.
This is the first of a two-trimester course.
ML 560
Developing a Multicultural Perspective
EDC 587
Action Research (.5 course)
This course focuses on the ability to function and lead in
culturally diverse contexts within the U.S. 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.
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 trimester will culminate with a
symposium in which student work will be presented in a
public forum.
ML 565
Women and Leadership
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.
MAE FINAL PROJECT OPTIONS
EDC 585
Leadership Application Project
The Leadership Application Project is a research-based
study 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 and the
materials involved, but will always be application oriented.
The central component of the Leadership Application
Project is the demonstration of leadership ability through a
-
Admission into the Master of Arts in Education program is a two-step process: admission into Augsburg College Graduate
Studies, and admission into the Education Department.
AUGSBURG GRADUATE ADMISSION
Immediate graduate admission requires applicants to hold a baccalaureate
degree from an accredited four-year college or university with a minimum
undergraduate cumulative grade point average of 3.0 (on a scale of A= 4.0).
Any graduate courses taken will also be factored into the cumulative grade
point average. However, if an applicant holds a graduate degree with at least a
3.0 grade point average, he or she is waived from holding a minimum
undergraduate cumulative grade point average .
·.·
.
Applicants with cumulative grade point averages between 2.5 - 3.0 will be
admitted to the undergraduate-level licensure program until they achieve a
3.0 or better in 2.0 courses at Augsburg College.
Decisions about admission to the program will be made on an individual
basis by the Education Department Admissions Committee. Admissions are
handled on a rolling basis, with students being admitted at the beginning of
the fall, winter, and spring terms.
To apply to the College, the following materials must be submitted to the
Office of Graduate Admissions:
I Completed application form
I $35 non-refundable application fee
I A one-to-three page statement about the applicant's teaching aspirations
I Official transcripts from all undergraduate institutions
attended, listing all courses taken and any degree(s)
conferred
I Official transcripts from all graduate institutions attended,
listing all courses taken and degree(s) conferred, if any.
EDUCATION DEPARTMENT ADMISSION
Once accepted into the College, students may take lower
division courses in education and required content areas. Prior
to taking the upper division courses, students must be
admitted to the Education Department. In order to be accepted
into the Education Department, students must take the PreProfessional Skills Test (PPST), have the required cumulative
grade point average, and submit two letters of
recommendation.
-
To obtain an Education Department admissions packet, go the
Education Department office in Sverdrup Hall 11.
Augsburg College encourages qualified applicants from
other countries. See Admission Requirements for a
description of the admission process and selection criteria.
Application materials required for international
applicants are:
I Completed application form
I $35 application fee (non-refundable) payable in U.S.
dollars
I A one-to-three page statement relating the applicant's
career and life goals to leadership aspirations
I Completed Declaration of Finances (see below for
further information)
I Official mark-sheets with certified translations from all
undergraduate institutions attended listing all courses
taken, marks earned, dates attended, and degree(s) or diploma(s)
conferred, if any; plus, a U.S. evaluation from an evaluation
center
I Official mark-sheets with certified translations from all graduate
institutions attended listing all courses taken, marks earned, dates
attended, and degree(s) or diploma(s) conferred, if any; plus, a
U.S. evaluation from an evaluation center
I Official results on the Test of English as a Foreign Language
(TOEFL) with a minimum score of 600 for the paper test, or 250
for the computer version
Applicants may be asked to participate in an interview, in person or
over the phone, with graduate program faculty and/or staff
members.
Students and their financial sponsor must complete a Declaration of
Finances as part of the application for admission, along with
appropriate certifications.
In accordance with federal regulations, applicants seeking an F-1
student visa or J-1 exchange visitor visa must provide
documentation to the school that they have financial resources
adequate to cover all expenses for the duration of the program.
Once a student has been accepted into the program, the appropriate
school official will issue the student an 1-20 (if seeking an F-1) or
DS-2019 (if seeking aj-1).
-
EVALUATION STANDARDS
Evaluation of academic performance in the MAE program will
be based on number grades using a 4.0 point scale and as defined below.
Courses not offered on the numbered grading system are noted in the
course descriptions in this catalog as being graded on PIN basis. In order
to receive a grade of P, a student must achieve at least a grade of 2.0. No
more than two courses with a grade below 3.0 will count toward the
degree. No more than two courses with a grade of or below 2.5 can be
repeated. Only the credits and grades earned the second time are
counted in the grade point average.
4.0
Achieves highest standards of excellence
3.5
3.0
Achieves above basic course standards
2.5
2.0
1.5
1.0
Achieves the minimum passing standard
Performance below basic course standards
0.5
0.0
Unacceptable performance (no credit for the course)
P
Achieves at or above the 2.0 level (not computed in grade point
average)
N
Does not meet minimum course standards (no credit and nonpunitive-not computed in grade point average)
W
Grade given when a student withdraws from a course after the deadline without notation on the record
An incomplete grade (I) may be awarded when the instructor grants permission after determining that a student
emergency may delay completion of coursework. Students who receive an incomplete grade should be capable of
passing the course if they satisfactorily complete outstanding course requirements.
To receive an incomplete grade, a student must file an Application for Incomplete Grade form with the Office of the Registrar
that states the reasons for the request, outlines the work required to complete the course, and includes the course instructor's
signature. The instructor may stipulate the terms and conditions that apply to course completion. The student must complete
the outstanding work in enough time to allow evaluation of the work by the instructor and the filing of a grade before the final
day of the following academic term. If the work is not completed by the specified date of the following academic term, the grade
for the course becomes a 0.0.
ATTENDANCE POLICY
Attendance is highly important and should be considered a responsibility, not only to one's self, but to one's classmates and course
instructor.
-
ACADEMIC PROBATION AND
DISMISSAL POLICIES
Students must maintain a 3.0 cumulative grade point
average. If a student falls below a 3.0 average, the student
will be placed on probation for the following term. A 3.0
cumulative grade point average must be restored in order
for a student to be removed from probation. If a student
receives a grade of N or 0.0 in a course, the student must
petition successfully with the MAE program director
before being allowed to continue in the program. A plan
for the student to follow would be outlined at that time.
If a second grade of N or 0.0 is received, the student may
be dismissed from the program by the MAE program
director. Students may also be dismissed by the MAE
program director for behavior detrimental to the
program, such as a gross violation of college policy (as
published in the Student Guide). Dismissal would occur
only after established procedures were followed.
CREDIT FOR PRIOR EDUCATION
Students may petition the MAE program director for
approval of any variation in the curriculum including the
transfer of credit. Transfer credits will be evaluated on an
individual basis.
The only courses that will be considered for transfer
credit are those earned from accredited colleges and
universities, whose course content is comparable to those
in the MAE program. No more than two courses will be
accepted for transfer credit.
CREDIT AND CONTACT HOURS
Each full-credit graduate course is the equivalent of four
semester credits or six quarter credits. Students meet in
class a total of 28 hours and are responsible for a
significant amount of individual study and preparation.
LAST DAY TO WITHDRAW FROM CLASS
The last date on which students may withdraw from a
class and receive a "W" on their records is published
annually in the Weekend College class schedule and on
the Weekend College Web site <www.augsburg.edu/weccurrent> and on the registrar's Web page at
<www.augsburg.edu/enroll/registrar>.
-
FEDERAL PERKINS LOAN PROGRAM
A joint Augsburg College-federally funded program
administered through the College for students who
demonstrate financial eligibility. A signed a promissory
note is required per term after which funds are credited
to the student account. Awards are made based on
available funds.
Borrowing Limits: You may borrow up to $6,000 per
year as a graduate student with a $40,000 aggregate
maximum.
Interest and Repayment: Simple interest of 5% and
repayment of principal begin nine months after you
graduate or leave school. Partial or total loan cancellation
privileges exist for certain types of teaching, disability
and, in certain circumstances, military service.
Deferments: No interest accrues nor do payments need
to be made at any time you are enrolled at least half time
or for serving three years in the military, Peace Corps, or
VISTA. Contact the Enrollment Center if you think you
are eligible for a deferment.
SELF (Student Educational Loan Fund)
The SELF is administered through the Minnesota Higher
Education Services Offices. Applications are available
from the Enrollment Center and should be completed by
the borrower and co-signer and returned to the
Enrollment Center for further processing. Loan proceeds
are released through eiectronic funds transfer.
Borrowing Limits: Graduate students may borrow up to
$9,000 per year minus any other student loan
indebtedness. Maximum graduate borrowing cannot
exceed $40,000 including undergraduate. The minimum
annual loan is $500.
Interest and Repayment: The interest rate is variable.
Interest payments begin 90 days after the loan is
disbursed and continue quarterly thereafter while the
student is enrolled. Principal payments begin in
the 13th month after you leave school.
Deferments: There are no deferments. Contact the
Minnesota Higher Education Services Office regarding
special circumstances and repayment.
TO APPLY FOR FINANCIAL AID
Financial aid application materials are available at
<www.augsburg.edu/enrolb. Applicants must be admitted
to Augsburg as regular students or be returning students
in good academic standing.
The financial aid application will be processed when the
following documents are received:
1)
The Free Application for Federal Student Aid
(FAFSA) or the renewal FAFSA. Apply online at
<www.fafsa.ed.gov>.
2)
Federal income tax return(s) .
3) Verification worksheet. Obtain a copy at
<www.augsburg.edu/enrolb and return it to the
Enrollment Center.
FOR FURTHER INFORMATION, CONTACT
Enrollment Center 612-330-1046, 1-800-458-1721,
enroll@augsburg.edu, or <www.augsburg.edu/enrolb.
ABOUT AUGSBURG
HISTORY
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, Wisconsin, and moved to Minneapolis in 1872.
CAMPUS LOCATION
Augsburg's campus is located in the heart of the Twin Cities,
surrounding Murphy Square, the first of 155 parks in the "City of
Lakes." The University of Minnesota West Bank campus and one of the
city's largest medical complexes-Fairview University Medical Centerare adjacent to Augsburg, with the Mississippi River and the Seven
Corners theatre district just a few blocks away.
ACCESS I Bl LITY
Augsburg College has made a major effort to become one of the most
accessible campuses in the region. Skyways, tunnels, and elevators
provide accessible connections among major buildings-student
housing towers, the Christensen Center, main academic and
administrative halls, the library, and the music building. In addition,
there are programs for students with learning, physical, and psychiatric
disabilities.
CHURCH AFFILIATION
Augsburg is a college of the Evangelical Lutheran Church
in America. It has a diverse community with many strong religious
traditions represented among the students, faculty,
and staff, including Lutheran, Protestant, Roman Catholic, Jewish,
American Indian spirituality and thought, Buddhist, and Islamic faiths.
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, marital status, status with regard to public
assistance, or disability in its education policies, admissions policies,
scholarship and loan programs, athletic and/or school administered
programs, except in those instances where religion is a bona fide
occupational qualification. Augsburg College is committed to providing
reasonable accommodations to its employees and students.
Any questions concerning Augsburg's compliance with federal or state
regulations implementing equal access and opportunity can be directed
to the Office of Human Resources, CB 79, Augsburg College, 22Il
Riverside Avenue, Minneapolis, MN 55454, or 612-330-1023.
\
-
MASTER OF ARTS IN EDUCATION FACULTY
JOY E. BARTLETT, Assistant Professor
MARY BETH KELLY, Instructor, part-time
B.A., West Virginia State College; M.A., University of
Minnesota.
B.S., University of Wisconsin; M.Ed., Bethel College.
WILLIAM P. BIERDEN, Instructor, part-time
B.S., Southwest State University; M.S., Mankato State
University; Ed.D., University of St. Thomas.
CAROL KNICKER, Assistant Professor
B.S., M.S., Mankato State University.
CHRIS BROWN, Instructor
LYNN E. LIN DOW, Assistant Professor
B.S., Bemidji State University; M.Ed., University of Sydney,
Sydney, Australia.
B.S., Mankato State University; M.S., North Dakota State
University; Ph.D., University of Minnesota.
JOSEPH A. ERICKSON, Professor
PATSY H. MOGUSH, Instructor, part-time
B.A., University of St. Thomas; M.A., Luther Seminary; Ph.D.,
University of Minnesota.
B.A., .B.S., University of Minnesota; M.A., University of
St. Thomas; Ph.D., University of Minnesota.
JEANINE A. GREGOIRE, Assistant Professor
SUSAN E. O'CONNOR, Associate Professor
B.S., M.A., Ph.D., University of Minnesota.
B.S., University of Minnesota; M.S., Ph.D., Syracuse University.
RICHARD A. GRESCZYK, Instructor, part-time
VICKI L. OLSON, Associate Professor, Dept. Chair
B.S., M.Ed., University of Minnesota.
B.S., M.A., Ph.D., University of Minnesota.
LISA L. HYLAND, Instructor, part-time
B.S., M.S., University of Wisconsin.
B.A., M.A., University of St. Thomas.
RICHARD W. PEARL, Instructor, part-time
GRETCHEN K. IRVINE, Assistant Professor
RONALD W. PETRICH, Assistant Professor
B.A., College of St. Teresa; M.S., University of WisconsinRiver Falls; Ph.D., University of Minnesota.
B.A., Augsburg College; M.A., United Theological Seminary.
MARY J. JACOBSON, Assistant Professor
B.S., University of North Dakota; M.A.Ed., Ed.D., Hamline
University.
DEBORAH D. KATZ, Instructor, part-time
A.B., Stanford University; Ed.M., Harvard Graduate School of
Education; Ed.D., National-Louis University.
LINDA L. STEVENS, Assistant Professor
B.A., University of Northern Colorado; M.A., Mankato State
University; Ph.D., University of Minnesota.
BARBARA A. WEST, Instructor/Director of Student
Teaching Placement and Licensing
B.S., St. Cloud State University; M.S., Syracuse University.
ANNE M. KAUFMAN, Associate Professor
B.S., M.A., Ph.D., University of Minnesota .
-
.A-UGSBURG
C 0 L L E G E
Transforming Education
AUGSBURG LOCATION MAP
AUGSBURG CAMPUS MAP
6th Street S.
Master of Arts in Education Admissions office
Visitor Parking
Augsburg campus buildings
Student /Staff Parking
I\)
g
::r
~
::J
c
<D
fll
Butler Place
~Interstate 94 West
Interstate 94 East ~
'·
Show less
.'
TABLE OF CONTENTS
Welcon1e . . ... ... ... ........ . . ... . ... ...... ... . . . .. ....... . . 1
Transcultural Nursing in Community .... . . ...... ... . .. . . . ... . .. .2
Transformational Leadership and Management ..... . .... .......... .3
Thesis or Graduate Project ............... Show more
.'
TABLE OF CONTENTS
Welcon1e . . ... ... ... ........ . . ... . ... ...... ... . . . .. ....... . . 1
Transcultural Nursing in Community .... . . ...... ... . .. . . . ... . .. .2
Transformational Leadership and Management ..... . .... .......... .3
Thesis or Graduate Project ................ . . ......•.. . . ... . .. . .4
Practica .................... . .......... .............. . ...... 5
Study Abroad Opportunities ............... .. ... ... . .... . ...... 5
Course Descriptions ............. . ...... .. .. .... .... .. ........ 6
Admissions Requirements and Procedures .... .. .. .. . ............ 10
International Applicants .................... . . . ..... ... . ..... . 11
Academic Policies ....................... .. .................. 12
Fee and Payment Information ... .... ...... ... . ... . ... ... .... .. 15
Financial Aid .......................... . . . . ....... ......... 17
About Augsburg . ... .................... .. . .......... . .. .. . . 19
MA Nursing Faculty .... . ..... . ........... . .. ..•.......... ... 20
Campus Maps ......................... ....... . ... . .. back cover
WELCOME TO THE AUGSBURG COLLEGE
NURSING DEPARTMENT
We are proud of the opportunities, the diversity of experiences and the breadth of
transcultural nursing knowledge you will encounter in the Master of Arts in Nursing
program at Augsburg College. You will find faculty and staff available and eager to
assist you in expanding your nursing practice and advancing your career while we
explore together our understanding of what it means to live and practice nursing in a
global society.
Students entering the Master of Arts in Nursing come from diverse cultural,
educational, and experiential backgrounds. While some master's degree candidates
enter directly from college, others are making mid-life career changes, and some are
returning to college after raising a family. The career options in nursing are more
variable and more rewarding than ever before.
As our population ages and becomes increasingly diverse, nurses are challenged to respond with creativity and
competence. The master's program prepares nurses for leadership across care settings, population groups, cultures,
and care systems, with particular emphasis on addressing global and local health inequities. Graduates of our
master's program are practicing in acute care, community and public health, nursing education, nursing
administration, and in emerging care settings that are responsive to the needs of culturally diverse and underserved
populations. Many of our graduates have created innovative practice and educational models that demonstrate
interdisciplinary leadership and economically feasible solutions to health inequities within communities.
Our curriculum invites persons into one of two tracks of study: Transcultural Nursing in Community or
Transformational Nursing Leadership and Management. Both tracks encourage students to apply for advanced
nursing certification through the American Nurses Credentialing Center (ANCC) or the Transcultural Nursing
Society (TCNS). Students certified in Advanced Community Health Nursing are eligible to apply for Clinical Nurse
Specialist (CNS) status through the Minnesota Board of Nursing. Courses are offered at the Augsburg campuses in
Minneapolis and Rochester, Minnesota, and the program is fully accredited by the Commission on Collegiate
Nursing Education (CCNE).
With its emphasis on nursing science and the liberal arts, the Master of Arts in Nursing fosters the development of
values and skills essential for transcultural nursing leadership in contemporary society. Faculty and staff at
Augsburg are receptive and committed to our students and to an educational process that equips you to transform
your unique gifts and interests into personal and professional service in the world.
Sincerely,
Cheryl Leuning, Ph.D.
Professor and Chair
Department of Nursing
The Transcultural Nursing in Community track in the Master of Arts in Nursing program was designed to prepare nurses for
advanced population-focused practice in culturally diverse communities. The curriculum is grounded in nursing science, public
health principles, themy-guided practice, and transcultural care. The program of study focuses on reaching populations that are
underserved by traditional care systems and who exist outside of the social mainstream. As such, the program provides rich
alternative teaching and learning opportunities for graduate students locally and internationally This program prepares nurses to
apply for certification in Transcultural Nursing through the International Transcultural Nursing Society Also, graduates of this
track of the masters program will be eligible to apply to take the American Nurses Credentialing Center (ANCC) certification
exam in Advanced Community Health Nursing.
Students will take a total of 10 courses, plus a thesis or graduate project. Three courses form the Advanced Nursing Core,
which all Master of Arts in Nursing students must take, and five additional courses make up the Transcultural Nursing in
Community Track.
ADVANCED NURSING CORE (THREE COURSES)
NUR 505 Theoretical Foundations for Advanced Nursing
Practice
NUR 520 Research Methods in Nursing
NUR 523 Theory, Research, and Practice Seminar
TRANSCULTURAL NURSING IN COMMUNITY TRACK
(FIVE COURSES)
NUR 500 Transcultural Health Care
NUR 503 Transcultural Health, Families, and the Life
Cycle
NUR 515 Managing Nursing Effectiveness within Care
Systems OR
NUR 541 The Politics of Health Care
Two of the
NUR 510
NUR 511
NUR 530
NUR 532
following courses: *
Advanced Community Health Nursing I
Advanced Community Health Nursing II
The Power of Ritual and Ceremony for
Transformation
Transcultural Healing Practices
ELECTIVES - Students choose two of the following
graduate electives: (TWO COURSES)
ECO 520 Economics of Health Care in a Global
Community
ML 510
Visions of Leadership
Creativity and the Problem-Solving Process
ML511
ML530
Ethics in Communication
ML 531
The Dynamics of Change
ML560
Developing a Multicultural Perspective
Investigation of Multicultural Issues
NUR 506 Nursing Leadership & Management Roles I **
NUR 507 Nursing Leadership &: Management Roles II **
NUR 530 The Power of Ritual and Ceremony for
Transformation
NUR 532 Transcultural Healing Practices
THESIS OR GRADUATE PROJECT - Students are
required to complete either a thesis or a graduate
project: (ONE COURSE)
NUR 525 Graduate Field Project
NUR 535 Integrative Master's Thesis
*Students seeking certification in Advanced Community Health Nursing from the American Nurses Credentialing Center
(ANCC) must complete 500 hours of clinical practicum work and select NVR 510 and NVR 511; students seeking
certification from the International Transcultural Nursing Society may select NVR 530 and NVR 532. Clinical practicum
hours are integrated into several courses in the curriculum.
-
I
**Augsburg College grants graduate credit for participation in the Nursing Leadership Academy (NLA) workshops
provided through hospitals and healthcare systems. The credit can be applied to the Master of Arts in Nursing degree.
The Transformational Leadership and Management track unites the liberal arts with nursing science and practice. This
track is designed to develop nurse leaders who are analytical, articulate, and constructively critical and who will be able
to cope with high-level healthcare delivery issues. Curricular emphasis is on interdisciplinary collaboration across care
settings. Participation in nursing leadership practica and classroom dialogue provides opportunities for students to apply
knowledge and gain experience partnering with diverse care providers, populations, and communities to address health
inequities in creative and relevant ways. Specialty electives build on students' competencies and goals. Courses are offered
by the Department of Nursing faculty as well as faculty teaching in the Master of Arts in Leadership and Master of
Business Administration programs.
Students will take a total of 10 courses, plus a thesis or graduate project. Three courses form the Advanced Nursing Core,
which all Master of Arts in Nursing students must take, and five additional courses make up the Transformational
Leadership and Management Track.
ADVANCED NURSING CORE (THREE COURSES)
NUR 505
NUR 520
NUR 523
Theoretical Foundations for Advanced Nursing
Practice
Research Methods in Nursing
Theory, Research, and Practice Seminar
TRANSFORMATIONAL NURSING LEADERSHIP TRACK
(FIVE COURSES) *
NUR 500
NUR 521
BUS 520
Transcultural Health Care
Transformational Nursing Leadership
Management of the Healthcare Organization
Two of the following courses:
ML
ML
ML
ML
511
527
535
565
Creativity and the Problem-Solving Process
Spirituality and Leadership in the Workplace
Organizational Theory and Leadership
Women and Leadership
ELECTIVES - Students choose two of the following
graduate electives: (TWO COURSES)
ECO 520
ML510
ML511
ML530
ML 531
ML 560
NUR 506
NUR 507
NUR 530
NUR 532
Economics of Health Care in a Global
Community
Visions of Leadership
Creativity and the Problem-Solving Process
Ethics in Communication
The Dynamics of Change
Developing a Multicultural Perspective
Investigation of Multicultural Issues
Nursing Leadership & Management Roles I **
Nursing Leadership & Management Roles II **
The Power of Ritual and Ceremony for
Transformation
Transcultural Healing Practices
THESIS OR GRADUATE PROJECT - Students are
required to complete either a thesis or a graduate
project: (ONE COURSE)
NUR 525
NUR 535
Graduate Field Project
Integrative Master's Thesis
*The Transformational Leadership and Management track provides the academic background to apply for certification in
Advanced Nursing Administration from the American Nurses Credentialing Center (ANCC).
**Augsburg College grants graduate credit for participation in the Nursing Leadership Academy (NLA) workshops provided
through hospitals and healthcare systems. The credit can be applied to the Master of Arts in Nursing degree.
-
Students have two options for fulfilling their Master of Arts
in Nursing final project, which serves as the capstone of
the master's program: a graduate field project, or an
integrative master's thesis.
The Graduate Field Project, NUR 525, is based on a selfselected issue relevant to transcultural community health
nursing, or nursing leadership. The student will focus
primarily on the application and integration of knowledge.
Working with an adviser, the student will design and/or
implement and evaluate a model of advanced practice
nursing applied to solving a transcultural problem related
to health inequities in a selected community, or a nursing
leadership issue.
The integrative thesis option, NUR 535, expands upon
and/or extends theoretical foundations or concepts
identified in transcultural nursing, community health
nursing, and/or nursing leadership literature. The thesis
project demonstrates the student's ability to do
independent research involving the exposition of
primary and secondary literature appropriate to the
topic, the collection and analysis of empirical data, and
the articulation of implications for advanced practice
nursing.
Students register for their final project, with their
adviser's permission, near the end of the program.
Students must complete all coursework and defend the
project within one year after registration. After one year,
students must pay a continuation fee of $350 per term
in order to retain student status in the graduate
program, including library privileges, AugNet access,
and parking privileges.
Please refer to the "Graduate Field Project or Integrative
Thesis Procedures and Policies" booklet available in the Nursing Department for additional information.
-
Practice experience is emphasized in both tracks in the Master of Arts in Nursing program. Students who complete the
Transcultural Nursing in Community track will have enough practice hours to be eligible to apply to take the certification
exam in Advanced Community Health Nursing through the American Nurses Credentialing Center. Practice experience
with diverse populations will also provide students with the options to apply to take the certification exam in Transcultural
Nursing. In this track students practice in nontraditional settings with persons underserved or excluded from mainstream
health care. This practice emphasizes cultural diversity and health inequities across health care settings. Students in the
Transformational Leadership and Management track will have practice experience in several courses with preceptors in
leadership positions in a variety of care settings.
A unique opportunity offered for practica at Augsburg is provided by the Augsburg Central Nursing Center. The Nursing
Center provides services for persons struggling with poverty and homelessness in the city of Minneapolis. People from
diverse backgrounds, who have health experiences grounded in wide-ranging cultural contexts, provide many opportunities
for students to explore advanced nursing roles and new models and forms of practice.
STUDY ABROAD
OPPORTUNITIES
The Nursing Department works closely with Augsburg's Center for Global Education in developing study abroad
opportunities. Currently, four study abroad opportunities exist for student practicum experience.
Annually, students may travel to Namibia in southwest
Africa to spend three weeks exploring health and health
care challenges within a rapidly developing country:
Practical experience with nurses in a variety of care settings,
meaningful dialogue with key resource persons, and critical
reflection foster personal and professional growth.
There are also week-long practica experiences on the Pine
Ridge Indian reservation in South Dakota. In this
experience, students live on the reservation and participate
with public health nurses providing health services.
Students also interact with tribal leaders and experience
cultural events relevant to the Lakota people of Pine Ridge.
Week-long experiences are available in Mexico and
Guatemala on alternating years. Students explore the
relationships of indigenous and Western health care, the
connection between social justice and health, and interact
with local indigenous healers.
Students may apply these study abroad experiences to the
practicum requirements for a variety of courses, including
the thesis and graduate field project.
-
NUR 500
Transcultural Health Care
NUR 510
Advanced Community Health Nursing I
This course explores meanings and expressions of health,
illness, caring, and healing transculturally. Focus is on
understanding and developing professional competence in
caring for individuals, families, groups, and communities
with diverse cultural backgrounds. Culture is examined as a
pervasive, determining "blueprint" 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, e.g.,
stereotyping, discrimination, and marginalization, are
examined and submitted to moral and ethical reflection.
(36 hours of practice experience)
This course focuses on persons, families and groups living
in relationship. Emphasis is on applying the core functions
of community/public health - assessment, policy
development and assurance. Principles of epidemiology,
population demographics, and culture care are integrated
into community-focused health care delivery models.
Power structures within dominant social systems are
analyzed and critiqued with regard to resource access and
distribution among underserved populations. (72 hours of
practice experience)
NUR 503
Transcultural Health, Families, and the Life Cycle
The major curriculum concepts of individuals, health,
nursing, and society are developed further in this course as
the function of individuals living in families and in
communities is explored. Content about systems,
communication, small group, and nursing theories,
introduced earlier, is applied to family constellation. The
influence of the multigenerational family is examined in
terms of culture, belief system, roles, and healthcare
patterns, values, and goals. Specific concepts related to
values and culture are expanded and applied to the more
complex social structures of traditional and nontraditional
families as they interact in and with society.
NUR 505
Theoretical Foundations for Advanced Nursing Practice
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. (36 hours of practice experience)
-
NUR 511
Advanced Community Health Nursing II
Emphasis is on the application of publidcommunity health
theory and research in providing health care to populations
and communities. Essential public health services are
assessed for adequacy in meeting community health needs
and addressing health goals. The impact of diversity,
privilege, resource limits, and globalization add depth and
reality to local and global community health concerns,
patterns of health, suffering, and health care provisioning.
Prerequisite: NUR 510. (72 hours of practice experience)
NUR 515
Managing Nursing Effectiveness within Care Systems
In planning and implementing nursing activities, healthcare organizations are considered subcultures of society,
which entail particular issues of access and utilization for
marginalized people. Strategies for negotiating structures of
privilege and professional control will be explored.
Working with marginalized populations, students will
identify and support the agency or persons who are seeking
help from these systems. Nursing action will focus on
mediating subcultures of clients with the subculture of
healthcare systems. Major emphasis will be placed on
mutuality with clients in planning actions and evaluating
outcomes. (72 hours of practice experience)
NUR 520
Research Methods in Nursing
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. (pre-requisite: a college-level statistics
course)
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. (72 hours of practice experience)
NUR 525
Graduate Field Project
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.
Working with a nursing faculty adviser, students design
and/or implement and evaluate a theory-based model of
advanced practice nursing. 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.
NUR 521
Transformative Nursing Leadership
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. (72 hours of practice experience)
NUR 523
Theory, Research, and Practice Seminar
Through a combination of literature review and class
discussion, conceptual models of nursing will be critiqued
for their effectiveness, their relevance, and their
substantiation. The conceptualization, investigation, and
application of nursing knowledge will be critiqued with
particular focus on the contribution to developing practice
in transcultural community health care. Through reflection
-
NUR 530
The Power of Ritual and Ceremony for Transformation
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 to healing. Students will have an opportunity to
interact with persons who integrate ritual and ceremony
into their lives and healthcare practices. Students will also
discuss the meaning of ritual and ceremony to their own
lives and professional practice.
NUR 532
Transcultural Healing Practices
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.
Selected complementary therapies are: music therapy,
traditional Chinese medicine, mind-body healing, spiritual
and faith practices, energy healing practices, movement
therapies, homeopathy, manual therapies, and nutrition and
nutritional supplements.
NUR 535
Integrative Master's Thesis
The integrative thesis expands upon or extends the
theoretical foundations in the literature of Transcultural
Nursing in Community or Transformational Leadership and
Management. It demonstrates the student's ability to do
independent research that integrates past and current
literature appropriate to the topic, the collection and
analysis of empirical data, and the articulation of
implications for advanced nursing practice or leadership in
nursing organizations. Students will defend the project to
their selected graduate committee (comprised of the
student's faculty adviser and two readers) and invited
-
guests. Plans for disseminating the report for public and
professional use are encouraged.
NUR 541
The Politics of Health Care
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 healthcare
resources. This course will include an optional study
abroad experience in Guatemala. (72 hours of practice
experience)
BUS 520
Management of the Healthcare Organization
This course provides an overview of the key organizational
and behavioral concepts which underlie effective
management practices in healthcare organizations. It
addresses both the theory and practice of effective
management. The course will emphasize the importance of
addressing the expectations, needs, and performances of
people in organizations, and recognizes the role of the
internal, external, and global cultures that impact
organizational structure, behavior, and change.
ECO 520
Economics of Health Care in a Global Community
At the end of the class, students will be better able to
apply economic concepts to the health systems of both the
United States and other parts of the world. The focus will
be on the public policy aspects of the healthcare system,
e.g., issues of access and cost.
leaders in public and private domains and across cultures.
The course explores these various perspectives, including
areas of conflict and opportunities for leadership in social
and organizational change. Sociological, human
development, and economic theories are applied to
contemporary public and private sector issues for social
change.
ML 510
Visions of Leadership: A Historical and Literary Journey
Introduction to selected concepts of leadership, providing
a historical and philosophical framework for the program.
This course views the nature and purpose of leadership
from a variety of disciplines and perspectives.
ML 535
Organizational Theory and Leadership
In-depth exploration of organizational 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.
ML 511
Creativity and the Problem-Solving Process
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.
ML 527
Spirituality and Leadership in the Workplace
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.
ML 530
Ethics in Communication
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.
ML 531
The Dynamics of Change
This course offers an exploration of the context of social
change and varying responses to diverse human needs.
Ways of achieving well-being may be viewed differently by
ML 560
Developing a Multicultural Perspective: Investigation of
Multicultural Issues
This course will enhance one's ability to lead and work
more effectively with people of different cultural
backgrounds through the study of diverse values, beliefs,
and traditions within the global community.
ML 565
Women and Leadership
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.
-
Applicants into the Master of Arts in Nursing program must hold a bachelor's degree in nursing from an accredited fouryear college or university, or must have an associate degree in nursing in addition to a bachelor's degree. Applicants must
hold a cumulative GPA of 3.0 (on a scale of A= 4.0) in all previous college coursework, have experience as a registered
nurse, and have professional liability insurance, and a current Minnesota nursing license.
A college-level statistics course is required for progression in the program.
Decisions about admission to the program will be made on an individual basis by the Graduate Admissions Committee.
Admissions are handled on a rolling basis, with students being admitted at the beginning of the fall, winter, and spring
terms. Selection of candidates will be made on the basis of an evaluation of the following items for each applicant:
I Previous college record and GPA
I Letters of recommendation
I Professional experience
I Written statement
To apply, the following materials must be submitted to the Graduate Studies Admissions Office:
I A completed application form
I $35 nonrefundable application fee
I A two- to three page-typed statement describing the applicant's professional and educational goals
I Three letters of recommendation addressing the applicant's character and ability for graduate study (Two of these
recommendations must be from professional colleagues.)
I Official transcripts from all undergraduate institutions attended, listing all courses taken and any degree(s) conferred
I
Official transcripts from all graduate institutions attended, listing all courses taken and degree(s) conferred, if any
Applicants may be asked to participate in an interview
with graduate program faculty and/or staff members.
-
Augsburg College encourages qualified applicants from other countries. See Admissions Requirements for a description of
the admission process, selection criteria, and work experience requirements.
Application materials required for international applicants include the following:
I A completed application form
I $35 application fee (nonrefundable) payable in U.S. dollars
I A two- to three-page typed statement describing the applicant's professional and educational goals
I Completed Declaration of Finances (see below for further information)
I Three letters of recommendation-in English-addressing the applicant's character and ability for graduate study. (Two
of these recommendations must be from professional colleagues.)
I Official mark-sheets with certified translations from all undergraduate institutions attended listing all courses taken,
marks earned, dates attended, and degree(s) or diploma(s) conferred, if any; plus, a U.S. evaluation from an evaluation
center
I Official mark-sheets with certified translations from all graduate institutions attended listing all courses taken, marks
earned, dates attended, and degree(s) or diploma(s) conferred, if any; plus, a U.S. evaluation from an evaluation center
I Official results on the Test of English as a Foreign Language (TOEFL) with a minimum score of 600 for the paper test,
and a minimum score of 250 for the computer version.
Applicants may be asked to participate in an interview, in person or over the phone, with graduate program faculty
and/or staff members.
DECLARATION OF FINANCES
Students and their financial sponsors must
complete a Declaration of Finances as part
of the application for admission, along with
appropriate certifications.
In accordance with federal regulations,
applicants seeking an F-1 student visa or
J-1 exchange visitor visa must provide
documentation to the school that they have
financial resources adequate to cover all
expenses for the duration of the program.
Once a student has been accepted into the
program, the appropriate school official
will issue the student an 1-20 (if seeking an
F-1) or DS-2019 (if seeking aj-1) .
-
EVALUATION STANDARDS
Evaluation of academic performance in the Master of Arts in Nursing
program will be based on number grades using a 4.0 point scale and as
defined below.
4.0
Achieves highest standards of excellence
3.5
Achieves above basic course standards
3.0
Achieves basic course standards
2.5
Achieves the minimum passing standard
2.0
Unacceptable performance (no credit for the course)
W
Grade given when a student withdraws from a course after the
deadline without notation on the record
An incomplete grade (I) may be awarded when the instructor
grants permission after determining that a student emergency
may delay completion of coursework. Students who receive an
incomplete grade should be capable of passing the course if they
satisfactorily complete outstanding course requirements.
To receive an incomplete grade, a student must file an Application for
Incomplete Grade form with the Office of the Registrar that states the reasons for the request, outlines the work required to
complete the course, and includes the course instructor's signature. The instructor may stipulate the terms and conditions that
apply to course completion. The student must complete the outstanding work in enough time to allow evaluation of the work
by the instructor and the filing of a grade before the final day of the following academic term. If the work is not completed by
the specified date of the following academic term, the grade for the course becomes a 0.0.
ATTENDANCE POLICY
Class attendance is expected and should be considered a responsibility; not only to one's self, but to one's classmates and course
instructor.
-
ACADEMIC PROBATION AND
DISMISSAL POLICIES
Students must maintain a 3.0 cumulative grade point
average. If a student falls below a 3.0 average, the student
will be placed on probation for the following term. A 3.0
cumulative grade point average must be restored in order
for a student to be removed from probation. If a student
receives a grade of 2.0 or less in a course, the student
must petition successfully to the faculty of the Master of
Arts in Nursing program before being allowed to
continue in the program. A plan for the student to follow
would be outlined at that time. If a second grade of 2.0
or less is received, the student may be dismissed from the
program. Students may also be dismissed for behavior
detrimental to the program, such as a gross violation of
college policy (as published in the Student Guide).
Dismissal would occur only after established procedures
were followed.
CREDIT FOR PRIOR EDUCATION
Students may petition the Master of Arts in Nursing
faculty for approval of any variation in the curriculum
including the transfer of credit. Transfer credits will be
evaluated on an individual basis.
The only courses that will be considered for transfer
credit are those earned from accredited colleges and
universities, whose course content is comparable to those
in the Master of Arts in Nursing program. No more than
three courses will be accepted for transfer credit.
CREDIT AND CONTACT HOURS
Each full-credit graduate course is the equivalent of four
semester credits or six quarter credits. Classes are
scheduled to meet the needs of working adults,
combining in-class and web-based components. Clinical
practica opportunities are included in selected courses.
LAST DAY TO WITHDRAW FROM CLASS
The last date on which students may withdraw from a
class and receive a "W" on their records is published
annually in the Master of Arts in Nursing supplement.
-
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 College Catalog and
the Student Guide. Students have a right to experience
education without discrimination.
The Family Educational Rights and Privacy Act (FERPA)
of 1974, as amended, provides certain rights to students
regarding their education records. Each year Augsburg is
required to give notice on the various rights accorded to
students pursuant to FERPA. A copy of Augsburg's policy
is published in the Augsburg College Catalog artd in the
Student Guide distributed to
students.
Students must give
permission in writing for
educational information to be
released to anyone outside of
the official personnel (faculty
and administration) at
Augsburg. This means that
faculty or others cannot write
letters of support/
recommendation or nominate
students for awards unless
explicit written permission is
given by the student to
release non- "directory
information." It is not
sufficient to ask for letters of
recommendation.
ACCREDITATION AND AFFILIATIONS
Students who successfully complete this program will
receive a Master of Arts degree. Augsburg is accredited by
The Higher Leaming Commission, North Central
Association* and is a member of the Associated Colleges of
the Twin Cities (ACTC) , Lutheran Education Council in
North America, and the Minnesota Private College Council.
The Master of Arts in Nursing program is fully accredited by
the Commission on Collegiate Nursing Education (CCNE).
-
Augsburg College is registered with the Minnesota Higher
Education Services Office. 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.
*The Higher Learning Commission,
North Central Association
312-263-0456 or
<www. ncahigherlearn ingcommission. org>
Tuition is determined annually. A continuation fee is
charged to students who do not complete their final project
within a year.
Clinical practicum fees are charged in addition to course
tuition for study abroad practica.
PAYMENT OPTIONS
Various payment plans are available:
1) Payment in Full:
Due after registration and before the beginning of the
trimester. No finance charge or administrative fee. Late
payment fee $25. Finance charge of 8% APR will apply
toward any unpaid balance after the start of the term.
2)
Payment Plan:
Students may pay in installments, with payments due
according to the payment schedule published for each
term. By the first Extended Payment Plan due date, the
students must pay one-half of the balance obtained by
subtracting expected financial aid from the applicable
term fee, in addition to any previous or past due
balance. By the second Extended Payment Plan due
date, the term fee (less any pending financial aid) must
be paid in full. See Company Reimbursement below.
There is a $50 non-refundable administrative fee for
the Extended Payment Plan.
3)
Employer Reimbursement:
Full courses, or equivalent, that are employer
reimbursed require a deposit of $100 per course
reimbursed, with full payment due within 60 days after
the end of the term. An application for Employer
Reimbursement Payment Plan must be filed once each
academic year. The student is responsible for payment
if the employer does not pay for any reason. A finance
charge of 8% APR will accrue on the deferred balance
once the term has begun.
Registration is permitted only if the student's account for a
previous term is paid in full as agreed. Augsburg College
will not release diplomas or academic transcripts until a
student's account is paid in full. This also applies to student
loans administered by the College (e.g., Perkins Student
Loan). They must be current according to established
repayment schedules.
-
REFUND SCHEDULE
Students who withdraw from Augsburg College may be
eligible for a refund of a portion of their charges except
for the minimum charge of $100 to cover administrative
costs. Financial aid may also be adjusted for those
students who withdraw from the College or drop one or
more courses and receive financial assistance.
[NOTE: Tuition refunds and financial aid adjustments
are not necessarily made on a one-to-one basis. For
example, you could receive a 60% tuition refund but
have 80% of your financial aid returned. Be sure you
understand the financial consequences of making
adjustments to your registration.]
Students are responsible for canceling courses through
the Enrollment Center in order to be eligible for any
refund. Students who unofficially withdraw (stop
attending) but do not complete the drop/add form are
responsible for all charges. Financial aid may be adjusted
based on the student's last recorded date of attendance.
Refund calculations are based on the date that the
drop/add form is processed.
The refund schedule is effective whether or not a student
has attended classes. All refunds of charges will be
applied to the student account and all adjustments for
aid, loans, fines, deposits, etc. will be made before
eligibility for a cash refund of any resulting credit balance
is determined. Please allow two weeks for a refund.
The refund is a percentage of the full tuition charged, not
a percentage of any deposit paid toward tuition, e.g.
deposits made under the employer reimbursement
payment plan.
For information about refunds and the refund schedule,
see the Payment Information brochure or visit
<www.augsburg.edu/enrolb.
-
A per-course tuition refund will be made on the
following basis:
I Through the first scheduled class meeting-100% of
tuition (less a $100 administration fee if withdrawing
from current term entirely).
I Prior to the second scheduled class meeting80% of tuition.
I Prior to the third scheduled class meeting60% of tuition.
I Prior to the fourth scheduled class meeting40% of tuition.
I No refund after the fourth scheduled class meeting.
Financial assistance is available to degree-seeking
students enrolled in the Master of Arts in Nursing
program. Two full-credit courses per trimester are
considered full time. One course is considered half-time
enrollment. The Enrollment Center, 612-330-1046, or 1800-458-1721, or <www.augsburg.edu/enrolb, assists
students in assessing financial aid eligibility and offers
financial aid from available alternatives, including the
following:
EMPLOYER TUITION ASSISTANCE PROGRAMS
Many companies, agencies, and corporations offer full or
partial tuition assistance to employees who participate in
work-related or degree-related college programs.
Augsburg College offers a payment plan by which
employees may handle tuition reimbursement. Students
should contact the Enrollment Center to make payment
arrangements using the employer reimbursement
payment plan.
BUREAU OF INDIAN AFFAIRS, TRIBAL, AND STATE
INDIAN SCHOLARSHIPS
American Indian students who meet federal, state, or
tribal requirements may apply for these scholarships.
Indian grants generally supplement other sources of
financial aid. For assistance in application, please contact
Augsburg's American Indian Student Services Program
director at 612-330-1144 or your tribal agency.
FEDERAL AND STATE AID PROGRAMS
The Enrollment Center will determine each financial aid
applicant's eligibility for federal and state financial aid
programs.
Interest Rates: The annually variable interest rate is
capped at 8.25% and changes each July 1. For example,
the interest rate from July 1, 2003 to June 30, 2004 is
3.42% for repayment.
Repayment Terms: Repayment begins six months after
you cease to be enrolled at least half time in an eligible
program leading to a degree or certificate. Repayment
may extend up to 10 years.
Deferments: In most cases, deferments are granted for
continued education, disability, and unemployment.
Contact your lender if you think you are eligible for a
deferment.
FEDERAL STAFFORD LOAN PROGRAM
TRAINEESHIPS
Common Loan Provisions
Borrowing Limits: Graduate students may borrow up to
$18,500 per year with an aggregate of $138,500
(undergraduate and graduate).
A student may borrow from either the unsubsidized or
subsidized programs or a combination of both but cannot
exceed the annual loan limits.
Traineeship monies are available through a
grant from the Bureau of Health
Professions of the Department of Health
and Human Services Health Resources and
Services Administration. For information
on traineeship availability, please contact
the Nursing Department at 612-330-1209.
-
FEDERAL PERKINS LOAN PROGRAM
A joint Augsburg College-federally funded program
administered through the College for students who
demonstrate financial eligibility. A signed a promissory
note is required per term after which funds are credited
to the student account. Awards are made based on
available funds.
Borrowing Limits: You may borrow up to $6,000 per
year as a graduate student with a $40,000 aggregate
maximum.
Interest and Repayment: Simple interest of 5% and
repayment of principal begin nine months after you
graduate or leave school. Partial or total loan cancellation
privileges exist for certain types of teaching, disability
and, in certain circumstances, military service.
Deferments: No interest accrues nor do payments need
to be made at any time you are enrolled at least half time
or for serving three years in the military, Peace Corps, or
VISTA. Contact the Enrollment Center if you think you
are eligible for a deferment.
Borrowing Limits: Graduate students may borrow up to
$9,000 per year minus any other student loan
indebtedness. Maximum graduate borrowing cannot
exceed $40,000 including undergraduate. The minimum
annual loan is $500.
Interest and Repayment: The interest rate is variable.
Interest payments begin 90 days after the loan is
disbursed and continue quarterly thereafter while the
student is enrolled. Principal payments begin in
the 13th month after you leave school.
Deferments: There are no deferments. Contact the
Minnesota Higher Education Services Office regarding
special circumstances and repayment.
-
Alternative Loans: Many education loan options are
available through private lenders. The Enrollment Center
staff can assist students in understanding all of their
financing options.
TO APPLY FOR FINANCIAL AID
Financial aid application materials are available at
<www.augsburg.edu/enrolb. Applicants must be admitted
to Augsburg as regular students or be returning students
in good academic standing.
The financial aid application will be processed when the
following documents are received:
1)
The Free Application for Federal Student Aid
(FAFSA) or the renewal FAFSA. Apply online at
<www.fafsa.ed.gov>.
2)
Federal income tax return(s).
3)
Verification worksheet. Obtain a copy at
<www.augsburg.edu/enrolb and return it to the
Enrollment Center.
FOR FURTHER INFORMATION, CONTACT
Enrollment Center 612-330-1046, 1-800-458-1721,
enroll@augsburg.edu, or <www.augsburg.edu/enrolb.
ABOUT AUGSBURG
HISTORY
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, Wisconsin, and moved to Minneapolis in 1872.
CAMPUS LOCATION
Augsburg's campus is located in the heart of the Twin Cities,
surrounding Murphy Square, the first of 155 parks in the "City of
Lakes." The University of Minnesota West Bank campus and one of the
city's largest medical complexes-Fairview University Medical Centerare adjacent to Augsburg, with the Mississippi River and the Seven
Corners theatre district just a few blocks away.
ACCESSIBILITY
Augsburg College has made a major effort to become one of the most
accessible campuses in the region. Skyways, tunnels, and elevators
provide accessible connections among major buildings-student
housing towers, the Christensen Center, main academic and
administrative halls, the library, and the music building. In addition,
there are programs for students with learning, physical, and psychiatric
disabilities.
I I
CHURCH AFFILIATION
Augsburg is a college of the Evangelical Lutheran Church
in America. It has a diverse community with many strong religious
traditions represented among the students, faculty, and staff, including
Lutheran, Protestant, Roman Catholic, Jewish, American Indian
spirituality and thought, Buddhist, and Islamic faiths.
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, marital status, status with regard to public
assistance, or disability in its education policies, admissions policies,
scholarship and loan programs, athletic and/or school administered
programs, except in those instances where religion is a bona fide
occupational qualification. Augsburg College is committed to providing
reasonable accommodations to its employees and students.
e<'--
\
Any questions concerning Augsburg's compliance with federal or state
regulations implementing equal access and opportunity can be directed
to the Office of Human Resources, CB 79, Augsburg College, 2211
Riverside Avenue, Minneapolis, MN 55454, or 612-330-1023.
-
MASTER OF ARTS IN NURSING FACULTY
FACULTY who teach in the Master or Arts in Nursing
program are predominantly full-time senior faculty with
doctorates or appropriate professional degrees. All of the
program's faculty members have extensive experience in
practice and in teaching adult learners.
RUTH ENESTVEDT, Assistant Professor
B.A. , St. Olaf College; M.S. , University of Minnesota; Ph.D.,
University of Minnesota.
SUSAN M. HAGENESS, Adjunct Instructor
B.S.N., St. Olaf College; M.A., St. Mary's University.
LINDA HOLT, Adjunct Instructor
B.S.N., University of Minnesota; M.S.N., University of
Washington-Seattle; Certification in Transcultural Nursing,
Augsburg College.
KIA JAMES, Adjunct Instructor
B.S.N., St. Olaf College; M.A. , University of Minnesota; Ed.D.,
University of Minnesota.
CHERYL J. LEUNING, Professor, Department Chair
B.A., Augustana College; M.S., University of Minnesota; Ph.D.,
University of Utah.
SUSAN K. NASH, Associate Professor
B.S.N ., University of Minnesota; M.S.N., University of
Minnesota; Ed.D., University of Minnesota.
LUANN P. WATSON, Adjunct Instructor
B.S.N., Augsburg College; M.A.L. , Augsburg College.
PAMELA J. WEISS, Associate Professor
B.S.N., University of Nebraska; M.P.H., University of
Minnesota; Ph.D., University of Minnesota.
-
hUGSBURG
C 0 L L E G E
Transforming Education
AUGSBURG
LOCATION MAP
MINNEAPOLIS AND ROCHESTER
Forest Lake
Rochester
Rochester
MINNEAPOLIS
CAMPUS MAP
6th Street S.
Master of Arts in Nursing admissions office
Visitor parking
Augsburg campus buildings
Student /staff parking
•
Butler Place
~Interstate 94 West
Interstate 94 East ~
Show less
MASTER OF ARTS
IN LEADERSHIP
TABLE OF CONTENTS
lntroduction-2
Leadership Development Model-3
Curriculum Design-4
Course Design-7
Admission Requirements-11
International Appl icants-12
Academic Policies-13
Fee and Payment lnformation-16
Financial Aid-1 7
About Augsburg-19
Leadership Studie... Show more
MASTER OF ARTS
IN LEADERSHIP
TABLE OF CONTENTS
lntroduction-2
Leadership Development Model-3
Curriculum Design-4
Course Design-7
Admission Requirements-11
International Appl icants-12
Academic Policies-13
Fee and Payment lnformation-16
Financial Aid-1 7
About Augsburg-19
Leadership Studies Faculty-20
WELCOME TO THE AUGSBURG COLLEGE
MASTER OF ARTS IN
LEADERSHIP PROGRAM
Dear Friend:
Welcome to the Master of Arts in Leadership (MAL) program's catalog. Launched
in 1987, the program has been a vital part of the Augsburg College curriculum
ever since.
The MAL program offers students an excellent opportunity to explore leadership
within the context of the liberal arts. The program design broadens the skills and
mindset you need to improve your leadership capabilities in your current and
future positions, as well as in your life.
The MAL program is taught by senior Augsburg faculty from a variety of
disciplines. The faculty are committed to an interdisciplinary approach to leadership studies. Our students
represent a wide array of occupations including business, health care, and the non-profit sector. This diverse
learning community provides a rich environment for you to explore leadership beyond your own realm of
expertise.
Our program will help you develop skills you need to be an effective leader in an ever-changing world. I am
frequently told by students that the program has changed their lives, has sharpened their understanding of
themselves and others, and has opened doors that would otherwise have remained closed. To learn even more
about the program, please visit our Web site at <www.augsburg.edu/mal>.
I would be happy to help you determine how Augsburg's Master of Arts in Leadership program may benefit
you. You may contact me via e-mail at <noonan@augsburg.edu> or by telephone at 612-330-1198. I look
forward to seeing you on campus soon!
Cordially,
Norma C. Noonan, Ph.D.
Director, M.A. in Leadership Program
-
The Master of Arts in Leadership (MAL) is the core program of Augsburg's Center for Leadership Studies (CLS).
The MAL program, which was launched in 1987, responds Lo the leadership development needs of both for-profit
and not-for-profit organizations. While different in structure and purpose, most organizations seek leaders with the
following qualities: a vision that is ethically and morally responsible, extending beyond immediate concerns; an
understanding of how change occurs and affects the immediate environment; a sensitivity to the complex problems
organizations face and an ability to achieve solutions consistent with an organization's mission; the ability to
motivate and inspire individuals and groups to work toward a common goal; and the ability to effectively represent
the organization both internally and externally. The MAL program provides a means by which individuals may
discover and refine these and other abilities fundamental to effective leadership.
Leadership studies is a growing field in American higher education, and the MAL program has significantly
developed and modified its curriculum in response to new trends in the field . The program has a deep theoretical
base in leadership studies yet attempts also to offer its students practical approaches to leadership that can be
applied in the workplace and society.
ACCOMMODATING THE FULL-TIME WORK SCHEDULE
Designed to meet the needs and preferences of working adults, the MAL program is based on the assumption that
the students who enroll are career-oriented, self-disciplined, and well-motivated individuals seeking a balance of
classroom experience, group interaction, and individual study. Most courses are organized as seminars with the
opportunity for discussion and dialogue. During the academic year, classes meet on alternate Saturdays for four
hours. A few courses are taught by the immersion model, which has fewer sessions but longer meeting times. Most
courses incorporate some online work into their agenda. MAL students may take up to seven courses during the
calendar year; with that schedule it is possible to complete the degree within two years.
COMMUNITY OF LEARNERS
Essential to the goals of the MAL program is participation in a community of learners gathered on the Augsburg
campus. This community is enriched by the students, who have a variety of work and life experiences. To facilitate
community interaction, students are encouraged to make use of the Augsburg library, computer labs, and
Christensen Center. The Center for Leadership Studies also offers special colloquia and seminars each year to
supplement and complement the course work of the master's program.
A SAMPLE CLASS SCHEDULE IN THE MAL PROGRAM
PERIOD I
Saturday
8:00 a.m. to 12:00 noon
PERIOD II
Saturday
1:00 p.m. to 5:00 p.m.
Note: Each class taken commits a student to either Period I or Period II, an average of two meetings a month. A
Jew courses are taught on an immersion model which features fewer but longer sessions.
Augsburg College has two summer sessions. The MAL program usually offers at least two classes during the
summer; the courses are five weeks in duration, meeting normally two nights a week, except for special immersion
courses.
LEADERSHIP DEVELOPMENT MODEL-AUGSBURG COLLEGE
The MAL program promotes leadership as a process that
1) inspires cooperation among people who must compete for limited resources , 2) promotes productivity within and
beyond the organization, and 3) works toward progress for the individual and the organization. To accomplish this ,
individuals aspiring to positions of leadership must possess three key attributes: a sense of vision, the ability to
persuade, and the ability to direct action. Underlying these attributes are abilities and awareness, outlined in the
Leadership Development Model, that serve as specific outcomes for the MAL program. Augsburg's model of
leadership development is designed to assess, promote, enhance, and refine these capabilities within the individual.
Leadership
Orientation
Toward Action
Sense of Vision
Ethical
• Social awareness
• Environmental awareness
• Tolerance of religious and
philosophical differences
• Appreciation of situational
complexity
Creative
•
•
•
•
Long-term perspective
Flexibility
Adaptability
Innovativeness
Facility for
Persuasion
Communicative
•
•
•
•
•
•
Risk Assumptive
• Curiosity
• Achievement motivation
• Self-esteem
Effective listener
Effective speaker
Effective writer
Diplomatic ability
Effective team member
Interpersonal sensitivity
Culturally Aware
• Appreciation for
cultural differences
• World-view perspective
• Tolerance of individual
differences
Decisive
•
•
•
•
•
Self-confidence
Analytical ability
Ability to think critically
Understanding of research
Ability to manage conflict
-
Augsburg uses a course system rather than a credit system in its curriculum. An Augsburg course is equivalent to
four semester credits or six quarter credits. Each course normally includes two or more liberal arts disciplines,
encourages pursuit of the designated outcomes, and uses a variety of learning techniques appropriate to adult
learners. Instructional techniques include case studies, debate, written and oral presentations, and group activity.
These techniques develop targeted leadership abilities and understanding. Students are encouraged to see abilities and
understandings as cross-disciplinary and to view content areas as integrated. The program reflects the view that the
world in which we operate is complex and that dealing with it successfully requires well-developed integrative
abilities.
FINAL PROJECT OPTIONS
There are three ways to complete the MAL degree. In the Thesis/Leadership Application Project (Thesis/LAP) Option
(Plan A), students complete a thesis or a major leadership application project and 10.5 credits. In the Non-Thesis
Option (Plan B), students must complete 11 credits, two papers, but no thesis. For the third option, the
Comprehensive Exam Seminar (Plan C), students complete 11 credits, including the comprehensive exam seminar.
PLAN A: THESIS/LAP OPTION
Students who select the Thesis/LAP Option are required to develop and carry out an in-depth study of some aspect of
leadership or of a leadership-related topic. This research-based study gives the student the opportunity to "tie
together" what has been learned from the study of leadership and course-related activities.
The principal distinction between the thesis and the leadership application project lies in their underlying
orientation. A thesis has a more theoretical orientation, while a leadership application project is based on practical
application. Both require similar rigor and preparation. For either alternative, the student must register for ML 592
and 593 .
For more information regarding the Thesis/LAP Option, refer to the Thesis/LAP and Non-Thesis Project Guidelines
booklet. Students who do not complete their thesis or leadership application project within two years are required to
pay a continuation fee each trimester.
PLAN B: NON-THESIS OPTION
One alternative to the thesis is the successful completion of two major papers. The first of these papers will be written
in conjunction with ML 580. The second paper will be written while enrolled in ML 597 Non-Thesis Independent
Project. The independent research projects approved each year will be presented in an annual colloquium.
For more information regarding the Non-Thesis Option, refer to the Thesis/LAP Project&: Non-Thesis Project
Guidelines booklet. Students who do not complete their independent project within a year of registering for ML 597 are
required to pay a continuation fee each trimester.
PLAN C: COMPREHENSIVE EXAM SEMINAR
The third completion option involves one paper written in conjunction with ML 580 (as in Plan B) and a
Comprehensive Exam Seminar (ML 589). This course must be taken as the last course in the program or in
conjunction with another course during the last term. This course is taken on a pass/fail basis, and when the course
and the oral, written, and take-home examinations are successfully completed, the program requirements will be
satisfied.
CORE COURSES FOR THESIS/LAP OPTION (PLAN A):
(3.5 course credits)
The following core courses are required for all Thesis/LAP
students in the MAL program:
ML 510
Visions of Leadership
ML 514
Research Methods
ML 592
Thesis/LAP Consultation I
ML 593
Thesis/LAP Consultation II (0.5 course)
CORE COURSES FOR NON-THESIS OPTION (PLAN B):
(4.0 course credits)
ML 510
Visions of Leadership
ML 514
Research Methods
ML 580
Contemporary Theories of Leadership
ML 597
Non-Thesis Independent Project
CORE COURSES FOR THE COMPREHENSIVE EXAM
SEMINAR OPTION (PLAN C):
(4.0 course credits)
ML 510 Visions of Leadership
ML 514
Research Methods
ML 580
Contemporary Theories of Leadership
ML 589
Comprehensive Exam Seminar
-
ELECTIVE COURSES FOR ALL OPTIONS: (at least 7.0 course credits)
The MAL program requires that seven elective courses be selected from the following course list:
-
ML 511
Creativity and the Problem-Solving Process
ML 520
Self-Identity, Values, and Personal Growth
ML 521
Methods of Critical Thought
ML 525
Personality and Systems Theory: Perspectives on Leadership
ML 527
Spirituality and Leadership in the Workplace
ML 530
Ethics in Communication
ML 531
The Dynamics of Change
ML 535
Organizational Theory and Leadership
ML 539
Communicating a Self in the Modern Organization
ML 540
Political Leadership: Theory and Practice
ML 545
Decision Making and Leadership
ML 548
Coaching and Consulting
ML 550
Communication, Decision Making, and Technology
ML 557
Language of Leadership
ML 560
Developing a Multicultural Perspective
ML 565
Women and Leadership
ML 568
The Global Business Environment
ML 580
Colloquium on Contemporary Theories of
Leadership
ML 598
Independent Study (special permission required)
ML 599
Topics: special courses offered only once or twice
ML 500
Leadership Practicum
The MAL program sponsors professional development workshops
and seminars. These workshops are offered to students and
alumni who desire more applied case studies or wish to address
topics not included in the courses. (Offered occasionally)
ML 510
Visions of Leadership: A Historical and Literary Journey
(1.0 course)
Introduction to selected concepts of leadership, providing a
historical and philosophical framework for the program. This
course views the nature and purpose of leadership from a variety
of disciplines and perspectives.
ML 511
Creativity and the Problem-Solving Process (1.0 course)
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 world view.
ML 514
Research Methods (1.0 course)
Evaluation and documentation of programs, projects and ideas as they relate to leadership theories and practice.
Qualitative and quantitative tools will be discussed.
ML 520
Self-Identity, Values, and Personal Growth (1.0 course)
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.
ML 521
Methods of Critical Thought (1.0 course)
Investigation of the processes of critical thinking, drawing from philosophy as well as natural and social science. The
course will survey a variety of contemporary approaches to critical thinking, including the use of logic and analytical
reasoning, the relationship of evidence to the confirmation of theories and the value of appeals to scholarly studies. A
special focus of the course will be an assessment of the ways in which natural and social sciences can (and cannot)
assist leaders in addressing problems and seeking solutions. (not offered currently)
ML 525
Personality and Systems Theory: Perspectives on Leadership (1.0 course)
Study of leadership in the dual context of personality theory and systems theory. Contributions of Jung, Fromm,
Maslow, May, and others to personality theory are considered as are the systems theories of von Bertalanffy and Bateson.
The theories are applied to the concrete realities of leadership in a variety of settings.
-
-
ML 527 Spirituality and Leadership in the Workplace (1.0 course)
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.
ML 530
Ethics in Communication (1.0 course)
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.
ML 531
The Dynamics of Change (1.0 course)
This course offers an exploration of the context of social change and varying responses to diverse human needs. Ways
of achieving well-being may be viewed differently by leaders in public and private domains and across cultures. The
course explores these various perspectives, including areas of conflict and opportunities for leadership in social and
organizational change. Sociological, human development, and economic theories are applied to contemporary public
and private sector issues for social change.
ML 535
Organizational Theory and Leadership (1.0 course)
In-depth exploration of organizational 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.
ML 539
Communicating a Self in the Modern Organization (1.0 course)
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.
ML 540
Political Leadership: Theory and Practice
(1.0 course)
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 non-profit organizations
as well as to politics.
ML 545
Decision Making and Leadership (1.0 course)
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.
ML 548
Coaching and Consulting (1.0 course)
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.
ML 550
Communication, Decision Making, and Technology (1.0 course)
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.
ML 557
Language of Leadership (1.0 course)
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.
ML 560
Developing a Multicultural Perspective (1.0 course)
This course focuses on the ability to function and lead in
culturally diverse contexts within the U.S. 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.
ML 565
Women and Leadership (1.0 course)
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.
-
ML 568
The Global Business Environment (1.0 course)
Knowledge of the global business environment in the context of leadership studies is essential for modern, successful
leaders and other professionals. The course complements other offerings in the international cultural understanding of
leadership.
ML 580
Colloquium on Contemporary Theories of Leadership (1.0 course)
Selected contemporary theories of leadership presented by instructors who participate in the seminar. Emphasis on
critical thinking, discussion, written analysis. Prerequisite: One-year coursework in MAL program and ML 510.
ML 589
Comprehensive Exam Seminar (1.0 course)
This course is a completion option for the Master of Arts in Leadership. Students prepare for the examination seriesoral, written, and take-home-through discussion, readings, and critical analysis in the seminar. It must be the final
course taken in the program.
ML 592
Thesis/LAP Consultation I (1.0 course)
Independent research project supervised by an academic adviser.
ML 593
Thesis/LAP Consultation II (0.5 course)
Completion of the thesis/LAP under the guidance of an academic adviser.
ML 597
Non-Thesis Independent Project* (1.0 course)
Major written project in an area of the student's choice, to be completed in consultation with an adviser and a reader.
The research is presented in a colloquium in partial fulfillment of requirements for the non-thesis option.
ML 598
Independent Study* (1.0 course)
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 professor. Proposals
must be approved by the MAL program director prior to
registration for the course.
ML 599
Special Topics (1.0 course)
Study of selected topics in leadership that are not treated
extensively through current course offerings. Specific
topics will be published prior to registration.
*A student may count only one of the following for credit
toward the MAL degree: ML 597 or ML 598, except with
permission of the MAL program director.
-
Applicants to the program must hold a baccalaureate degree from an accredited four-year college or university and must
have a minimum cumulative undergraduate grade point average of 3.0 (on a scale of A= 4.0) and a minimum
cumulative grade point average of 3.0 for graduate courses completed at an accredited college or university Applicants
holding a master's or other advanced degrees from accredited colleges or universities are admissible. Should an
applicant not meet the minimum admission requirements, a conditional admission may be possible as decided on a
case-by-case basis. Applicants to the program must have three years of experience (or equivalent) with one or more
organizations in a position of leadership or position demonstrating leadership potential.
Decisions about admission to the program will be made on an individual basis by the MAL Admissions Committee.
Admission to each entering graduate class will be given to the most highly qualified individuals. Admissions are
handled on a "rolling" basis, with students admitted at the beginning of the fall, winter, and spring terms. Selection of
candidates will be made on the basis of an evaluation of each applicant's:
• Previous college record
• Letters of recommendation
• Experience and organizational background
• Written statement
• Interview, if requested
To apply, the following materials must be submitted to the Graduate Admissions Office:
• Completed application form
• $35.00 non-refundable application fee
• A 1-3 page statement relating the applicant's career and life goals to leadership aspirations
• Recommendation letter and checklist from an immediate supervisor, assessing leadership potential
• Recommendation letter and checklist from a work colleague (at the same level) describing the applicant's work style
and leadership potential
• Official transcripts from all undergraduate institutions attended, listing all courses taken and any degree(s) conferred
• Official transcripts from all graduate institutions attended, listing courses taken and degree(s) conferred, if any
Applicants may be asked to participate in an interview with graduate program faculty and/or staff members.
FOR FURTHER INFORMATION, CONTACT
Graduate Admissions Office, 612-330-1101, 1-800-458-1721, <gradinfo@augsburg.edu>, or <www.augsburg.edu>.
-
The Augsburg College MAL Program Office encourages qualified applicants from other countries. The term
"international student" as used here refers exclusively to those students seeking to study at Augsburg in F-1
nonimmigrant status. Questions pertaining to program eligibility for other immigration categories will be directed to
the appropriate college personnel for a response.
International applicants should keep in mind that classes meet on alternate Saturdays and that students may take only
two classes per trimester plus one in the summer for a yearly total of seven classes. With this schedule, students can
complete the required course work in less than two years.
See Admission Requirements for a description of the admission process and selection criteria. Application materials
required for international students are:
• Completed application form
• $35.00 application fee (non-refundable) payable in U.S. dollars
• A 1-3 page statement relating the applicant's career and life goals to leadership aspirations
• Completed Certification of Finances and supporting documentation which reliably demonstrate that the student has
financial resources adequate to meet expenses while studying at Augsburg
• Letter of recommendation in English from an immediate supervisor assessing leadership potential
• Letter of recommendation in English from a work colleague (at the same level) describing the applicant's work style
and potential as a leader
• Official mark-sheets with certified translations from all undergraduate and graduate institutions attended listing all
courses taken, marks earned, dates attended, and degree(s) or diploma(s) conferred, if any
• Official results on the Test of English as a Foreign Language (TOEFL) with a minimum score of 600 (paper) or 250
(computer). TOEFL iBT (Internet-based test) minimum scores were not yet available at the time of this catalog's
publication. Please contact the MAL admissions counselor for updated information.
Participants may be asked to participate in a phone or
in-person interview with graduate faculty or staff.
Note: All F-1 international students and their
dependents are required to have adequate health
insurance coverage for the duration of their program.
Students will be enrolled in the College-recommended
plan unless they fill out a waiver verifying proof of
coverage through an alternative provider for the same
period.
EVALUATION STANDARDS
Evaluation of academic performance in the MAL program will be
based on number grades using a 4.0 point scale and as defined below.
Courses not offered on the numbered grading system are noted in
the course descriptions in this catalog as being graded on PIN basis.
In order to receive a grade of P, a student must achieve at least a
grade of 2.0. No more than two courses with a grade below 3.0 will
count toward the degree. No more than two courses with a grade of
or below 2.5 can be repeated. Only the credits and grades earned the
second time are counted in the grade point average.
4.0
Achieves highest standards of excellence
3.5
3.0
Achieves above basic course standards
2.5
2.0
Achieves the minimum passing standard
1.5
1.0
0.5
0.0
Unacceptable performance (no credit for the course)
P
Achieves at or above the 2.0 level (not computed in grade point average)
N
Does not meet minimum course standards (no credit and not computed in grade point average)
W
Grade given when a student withdraws from a course after the deadline without notation on the record
Performance below basic course standards
Incomplete grade given when student is unable to complete course requirements for reasons beyond the
student's control. (To receive an incomplete, a student must file a petition with the Office of the Registrar
stating reasons for the request and the plan and date for removing the incomplete grade. The signature of the
instructor and any other necessary
documentation must be included.)
ATTENDANCE POLICY
Because leadership issues are presented, discussed,
and analyzed in the classroom, regular attendance is
highly important and should be considered a
responsibility, not only to one's self, but to one's
classmates and course instructor.
ACADEMIC PROBATION AND
DISMISSAL POLICIES
Students must maintain a 3.0 cumulative grade point
average. If a student falls below a 3.0 average, the
student will be placed on probation for the following
term. A 3.0 cumulative grade point average must be
restored in order for a student to be removed from
probation. If a student receives a grade of N or 0.0 in a
course, the student must petition successfully with the
MAL Advisory Committee before being allowed to
continue in the program. A plan for the student to
follow would be outlined at that time. If a second
grade of N or 0.0 is received, the student may be
dismissed from the program by the MAL Advisory
Committee. Students may also be dismissed by the
MAL Advisory Committee for behavior detrimental to
the program, such as a gross violation of College policy
(as published in the Student Guide). Dismissal would
occur only after established procedures were followed.
CREDIT FOR PRIOR EDUCATION
Due to the interdisciplinary nature of the courses in the
MAL program, it is unlikely that courses taken
elsewhere may be substituted for a particular course in
the curriculum. Students may petition the MAL program
director for approval of any variation in the curriculum
including the transfer of credit. Transfer credits will be
evaluated on an individual basis. Approved transfer
courses will appear on the student's Augsburg transcript
but will not be counted in the cumulative grade point
average. Semester and quarter credits will be
appropriately converted to Augsburg course credits.
The only courses that will be considered for transfer
credit are those earned from accredited colleges and
universities, whose course content is comparable to
those in the MAL program. No more than two courses
will be accepted for transfer credit.
CREDIT AND CONTACT HOURS
Augsburg operates on a course credit system rather
than semester or quarter hours. Each full-credit
graduate course in the MAL program is the equivalent
of four semester credits or six quarter credits. Students
meet a total of 28 hours per course and are responsible
for a significant amount of individual study and
preparation.
MAL PROGRAM ENROLLMENT POLICY
Students may take either one or two courses per
trimester. Enrolling in two courses per trimester
enables a student to complete the coursework in the
program within two years. All students are required to
complete all components of the program within five
years. Extensions beyond five years will be considered
on the basis of petition to the MAL Advisory
Committee. Students who leave the program for more
than one trimester must request a leave of absence in
writing from the MAL program. A leave of absence may
be granted for one calendar year. Students who return
to the program after a leave of one year or more must
fill out an Application for Readmission form and turn
it into the Office of the Registrar. Time spent on an
official MAL-approved leave of absence will not count
toward the five-year deadline for degree completion.
LAST DAY TO WITHDRAW FROM CLASS
MAL follows the Weekend College schedule for the last
date each term on which students may withdraw from
a class and receive a "W" on their records. Please refer
to <www.augsburg.edu/enroll/calendars/weekend!> for
up-to-date 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 College
Catalog and the Student Guide. Students have a right to experience
education without discrimination.
The Family Educational Rights and Privacy Act (FERPA) of 1974, as
amended, provides certain rights to students regarding their education
records . Augsburg's policy is published in the Augsburg College Catalog
and in the Student Guide.
Augsburg College understands that no information other than
"directory information" can be released without the written
permission of the student. Students must give permission in writing
for educational information to be released to anyone outside of the
official personnel (faculty and administration) at Augsburg. This
means that faculty or others cannot write letters of
support/recommendation or nominate students for awards unless
explicit written permission is given by the student to release non"directory information." It is not sufficient to ask for letters of
recommendation.
ACCREDITATION AND AFFILIATIONS
Students who successfully complete Augsburg's leadership program will receive a Master of Arts degree. Augsburg is
accredited by The Higher Leaming Commission, North Central Association* and is a member of the Associated Colleges of
the Twin Cities (ACTC), Lutheran Education Council in North America, and the Minnesota Private College Council.
Augsburg College is registered with the Minnesota Higher Education Services Office. Registration is not an endorsement of
the institution. Registration does not mean that credits earned at the institution can be transfened to other institutions or
that the quality of the educational programs would meet the standards of every student, educational institution, or
employer.
*The Higher Learning Commission, North Central Association, <www.ncahigherlearningcommi.ssion.org>.
-
A schedule of fees is published separately in the MAL
Catalog Supplement. Tuition is determined annually.
ML 593 is a half-credit course for which half of the
current full credit tuition is charged.
PAYMENT OPTIONS
Various payment plans are available:
1) Payment in Full:
Payment is due after registration and before the
beginning of the trimester. No finance or
administrative fee is charged for payments made
during this period. The late payment fee is $25. A
finance charge of 8% APR will apply toward any
unpaid balance after the start of the term.
2) Payment Plan:
A three-payment plan is available each trimester
upon application and after College approval.
Payment plans will be approved only if previous
plans have been satisfactorily completed. Payments
for each trimester are due in three equal
installments. There is an administrative fee of $50
per trimester. There is no finance charge if
payment is made in full by end of the payment
plan. The late payment fee is $25. A finance charge
of 8% APR will apply if not paid in full by the end
of the payment plan period.
3)
Company Reimbursement:
Full courses, or equivalent, that are company
reimbursed require a deposit of $100 per course
reimbursed, with full payment due within 50 days
after the end of the term. An application for the
Employer Reimbursement Payment Plan must be
filed once each academic year. The student is
responsible for payment if the employer does not
pay for any reason. A finance charge of 8% APR
will accrue on the deferred balance once the term
has begun.
Registration is permitted only if the student's
account for a previous term is paid in full as
agreed. Augsburg College will not release diplomas
1r academic transcripts until a student's account is
,>aid in full. This also applies to student loans
administered by the College (e.g., Perkins Student
; Jan). They must be current according to
established repayment schedules.
REFUND SCHEDULE
Students who withdraw from Augsburg College may be
eligible for a refund of a portion of their charges based
on the appropriate refund schedule (except for the
minimum charge of $100 to cover administrative
costs). Financial aid may also be adjusted for those
students who withdraw from the College or drop one
or more courses and receive financial assistance.
[NOTE: Tuition refunds and financial aid
adjustments are not necessarily made on a one-to-one
basis. For example, you could receive a 60% tuition
refund but have 80% of your financial aid returned.
Be sure you understand the financial consequences of
making adjustments to your registration.]
Students are responsible for canceling courses through
the Enrollment Center in order to be eligible for any
refund. Students who unofficially withdraw (stop
attending) but do not complete the drop/add form are
responsible for all charges. Financial aid may be
adjusted based on the student's last recorded date of
attendance. Refund calculations are based on the date
that the drop/add form is processed.
The refund schedule is effective whether or not a
student has attended classes. All refunds of charges will
be applied to the student account and all adjustments
for aid, loans, fines, deposits, etc. will be made before
eligibility for a cash refund of any resulting credit
balance is determined. Please allow two weeks for a
refund.
The refund is a percentage of the full tuition charged,
not a percentage of any deposit paid toward tuition,
e.g. deposits made under the employer reimbursement
payment plan.
For information about refunds and the refund
schedule, visit <www.augsburg.edu/enrolb.
Financial assistance is available to degree-seeking
students enrolled in the MAL program. Non-degreeseeking students are not eligible for any type of
financial aid through Augsburg College. Two full-credit
courses per trimester are considered full time. One
course is considered half-time enrollment. The
Enrollment Center (612-330-1046, or 1-800-458-1721,
or <www.augsburg.edu/enrolb) assists students in
assessing financial aid eligibility and offers financial aid
from available alternatives, including the following:
SPONSORED SCHOLARSHIPS
Augsburg actively pursues non-Augsburg funding for
special scholarships. The availability of such
scholarships may enable the participation of
individuals of limited financial means as well as
individuals working for volunteer agencies and other
organizations not likely to provide tuition
reimbursement
COMPANY TUITION ASSISTANCE PROGRAMS
Many companies, agencies, and corporations offer full
or partial tuition assistance to employees who
participate in work-related or degree-related college
programs. Augsburg College offers a payment plan by
which employees may handle tuition reimbursement.
Students should contact the Enrollment Center to
make payment arrangements using the company
reimbursement payment plan.
TRIBAL AND STATE INDIAN SCHOLARSHIPS
American Indian students who meet federal, state, or
tribal requirements may apply for these scholarships.
Indian grants generally supplement other sources of
financial aid. For assistance in application, contact
Augsburg's American Indian Student Services Program
director at 612-330-1144 or your tribal agency.
STAFFORD LOAN PROGRAM
Common Loan Provisions
Borrowing Limits: Graduate students may borrow up
to $18,500 per year with an aggregate of $138,500
(undergraduate and graduate).
A student may borrow from either the unsubsidized or
subsidized programs or a combination of both but
cannot exceed the annual loan limits.
Interest Rates: The annually variable interest rate is
determined by the 91-day T-Bills +2.3%, capped at
8.25% and changes each July l. For example, the
interest rate from July 1, 2002 to June 30, 2003 is
4.06% for repayment.
Repayment Terms: Repayment begins six months after
you cease to be enrolled at least half time in an eligible
program leading to a degree or certificate. Repayment
may extend up to 10 years.
Deferments: In most cases, deferments are granted for
continued education, disability, and unemployment.
Contact your lender if you think you are eligible for a
deferment.
FEDERAL AND STATE AID PROGRAMS
The Enrollment Center uses standard, nationally
accepted methodology to determine eligibility for
federal and state financial aid programs.
-
TO APPLY FOR FINANCIAL AID
FEDERAL PERKINS LOAN PROGRAM
A joint Augsburg College-federally funded program
administered through the College for students who
demonstrate financial eligibility. No checks are issued,
but the student is required to sign a promissory note at
least once per term. Funds are put on the student
account after the note is signed.
Borrowing Limits: You may borrow up to $6,000 per
year as a graduate student with a $40,000 maximum.
Interest and Repayment: Simple interest of 5% and
repayment of principal begin nine months after you
graduate or leave school. Partial or total loan
cancellation privileges exist for certain types of
teaching, disability, and, in certain circumstances,
military service.
Deferments: No interest accrues nor do payments need
to be made at any time you are enrolled at least half
time or for serving three years in the military, Peace
Corps, or VISTA. Contact the Enrollment Center if you
think you are eligible for a deferment.
SUPPLEMENTAL LOANS:
If additional financing is needed, the Enrollment Center
can offer guidance in selecting the appropriate loan.
-
Financial aid application materials are available at
<www.augsburg.edu/enrolb. Applicants must be
admitted to Augsburg as regular students or be
returning students in good academic standing.
The financial aid application will be processed when
the following documents are received:
1)
The Free Application for Federal Student Aid
(FAFSA) or the renewal FAFSA. Apply online at
<www.fafsa.ed.gov>.
2)
Verification Form.
3)
Federal income tax return(s).
FOR FURTHER INFORMATION, CONTACT
Enrollment Center, 612-330-1046, 1-800-458-1721,
<enroll@augsburg.edu>, or <www.augsburg.edu/enrolb.
ABOUT AUGSBURG
Augsburg College is a diverse, faith-based learning community in the heart
of the city that transforms individual interests, gifts, and talents into
opportunities to work, lead, and serve in the world.
Through a rigorous blending of classroom learning, one-on-one mentoring,
and real-world experience, Augsburg's liberal arts and sciences curricula
challenge students from diverse religious, cultural, ethnic, and experiential
backgrounds through research, study, and service opportunities.
Affiliated with the Evangelical Lutheran Church in America (ELCA) ,
Augsburg serves the wide-ranging needs of more than 3,000 students in
day, weekend, and graduate programs.
HISTORY
Augsburg College was founded in 1869 in Marshall, Wis. , by Norwegian
immigrants as a training school for Lutheran ministers and was named for
the Augsburg Confession from 1530. Augsburg relocated to Minneapolis in
1872.
CAMPUS LOCATION
Augsburg's campus is located in the heart of the Twin Cities, surrounding
Murphy Square, the oldest park in the "City of Lakes." The University of
Minnesota-West Bank campus and one of the city's largest medical
complexes-Fairview-University Medical Center-are adjacent to
Augsburg, with vast cultural, recreational, and corporate resources within a
short distance from campus.
ACCESSIBILITY
Augsburg College has made a major effort to become one of the most
accessible campuses in the region. Skyways, tunnels, and elevators provide
accessible connections among major buildings-student housing towers ,
the Christensen Center, main academic and administrative halls, the
library, and the music building. In addition, there are programs for
students with learning, psychiatric, and physical disabilities.
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, marital status, status with regard to public assistance,
or disability in its education policies, admissions policies, scholarship and
loan programs, athletic and/or school-administered programs, except in
those instances where religion is a bona fide occupational qualification.
Augsburg College is committed to providing reasonable accommodations
to its employees and students.
Any questions concerning Augsburg's compliance with federal or state
regulations implementing equal access and opportunity can be directed to
the Office of Human Resources, CB 79, Augsburg College, 2211 Riverside
Avenue, Minneapolis, MN 55454, or 612-330-1058.
-
LEADERSHIP STUDIES FACULTY
The professors who teach in the MAL program are predominantly full-time senior faculty with doctorates or
appropriate professional degrees. Some courses are team taught by faculty from different disciplines or occasionally by
combining a faculty member with professionals from relevant fields . The program's faculty members have extensive
experience teaching adult learners.
ANDREW AOKI, Associate Professor of Political
Science B.A., University of Oregon; M.A., Ph.D.,
University of Wisconsin.
ROSEMARY LINK, Professor of Social Work B.A.,
University of Southampton, Post graduate diploma &
C.Q.S.W, University of London; Ph.D., University of
Minnesota.
ALEXANDRE ARDICHVILI, lnstuctor M.B.A. and
Ph.D., University of Minnesota; Ph.D., Moscow State
University: Associate Professor of Organization Leaming
and Development at the University of St. Thomas.
THOMAS MORGAN, Professor of Business
Administration and Vice President for Planning and
Market Development B.S. , Juniata College; M.B.A.,
JOHN BENSON, Professor Emeritus of Religion B.A.,
University of Denver; M.S., University of Oregon; Ph.D.,
University of Minnesota.
Augsburg College; B.D. , Luther Theological Seminary;
M.A., Ph.D., Columbia University:
LARRY CROCKETT, Professor of Computer Science
NORMA NOONAN, Professor of Political Science
and Director of the Center for Leadership Studies
and the MAL Program B.A., University of Pennsylvania;
B.A., M.A., Pacific Lutheran University; M.Div., Luther
Theological Seminary; Ph.D., University of Minnesota;
Priest, Episcopal Diocese of Minnesota.
M.A., Ph.D., Indiana University:
CASS DALGLISH, Associate Professor of English B.A.,
Economics, Warsaw; Ph.D., Academy of Economics,
Krakow, Poland.
College of St. Catherine; M.EA. , Vermont College; Ph.D.,
The Union Institute.
MAGDALENA PALECZNY-ZAPP, Associate Professor
of Business Administration B.A. , M.S., Academy of
CATHERINE PAULSEN, Instructor B.A., St. Olaf
JOSEPH A. ERICKSON, Professor of Education B.A.,
M.A., College of St. Thomas; M.A., Luther Northwestern
Theological Seminary; Ph.D., University of Minnesota.
ROBERT C. GROVEN, Associate Professor of
Communication Studies, Director of Forensics, and
Director of the Honors Program B.A., Concordia
College-Moorhead; M.A., ].D., University of Minnesota.
College; M.A., Lone Mountain College.
CURTIS PAULSEN, Associate Professor of Social
Work B.A. , St. Olaf College; M.S.W , University of
Minnesota; Ph.D., Fielding Institute.
DIANE PIKE, Professor of Sociology and Director of
the Center for Teaching and Learning A.B.,
Connecticut College; Ph.D., Yale University:
DANIEL S. HANSON, Assistant Professor of
Communication Studies B.A. , Augsburg College; M.A. ,
University of Minnesota.
GARRY HESSER, Professor of Sociology and Director
of Metro-Urban Studies B.A., Phillips University;
M.Div., Union Theological Seminary; M.A., Ph.D.,
University of Notre Dame.
JOHN S. SCHMIT, Associate Professor of English and
Associate Dean for Adult Programs B.S. , St. John's
University; M.A., University of New Orleans; Ph.D., The
University of Texas-Austin.
KATHRYN SWANSON, Professor and Chair,
Department of English B.A., St. Olaf College; M.A.,
Ph.D., University of Minnesota.
DAVID LAPAKKO, Associate Professor of
Communication Studies B. A., Macalester College,
M.A. , and Ph.D., University of Minnesota.
VELMA J. LASHBROOK, Instructor B.S., Iowa State
University; M.S. , Illinois State University; Ed.D., West
Virginia University: President, Strategy Implementation
Associates.
JOSEPH VOLKER, Instructor B.A., University of
California-Irvine; M.A., Ph.D., University of Minnesota.
Vice President and Practice Area Leader, MDA
Leadership Consulting Inc.
AUGSBURG
LOCATION MAP
+
Forest Lake
AUGSBURG CAMPUS MAP
6th Street S.
Master of Arts in Leadership offices
Visitor parking
Augsburg campus buildings
Student /Staff parking
Butler Place
~Interstate 94 West
Interstate 94 East ~
Show less
augsburg in the summer
Augsburg College offers a varied summer curriculum
that includes courses in 18 academic disciplines
as well as internships and independent studies.
A detailed listing of courses begins
o n page 8.
summer sessi-
Course loads i n Summer Session:
Students may take up t... Show more
augsburg in the summer
Augsburg College offers a varied summer curriculum
that includes courses in 18 academic disciplines
as well as internships and independent studies.
A detailed listing of courses begins
o n page 8.
summer sessi-
Course loads i n Summer Session:
Students may take up to two credits in
each session. However, W E C students
taking two or more course credits in the
spring trimester are not eligible to take
classes in Summer Session I. Unless
otherwise indicated, all courses carry a
value of one course credit. O n e
Augsburg course credit is the equivalent
of four semester credits and six quarter
credits.
I
June 1 to July 2
summer session II
July 12 to August 12
\
about
augsburg
Augsburg College is a four-year, liberal arts college located in the heart of
Minneapolis, and affiliated with the Evangelical Lutheran Church in America.
Augsburg is accredited by The Higher Learning Comn~issionof the North Central
Association of Colleges and Schools.* The small college environment, ahout 3,000
students during the academic year, is enriched hy the many opportunities found in
this vibrant metropolitan area. Augsburg's setting allows students to participate in a
host of cultural and recreational activities.
*The I-11gherLe~in~illg
Coilunissioi~of tl~eh ' o ~th Ceiltrol Associ~~tiol~
of Colleges (111dSchools, C D I ~ I I ~ ~O~I LS S ~ O ~ I
l~~>titutioi~s
of Higher Edncotiorl, 3 12-263-0456. Web site <u'ww.~~urcihe.org>
summer session info
Augsburg general education:
Courses fulfilling Augsburg's Liberal
Arts Perspectives, Core Curriculum,
and Graduation Skills requirements are
so noted along with the description of
the course.
Course levels: The first digit of the
three-digit course number indicates the
course level. Course numbers beginning
with a "1" or "2" are Lower division
courses and are intended primarily for
freshmen and sophomores; course
numbers beginning with a "3" or "4"
are upper division and are primarily for
juniors and seniors.
Independent study: Independent
studies may be arranged in consultation
with individual faculty members.
Internships: In addition to those listed,
internship opportunities may be
arranged individually during the
summer. Academic internships are
carefully planned work-based learning
experiences, supervised and evaluated
by a faculty member. Consult the
Center for Service, Work, and Learning
at 612-330-1148 for more information.
Employer reimbursement: Students
who qualify for reimbursement by their
employers may use their reimbursement
to PaY for Summer Session courses.
Housing: Students who need housing
may contact the Residence Life Office
at 612-330-1488.
information
Additional information may be
obtained at:
www.augsb~~rg.edu/summer
A~~gsburg
College
Campus Box 143
2211 Riverside Avenue
~ i ~ ~MN ~ 55454
~ ~ ~ l
For registration or financial questions:
612-330-1046 (Enrollment Center)
For questions related to courses:
612-330-1025 (Academic Advising)
eligibility
Persons i n good standing at regionally
accredited colleges and universities,
graduates of such institutions, and
students admitted for the next fall term
are eligible to attend Augsburg's
Summer Session. Good standing
implies that the student has been
admitted and not subsequently
dislnissed by that institution.
Students accepted for Summer Session
are not automatically granted admission
as regular students of Augsburg College.
Those wishing to begin a degree
program at Augsburg should apply to
the Office of Undergraduate
Admissions, 612-330-1001, or the
Weekend College Admissions Office,
612-330-1101.
i
~
,
to
. ..
calendar
L -
m dents may hegin to register for
,,~~,,,ncrSession courses on April
5.
Web registration will remain open
until April 29
ssion I) and June 11
I-'
(Session
registration huurs
'-
will he 8 : 3 .c.LLt.
~
L1,
1159 k7.m daily.
Augsburg students are encouragecl to use
Web r
ratio
Ion-A~~rahurg
uder
1st regis1
hnrollment Center between 8:30a.n
4:30 p.m. M - W (8:30 a.m.-7 p.1Thursdays). T h e Enrollmeiit
Located in Sverdrup Hall. V
recommencl that you sche
courses as early as possil
'
at
time
(
lnust he lmic
tion. All students
Full hv, Mav, 7 for
I and J u n e 18 for
S ~ ~ m mSeers b r u ~11.
~ Tuition must be
paid in full (see calendar), or you will
hopped from your course(s); a
cellation fee of $100 per course
will apply. Augsburg students who
have unpaid balances from previous
terms must pay these balances before
they may register for Summer
Session.
Summer Scs
Change in Registration: M a ~ i ycourses
If a discrepancy is found between this
catalog and course i~lformationfound
through AugNet, AugNet should he
c o ~ ~ s i d e r ethe
d most current, a u ~ thus,
l
correct.
Students registering for Summer
Session I must complete their
registration by June 1.
April 5
Web registration closes
April 29
June 11
Balance of tuition due
May 7
June 1
June 18
July 12
Classes begin
April 5
.ast day to:
I
Register (without late fee)
June 1
July 12
I
Register (added late fee of $75)
June 4
July 15
(no registrations will be accepted after this date)
'Drop class without notation
June 4
July 15
1
Change grading option
June 18
July 29
1
Withdraw from class
June 18
July 29
July 2
July 12
August 12
August 20
fill early and courses with low
enroll~neiitswill be ca~iceledone week
hefore the first day of the session.
Students who cancel their registration
prior to the first day of the session must
lasses end
3rades due in Registrar's Office
complete a clrop/adci form at the
chedule of refunds
Enrollmeilt Center (this milst he done
.00% of the refundable portion of tuition (less $100 administrative fee):
in person). There is a charge of $100 for
each course cancelled.
Students registering for Summer
Session I1 must complete their
registration by July 12.
Registration begins
For refund information please see
schedule of refunds o n next page.
If cancellation at the Enrollment Center is no later than
June 4 (Session I) and July 15 (Session 11)
'5% of the refundable portion of tuition:
If cancellation at the Enrollment Center is no later than
June 8 (Session I) and July 20 (Session 11)
A late fee of $75 will he assesseci for
students who register after the first day of
tlie term. N o Session I registmtious will
he accepted after June 4. N o Session 11
registrations will be accepte~lafter July 15.
iO% of the refundable portion of tuition:
If cancellation at the Enrollment Center is no later than
June 11 (Session I) and July 23 (Session 11)
map of augsburg
- .
L-
costs
y
The tuition char
- - . --.nmer
m i o n courses
4 0 0 for
nurses
$700 for half-credit courses
Audits are charged at the tuition rates
listed above.
h
W E C stude
nrolled in Summer
Session I1 may be eligible for financial
aid if their course load is at least 1.0
credit.
To apply
The only fo
financial a-id
a
Eligib~htyfor Summer
fl
Session attendees
4
Students who maintain half-time status
(as defined
the program
,.L-are enrolled) are eligiblc *- '
financial aid.
Day program
7
Students enrolled in either Session I or
11, or both sessions combined may be
eligible to apply for financial aid if their
course load is at least 1.5 credits over the
two sessions.
WEC program
- of financial aid available
for Summel
sion attendees are the
Federal Pel1 Grant, the Minnesota State
Grant (for students who meet eligibility
requirements), and student loans. Visit
the Enrollment Center Web site to
download an application form at
<www.augsburg.edu/enroll~. The
financial aid priority deadline for
Summer Session is May 15, 2004.
Augsburg Employee Tuition Benefit
Faculty, staff, and dependants of the
College who are eligible for the
maximum tuition benefit will receive a
60% discount o n Summer Session
tuition,
For W E C students enrolled in spring
trimester, n o aid is given for Summer
Session I as it runs concurrently with the
W E C spring trimester.
#
&
II
e l k *
COLLEGE M A P INFORMATION
1. Center for Counseling and Health
Promolion
2. Weekend Admissions
3. Air Slructure Entrance
(November through March)
4. Edor-Nelson Athletic
Field and Seasonal Air Structure
5. Christensen Center
6. Easl Hall
7. Faculty Guest House
8. Foss. Lobeck, Miles, Center For
Worship. Drama and
Communication
9. Sverdrup Hall
10. Husby-Strommen Tennis Courts
I I.Ice Arena
12, institutional Advancement
13. Lindell Library
94 west
11
14, Maintenance and G~oundsShop
15. Mortensen Hall
16. Murphy Place
17. Murphy Park
18. Music Hall
19. New Residence Hall
20. Old Main
21. Oscar Anderson Hall
22. Quad
23. Science Hall
24. Security Diapatch Center
25, Shipping and Receiving
26. Si Melby Hall
27, Sverdrup-Oftedal Memorial Hall
28. Urnebs Hi111
campus location
PARKING INFORMATION
A. Visitor Parking
B . Resident Parking
C, Commuter Parking
D. FacuIty/Staff/Commuter/Resident
Parking
E. Resident Parking
F. Resident Parking
G. FacultylStaff Parking
H. F;lcultylStaff Parking
I.Visitor/Admissions Visitor Parking
J. FacultyISlaff Parking
K. Commuter Parking
L V i s i t o r Parking
M. FacultylStafflCommuter Parking
N . FacullylStafflCommuter Parking
0. Fairview-Universily Parking Ramp
35W f r o m the NorthTake Wnshington Avenue exit 2nd turn left o n
Washington (turns right onto Cedar Avenue), turn left
;it
Riverside Avenue, right at 21st Avenuc South.
1.94 East f r o m MinneapolisTakc 25th Avenue exit, turn left at 25th Avelulc, turn
left at Riverside Avenue, turn left at 21st Avenue
South.
1-94 West f r o m St. PaulTakr Ri\evsirle exit, turn right at Riverside Avenue,
Atcgsburg College, as afirmed in its mission, does not discriminate on the basis of race, color, creed, religion,
nutional or ethnic origin, age, gender, sexual orientatiml, marital stattrs, stutus with regard to public arsistance, or
disability in irs ed~icationpolicies, admissions policies, scholarship and loan program, athletic and/or school
administered programs, except in tl~oseinstances where .religion is a bonu fide occupatiollal qualification. Atcgsburg
College is committed to providing ~earonublcaccommodations to its employees and its students.
turn left at 2lst Avenuc South.
35W f r o m the SouthFollow the 1-94 St. Paul signs (move to right lane after
each o f two mergers). Take 25rh Avenue exit and turn
left at Riverside Avelu~c,turn lcft at 21st Avenue
South.
most current classroom information.
A R T 102-S
ACC 221.S
1-
Tom
A
i
of desig
the visual arts
lng foundation for
e-dimensional projects
basic design elements
'
I... ,,.... ...,
de~nonstrati~i~
and principles.
Perspect
in Fine
1
Principles of Microeconomics
Principles of A c c o u n t ~ n gI
Introduction to business activities, bar
Introduction t o Public Speaking
Groven
Develop critical thinking skills by study of the
Kader
col~cepts
4
The camera will be used as a tool for visual
creativity and expression i~singblack and white
photographic processes. Students nc
35 mm, sinfile-lens ~eflexcamera '
cess to a
ed cost of
film, ctc.: $200-225.
Perspccti,,c/Skill/LAF: Acstllcticr
6-9:30 p.111.
7:
:in Fine Arts
Old M[1i114
ART 2 4 7 3
theory to market policy. May be taken
and reilltation. Course content will include how to
independently of E C O 110 or 112. E C O 112 and
8:30 a in -~IOOII
build and analyze public arguments that confront
113 may be taken in either order.
students in their everyday lives
Perspecti\,e/Skill/IAF: Speaking; I A F in Fine Arts
(Prereq : MPG2)
Perspecti\,e/Skill/LAF: Social World I or 2; I A F in
Old Main 10
1 4 3 0 p.m.
Principles
Argumentation
Groven
The course focuses o n speech preparation,
1 4 : 3 0 \J.I+
I
organization, audience analysis, style, listening
E D C 220-S
ability, and the o\,ercoming of speech fright.
Educational Technology (.5 credit)
Old Main 16
(Prereq.: SPC 111 or 112, or Jr. or Sr. standing)
BUS 4 6 5 3
International Management
This tl~ougl~t,p~ovoking
course examines those
issues and activities unique to marketing in an
international setting. Emphasis is placed o n
adaptation of a mnlkcting mix according to the
international market in^ environment.
M,
W
6-9:30 p IIL
I
spatial envimnment. Topics cotmered will inclucle:
This course includcs Financial Stntcmcnt Analysis,
Risk and Reti~rn,Security Valuation. Capital
Old Mr~in17
M, W F
I
Okl Mail1 2 9
Meziou
01 consent
M,
W
Suerdn~p204
(Mac classroom)
EED 495-S
Gregoire
international t ~ a d e Application
.
of elenientary
eco~iomictheory to currelit economic problems.
Assessment is based on written msign~nents,a
(Prereq.: MPG 2)
Pe~specti\~e/Skill/LAF:Western Heritage; LAF in
Social and Behavioral Sciences
M, W
1 4 : 3 0 11 In.
of instructor)
Soerd~trb202
-
explore properties of and changes in matter; position,
motion and force; light, heat, electricity a n ~ magnetism;
l
and kincls of and \vays to mnsfer energy. Taking the
~'liysicalconcepts learned, students will de\elop
E C O 112 and 113 luny be taken in either order.
An int~oductionto print, broadcast and web-based
advertising and pron~otionas important elements
in moclern marketing and communications. This
course combines classroom and web-based learnilig
tools.
6-9:30 p , m
M,
i ~ i c o ~ nanalysis,
e
monetary and fiscal policy,
May be taken independently of E C O 113 or 110.
Advertising
a'tlL'-llooll
Topics: Elementary Education
Physical Science
Gilsdorf
Principles of Macroeconomics
An introduction to macroeconomics: national
MKT 357-S
(Prereil.: MKT 252
teacl~indlearningsituations. Computer training
will he included in this course.
ECO 1 1 2 3
Perspective/Skill/LAF: Acsthctics
M, W
evaluation of effective audio-visual materials for
Snldents will participate in llan~lx>n
experiments t<>
Capital
(Prcrcq.: ACC 221, ECO 112 or 113, onrl MPG 3)
communication through the use of instructional
technology. Selection, preparation, prc~duction,and
S P C 354-S
Kapoor
B'"igeting, Capita1Structule
Management.
Erickson
Psychological and philosophical dimensions of
Interpersonal Communication
Lapakko
A study of the dynamics of liu~iianinteraction
'
Financial Management
6-9:30 p m.
SverdrL4p
through verbal and non-\erbal messages; emphasis
on factors that huild relationships and help to
overcome comniunication barriers.
Sverdntl~1
6-9:30 p . 1 ~
M, W
Old Maill 13
FIN 3 3 1 3
'
Perspccti\~e/Skill/LAF: Critical Thinking
Paleczny-Zapp
he placed o n development of perceptual clrawing
skills to accurately render the l u ~ m a nform in a
6-9:30 p.ln
Old Main 10
I
6-9:30 1,111
payable on tlie first day of class for the cost of
models.
Social and Behavioral Sciences
?; Th
1 4 : 3 0 p.1~1,
1
metliods and teclu~iquesof clrawing the liu~iian
composition. NOTE: There will be a $50 fcc
Old Main 16
SPC 3 5 1 4
form through the use of live moclels. Emplusis will
gestllle, proportion, foresl~ortcning,skeletal and
musculature anatomy, shading and rendering, and
T; Th
Development of the theory of management,
organization, staffing, planning, and control. The
nature of autlio~ity,accountability, responsibility,
and analysis of the professional manager.
This coursc will introduce thc stl~dentto tlic
McCaffrey
distribution. Application of elementary econo~nic
theory and practice of argument, evidence, fallacies,
(Prcreq.: BUS 242)
Perspective/Skill/IAF: Writing
Life Drawing
Gilsdorf
An introduction to microeconomics: the theory of
the Iiousehold, firm, market structures, and income
and fi~ndamcntalsof accounting, the accounting
cycle, alld
BUS 2 4 2 3
Old Mrlill 4
E C O 113-S
SPC 1 1 1 3
AF: Aesthetics; Speaking; LAF
1 4 3 0 p.111.
A R T 1:
ffm
Olrl Mail1 13
denionstntions and lessons for K-5 classrooms.
tech1101ogy pr~ject,lessons/de~i~~nstratims,
classroom
participation and an exam.
(Prcrcil.: Students niust be Elementary Ecli~cation
Majors-this course does N O T meet the Science
Lzh graduation recll~irement)
6-9:30 ~ . m
7; Th
Science 19
A:
I 1
888
On
dl
june I to july 2
7
GS; LUU-a
I N S 255-S
Quantitative Reaso
NG 282/482-S
Statistical Literacy
Critical thinking abc
:entury B r ~ t l s nf'
gating the victc
Paideia Seminars
Schield
ttistics as evidence in
el:
~ h , , i l l ~ ~ ~ ~ d d l argi~~nents
~
in\rolving predictions and explanations.
Topics will include reading and evaluating tables,
This course studies the novel of suspense, mystery
graphs, and statistical models as well as
and terror in 19thcentury Britain, from
generalizations, traditional confidence intervals,
Frankensteill early i n the centllry to Dracula a t its
and lhypothesis tests. Empha-'c on interpretation,
end. Often challenging and sometimes sub\,ersive,
evaluation and cornmunicat
these novels drew intense public scrutiny by raising
3,
(Prereq':
issues that politer domestic fiction hardly lhinted at.
Perspecti\
II/LAF: Quan
Reaso
We will read several of the best of these thrillers,
6-9
M,
W
Old Mail1 10
investigate the culture that produced them, and
I
h
-
work to determine why they have continued to
...J
(Prereq.: ENC 111)
Perspective/Skill: Western Heritagr
122-"
Shariff
S. History
Twentieth C e n t
A survey focusing o n the nation's adjustment to
Humanities
1 4 3 0 p.m.
industrialization and urbanization, the emergence
of the U.S. as a world power, the rise of a strong
federal goverlhrnent, tlie implications of increasing
racial ant1 ethnic di\fersity, and the inipact of
E N G 361.S
Clayton
The course focuscs o n contemporary 20th century
prose works. It includes Native American and
European writers, with an emphasis on non-
Perspective/Skill/LAF: Westcrn Heritage; Critical
Thinking; LAF in Humanities
Western (Asian and African) fiction.
6-9:30 p.m,
M, W
Old Main 18
(Prereq.: ENG 245 or consent of instructor)
Perspective/Skill: Intercultural Awareness 1; Writinfi
6-9:30 p.m.
?; Th
Old Main 16
lil
.
G S T 009-S
Cooperative Education
Olson
I N S 105-S
Introduction t o American
Indian Studies
Weston
Designed to introduce students to the content areas
of the American Indian Studies curriculum, this
Cooperative Education is a work experience related
to a student's nhajor/minor or career interests, but
course includes a n o\,erview of American Indian
history, federal Indian policy, land issues,
not dolie for academic credit. The goal is for
st~ldelltsto apply theory to pmctice in an approvecl
reservation and urban issues, cross-cultural
i~~fluences,
and Anierican Indian literature, art,
work setting. Students set learning goals and
music, and language.
e\faluate their learning with the director of the
Center for Service, Work, and Learning.
Perspective/Skill/LAF: Intercultural Awareness 1
6-9:30 m
M, W
Suerdn~p2 0
Satisfactory completion fi~lfill,thc Augsburg
Experience (AE)
developed by Mortimer Adler. Seminar topics
emphasize selections that help students to think
critically, understa~idti~nelessideas, listen carefully,
and question thouglhtfully.
Perspective/Skill/LAF: Critical Thinking
June 2 1-25
sUerdnrp 17
:- 1 - - i
-.
MAL 5 9 9 3
Topics: Comprehensive
Examination Seminar
Pike
The purpose of this semiliar is to prepare students
for a co"prehensi\.e
as the capstone
for completion of the Master of Arts in Leadership.
As one of four completion options in the MAL
program, students will experience a n intense,
collaborative, and directed integration of their
I N S 295-S
understanding of kadership expressed through
Topics: Doing Business i n the
Czech Republic
successfi~lcompletion of the examinations. There is
Stoller
Focus of this course will be o n doing business with
a four-hour written seated examination, a take-
and in the Czech Republic. Developing capitalist
enterprise in this ex-communist world offers
scheduled meetings are adapted as required
significant challenges. This course will examine the
(Prereq.: Conselit of instructor or MAL program
director is recluired.)
7-
appeal to successi\~egenerations of readers.
Studies i n Modern Fiction
Kaufman
Students will participate in a series of seminar
discussions following the Paideia se~uinarformat as
obstacles as well as the models that are ssucceeding
as the Czech Republic makes the transition to a
free market econonhy. History and culture will be
home exam, and a n oral exam. Cale~ldarand
(contact professor or MAL office for specific dates.)
6-9:30 p.m
M,W
Old Main 11
discussed fully as a basis for the countrv's economic
model. Tlie course will be team.taug11t with a
visiting Czech professor.
6-9:30 p.m.
M, W
Old Main 25
MAT 1 7 3 3
M a t h of Interest
Kaminsky
Learn how to determine tlie monthly payments on
I N S 325-S
a housc, boat, or car Find out how much you need
Building Working Relationships
This coursc explores working relationships in a
to he socking away now to have a ~iiillionwhen you
retire. Learn how annuities, perpetuities, and life
changing world. Sclf-assessment tools and applied
insurance work, and more. Evaluation will he based
papers help participants gain a better
understanding of the role the individual plays
within the context of \vorkplace relationships.
on classroom participation, quizzes, and a filial
examination.
(Prereq.: MPG 3)
Enipliasis is placed o n interpersonal, group, and
Perspective/Skill/LAF: Quantitative Reasoning;
organizational relationships.
(Prereq.: Jr. or Sr. standing, and at least one of the
following courses: S O C 121, SWK 260, BUS 242,
BUS 252, PSY 102, PSY 105)
LAF in Natural Science and Mathematics (lion-lab)
6-9:30p,m,
M, W
Sciet~ce108
Perspective/Skill/LAF: Human Identity; Speaking
?; Th
Suerdnrl~2 0
6-9:30 p.711,
1 -
REL435-S
Vocation and the Christian Faith
iL 101,s
POL 1 6 0 3
ginning Sign Langual
3di1cti<
Mikkelson
: and tlie signs and
deaf c
~
demonstration
by~llitxof ASL. ~ ~ u u e nOt Us S C ~ ,the
of signs, practice their o n signing, and learn the
facial expressions and body language needed to
co~nniunicaterlrarlv with deaf and hard-of-hearing
people.
Perspecti\re/Skill/mb:
Lnrerrultural Awareness 2;
Modern Lnnguage Core !
64:301
dailr 23
PSY 2 6 1 3
World Politics
Personality
This course is an int
history and majc
~ o nto the clyna~nics,
dynamics, and de\,elopment of personaliry.
relations. It expl
economic develc
efforts to comba
F g l o b a l citizenship and
sace and ineouality around
14:30 p m
cast
-
'
the 'lobe'
environme
Ises
and conflic
studie
estions explored
1
3
r wat~
111
the class
we define peace! What are the
achieving a luore just and equitable
Deglnnlng Spanish I
Kinr
Aims to develop four basic skills: understanding,
oppression!
speaking, reading, and writing of elt
Perspective/Skill/LAF: Social Worlcl 1 or 2; LAF in
Spanish. Introduction to the c1llrllr+
Spanish-speaking world.
Perspective/Skill/LAF: Intercu
.-
8:30-11 a.ln.
VC: TI1
auses of conflict and
M,
W
bvareness 2;
Old Muin 2 6
SPA I l l - T
Kingsley
Beginning Spanish I
Aims to develop four basic skills: understanding,
speaking, rmding, and writing of elementary
Spanish. Introduction to the culture of the
Spanish-speaking world.
perspectivdSki[l/LAF:Interculturn[Awarelless 2;
Old Maill 26
Old Main 18
PSY 2 6 2 3
~~~k
Abnormal Psychology
treatment.
Underhill.Cady
This course critically examines the political
dyna~uicsrelating to the communities and
ecosystems of the Upper Mississippi Watershed
Issues explorctl inclucle water pollution, tlie lock
and dam system, in\,asive species and biodiversity,
water
economics development, urban sprawl, far111 policy,
and energy production. The class will look at the
challenge of balancing economic de\,elopment,
social justice, and environmental stewarclsliip in the
7; Th
Old Main 13
1 - 1
OM Main 18
Rooney
the growth of individuals and faniilics. Growth
~ 11
~
~related to~diverse populations
b
~ and groups
~ or special
k
The origin, literary character, and transmission of
StrcSScS
the biblical documents; tlie task of biblical
interpretation, and the history of Israel and tlie
(Prereq.: So., Jr., or Sr. standing or consent of
instructor)
emergence of the church. Not accepted for credit
for students who have taken REL 301 or 302.
6-9:30 p.m.
Rrspective/Skill/LAF: Christian Faith 1 or 3
1 4 : 3 0 p,m.
7; TIL
Lirtdell 16
a
f'lcuS'
PerSpecti"e/Skill/LAF: Hun'an ldentiw
7; TI1
Suerdnrp 202
6
W S T 2811481-S
REL 3 7 0 3
Topics I n Women's Studies:
Native American Women and Film
American Indian Spirituality
and Philosophical Thought
Religious beliefs, spiritllal customs, and philosophy
relationships with nature, religious oversigl~tof life
cycles, sacred ritual ceremonies, and beliefs in a n
afterlife.
(Prereq.: ENG l l 1 , J r . standing, and REL 100, REL
111, REL 221, or REL 331)
Perspective/Skill/LAF: Christian Faith 3 or
[ntercultural Awareness 1; Writing
6-9:30
7; TI1
Marubbio
This course explores Native American \rZomenin
similarities and differences are explored as arc tribal
7; TI1
S W K 260-S
H u m a n s Developing
biological a ~ i dpsychological factors that influence
along the river, some exploration of tlie river by
boat, and opportunily to Ineet with stakeholders
6-9:30 p ~n
Sverdnip 1
,..
.
growth through life and of the socio-cultural,
of North American Imlians are studied. Tribal
Perspective/Skill/LAF: Social World 1 or 2; Critical
Thinking; LAF in Social and Behaviural Science
..
Tliis course provides an understanding of h u ~ n a n
region. There will bc weekly excursions to sites
working o n \vrious river-related issues.
,
.. .
(Prereq.: PSY 102 or PSY 105)
?; TI1
2-530 p.m.
.
An introduction to psychological disorders and
Biblical Studies
POL 2 4 1 4
Environmental and
REL 331)
Perspective/SkilVlAF: Christian Faith 1, 2, 3; senior
keynote
REL 221-S
River Politics
Modern Language Core Skill 1
6 4 3 0 11 m
7; Th
Li~~dcll
16
7; TI1
Biblc and key f i ~ ~ r from
e s the Christian tradition to
help students answer these important questions.
(Prereq.: REL 100, REL 111, REL 221, REL 300, or
(Prereq.: PSY 102 or PSY 105)
8:30 a.m -noon
Social and Bcliaviora[ Scicnccs
6-9:30 p.111,
Modern Langi~ageCore Skill I
to description,
of international
J D U F ~ of peace, sustainable
include: H
y
Tix
current
scientific.based approaci,es
Tranvik
What does it mean to haven vocation! Is there a
purpose for your life! Tliis course will use film, the
Old Main 13
American fillu history as
representatiolls
in
Holly\vood cinema, as political and social forces in
indigenous fill,, mo,,en,ents, and as role lllodels
involved i n
and proliLlcingdoculnentary
films.
Perspectivc/Skill/LAF: Intercultural Awareness 1
6-9:30p.m.
'L
TI1
Liltdell 16
.-
- - -
-
- -
I
-
- -
-
- -
-
4
4'
--
session I 1 july
-
-
----
-
I
I
I
I2 ,to-august I2
I
L
I
Please refer to ht@://a~gnet.augsburg.edufor the most current classroom information.
-
A R T 107-S
Drawing
C
A R T 250-S
r
A R T 118-S
Painting I
Bollman
In this first level painting course, students learn
important concepts of painting. Most class time is
spent painting. Slide lectures, denionstmtions, and
critiques complete the learning experience.
Perspecti\,e/Skill/LAF: Aesthetics; LAF in Fine Arts
I
0 in
7; Th
Old Main
17
ART 2 2 5 3
I
Graphic Design I
Allen
This course is an introduction to the principles and
techniques of graphic design i~singpage layout
software. Eniphasis will be
with text and image.
II
laced o n designing
Rrspective/Skill/L4F: Aesthetics; Speaking; LAF
in Fine Arts
6-9:30 p.m.
Foss 226
This course addresses the designed e~~vironrnent,
che intentionally designed places in which nre live
We will investigate architecture, landscape
architecture, and ~ ~ r b design;
an
class sessions
consist almost exclusively of walking tours and site
visits to prominent examples of design excellence.
I
h
M, W
A R T 2491349-S (with H I S 2 4 9 1 3 4 9 3 )
Designed Environment
Anderson
I
Strategic Management
An introduction to
Concepts and principles related to the management
Prereq.: none for 249; for 349: ENG I11 and an
art, history, or urban studies course
Pe~s~ective/Skill/LAF:Aesthetics or City; Writing
(ART 349 only)
of operating functions taught from a managerial
viewpoint with examples from various industries
and sectors.
Perspective/Skill/l
6-9:30 0 . m
4ibk
Graphi
'
._
6-9:30 p.m,
"!lc
lgn
I'
Allen
(Prereq.: ART
Gyberg
This course introduces basic chemistry concepts in
the context of numerous science-based issues in our
basic understanding of the science behind issues
present and in the future.
(Prereq.: MPG 2)
Kapoor
Introduction to personal financial planning and
budgeting, credit management, income taxes,
Perspecti\,e/Skill/LAF: Natural World 2; LAF in
Natural Science and Mathematics (non-lab)
8:30 a.m.-noon
?; Th
Scie~~ce
3 15
I
insurance, real estate, investments, retirement and
I
estate planning.
6-9:30 p,m.
Foss 220
Kader
Principles of Accounting 11
A continuation of ACC 221. Introduction to cost
accounting for manufacturing. Basic concepts and
ft~ndamentalsof managerial accounting, planning
and controlling processes, decision-making, and
behavioral considerations.
(Prereq.: ACC 221)
T; Th
Suer(lncp I
DiversityIMinnesota American Indians
Isaacson
At1 introductory course to develop understanding
This course examines human diversity and human
of basic c o m p ~ ~ t i nconcepts
g
and specific skills in
human relations and Minnesota American Indian
using ~nicroconipi~ter
software (Windows, Word,
requirenients and is an option within the licensure
program.
6-9:30 01..
using sofnvare.
(Prereq.: MPG 3)
E D C 4801580-S
Suer(1rrrp 206
I
Sverdnrp 202
suerdnLp205
Meziou
.. .
,111
'I
W
I
I
School a n d Society
Erickson
Eniphasis o n points of view about the role of
I
school in modern society, relationsliips with
I
parents and community, collaborative models,
I
leadership and professional development. Serves as
marketing. Legal, ethical, competitive, economic
final theoretical preparation for student teaching.
(Prereq.: PPST and ad~nissionto the Education
Department)
price, promotion and distribution decisions.
6-9:30 p.m.
T TI1
Sverdncp 1
I
I
Sverdnrp 1
M,
Principles of basic policy and strategy issues in
and technological factors as they affect product,
I
I
Perspective/Skill/LAF: Social World 1 or 2; Writing
8:30 a.in.-~lool~
M, W
Sverdncp 1
I
I
I
MKT 4 6 6 3
International Marketing
I
H u m a n Resource Management
J.Cerrito
Personnel function in business, acquisition, and
utilization of human resources; desirable working
relationships; rffccti\t integration of the workcr
with the goals of the fir111 and society.
(Prercq.: BUS 242 or consent of instructor)
7; Th
I
Gresczyk
relations. It fillfills the Education Department
Excel, Access, PowerPoint, e-mail, and internet).
Emphasis o n solving business.related problems
Principles of Marketing
Meziou
This course exarnines those issues and activities
i~niq~
to~~iiarketing
e
in an international setting.
BUS 3 4 0 3
M, W
MIS 175-S
MKT 2 5 2 3
BUS 2 4 2 3
Principles of Management
I? Cerrito
Development of the theory of management,
T; Th
I
Sverdnrp 206
Principles of Computing for Business
6-9:30 p.n~,
organization, staffing, planning and control. We
will examine the nature of authority, accountability,
and responsibility: analysis of the role of the
professional manager.
M, W
E D C 2061566-S
ACC 222-S
6-9:30 p.m.
sverdncp 202
Personal Finance
LLJ,
6-9:30pnrn,
8:30 a.m.-11oon
7; Th
FIN 2 4 0 3
This co r e I an advanced study of thr. gritphic
' d ~ t y p o g r a p h yand visual imagery for print
p d u c t i o n using the computer. Studies include
identification c?f,design problems and presentation
to client.
CHM 1003
Chemistry for Changing Times
everyday lives with the goal of students having a
(Prereq.: BUS 242)
ART 330
123
1 4 : 3 0 p.nl.
M, W
This coum fulfills the Enbnging Minneapolis m l u i ~ ~ n ~ e n t . 6-930
14
:I 1.
I
J. Cerrito
Ceramics I
~ ~ l l m a n emphasis on hand1
This is a first
drawing course. Students \vork
anal and non-traditional
with a variety
,lore iinportant concepts of
drawing med
drawing Slid
lemoustrations, and
critiques complete tne learning experience.
Perspec,
'-kill/LAF: AesthfC:-- '-AF in Fine Arts
6-9:30
B U S 440.S
1:
Emphasis is placed on adaptation of a marketing
mix according to the international marketing
I
environment.
(Prereq.: MKT 252)
6-9:30 p , m
M,
W
Old Main 13
II
l5
I
i
ED
:-
488-S (.5 credit)
..
r
dent Behavior
Crea
i n the Eleme
n
Bartlett
h
This course wil exam~nethe impact of student
behavior on stu en earning and then move on to
**
explore met11
establish posi
,chniques to be used to
-t behavior in the elementary
GST 0 0 9 3
INS 2 2 5 3
Olson
work experience related
Cooperative Educa"
Cooperative Educati
or career interests, but
not done for scad
'Il address: physical space,
01 communication with
ase studies. roleparents and ridging ga . .
classroom. TI
tual
(Prereq.: Student must be an Education niaj~
Center for Service, Work, and Learning.
*factory
completion fulfills the Augsburg
Experience (AE)
A
1
.
urse must
Graduate students wanting to take th'
ucation office.
M,TVG:Th ~ v e r d n t 1p
H P E 115.5
Chemical Dependency (.5 credit)
Broek
A n analysis of chemical abuse and what can be done
for the abuser. Includes information about school
EED 2 0 0 3
Elementary Education Earth Science
Stangl
This course is designed for elementary education
majors and includes earth science "hands-on"
health education and services.
6-9:30 P,II,
M mtly
Sverdnrp 2 0
American Indians in the Cinema
(Prereq.: O n e previous course in political dcience or
ad'"ission to the MAL program.)
Perspective/Skill/IAF: Intercultural Awareness I
ASL 102.S
Beginning Sign Language 11
6-9:30 p.m.
M, W
HIS 2 4 9 1 3 4 9 3 (with A R T 2491349-S)
Designed Environment
trilogy and The Hobbit, but also his shorter stories,
essays, poems, translations, letters, and other work.
(Prereq.: ENG 111)
Perspective/Skill/IAF: I A F in Humanities
1 4 : 3 0 p.m,
7; TI1
Kimball
This coursc addresses the designed environment, the
intentionally designed places in which we live. We
will investigate architecture, landscape architecture,
and urban design; class sessions consist almost
exclusively of walking tours and site visits to
prominent examples of design excellence.
This course will focus on J.R.R. Tolkien as an
author, scholar, and teacher. We read not only his
Suerdr~ip206
Liitdell 16
M, W
6-9F.30 P.m.
Old Main 16
Mikkelson
An i~itroductionto deaf culture and the signs and
licensure.
Harkness
Weston
Indians created by Hollywood and television.
Focusing o n fil~nsfrom the 1910s to the present, the
course provides an unclerstanding of how American
Indians were portrayed in fil~nhistorically, how this
image has evolved over the past century, and how it is
reflective of Western cultural and racial ideologies.
INS 3 4 2 3
E N G 282-S
Topics: Tolkien's Works,
Life, and Times
sensitiviv and appreciation for the complexity of the
racial and ethnic groupings are among the goals of
the course. Extensive discussion, several short
River politics ~ i ~ seminar
l d
in
b,to.week intellsive field
OM Main 4
awareness, communication skills and interpersonal
10
written assignments; emphasis on applying course
~naterialto leadership situations.
inquiry based activities that model the teaching and
M, W
This course focuses on the ability to function and
lead in culturally diverse and ever-changing contexts
I N S 264-S
learning process of scientific inquiry. Meets basic
earth science subject matter standards for initial
5:30-9 p.m.
OM Main
M, W
M A L 5 6 0 (with P O L 4 2 1 4 )
Developing a Multicultural Perspective: Race
and Ethnicity in the United States
Aoki
within the United States. Impro\red intercultural
This course surveys various images of American
D
1
see Terry Cook in the Continuing
(This class will nrn front July 12-2
This course covers the ideological foundations of
Islam, its basic concepts and tenets, Islamic law
(Sliariah), Islamic economic and ~oliticalsystems,
6-9:30 p , m
classrooni teacher.)
1-3:30 p.m.
Kader
and Islamic patterns of life,
Perspective/Skill/LAF: Interculti~ralAwareness 1
the importance of horn -s
playing, o e ing and st
clasa oom visits will be used.
Introduction to Islam
(Prereq.: none for 249; for 349: ENG 111 and an
art, history, or urban studies course)
Pers~ective/Skill/MF: Ciry or Aestlietics; Writing
349
' 4 : 3 0 P,m,
M, W
Sciolce 123
This course fulfilb the Engaging Minnwpl'is requirement
underhill.cady
studellts
syntax of ASL. Students observe the demonstration
of sig~is,practice their own signing, a n ~ learn
l
the
f ~ i aexpressions
l
and body langllage needed to
clearly with deaf and hard-of.hearing
~ com~nunicate
~ i
people.
elements of the politics, ecology, history, and
Perspective/Skill/LAF: Intercultural Awareness 3;
policies relating to tlie river. S t u d e ~ ~will
t s meet with
Modern La~lgi~age
Core Skill 2
people involved wit11 issues such as farm policy,
travel by boat down tile ~
i
~
~riveri exploring
~ ~ i
conservation, reducing water pollution, the lock and
dam system, flood control, and endangered species.
Students engage in individualized research projects
gathering data over the course of the trip and
presenting results in a public forum at the end of
the trip. Students must be comfortable with
camping, exercise, and outdoor travel. A final
paper is due a t
end of tl,e
tern,.
Note: In addition to regular summer tuition, there is
a $400 fee to cover tlie expenses of the trip down
the river, which includes campilia equipment, food,
and boat rental.
Class begins on 7/12, with the field portion ntnning
front Wed., 7114-Fri., 7/30.
Suerdrup 202
6-8:30p,in.
TWTh
Suerdntp 2 0
SPA 112.S
Beginning Spanish I1
Kingsley
Aims to develop four basic skills: understanding,
speaking, reading, and writing of elementary
Sp.lnisll, Introduction to the culture of the Spanishspeaking world.
Perspective/Skill/LAF:
[ntercultural Awareness 3;
Modern Language Core Skill 2
830-1 1:00 a.m.
7; VI! Th
Old Main 18
-
summer session
application form
@
Kingsley
Christian Vocat
speaking wor
Perspective/S
Modern L a n ~
-e
Brandt H a l e
This introductory course will explore some of the
ntercultural
2
A~~~~~~~~3 ;
old ~ ~ 26
i , ,
6 4 3 0 p.m.
biblical and theological resources that the Christian
- .
tradition, s e e n h r o u g h the lens ~ f ~ v o c a t ~brings
on,
to the seerci ~ r ~ r n e a n i n Not
g . nc=.for
credit
!
Summer Session applications are available online at:
<www.augsburg.edu/enroll/registrar~ then click on
"Download Registrar Forms."
for students,wh5 have taken REL 300.
8:30 a.m.-noon.
M, W
Old Main 16
P O L 421 (with M A L 560-S)
Developing a Multicultural Perspective: Race
a n d Ethnicity i n the United StateAoki
[
SWK699.S
This course focuses o n the ability t<
:tion and
Assessment a n d Vla6
lend in culturally diverse and ever-c%ing
the united states. ~
~
contexts
~
awareness, comnlunication &ills c d interpersonal
sensitivie and appreciation for the complexity of the
racial and ethnic groupings are among the goals of
the course. Extensive discussion, several short
, in
Mental
Boisen
and $diagnosis ~of
~ This course
~ examines
~ assessment
~
mental health in individuals. Emphasis is placed on
understanding mental health disorders from a
Systems and ecological perspective as well as
written assignments; emphasis o n applying course
understanding bio/psycho/social
incidence and course.
material to leadership situations.
6-9:30 0,m.
(Prereq.: O n e previous course in Political Science or
admission to the MAL program.)
6-9:30 p.m.
M, W
Old Mait1 16
M, W
influences o n
Science 123
~
~
~
~
~
l
~
~
~
~
l
Show less
8
Augsburg College Catalo!
2002-2004
AUGSBUR
C O L L E G E
OFFICIAL PUBLICATION OF
AUCSBURC COLLEGE
221 1 Riverside Avenue
Minneapolis, M N 55454
(61 2) 330-1000
This catalog should answer
most questions students have
about Augsburg College and
i t s curriculum. Although
information was c... Show more
8
Augsburg College Catalo!
2002-2004
AUGSBUR
C O L L E G E
OFFICIAL PUBLICATION OF
AUCSBURC COLLEGE
221 1 Riverside Avenue
Minneapolis, M N 55454
(61 2) 330-1000
This catalog should answer
most questions students have
about Augsburg College and
i t s curriculum. Although
information was current at
the time of publication, it i s
subject to change without
notice. The written policies in
the catalog are the College
policies in force at the time
of printing. It is the responsibility of each student to
know the requirements and
academic policies in this
publication. If you have
questions about anything in
this catalog, consult
Academic Advising, a faculty
adviser, the dean of the
college, or the registrar. Key
offices are listed on page 8
for correspondence or
telephone inquiries.
Published May 2002
n ureeuriy
from the President
I hope you are looking at this catalog
because you've enrolled at Augsburg College.
If so, welcome! All of us hope you find, in the
course of your study, a rising enthusiasm for the
work, a clariifylng definition of the vocation to
which you feel called, and a confident satisfaction
that you have rightly chosen Augsburg as the
community in which you will spend time for the
next several years.
If you're dipping into this volume to
find out about Augsburg College and the
education it offers, welcome to these pages! May
E
they convey the fundamental character of our
6
mission: to provide an education especially
serviceable in the contemporary world because it has been designed in the midst of and in full
contact with the critical social, economic, religious, and political phenomena of the modern city.
This education, however practical and professional, will be serviceable over the long haul only to
the degree that it respects and pursues certain of what Martin Luther called "the fine liberal
arts," and it will be exciting to the degree it is offered for the sake of improving both its
students and the world itself.
O
-?
-
Y
h
h
The study you are undertaking at Augsburcjor thinking of undertaking-will occur on a
small campus in the core of a great city; it will be led by faculty preoccupiedwith your welfare
and the emergence and refinement of your vocational plans.
As you join the enterprise, or consider doing so, please know that those of us who await
you here find the College an exciting setting, full of diversity and yet possessed of a community
dedicated to higher learning and good living, in which you can set off in new directions and
from which new destinations are reachable.
Bon voyage!
Sincerely yours,
,
William V. ~ r a h e
President
I1
"
I
.I
Academic Calendar - 4 7
]
Directory - 8
I.
'
Introducing Augsburg - 9
,L:
I'
I
1
I
I
/
.
.
-
Undergraduate Admissions 19
Day Program - 20
Weekend College - 21
Financing Your Education - 25
Student Life - 41
I
Academic Information - 53
lepartments and Programs - 89
Includes majors, minors,
and course descriptions
I
College Information - 279
Board of Regents - 280
ELCA, Education Division - 281
Faculty and Administration- 282
Faculty Emeriti - 298
Maps - 301, 302
I
Index - 304
For dates referring to academic registration deadlines, please reference the
ACTC newspaper.
Fall Term 2002
Summer....................................... F a n registration
Sept. 1-3ISun.-Tues. .................... New student orientation
Sept. 4lWed. ................................Upper-class validation
Sept. 4lWed. ................................ Classes begin
Oct. 25/Fri. ...............................
Mid-term break (one day only)
Nov. 18-Dec. 6lMon.-Fri. ............Spring term registration
Nov. 28Rhurs. ............................Thanksgiving recess begins
Dec. 2Mon. ................................Classes resume
Dec. 13/Fri. ..................................Classes end
Dec. 16-19lMon.-Thurs. ..............Final exams
Spring Term 2003
Jan. 13lMon. ................................Classes begin
Jan. 2OlMon. ................................ Martin Luther King Day-no classes
Mar. 3/Mon. .............................. Mid-term break begins
Mar. 10lMon. ...............................Classes resume
Apr. 18/Fri. ..................................Easter break
Apr. 2 1lMon.................................Classes resume
Apr. 7-18lMon.-Fri. .....................Early registration for fall
Apr. 25/Fri. ..................................Classes end
Apr. 28-May 1lMon.-Thurs. .......Final exams
May 41Sun. ...................................BaccalaureatdCommencement
Tentative--consult the 2003-2004 ACTC class schedule or Augsburg Registrat's
Office for changes and for academic registration deadlines
Fall Term 2003
Summer........................................F
a registration
Aug. 31-Sept. USun.-Tues. .........New student orientation
Sept. 31Wed. ................................. Upper-class validation
Sept. 3Mred. ................................. Classes begin
Oct. 24/Fri. .................................Mid-term break (one day only)
Nov. 17-Dec. 5/Mon.-Fri. ............Spring term registration
Nov. 271Thurs. .............................Thanksgiving recess begins
Dec. l/Mon. .................................Classes resume
Dec. 1UFri. .................................. Classes end
Dec. 15-18Mon.-Thurs. ..............Final exams
Spring Term 2004
Jan. 1UMon. ................................Classes begin
Jan. 19Mon. .............................. Martin Luther King Day-no classes
Mar. l/Mon. .................................M i d - t e a r break begins
Mar. 8/Mon. .................................Classes resume
Early registration for fall
Apr. 5-16/Mon.-Fri. .....................
Apr. 23/Fri. ..................................Classes end
Apr. 26-29Mon.-Thurs. ............. Final exams
May 2/Sun. ................................... BaccalaureatdCommencement
Fall Term 2002
June 10 ........................................Registration begins*
Aug. 9 .......................................... Remote registration ends (must register in person after
this date)
...... Last day to add class, last day to drop a class without
Sept. 13 .............................
notation on record
Last day to change grade option or withdraw from class
Oct. 21 ........................................
Class weekends: Sept. 6-8, Sept. 20-22, Oct. 4-6, Oct 18-20, Nov. 1-3, Nov. 15-17,
Nov. 22-24, Dec. 6-8
Winter Term 2003
Nov. 4 .......................................... Registration begins*
Nov. 29 ........................................Remote registration ends (must register in person after
this date)
Last day to add class, last day to drop a class without
Jan. 17 .......................................
notation on record
Last day to change grade option or withdraw from class
Feb. 17 ......................................
Class weekends: Jan. 10-12,Jan. 24-26, Jan. 31-Feb. 2, Feb. 14-16, Feb. 21-23, Mar. 7-9,
Mar. 21-23, Apr. 4-6
Spring Term 2003
Feb. 17 ........................................ Registration begins*
Mar. 14 ..................................... .Jemote registration ends (must register in person after
this date)
Apr. 18 ........................................Last day to add class, last day to drop a class without
notation on record
May 18 ........................................Last day to change grade option or withdraw from class
Class weekends: Apr. 11-13, Apr. 25-27, May 9-11, May 16-18, May 30-June 1,
June 13-15,June 27-29
*Questions related to course selection or degree completion should be reviewed with your
faculty adviser a week or two prior to registration.
Tentative--consult the 2003-2004 Weekend College class schedule or Weekend
College program office for changes
Fall Term 2003
Class weekends: Sept. 5-7, Sept. 19-21, Oct. 3-5, Oct. 17-19, Oct. 31-Nov. 2, Nov. 14-16,
Nov. 21-23, Dec. 5-7
Winter Term 2004
Class weekends: Jan. 9-11, Jan. 23-25, Feb. 6-8, Feb. 13-15, Feb. 27-29, Mar. 12-14,
Mar. 26-28, Apr. 2-4
Spring Term 2004
Class weekends: Apr. 16-18, Apr. 23-25, May 7-9, May 21-23, June 4-6, June 11-13,
June 25-27
Area Code
612
Access Center .............................................................................................................
.330-1749
Academic Advising..................................................................................................... .330- 1025
Academic Enrichment ...............................................................................................
..330.1165
Academic and Learning Services ................................................................................ 330-1024
Undergraduate Admissions ....................................................................................... ..330-1001
Toll-free number .......................................................................................
1-800-788-5678
AlumniParent Relations ...........................................................................................
3 3 0 1178
Toll-free number ......................................................................................
-1-800-260-6590
Athletics .....................................................................................................................
.330-1249
Center for Learning and Adaptive Student Services (CLASS) ................................... 330-1053
Center for Service, Work, and Learning ....................................................................
330-1162
College PastorICampus Ministry ................................................................................ 330-1732
Public Relations & Communication .......................................................................... 330-1180
...............................
ConferenceEvents Coordinator ....................................... .
.
.
.330. 1107
Development (financial gifts to the College) ............................................................. 330-1613
Toll-free number ..............................................................................
1-800-273-0617
Enrollment Center .................................................................................................... .330-1046
Facilities Management ................................
.... ..........................................................
330-1104
Financial Aid (scholarships and other aid) ................................................................ 330-1046
General Information (other office numbers; business hours only) ........................... 330-1000
.................................................................................................................. 330-1649
Fax
.............................................................. .330-1628
Graduate Programs ................................... ,
Human Resources ......................................................................................................
.330-1058
Lost and Found .......................................................................................................... .330-1000
President's Office ........................................................................................................
.330-1212
Registrar ......................................................................................................................
330-1036
Residence Life (Housing).......................................................................................
3 3 0 - 1 109
Rochester Program ...............................................................................................
507-289-6142
Student Activities ........................................................................................................
330-1111
..................................................................................................
Student Government
.330.11 10
Summer Session ........................................................................................................
.330- 1046
TRIOIStudent Support Services ................................................................................. .330-13 11
Weekend College ........................................................................................................
Mailing Address:
22 11 Riverside Avenue
Minneapolis. MN 55454
Web Site:
www.augsburg.edu
330-1101
I
r
-
.
-
'I, L
4
I
-
-- 1
1
..I
I
I
.I
,.;
-
I
1 1 I
-
-
- -
-
-
About Augsburg - 10
I
Weekend College - 12
r
-
-
II
I
.
- L
'Ih
I -
--
Rochester Program - 13
>'
- -
Campus Location - 14
C
-
.
,
Facilities and Housing - 14
Youth and Family
Institute - 16
Associated Support
Organizations - 1
Policies - 17
Accreditation and
Memberships - 17
A
t Augsburg
- - College, we believe that
the college
experience
should be a time of
- exploration, of discovery, of new experiences, and new possibilities. We also
believe that a liberal arts education is your
best preparation for living in the fastpaced, changing, and complex world of
today and tomorrow. Upon graduation, you
will be able to demonstrate not only the
mastery of a major field of study, but also
the ability to think critically, solve problems, and communicate effectively.
Selection from over 50 majors
Augsburg offers more than 50 major*
or you can create your own major either
on campus or through the Associated
Colleges of the Twin Cities (ACTC). (See
page 58 for a complete list of majors and
minors.) This five-college consortium
allows day program students to take courses on other campuses without charge while
a full-time student at Augsburg. The ACTC
includes Augsburg College, College of St.
Catherine, Hamline University, Macalester
College, and the University of St. Thomas.
Through the Weekend College
Program, 17 majors are offered.
Emphasis on values, perspectives,
experience, and skills
The heart of an Augsburg education is
the Augsburg curriculum-the College's
general education program, which structures your liberal arts studies through challenging and thought-provoking courses
requiring students to consider important
issues and examine values questions. These
Liberal Arts Perspectives include Western
Heritage, Intercultural Awareness, Human
Identity, the Social World, Christian Faith,
The City Aesthetics, and the Natural World.
At the same time, courses across all disciplines stress the skills that will serve you
for a lifetime-writing, speaking, critical
thinking, and quantitative reasoning, to
name a few.
Thanks to Augsburg's prime location in
the heart of a thriving metropolitan area,
many courses are able to offer rich and varied learning opportunities in real-life situations through academic internships, experiential education, volunteer community service, and cultural enrichment. In a sense,
the resources of the Twin Cities are an
extended campus for Augsburg students.
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 to the mission of the College:
"To nurture future leaders in service to
the world by providing high quality educational opportunities, which are based in
the liberal arts and shaped by the faith and
values of the Christian church, by the
context of a vital metropolitan setting, and
by an intentionally diverse campus community"
A College of the Church
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, Wisconsin, and moved
to Minneapolis in 1872. The first seminarians were enrolled in 1874, and the first
graduation was in 1879.
-
About Augsburg 11
Early Leaders Establish a Direction
The Focus Changed
August Weenaas was Augsburg's first
president (1869-1876).
This attitude began to change after
World War I. In 1911, George Sverdrup,Jr.
became president. He worked to develop
college depaments with an appeal to a
broader range of students than just those
intending to be ministers. Augsburg admitted women in 1922 under the leadership of
Gerda Mortensen, dean of women. She
spent the next 42 years at the College as a
teacher and administrator.
Professor Weenaas recruited two teachers from Norway-Sven Oftedal and Georg
Sverdrup. These three men clearly articulated the direction of Augsburg: to educate
Norwegian Lutherans to minister to immigrants and to provide such "college" studies that would prepare students for theological study.
In 1874 they proposed a three-part
plan: first, train ministerial candidates; second, prepare future theological students;
and third, educate the farmer, worker, and
businessman. The statement stressed that a
good education is also practical.
Augsburg's next two presidents also
emphatically rejected ivory tower concepts
of education. This commitment to church
and community has been Augsburg's theme
for over 130 years.
Education for Service
Keeping the vision of the "non-elitist"
college, Georg Sverdrup, Augsburg's second
president (1876- 1907), required students
to get pre-ministerial experience in city
congregations. Student involvement in the
community gave early expression to the
concept of Augsburg's motto, "Education
for Service."
In the 1890s, Augsburg leaders formed
the Friends of Augsburg, later called the
Lutheran Free Church. The church was a
group of independent congregations committed to congregational autonomy and
personal Christianity This change made
Augsburg the only higher educational institution of the small Lutheran body The college division, however, was still important
primarily as an attachment to the seminary.
The College's mission assumed a double character-ministerial preparation
together with a more general education for
life in society. In 1937, Augsburg elected
Bemhard Christensen, an erudite and
scholarly teacher, to be president (19381962). His involvement in ecumenical and
civic circles made Augsburg a more visible
part of church and city life.
After World War 11, Augsburg leaders
made vigorous efforts to expand and improve
academic offerings. Now the College was a
larger part of the institution than the serninary and received the most attention.
Accreditation for the College
Augsburg added departments essential
to a liberal arts college, offering a modem
college program based on general education requirements and elective majors.
With curriculum change came a long effort
to become accredited.
The College reached accreditation in
1954, although many alumni had entered
graduate schools and teaching positions
long before that time.
A study in 1962 defined the College's
mission as serving the good of society first
and the interests of the Lutheran Free
Church second. The seminary moved to
Luther Theological Seminary (now Luther
Seminary) in St. Paul in 1963 when the
Lutheran Free Church merged with the
American Lutheran Church.
12 About Augsburg
A College in the City
President Oscar A. Anderson (19631980) continued Augsburg's emphasis on
involvement with the city. He wanted to
reach out to nontraditional student populations, ensuring educational opportunity for
all people. During his years of leadership
the College became a vital and integral part
of the city. Also in these years, Augsburg
added the Music Hall, Mortensen Hall,
Urness Hall, the Christensen Center, Ice
Arena, and Murphy Place.
Augsburg continues to reflect the commitment and dedication of the founders
who believed:
Dr. Charles S. Anderson led the College
from 1980 to 1997. He guided Augsburg's
commitment to liberal arts education, spiritual growth and freedom, diversity in
enrollment and programs, and a curriculum that draws on the resources of the city
as extensions of campus and classroom.
Some of the accomplishments during his
tenure include instituting two graduate
degree programs, hosting national and
international figures at College-sponsored
forums and events, increasing accessibility,
and the addition of the Foss Center for
Worship, Drama, and Communication; the
Oscar Anderson Residence Hall; and the
James G. Lindell Family Library.
The city-with all its excitement,
challenges, and diversity-is an unequaled
learning laboratory for Augsburg students.
Dr. William V Frame became president
in August 1997. Under his leadership, the
college has sharpened its identity as a college of the city, providing an education,
grounded in vocational calling, that provides students both the theoretical learning
and the practical experience to succeed in
a global, diverse world.
In 1999, a new apament-style student
residence opened. Major renovation of
Sverdrup Hall created space for the
Enrollment Center, h e Women's Resource
Center, and the Honors Program Suite. A
skyway link connects Sverdrup Hall to
Lindell Library.
An Augsburg education should be
preparation for service in community and
church;
Education should have a solid liberal
arts core with a practical dimension in
order to send out productive, creative, and
successful citizens;
Augsburg is a quality liberal arts institution
set in the heart of a great metropolitan center.
There are now almost 18,000 Augsburg
alumni. In a world that has changed much
since those first days of the College,
Augsburg still sends out graduates who
make a difference where they live and work.
In addition to undergraduate liberal
arts and sciences Augsburg offers master's
degree programs in social work, leadership,
nursing, physician assistant studies, and
education.
Augsburg also offers graduate and
undergraduate level nursing courses as
well as supporting degree courses through
its Rochester Program based in Rochester,
Minnesota.
WEEKEND COLLEGE
Augsburg's Weekend College program
provides an educational alternative to
adults who desire college experience but
who work or have other commitments
during the week. It is a means by which
men and women may earn a baccalaureate
degree, gain skills for professional advancement, prepare for a career change or pursue a personal interest in one or more
areas of the liberal arts.
-
About Augsburg 13
Weekend College began in 1982 with
69 students taking courses in three majors.
Eight courses were offered in the first term.
Today with more than 1,000 students
enrolled each term and 17 majors,
Augsburg's Weekend College is the largest
program of this type among Minnesota private colleges. Faculty in Weekend College
are full-time Augsburg professors as well as
adjunct professionals. The Weekend
College student body is involved in student government, and students participate
in academic and extracurricular activities
such as the student newspaper, travel seminar, and student organizations.
Augsburg Weekend College continues
to develop to meet the needs of the adult
and nontraditional student.
The Adult as Learner
Augsburg Weekend College is based on
the assumption that students who enroll in
the program will be mature, self-disciplined and motivated learners who seek a
combination of classroom experience and
individual study. Each course is divided
into periods of concentrated on-campus
study separated by time for independent
study and class preparation.
Alternate Weekends
To accommodate this learning format,
classes generally meet on alternate weekends for three and one-half hours on either
Friday evening, Saturday morning,
Saturday afternoon or Sunday afternoon.
Laboratoly sections or additional class
hours may be scheduled during the week.
Weekend College students may take from
one to four courses each term. Selected
courses are also available on weekday
evenings and are open to both day and
Weekend College students. The academic
year for Weekend College is divided into
three trimesters.
A Community of Learners
Essential to the goals of Augsburg's
Weekend College 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
Weekend College students to make use of
College facilities such as Lindell Library
and the Christensen Center, and to participate in College activities such as music and
dramatic presentations and athletic events.
Weekend College 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 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. They
are actively involved in a dynamic faculty
development program that introduces
them to current thought in many fields,
but especially in teaching and learning
techniques and theories.
Augsburg's size and small classes
encourage its tradition of close involvement between professors and students.
Faculty act as academic advisers and participate regularly in campus activities.
ROCHESTER PROGRAM
Augsburg has established a branch
campus in Rochester, Minnesota. Classes
in Rochester meet on an evening or weekend schedule, making them accessible to
working adults. There are three trimesters
in each academic year, following the same
schedule as the Weekend College program.
14 About Augsburg
Several complete degree programs are
available through the Rochester campus. In
addition, students may work on a variety
of other majors through a combination of
Rochester-based courses and courses taken
in the day or Weekend College program on
the Minneapolis campus. Students who
enroll in Rochester courses are required to
have an individual e-mail address and have
access to the Intemet to facilitate the use
of technology in the learning and communication process. Further information may
be obtained from the Rochester program
website at <www.augsburg.edu/rochester>
or by calling the Weekend College
Admissions Office at 612-330-1101.
CAMPUS LOCATION
Augsburg's campus is located in the
heart of the Twin Cities, surrounding
Murphy Square, the first of 170 parks in
Minneapolis, the "City of Lakes." The
University of Minnesota West Bank campus and one of the city's largest medical
complexes-Fairview-University Medical
Center-are adjacent to Augsburg, with
the Mississippi River and the Seven
Comers theatre district just a few blocks
away. Downtown Minneapolis and St. Paul,
home to a myriad of arts, sports, entertainment, and recreation opportunities, are just
minutes west and east via Interstate 94,
which forms the southern border of the
campus. (See map in back.)
Convenient bus routes run throughout
the city and connect with the suburbs.
Reaching the Twin Cities is easy. Most
airlines provide daily service to the
Minneapolis-St. Paul International Airport,
and bus or train connections can be made
from all areas of the United States.
FACILITIES AND HOUSING
Instruction facilities and student housing
at Augsburg are conveniently located near
each other. A tunneVrarnp/skyway system
connects the two tower dormitories, the five
buildings on the Quadrangle, plus Music
Hall,Murphy Place, Lindell Libra~yand the
Foss, Lobeck, Miles Center for Worship,
Drama, and Communication.
Office of Undergraduate
Admissions-The central Office of
Undergraduate Admissions is located at
628 2lst Avenue South and provides
offices for the admissions staff and a reception area for prospective students and their
parents. Weekend College admissions
counselors are located at 624 2lst Avenue
South.
Anderson Hall (1993)-Named in
honor of Oscar Anderson, president of
Augsburg College from 1963 to 1980, this
residence hall is located at 2016 S. Eighth
Street. Anderson Hall contains four types
of living units and houses 192 students, as
well as the Master of Science in Physician
Assistant Studies, the Master of Arts in
Leadership program, and the Youth and
Family Institute.
Edor Nelson Field-The athletic field,
located at 725 23rd Avenue South, is the
playing and practice field of many of the
Augsburg teams. An air-supported dome
covers the field during the winter months,
allowing year-round use.
Christensen Center (1967)-The
College center, with spacious lounges and
recreational areas, dining areas, bookstore,
and offices for student government and
student publications.
East Hall-Houses the Minnesota
Minority Education Partnership (MMEP),
the Fond du Lac Tribal College Center, and
the Education and Housing Equity Project
at 2429 S. Eighth Street.
--
About Augsburg 1s
Foss, Lobeck, Miles Center for
Worship, Drama and Communication
(1988)-The Foss Center is named in
recognition of the gifts of Julian and June
Foss and was built with the additional support of many alumni and friends of the
College. 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
StepUP program. The Foss Center's lower
level is home to the Academic Enrichment
Office, which includes the Groves
Computer Lab, the Karen Housh Tutor
Center, and the John Evans Learning
Laboratory; and the Center for Learning
and Adaptive Student Services (CLASS)
program.
The JeroyC. Carlson Alumni
Center-Named in 1991 to honor
Jeroy C. Carlson, senior development
officer and former alumni director,
upon his retirement from Augsburg.
The center, with its Office of Alumni and
Parent Relations, is located in Smilqs Point,
2200 Riverside Ave.
Ice Arena (1 974)-Two large skating
areas provide practice for hockey and figure
skating, and recreational skating for
Augsburg and the metropolitan community
The JamesC. Lindell Family Library
(1 997)-This library and information
technology center houses all library functions and brings together the computer
technology resources of the College. It is
located on the block of campus bordered
by 22nd and 2lst Avenues, and by
Riverside Avenue and Seventh St.
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 fitness center, and general
auditorium purposes. The Ernie Anderson
Center Court was dedicated in 2001.
Mortensen Hall (1 973)-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, plus conference rooms and spacious lounge areas.
2222 Murphy Place (1964)Murphy Place is home to the three of the
four components of the Office of
International Programs- Center for
Global Education, Global Studies, and
International Student Advising. It is also
home to the four support programs for
students of color -American Indian
Student Services, Pan-Afrikan Center, PanAsian Student Services, and
HispanicLatino Student Services.
Music Hall (1 978)-Contains Sateren
Auditorium, a 217-seat recital hall, classroom facilities, two rehearsal halls, music
libraries, practice studios, and offices for
the music faculty.
New Hall (1 999)-A three-story
apartment complex along 20th Ave.,
between 7th and 8th Sts. housing juniors
and seniors in units from efficiencies to
two-bedroom suites.
Old Main (1 900)-Home for the
modem languages and art departments,
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.
Science Hall (1949)-Houses classrooms, well-equipped laboratories, a medium-sized auditorium, faculty offices, the
finance and administration offices, and various other program offices. In 1960 the
-
16 About Augsburg
Lisa Odland Observatory on the roof
was completed.
Srniley's Point (2000)-The Smiley's
Point building on Riverside Avenue, once a
favorite ice-cream parlor for Augsburg students, now houses the Institutional
Advancement and Community Relations
division, including the Development,
Alumni and Parent Relations, and Public
Relations and Communication offices.
Sverdrup Hall (1955)-Named in
honor of Augsburg's fourth president, it
contains the Enrollment Center and the
Academic Advising Center, as well as classrooms and faculty offices.
Sverdrup-Oftedal Memorial Hall
(1 938)-Built as a dormitory and named
in honor of Augsburg's second and third
presidents, it provides space for administrative and faculty offices.
Urness Hall (1 967)-Named in honor
of Mr. and Mrs. Andrew Umess, this tower
provides living quarters for 324 students.
Each floor is a "floor unit," providing 36
residents, housed two to a room, with their
own lounge, study, and utility areas.
YOUTH & FAMILY INSTITUTE OF
AUGSBURG COLLEGE
Acknowledging that faith is formed
through personal, trusted relationships,
often in the home, the Institute provides
consultation, resources, workshops, conferences and seminars designed to equip parents and families, lay professionals and
clergy for nurturing faith. The Youth and
Family Institute also supports the undergraduate major in youth and family ministry at Augsburg College by developing
coursework and teaching courses when
requested.
ASSOCIATED SUPPORT
ORGANIZATIONS
Augsburg College has a commitment to
lifelong learning and to programs that
increase both individual and group understanding and achievement.
College of the Third Age-In 1976,
Augsburg initiated one of the first programs in the country that offers classes for
older adults, taught in their neighborhoods. Many of the instructors are retired
Augsburg faculty. The College of the Third
Age is located in Foss Center, Room 172.
Inter-Race: The International
Institute for Interracial InteractionInter-Race facilitates interracial understanding in families, schools, places of
work, communities, and society. The institute provides training and consultation,
research, education, resource centers, publications, public policy, and legal study in
five centers. Inter-Race is located at 600
2lst Avenue South.
Minnesota Minority Education
Partnership (MMEP)-The Minnesota
Minority Education Partnership, Inc., is a
nonprofit membership organization that
works closely with students, the communities of color, and representatives from education, business, government, and nonprofit organizations to develop programs
that help students of color succeed academically. The MMEP office is located in East
Hall.
-
About Augsburg 17
POLICIES
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, marital status, status with regard to
public assistance, or disability in its education policies, admissions policies, scholarship and loan programs, athletic and/or
school administered programs, except in
those instances where religion is a bona
fide occupational qualification. Augsburg
College is committed to providing reasonable accommodations to its employees and
its students.
Any questions concerning Augsburg's
compliance with federal or state regulations implementing equal access and
opportunity can be directed to the affirmative action coordinator, Office of Human
Resources, CB 79, Augsburg College, 2211
Riverside Ave., Minneapolis, MN 55454,
(612) 330-1023.
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.
ACCREDITATION AND MEMBERSHIPS
Augsburg College is accredited by the
Higher Learning Commission of the North
Central Association of Colleges and
Schools* and the National Council for the
Accreditation of Teacher Education
(Secondary and Elementary). Our programs are approved by the
American Chemical Society
Council on Social Work Education
(B.S.W. and M.S.W.)
National Association for Music
Therapy, Inc.
National League for Nursing
Committee for Accreditation of Allied
Health Programs (Master of Science
Physican Assistant Studies)
Augsburg College is an institutional
member of the:
National Association of Schools of
Music (NASM)
Council of Independent Colleges
(CIC)
American Association of Colleges and
Universities (AACU)
American Association of Higher
Education (AAHE)
Association of Physician Assistant
Programs
We are members of the Associated
Colleges of the Twin Cities (ACTC),
Lutheran Education Council in North
America, and Minnesota Private College
Council.
Augsburg College is registered with the
Minnesota Higher Education Services
Office. 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.
*The Higher Learning Commission of the
North Central Association of Colleges and
Schools, 312-263-0456;
<www.higherlearningcommission.org>
Location-Augsburg College was
founded in 1869 in Marshall, WE. The
College moved to Minneapolis in 1872.
Religious Affiliation-The Evangelical
Lutheran Church in America (ELCA).
Although a strong plurality of students
are Lutheran, 8 percent represent other
Protestant denominations, and 17 percent represent the Roman Catholic
Church.
Accreditation-The Higher Learning
Commission of the North Central
Association of Colleges and Schools.
National Council for Accreditation of
Teacher Education, Committee for
Accreditation of Allied Health
Educational Programs. Approved by the
American Chemical Society, Council on
Social Work Education, National
Association for Music Therapy, Inc.,
National Association of Schools of
Music, and the National League for
Nursing.
Member-Associated Colleges of the
Twin Cities, Lutheran Education Council
in North America, Minnesota Private
College Council, CIC, AACU, AAHE.
Registered with the Minnesota Higher
Education Services Office, as described
on page 17.
Enrollment (Fall 2001-2002)-2,964
students from 39 countries.
Graduates-18,000 undergraduates
from 1870 through August 2001.
Student/Faculty Ratio-15 to 1.
Undergraduate class size averages 15-20.
Campus-17 major buildings. Major
renovations in 1979-80 with special
emphasis on accessibility.
Accessibility-Augsburg is now one of
the most accessible campuses in the
region. A skyway/tunneVelevatorsystem
provides access to 10 major buildings
without going outside.
Degrees Granted-B.A.,
M.A., M.S., M.S.W.
B.S., B.M.,
Financial Aid-Over 80 percent of the
students receive some form of financial
aid from the College and many other
sources.
L i b r a r y a v e r 175,000 items, direct
access to over 1,300,000 though CLlC,
the Twin Cities private college library consortium. The James G. Lindell Family
Library opened in September 1997.
School Year-Two semesters from
September to May, and two summer
school sessions. Augsburg Weekend
College-trimesters, September to June.
Augsburg Graduate Programtrimesters, September to June.
Major+More
departments.
than 50 majors in 23
Off-Campus Programs-Center for
Global Education, Student Project for
Amity Among Nations (SPAN), Higher
Education Consomum for Urban Affairs
(HECUA), International Partners, Upper
Midwest Association of Intercultural
Education (UMAIE) , and extensive
cooperative education and internship
programs.
Athletic AffiliatiowMinnesota
Intercollegiate Athletic Conference
(MIAC), and National Collegiate Athletic
Association (NCAA), Division 111.
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, marital status, status
with regard to public assistance, or disability in its education policies, admissions policies, scholarship and loan programs, athletic andlor school administered programs, except in those
instances where religion is a bona fide
occupational qualification. Augsburg
College is committed to providing reasonable accommodations to its employees and its students.
For Day Program FIreshmen
Karl,, -dmission
A,
of Freshmen - 21
For Weekend College - 21
For Transfer Students - 22
For Former Students - 23
For Special Students - 23
(Non-Degree)
.
For International Students - 24
A
ugsburg College is looking for students with intelligence and character. We
want people who can benefit from and
contribute to their community, the College
community, and the community at large.
.
2
Selection of students for Augsburg
College is based upon careful consideration of each candidate's academic achievement, personal qualities and interests, participation in activities and employment,
and potential for development as a student
and as a graduate of Augsburg College.
The College selects students on individual
merit without regard to race, creed, disability, national or ethnic origin, gender, sexual
orientation, or age.
Visit t h e Campus
Because firsthand appraisal of programs, facilities, and academic atmosphere
is valuable, freshman and transfer applicants are encouraged to visit the campus
and meet with an admissions counselor.
Arrangements may be made to meet with a
member of the faculty and to attend classes
when school is in session.
Augsburg's admissions staff is ready
to help students and families with college
planning. Call any weekday between
8:00 a.m. and 4:30 p.m.-612-330-1001
or toll-free 1-800-788-5678. We'll answer
your questions and arrange a tour for you
(including most Saturday mornings during the school year). The Office of
Undergraduate Admissions is located on
the comer of Seventh Street and 21st
Avenue South in Minneapolis. (Please call
ahead.)
For Weekend College Admission information. call 612-330-1 101.
DAY PROGRAM FRESHMEN
Application for AdmissionApplicants should complete the application
for admission and the essay and return
them to the Office of Undergraduate
Admissions together with the non-refundable $25 application fee. You may apply
online at <www.augsburg.edu/dayad/>.
T r a n s c r i p t s A n official transcript
from the high school is required of freshman applicants. Freshman applicants who
are still high school students at the time of
application should have their most recent
transcript sent, followed by a final, official
transcript upon graduation. If the student
has taken college courses, an official transcript from the institution should also be
sent. General Education Development
(G.E.D.) scores may be presented instead
of the high school transcript.
Test Scores-Freshman applicants are
required to submit results from the college
entrance examination. The American
College Test (ACT) is preferred. Results
from SAT are also accepted. Test scores
recorded on the official high school transcript are sufficient.
Recommendations-Two letters of
academic recommendation are required.
References may use the Augsburg recommendation form in lieu of writing a letter.
If the applicant has been out of school for
some time, the form or letter may be completed by a supervisor, employer, or other
person for whom the applicant works.
Additional Information-If there
is personal information that may have
affected the applicant's previous academic
performance, it may be included with the
application or discussed personally with an
admissions counselor.
I
-
Undergraduate Admissions 21
On occasion, the Admissions Committee
may also defer a decision on a candidate's
admission until other information has been
received. For example, more recent test
scores, results of the present semester's
coursework, additional letters of recomrnendation, or writing samples may be requested
by the committee. If any additional credentials are needed, the Office of Undergraduate
Admissions will inform the candidate.
Notification of Admissions Decisiow
Augsburg College uses a "rolling" admissions plan. Students are notified of the
admissions decision usually within two
weeks after the application file is complete and has been evaluated by the
Admissions Committee.
Confirmation of AdmissionAccepted students who are applying for
financial aid are asked to make a $loo*
tuition deposit to the Office of Undergraduate Admissions within 30 days of
their financial aid notification. Extensions
may be requested in writing to the director
of financial aid.
Accepted students who are not applying for financial aid are asked to make a
$loo* tuition deposit to the Office of
Undergraduate Admissions. Those students
who wish to live in College housing must
also submit a $200 housing deposit to the
Residence Life Office.
*Non-refundable after May 1.
Early Admission of Freshmen
Students of exceptional ability who
wish to accelerate their educational
program may be granted admission to
begin full-time work toward a degree after
completion of their junior year or first
semester of their senior year of high
school. Applicants must complete the normal procedures for freshman applicants
and arrange a personal interview with the
director of undergraduate admissions.
WEEKEND COLLEGE
Applicants should complete the application form and return it along with the
$25 non-refundable application fee to the
Augsburg Weekend College Admissions
Office. You may apply online at
<www.augsburg.edu/wecad/>.
Transcripts-Have official transcripts
from all previous postsecondary institutions sent directly to the Augsburg
Weekend College Office. Applicants with
less than one year of previous transferable
college work should also have their official
high school transcript sent. The G.E.D. test
certificate may be presented instead of the
high school transcript.
Additional Information-If there is
personal information that may have affected the applicant's previous academic performance, it may be included with the
application or discussed personally with an
admissions counselor. Academic recommendations may be required by the
Admissions Committee before an admission decision is made. On occasion, the
Admissions Committee may also defer a
candidate's admission until other information has been received. For example, test
scores, results of current coursework, additional letters of recommendation, or writing samples may be requested by the committee. If any additional credentials are
needed, the Admissions Office will inform
the candidate.
-
22 Undergraduate Admissions
Notification of Admissions Decision
-Augsburg College uses a "rolling"
admissions plan. Students are notified of
the admission decision, usually within two
weeks after the application file is complete
and has been evaluated by the Admissions
Committee.
Admission to a major, as well as admission to the College, is sometimes necessary.
Please check with an admissions counselor
and major sections of this catalog to see if
admission to the major is required.
ALL TRANSFER STUDENTS
Augsburg College welcomes students
who wish to transfer from other accredited
colleges or universities. College credit is
granted for liberal arts courses satisfactorily
completed at accredited institutions. The
College reserves the right not to grant
credit for courses where it considers the
work unsatisfactory, to grant provisional
credit for work taken at unaccredited institutions, and to require that certain courses
be taken at Augsburg.
Augsburg College limits transfer
coursework from two-year colleges once a
student has reached junior status. Students
may transfer a maximum of 64 semester
credits (96 quarter credits) from two-year
colleges. Once a student reaches junior
status, no additional credits will transfer
from two-year institutions toward the
minimum of 32 credits required for a
baccalaureate degree. These courses can,
however, be used to meet liberal arts and
major requirements.
A cumulative grade point average
(GPA) of 2.5 (on a 4.0 scale) or better is
required on previous college work for
admission to the College.
Acceptance of courses submitted for
transfer is done by the registrar's office
based upon the official student
transcript(s). Acceptance of courses presented for a major or minor also requires
approval of the department. The major or
minor department may require certain
courses or a minimum number of courses
be taken at Augsburg.
Students transferring from the
Minnesota State University and College
System who have completed the Minnesota
Transfer Curriculum, have earned the
Associate of Arts degree from MNSCU, and
have a 2.5 (on a 4.0 scale) cumulative GPA
or higher will be given transfer status as
outlined below.
The following applies only to the
MNSCU A.A. graduate:
1. Admission will be with junior standing
following the Minnesota Transfer
Curriculum. A maximum of 17 Augsburg
equivalent courses (64 semester credits or
96 quarter credits from a community college) will be accepted once junior status is
reached. No additional courses may be
transferred from a community college.
2. All Augsburg general education requirements will be waived except:
The City Perspective
Two courses in Christian Faith (any
two areas)
The language requirement as stated
One course that meets the Quantitative
Reasoning Graduation Skill requirement
-
Undergraduate Admissions 23
One graduation skill writing course in
the major
College algebra or Math Placement
Group 3
One lifetime sport
3. Courses with D grades will not be
accepted as prerequisites or for application
to majors. Some Augsburg majors require
additional prerequisite coursework beyond
the A.A. degree. Students are advised to
consult major departments for major
requirements upon transfer.
Admission to a major, as well as admission to the College, is sometimes necessary.
Please check with the Office of
Undergraduate Admissions and consult the
departmental section of this catalog.
Note: No student who falls below the
standards for automatic admission to the
College will be considered for admission
by the Admissions Committee after August
15 for entry in fall semester or December
15 for entry in spring semester.
FORMER STUDENTS
Students who have interrupted attendance at Augsburg College for one semester or more without requesting a leave of
absence and who wish to return must
apply for re-admission through the registrar's office. Students who have attended
other institution(s) during their absence
from Augsburg must have an official transcript sent from each institution to the
Office of the Registrar. Returning students
do not pay the application fee.
SPECIAL STUDENTS
(NON-DECREE)
In some circumstances, people may be
admitted as special students (non-degree)
and granted the privilege of enrolling in
courses for credit. Students may request a
change in their degree status by submitting
a petition to the registrar's office.
Students regularly enrolled at another
college may take coursework at Augsburg
College as a special student (non-degree).
An application form for special-student
status is available from the Office of
Undergraduate Admissions. To apply for
admission as a special student, submit the
completed admission application and academic transcripts to the Office of
Undergraduate Admissions.
SPECIAL STUDENTS
(SECOND DECREE)
Students who have completed a
four-year degree at an accredited college
or university may complete a second
degree at Augsburg College. Second degree
requirements include: a minimum of eight
course credits taken at Augsburg, completion of a major, and completion of any
liberal arts requirements not covered by
a previous degree.
Depending on the student's previous
degree, completion of a second major
(non-degree) may also be an option.
-
24 Undergraduate Admissions
7
INTERNATIONAL STUDENTS
Augsburg welcomes students from
countries around the world. (See
International Student Advising on page
49.)
International students should contact
the Office of Undergraduate Admissions
for an international student application
and information on the application procedure. Applications must be completed two
months prior to the start of the semester:
June 1 for fall, Dec. 1for spring.
For more information, call
612-330-1001 or 1-800-788-5678
(toll free), or write to:
International Student Admissions
Augsburg College
22 11 Riverside Avenue
Minneapolis, MN 55454 USA
Day Program costs
Tuition and Fees - 26
Room and Board - 26
Other Special Fees - 26
Deposits - 27
weekend College Costs - 27
Payments - 28
Financial Policies
Refunds - 28
Financial Aid
How and When to Apply - 30
Kinds of Aid
Academic and Achievement
Scholarships - 31
Leadership, Service,
and Performance
Scholarships - 32
Gift Assistance - 33
Loan Assistance - 34
Student Employment - 35
Sponsored Scholarships - 35
that course.
A,
1 students receive financial help
indirectly, since a quality liberal arts education costs more than tuition and fees cover.
The College raises that difference in giftsfrom alumni, faculty, staff, parents,
churches, friends, foundations, and endowment income.
Audit Fee
(for part-time students)
per course................................4
However, the primary responsibility for
paying for a college education rests on students and their families. Financial aid is
intended to supplement those resources.
....................4
Full-time students may audit a course
without charge.
Room Rent
(includes telephone
and basic service)
DAY PROGRAM TUITION, FEES,
ROOM, AND BOARD
Tuition
(full-time enrollment)
............$17,825
This rate applies to all full-time students
attending in September 2002. Students are
considered full-time when they take three
or more course credits during the semester.
The charge includes tuition, general fees,
facility fees, and admission to most
College-supported events, concerts, and
lectures. The amount is payable in two
equal installments at the beginning of each
semester.
Tuition
(part-time enrollment)
per one-credit course..............$ 2,100
This rate applies to students taking fewer
than three courses in a semester and/or an
Interim only. Part-time students taking lifetime sports are charged the audit rate for
2,900
(Room rates and housing options are available through the Office of Residence Life.)
Full Board
(19 meals a week)
The Board of Regents has approved the
costs listed below for the 2002-03 academic
year. The Board reviews costs annually and
makes changes as required. The College
reserves the right to adjust charges should
economic conditions necessitate.
680
..................$
2,790
Other board plans are available as defined
in the housing contract booklet available
from the Office of Residence Life.
Partial board
(14 meals a week)
..................$
2,710
....................$
Student Activity Fee ................$
2,470
Flex 5 point plan
150
ACTC Bus (full-time
students only) ..................$
18
Information Technology Fee ..$
200
OTHER SPECIAL FEES
(NON-REFUNDABLE)
Fees Billed on Student Account
Student Activity Fee (part-time
students) ....................................$ 75
Late Registration ..............................$ 50
Petition fee for waiver of registration
deadlines (non-refundable) .......$ 50
Lifetime Sport
(part-time students) ...................$ 180
Music Therapy Internship
(one-half course credit) ............. $ 650
-
-
Financial Information 27
Overload Fee
(per course credit over 4.5,
Day and WECRochesterNnited
combined) ..................................$2,100
Private Music Lessons, per
semester (14 lessons) ...................$350
Student Teaching (per course
for full-time students) ................ ..$ 75
Student Teaching (per course
for part-time students) .................$I50
Study Abroad (in approved
non-Augsburg programs) .............$250
Fees Payable by CheckICash
Application (new and/or
special students) ........................$ 25
Locker Rental ....................................$ 50
Student Parking Lot Permit
- c a r ........................................$ 108
-motorcycle ..............................$ 60
Transcript Fee
Regular service ............................$
5
7
Next day ......................................$
On demand .................................$ 10
Special Examinations,
Cap & Gown Costs
(Schedule on file
in registrar's ofice)
BOOKS AND SUPPLIES
These costs are estimated to average
$100 per course.
DEPOSITS
Enrollment Deposit
(non-refundable)
....................$
100
Required of all new students after
acceptance. The enrollment deposit is credited to the students' account only upon
graduation or withdrawal. Any net credit
balance (after all charges and/or fines) will
be refunded upon request of the student.
For more information, contact the Office of
Undergraduate Admissions.
Housing Damage Deposit
......$
200
Required of all resident students at the
time of signing a conmact to reserve a
housing assignment. This deposit is
retained against damages and/or fines and
is returned to the student account (less all
charges for damages and/or fines) at the
end of the occupancy period covered by
the contract. New contracts may be terminated in writing for fall or spring term by
following the conditions delineated in the
housing contract. The resident will be
responsible for all costs incurred due to
late cancellation or lack of proper notification as specified in the housing contract.
Application Fee (payable once,
non-refundable) ........................ $ 25
Tuition (per course) .........................$1,360
Tuition (per summer course 2002) ..$1,250
Activity Fee (per trimester) .............$ 9.50
Campus Access Fee (includes
parking permit; per trimester) ...$ 10
Audit Fee (per course) .....................$ 680
Lifetime Sports: Fee for Weekend
College Course ...........................$ 180
Lifetime Sports: Fee for Assessment
of Previous Learning ..................$ 130
Nursing Clinical Fee ....................... .$ 250
Supplementary Student Teaching
Fee (per course credit) ..............$ 150
Late Registration Fee ........................$ 50
Transcript Fee
Regular service ............................$
5
Next day .....................................$
7
On demand .................................$ 10
Petition Fee for waiver of registration
deadlines (non-refundable) .......$ 50
-
7
28 Financial Information
PAYMENTS-DAY
PROGRAM
.
Semester Fees-Prior to the start of
each semester a statement of estimated
charges showing basic charges and financial aid credits designated by the
Enrollment Center is sent to the student.
Payment Options-Day Program(1) Semester payments, due August 15 and
January 15 as billed; (2) Payment PlanUpon application and after College
approval, a three-month plan is available
each semester. Details are included with
the bill for each term.
PAYMENTS-WEEKEND
COLLEGE
A statement of tuition and fee charges
and estimated financial aid will be mailed
to each registered student prior to the start
of each term. For tuition and fee information, please refer to the current Weekend
College Class Schedule, published each
year by the Weekend College Program
Office.
Payment Options-(1) Payment in
full at the start of each term. (2) Payment
Plan-Upon application and after College
approval, a three-month plan is available
each semester. Details are included with
the bill for each term. (3) Employer
Reimbursement: students whose employers
reimburse them for all or part of their
tuition and fees may pay a $100 deposit
per course credit at the start of the term.
The balance, which is subject to finance
charges until paid, is due 50 days after the
last day of the term. Students on this plan
must file an employer reimbursement verification form each academic year. The student is responsible for payment of the balance should the employer not reimburse
for any reason. If the employer offers partial reimbursement, the non-reimbursed
portion of tuition and fees must be paid in
full at the start of the term.
A finance charge is applied at a simple
rate of .67 percent per month on any
account with an open balance of 30 days
or more.
Registration is permitted only if the
student's account for a previous term is
paid in full or if the student is making
scheduled payments in accordance with an
approved payment plan.
Augsburg College will not release student academic transcripts until all student
accounts are paid in full or, in the case of
student loan funds administered by the
College (Federal Perkins Student Loan
including the National Defense and
National Direct Student Loans and the
Nursing Student Loan), are current
according to established repayment
schedules and the loan entrance and
exit interviews have been completed.
REFUNDS
Students who withdraw from Augsburg
College may be eligible for a refund of a
potion of their charges based on the appropriate refund schedule. Financial aid may be
adjusted for those students who withdraw
from the College or drop course(s) and
receive financial assistance.
Students who wish to withdraw from
Augsburg should complete the Leave of
Absence/Withdrawal from College form
available in the Enrollment Center. It must
be filled out completely, signed and turned
in to the Enrollment Center. Students who
properly withdraw or change to part-time,
who are dismissed, or who are released from
a housing contract will have their accounts
adjusted for tuition andlor room (except for
the minimum deduction of $100 to cover
administrative costs) in accordance with the
terms of their housing conmact and/or the
appropriate tuition refund schedule.
-
Financial Information 29
Students are responsible for canceling
courses through the Enrollment Center in
order to be eligible for any refund.
Students who unofficially withdraw (stop
attending) but do not complete the
drop/add form are responsible for all
charges. Financial aid may be adjusted
based on the student's last recorded date of
attendance. Refund calculations are based
on the date that the drop/add form is
processed.
Augsburg College Day Program
Refund Policy: Applies to day program students who withdraw from all courses in a
term and are not receiving Federal Title IV
financial aid (Federal Title IV financial aid
includes the Pell Grant, SEO Grant,
Perkins Loan, Stafford Loan, and PLUS
Loan). This policy also applies to all students who drop courses during a term.
Refund
Amount
Wnd
Period
100%
Through the first 10 days of
classes (less $100 administrative
fee)
90%
From the 1l t h day through the
15th day of classes
80%
From the 16th day through the
20th day of classes
70%
From the 21st day through the
25th day of classes
60%
From the 26th day through the
30th day of classes
50%
From the 31st day of classes
through the midpoint of the
term.
Augsburg Weekend College Program
Refund Policy: This policy applies to new
and returning Weekend College students
who drop a portion of their scheduled
course load. It also applies to students who
completely withdraw from college and do
not receive financial aid.
Refund
Amount
100%
Refund
Period
Through the Friday following
the first class weekend (less a
$100 administrative fee if withdrawing from the current term
entirely)
80% Through the Friday following the
second scheduled class meeting
60% Through the Friday following the
third scheduled class meeting
40% Through the Friday following the
fourth scheduled class meeting.
No refund after the fourth scheduled
class meeting.
The refund schedule is effective
whether or not a student has attended
classes. All refunds of charges will be
applied to the student account and all
adjustments for aid, loans, fines, deposits,
etc. will be made before eligibility for a
cash refund of any resulting credit balance
is determined. Please allow two weeks for
a refund.
The refund is a percentage of the full
tuition charged, not a percentage of any
deposit paid toward tuition, e.g. deposits
made under the employer reimbursement
payment plan.
Rochester Program and United Hospital
Program Refund Policy: See the published
refund schedule for your program.
Federal Return of Funds Policy: This
policy applies to students who have completed at least one full term, withdraw
from all courses for the current term, and
receive federal Title IV financial assistance
(including Pell Grant, SEO Grant, Perkins
Loan, Stafford Loan, Parent PLUS Loan).
The Return of Funds Policy is based on a
percentage derived from the number of
days attended divided by the number of
days in the term.
30 Financial Information
The refund of charges calculation used
is the Augsburg College Refund Policy stated above.
Students may appeal refund decisions
through the Financial Petition Committee.
Petition forms are available in the
Enrollment Center.
MEDICAL REFUND
If a student is forced to withdraw from
one or more courses in a term due to illness or an accident, the refund will include
the normal percentage plus one-half of the
percentage adjustment, upon submission of
documentation from the attending doctor
stating the inability or inadvisability of
continued enrollment. Requests for medical refunds should be made through the
Financial Petition Committee.
UNOFFICIAL WITHDRAWAL
Federal regulations require that records
of financial aid recipients who earn failing
grades in all their classes be reviewed. If
courses are not completed (e.g. unofficial
withdrawal, stopped attending), the
College is required to refund financial aid
to the appropriate sources according to
federal or Augsburg refund policies based
on the last recorded date of attendance.
Students are responsible for the entire cost of
the term including the portion previously
covered by financial aid should they stop
attending. Students are strongly urged to
follow guidelines for complete withdrawal
from college. If there are extenuating
circumstances, a petition to have the cost
of tuition refunded can be made. Petition
forms are available in the Dean's Office in
Chnstensen Center.
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 meeting the academic progress standards outlined in the
brochure "Academic Progress Standards for
Financial Aid." This brochure is available
from the Enrollment Center and is distributed to students on an annual basis.
Financing higher education could be
the most significant investment a person
or family makes in a lifetime. Proper planning and wise choices are important, not
only in choosing a college, but also in the
methods used to pay for it. Augsburg
College, through its Enrollment Center,
will help students and their families protect access to a quality Augsburg education
in a time of increasing financial challenge.
Financial assistance awarded through
Augsburg may be a combination of
scholarships, grants, loans, and part-time
work opportunities. The College cooperates with federal, state, church, and private
agencies in providing various aid programs. During the 2001-2002 academic
year, more than eight out of ten students at
Augsburg received financial assistance.
The primary responsibility for financing
a college education rests upon the student
and family. Financial aid supplements
student and family resources.
The Free Application for Federal
Student Aid (FAFSA) and the Augsburg
Financial Aid Application help 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 dependent family members, other educational
expenses, debts, retirement needs, and special considerations.
-
Financial laormation 31
HOW TO APPLY
The following are required to process
your financial aid application:
1. Be admitted to Augsburg as a regular
student or be a returning student in good
academic standing with the College.
2. Complete the Free Application for
Federal Student Aid (FAFSA) or the
Renewal FAFSA. Students are encouraged
to file the FAFSA electronically on the Web
at www.fafsa.ed.gov. Students and their
parents may sign the FAFSA electronically
using a PIN issued by the U.S. Department
of Education. Instructions for requesting a
PIN can be found at www.fafsa.ed.gov. Be
sure to include the Augsburg College code,
002334, on your application. Submit your
application to the processing agency after
Jan. 1. Applications must be filed by April
15 for priority consideration.
3. Complete the Augsburg Financial
Aid Application and submit it to the
Enrollment Center.
4. Submit copies of federal tax forms
for the preceding year (e.g. tax year 2001
to be considered for financial aid for 20022003). Tax forms are required for the student and parents of dependent students, or
spouse of student if filing separately
WHAT HAPPENS NEXT?
Once all documents are received, we
review the financial aid application to
determine financial aid eligibility for all
available programs. A financial aid package
will be sent to the student. This package
includes:
Letter detailing the financial aid
award
Information regarding financial aid
programs and requirements for continued eligibility
SubsiclizedAJnsubsidized Federal
Stafford loan application
Students complete and return one copy
of their award letter to the Enrollment
Center. In addition, the student must complete and return the Stafford Loan application to receive Stafford Loan funds.
Applications for the SELF Loan and the
Parent PLUS Loan are sent upon request.
KINDS OF AID
A student applying for aid from
Augsburg applies for assistance in general
rather than for a specific scholarship or
grant (except as noted). The various forms
of aid available are listed here for information only.
In addition to aid administered by
Augsburg College, students are urged to
investigate the possibility of scholarships
and grants that might be available in their
own communities. It is worthwhile to
check with churches, the company or business employing parents or spouses, high
schools, service clubs, and fraternal organizations for information on aid available to
students who meet their requirements. In
addition to these sources, some students
are eligible for aid through Rehabilitation
Services, Educational Assistance for
Veterans, Educational Assistance for
Veterans' Children, and other sources.
Academic and Achievement
Scholarships
President's Scholarship-President's
Scholarships are awarded based upon competition. The applicant must be in the top
15 percent of high school rank and top 20
percent ACT/SAT score. Separate applications are required. The application deadline is February 15.
32 Financial Information
Regents' Scholarship-The Regents'
Scholarships are awarded to all qualified
new freshmen of high academic achievement who apply and are accepted before
May 1. Selection is based on high school
GPA and national test scores.
Transfer Regents' S c h o l a r s h i p
Transfer Regents' Scholarships are awarded
to all qualified transfer students with a
minimum 3.0 GPA who apply and are
accepted for admission by May 1.
Legacy Scholarship-These scholarships provide tuition benefits to full-time
day students who are children, grandchildren, or spouses of Augsburg graduates;
siblings of current Augsburg students; children or spouses of current ELCA pastors;
or children, grandchildren, or spouses of
long-term Augsburg employees. Deadline:
May 1.
Phi Theta Kappa S c h o l a r s h i p
These scholarships are awarded to selected
transfer students with a 3.5 GPA and 84
minimum quarter (56 semester) credits
from a community college. A separate
application is required by April 1.
Science ScholarshipThese scholarships are awarded to incoming freshmen
who are in the top 30 percent of their high
school class or ACTISAT test score, majoring in chemistry or physics at Augsburg.
Deadline: May 1.
Youth and Family Ministry Partner
ScholarshipThese scholarships are
awarded by the partner congregation to a
full-time Augsburg student who is majoring in youth and family ministry. Deadline:
May 1.
Augsburg AmeriCorps
ScholarshipThese scholarships are
awarded to qualified AmeriCorps members
who are currently serving or have served
for at least one year. Must be certified as
eligible by the director of the AmeriCorps
site, be accepted for admission, be a fulltime day student, and complete the financial aid application. Application deadline is
May 1.
Leadership, Service, and
Performance Scholarships
M. Anita Hawthorne Leadership
ScholarshipRecognizes incoming freshmen and transfer African American students with a demonstrated record of and/or
potential for leadership. Limited to fulltime day students. Deadline: June 1.
Bonnie Wallace Leadership
ScholarshipRecognizes incoming freshmen and transfer American Indian students with a demonstrated record of and/or
potential for leadership. Limited to fulltime day students. Deadline: June 1.
ASIA-Recognizes incoming freshmen
and transfer Asian American students with
a demonstrated record of and/or potential
for leadership. Limited to full-time day students. Deadline: June 1.
HispanicILatino Leadership
ScholarshipRecognizes incoming freshmen and transfer Hispanichtino students
with a demonstrated record of andlor
potential for leadership. Limited to fulltime day students. Deadline: June 1.
PRIME Scholarship-This is a cooperative program in which Augsburg matches
scholarships with Lutheran congregations.
Separate application is required by August
1. Church funds must amve at Augsburg by
October 1.
Performing Arts ScholarshipAwarded to selected incoming students
who demonstrate active participation in
the performing arts. Separate application
and audition are required. The deadline is
February 15.
--
Financial Information 33
Hoversten Peace ScholarshipAwarded to incoming freshmen and transfer students who have demonstrated interest in peace and whose personal outlook
and career plans show promise of contributing to the cause of peace. Separate
application is required by February 15.
Community a n d Public Service
ScholarshipAwarded to incoming freshmen and transfer students who have a
demonstrated commitment to public and
community service. Separate application is
required by February 15.
Lutheran Leader ScholarshipAwarded to incoming freshmen in the top
30 percent of their high school rank or ACT1
SAT test score who have demonstrated
leadership within their Lutheran congregation and have the recommendation of their
pastor. A separate application is required
by February 15.
NASA ScholarshipAwarded to
freshmen (only) who have excelled in the
areas of science, mathematics, and technology and who have demonstrated a high
potential in careers related to aerospace
science, technology, and allied fields.
Aid Association f o r Lutherans1
Lutheran Brotherhood-Awarded on
financial need, participation in the
Lutheran church and available funds.
Gift Assistance (Need-Based)
Augsburg Tuition Grant-These
awards are based on financial eligibility,
academic record, and participation in
extracurricular activities in school,
community, and church.
Minnesota State Scholarship and
Grant-Eligibility requires Minnesota
residency and enrollment of less than four
years (or its equivalent) at any post-secondary school. Consult the Enrollment
Center for accepted enrollment patterns.
Federal Supplemental Educational
Opportunity Grant-Whenever law and
funds permit, SEOGs are awarded to students who demonstrate exceptional financial need. Preference is given to students
eligible for the Federal Pell grant.
Federal Pell Grant-Federal Pell
grants are awarded to students attending
eligible institutions of higher education
and are based on financial need as defined
by program guidelines maximum grant for
2002-03 is $4,000.
Bureau of Indian Affairsnribal a n d
State Indian Scholarship-Bureau of
Indian Affairaribal and State Indian
Scholarships and Augsburg American
Indian Scholarships are available to Indian
students (both full and part-time) who
meet specific criteria. For Bureau of Indian
AffairslTribal and State Indian
Scholarships, students must be a quarter
degree Indian ancestry and be enrolled
with a federally-recognized tribe. Eligibility
criteria for Augsburg American Indian
Scholarships vary. Contact the director of
the American Indian Student Services
Program. American Indian grants supplement all other forms of financial aid.
Questions may be directed to the director
of the American Indian Student Services
Program o r t o your local BIA, Tribal, or
State Indian Education Office.
34 Financial Information
Loan Assistance
Federal Perkins Student Loan-A
federally-funded program administered
through Augsburg College for students
who demonstrate financial eligibility. No
interest accrues nor do payments have to
be made on the principal at any time you
are enrolled at least half time. Simple interest of 5 percent and repayment of principal
(at the minimum of $40 a month) begin
nine months after you leave school.
Repayment may extend up to 10 years.
The loan offers a teacher cancellation
clause. The maximum that may be borrowed for undergraduate study is $20,000
($40,000 including graduate school).
Federal Stafford Student Loan
Subsidized and Unsubsidized Stafford
Loan funds are obtained directly from a
lender or state agency in states that provide
such programs. Subsidized Stafford Loans
are need-based loans that the federal
government subsidizes by paying the
interest while the student is in school
and during the grace period.
For the Unsubsidized Stafford Loan,
interest begins accruing on the date of disbursement and the borrower is responsible
for all interest. The borrower may choose
to make payments while in school or may
defer payments and allow interest to
accrue and be capitalized (added to the
balance of the loan).
The interest rate for new borrowers
through the Subsidized and Unsubsidized
Stafford Loan is variable and changes
annually on July 1. Interest is capped at
8.25%.
The following borrowing limits apply
to the Stafford Loan program after July 1,
1994:
Freshmen: $6,625 annually (Combined
Subsidized and Unsubsidized Stafford)
Sophomores: $7,500 annually
(Combined Subsidized and
Unsubsidized Stafford)
Juniors/Seniors: $10,500 annually
(Combined Subsidized and
Unsubsidized Stafford)
Aggregate maximum: $46,000
(Combined Subsidized and
Unsubsidized)
Federal Nursing Student Loan-A
federal program with provisions similar to
the Federal Perkins Student Loan program,
but restricted to applicants accepted or
enrolled in our program leading to the baccalaureate degree in nursing. Recipients
must have financial need and be registered
at least half time. The maximum loan is
$4,000 per year.
Federal Parent Loan Program
(PLUS)-PLUS is a loan program to help
parents meet college costs of their dependent children. Parents may borrow up to
the cost of attendance (minus all other student financial aid). Repayment begins
within 60 days of check disbursement at a
variable interest rate not to exceed 9 percent and a minimum payment of $50 per
month. Application forms are available at
Augsburg College Enrollment Center or
the lending institution.
--
Financial Information 35
The Student Educational Loan
Fund (SELF)-SELF is administered
through the Minnesota Higher Education
Services Office. Applications are available
from the Enrollment Center at Augsburg.
Undergraduate freshmen and sophomores may borrow up to $4,500 per year,
juniors and seniors up to $6,000 year.
Maximum undergraduate borrowing is
$25,000. The minimum loan amount per
year is $500. The interest rate is variable.
Interest payments begin 90 days after the
loan is disbursed and continue quarterly
thereafter, while the student is enrolled.
Principal payments begin the 13th
month after you leave school. There are
no deferments.
Student Employment
Augsburg College provides work
opportunities for students. Assignment is
based on financial eligibility and potential
competence in performing the duties
assigned. Part-time work provided by the
College is considered financial aid, just
like scholarships, loans, and grants. A
maximum of 15 hours of on-campus
employment per week is recommended.
All on-campus work is governed by
policies stipulated in the work contract
issued to the student employee for each
placement. Payment is made monthly by
check to the student employee.
Federal College Work Study
Program and Minnesota State Work
Study Program-Under these programs
the federal or state government supplies
funds on a matching basis with the College
to provide part-time work opportunities.
Augsburg College, through generous
gifts from alumni, faculty staff, and
friends, offers more than 400 sponsored
scholarships.
All returning eligible students are considered. Selection is based on academic
achievement, financial need, and selection
criteria established by the donor. A list of
scholarships follows.
*Indicates endowed scholarships
1 GENERAL SCHOLARSHIPS
ADC Telecommunications Inc.
Linda Schrempp Alberg Memorial
Scholarship*
American Express Company
Henry and Leona Antholz Scholarship*
Class of 1931 Scholarship*
Alma Jensen Dickerson Memorial
Scholarship*
Oliver M. and Alma Jensen Dickerson
Memorial Scholarship*
Elias B. Eliason, Sr. Memorial Scholarship*
M. J. Estrem Scholarship*
Reuben I. and Marion Hovland
Scholarship*
Tze-Lien Yao-Hsieh, Lenorah Erickson,
and Mildred Joel Memorial Scholarship*
Edwin C. Johnson Scholarship*
Kopp Investment Advisors Presidential
Scholarship
Emma Johnston Mathwig Scholarship
Memorial Scholarship Foundation
Scholarships*
36 Financial Information
Minnesota Mining and Manufacturing
Company Liberal Arts Scholarships
Minnesota Scholars Fund Scholarship
Clifford and Martha Nylander Scholarship*
Marvin T. Nystrom Scholarship*
Rev. Martin J. and Olga S. Olson
Scholarship
Casey Albert T. O'Neil Foundation
Scholarship
John G. Quanbeck Scholarship Fund*
Martin and Esther Quanbeck Scholarship*
Rahr Foundation Scholarship
Readers Digest Endowed Scholarship*
Senior Challenge Endowment Fund*
Rosemary J. Shafer Scholarship*
St. Luke's Lutheran Church Centennial
Scholarship*
Genevieve E. Stelberg Memorial
Scholarship*
Ernest and Vivian Tinseth Scholarship*
Robert W. Warzyniak Memorial
Scholarship*
Lea A. and Elsie L. Wildung Endowment
Fund*
Xcel Energy Scholarship
Edward Yokie Memorial Scholarship*
SPECIAL SCHOLARSHIPS
Aid Association for Lutherans Scholarship
Charles and Kate Anderson Endowment
Fund*
Mildred Ryan Cleveland Memorial
Scholarship*
Dain Rauscher Scholarship*
David J. Formo Memorial Scholarship*
The Grace Scholarship*
David Gronner Memorial Scholarship*
Rev. John Hjelmeland Endowed
Scholarship Fund*
Hoversten Peace Scholarship*
ING Foundation Scholarship
Torgney and Valborg Kleven Memorial
Scholarship*
Mary E. Larsen International Studies
Scholarship*
Floyd Lorenzen Memorial Scholarship*
Lutheran Brotherhood Lutheran Senior
College Scholarship
Lutheran Brotherhood Opportunity
Scholarship
Minnesota Mutual Foundation Scholarship
Minnesota Power Company Scholarship
Karen Neitge Scholarship*
Marilyn and John Paul Nilsen Scholarship*
Rev. Horace E. Nyhus Memorial
Scholarship*
Ole K. and Evelyn L. Olson Scholarship*
Timothy 0 . Olson Memorial Scholarship*
Rev. John and Ingeborg Peterson Memorial
Scholarship*
Jay and Rose Phillips Family Foundation
Scholarship
Clayton and Ruth Roen Memorial
Scholarship*
Loren Manuel Schottenstein Memorial
Scholarship
John and Agnes Siverson Scholarship*
Genevieve E. Stelberg Memorial Scholarship*
Wells Fargo Scholarship
CAMPUS MINISTRY/CHRISTIAN
SERVICE
John Andrew Adam Memorial
Scholarship*
C. A. L. and Esther J. E. Anderson
Scholarship*
Charles and Catherine Anderson Diversity
Scholarship*
Kyle A. and Sandra L. Anderson
Scholarship
Carl C. and Kathleen A. Casperson
Scholarship*
Corinne and Herbert Chilstrom
Scholarship*
Laura Ann Erickson Memorial
Scholarship*
Pastor Bob Evans Scholarship*
Dave Hagert Memorial Scholarship*
Helen (Mohn) Henderson Memorial
Scholarship*
Lee Family Scholarship*
-
-
Financial Information 37
Forrest T. Monson and Thelma (Sydnes)
Monson Scholarship*
Pastor Carl 0. and Edith W. Nelson
Memorial Scholarship*
Philip and Dora Quanbeck Scholarship*
Russell and Helen Quanbeck Scholarship*
Rev. Olaf Rogne Memorial Scholarship*
Russel and Virginia Smith Scholarship*
Roy C. and Jeanette Tollefson Scholarship
MULTICULTURAL/INTERNATlONAL
STUDENT SCHOLARSHIPS
American Indian Scholarship*
Kent Anderson American Indian
Scholarship*
Ada Bakken Memorial-American Indian
Scholarship*
Grace Jewel Jensen Buster Memorial
Scholarship*
Cargill Foundation American Indian
Scholarship
General Mills Foundation Scholarship
Grand Metropolitan American Indian
Scholarship
Grand Metropolitan Food Sector
Foundation Scholarship*
Hearst American Indian Scholarship*
Honeywell Corporation Scholarship
Grace Anne Johnson Memorial
Scholarship*
Kemdgehiueller American Indian
Scholarship
James M. Kingsley American Indian
scholarshipL
Little Six, Inc. Scholarship*
McKnight Foundation Scholarship*
Medtronic Foundation Scholarship
Marilyn Peterson Memorial Scholarship*
Prairie Island Indian Community
Scholarships*
Shakopee Mdewakanton Dakota
Community Scholarship*
Marlys Johnson Simengaard Memorial
Scholarship*
St. Paul Companies, Inc. Scholarship
St. Paul Companies, Inc. Teaching
Assistants Scholarship
James R. Thorpe Foundation Scholarship
Trinity Lutheran Congregation 125th
Anniversary Scholarship*
UPS Foundation Scholarship
U.S. Bancorp Foundation Scholarship
West Group Scholarship
Westwood Lutheran Church Second Mile
Mission Scholarship*
Women of the ELCA Native Women's
Achievement Award*
PUBLIC SERVICE SCHOLARSHIPS
Margaret E. Andrews Public Service
Scholarship Fund
Class of 1998 Scholarship*
Harold B. and Laura M. Lanes
Scholarship*
Person Public Service Scholarship Fund
Adeline Marie (Rasmussen) Johnson
Memorial Scholarship
Marina Christensen Justice Memorial
Fund*
DEPARTMENTAL SCHOLARSHIPS
Art
Lucy Bodnarczuk Memorial Scholarship
Norman D. Holen Art Scholarship
August Molder Memorial Art Scholarship*
Queen Sonja Art Scholarship
Biology
Biology Scholarships
Eleanor Christensen Edwards Scholarship*
Dr. Paul R. and Maxine Fridlund Biology
Scholarship*
Dr. Kenneth D. and Mrs. Linda (Bailey)
Holmen Biology Scholarship*
38 Financial Information
Business Administration/Accounting/
Economics
Marianne Anderson Entrepreneurial
Scholarship*
Augsburg Business Alumni Scholarship
Fund*
Cargill Foundation Scholarship
Malcom and Maybelle Estrem
Scholarship*
Farmers Insurance Group of Companies
Scholarship
Forss-Herr Scholarship*
Gamble-Skogmo Foundation Scholarship*
Mildred and Eleanor Krohn Scholarship*
Gertrude S. Lund Memorial Scholarship*
Clifford A. Peterson Scholarship*
David L. Shaver Memorial Scholarship*
Clair E. and Gladys I. Strommen
Scholarship*
Leland and Louise Sundet Scholarship*
Joan L. Volz Business Scholarship*
Chemistry
Courtland Agre Memorial Scholarship*
Augsburg College Chemistry Alumni
Scholarship*
Department of Chemistry Scholarships
Carl Fosse Chemistry Scholarship*
Dr. Kenneth D. and Mrs. Linda (Bailey)
Holmen Chemistry Scholarship*
Minnesota Mining and Manufacturing
Company Chemistry Scholarship
Conrad Sunde Memorial Chemistry
Scholarships*
Education
James and Shelby Andress Education
Scholarship*
Dr. Einar 0 . Johnson Scholarship*
S. Luther Kleven Family Scholarship*
Elva B. Love11 Life Scholarship*
David Mathre Scholarship*
Debra Boss Montgomery Memorial
Scholarship*
Barbara Tjornhom and Richard K. Nelson
Scholarship*
John L. and Joan H. Ohlin Memorial
Scholarship*
Pederson Samuelson Scholarship*
English
Dagny Christensen Memorial Scholarship*
Murphy Square Literary Award*
Anne Pederson English Scholarship*
Prof. P. A. Sveeggen Memorial Scholarship*
Health and Physical Education
Jeroy C. and Lorraine M. Carlson
Scholarship*
Paul Dahlen Memorial Scholarship*
Keith Hoffman Memorial Scholarship*
Rory Jordan Memorial Scholarship
Magnus and Kristofa Kleven Scholarship*
Roy and Eleanor Krohn Scholarship*
Hoyt Messerer Athletic Scholarship*
Robert D. and Carolyn W. Odegard
Scholarship*
James P Pederson Memorial Scholarship*
Stan Person Memorial Scholarship*
History
Rev. and Mrs. 0.J. Haukeness History
Award
H. N. Hendrickson History Scholarship*
John R. Jenswold Memorial Scholarship*
Dr. Bernhardt J. Kleven Scholarship*
Theodore and Lucille Nydahl History
Scholarship*
Mathematics
Floyd V. and Ruth M. Case Scholarship*
Beverly Durkee Mathematics Scholarship*
Mathematics Scholarship
Robert Wick Scholarship*
Metro-Urban Studies
Joel and Frances Torstenson Scholarship in
Urban Affairs*
-
Financial Information 33
Modern Languages
Emil M. Fossan Modem Language
Scholarship*
Mary E. (Mimi) Johnson Scholarship*
Mimi Baez Kingsley Modem Language
Scholarship*
Theodore and Virginia Menzel
Scholarship*
Music
Albert and Solveig Birkland Scholarship
Centennial Singers Scholarship*
Peggy Christensen Benson Memorial
Scholarship
Sam Coltvet Memorial Choral Music
Scholarship*
Leonard and Anabelle Dahlberg
Scholarship
Robert Ellingrod Memorial Scholarship*
Rev. Clement A. Gisselquist Church Music
Scholarship*
Marjorie and James R. Gronseth, Jr.
Memorial Music Scholarship*
Mabeth Saure Gyllstrom Scholarship*
Beth Halverson Violin Scholarship*
Kay Halverson Scholarship*
Lynn Halverson Cello Scholarship*
Carol Halverson Heam Violin Scholarship*
Hanwick Thanksgiving Scholarship*
0. I. Hertsgaard Scholarship*
Orville and Gertrude Hognander
Scholarship
Robert Karlen Scholarship
Bernice Kolden Hoversten Memorial
Choral Scholarship*
Catha Jones Memorial Scholarship*
Professor Roberta Stewart Kagin
Scholarship*
Ruth Krohn Kislingbury Choral Music
Scholarship*
Susan and Dean Kopperud Scholarship for
Excellence in Music*
Leonard and Sylvia Kuschel Scholarship*
Nicholas Lenz Memorial Scholarship*
Kenneth 0 . Lower-Nordkap Male Chorus
Music Scholarship*
Susan Halverson Mahler Viola
Scholarship*
Arthur Carl Mammen Music Scholarship*
Lucille H. Messerer Music Scholarship*
Music Education Scholarship
Grace Carlsen Nelson Scholarship*
Edwin W. and Edith B. Norberg
Scholarship*
St. John's Lutheran Church-John Nonis
Scholarship*
Lois Oberhamer Nye Memorial
Scholarship*
Henry P Opseth Music Scholarship*
Performing Arts Scholarship (Music)
Rev. Mark Ronning Memorial Instrumental
Music Scholarship*
Sampson Music Scholarship*
Leland B. Sateren Choral Music
Scholarship*
Mayo Savold Memorial Scholarship*
Marilyn Solberg Voice Scholarship*
String Scholarships
John and Vera Thut Scholarship"
Nordic Area Studies
Thomas D. and Gretchen S. Bell
Scandinavian Studies Scholarship*
Olaf Gaastjon Memorial Scholarship*
Walter G. and Ruth I. Johnson
Scandinavian Studies Scholarship*
Iver and Myrtle Olson Scholarslup*
Nursing
Augsburg Nurses Alumni Association
Scholarship*
Linnea A. Danielson Scholarship*
Fairview Nursing Alumnae Association
Scholarship*
Philosophy
Kenneth C. Bailey Philosophy Scholarship*
Dr. Kenneth C. and Mrs. Dorothy A. Bailey
Scholarship*
Physician Assistant
Alne Swensen Scholarship*
Dr. Kristofer and Mrs. Berth E. Hagen
Memorial Scholarship*
W Financial Information
Physics
Floyd \! and Ruth M. Case Scholarship*
Theodore J. Hanwick Physics Scholarship*
Alfred A. Iversen Scholarship
NASA Space Grant Scholarship
Leif Sverdrup Physics Scholarship*
Political Science
Martin and Sylvia Sabo Scholarship*
Myles Stenshoel Scholarship*
Psychology
Jacob and Ella Hoversten Scholarship*
Rev. and Mrs. George Pauluk Scholarship
Religion Scholarships
Augsburg College Associates Scholarship*
Norman and Louise Bockbrader
Scholarship*
Andrew and Constance Burgess Scholarship*
Thorvald Olsen and Anna Constance
Burntvedt Memorial Scholarship*
Rev. Donald C. Carlson Memorial
Scholarship Fund
Henning and Sellstine Dahlberg Memorial
Scholarship*
Ernest S. Egertson Family Scholarship*
Joel and Mary Ann Elftmann Scholarship*
Luthard 0 . Gjerde Scholarship*
Rev. Dr. Harald D. and Jonette T. Grindal
Scholarship*
Elias P Harbo Memorial Scholarship*
Arnold and Neola Hardel Memorial
Scholarship*
Iver and Marie Iverson Scholarship*
Pastor George J. Kundson Memorial
Scholarship*
Rev. Arnold J. Melom Memorial
Scholarship*
Gerda Mortensen Memorial Scholarship*
Onesimus Scholarship*
Johan H. 0. Rodvik Memorial Scholarship*
Ronholm Scholarship*
Rev. Lawrence and Gertrude Sateren
Scholarship*
Paul G., Jr., and Evelyn Sonnack
Scholarship*
Moms G. C. and Hanna Vaagenes
Missionary Scholarship Fund*
Johan L. Weltzin Memorial Scholarship*
Social Work
Phyllis M. Baker Memorial Scholarship*
Blanca-Rosa Egas Memorial Scholarship*
Edwina L. Hertzberg Scholarship
Arvida Norum Memorial Scholarship*
Steen Family Scholarship Fund for
Minority Social Work Students*
Bodo E Suemnig Memorial Scholarship*
Edwin Yattaw Memorial Scholarship*
Sociology
Adolph Paulson Memorial Prize*
Speech/Communication/ Theatre Arts
Ailene Cole Theatre Arts Scholarship*
Performing Arts Scholarship (Drama)
Esther J. Olson Memorial Theatre
Arts/Religion Scholarship*
E
We seek to develop a free and open
environment where people are encouraged
to use and discover the gifts and sense of
call and vocation that God has given them.
As a college of the church, we encourage
students to form values guided by our
Christian heritage, which will be the basis
This ministry finds its most visible
expression in chapel worship where students, faculty, and staff gather each day to
give thanks and hear the Gospel proclaimed by a number of speakers and
musicians. Each Wednesday night students
gather for Holy Communion. On Sundays,
Trinity Lutheran worship services are held
on campus, with many other churches
within walking distance.
Because our campus is comprised of
individuals from many different religious
and cultural backgrounds, our worship life
is characterized by a similar diversity and
richness of tradition. Bible studies, growth
groups, outreach teams and community
outreach opportunities, retreats, peace and
justice forums, concerts, and gatherings are
examples of the wide variety of activities
on campus.
As a college of the church, we are
concerned about spiritual as well as academic and social growth. Our concern
for spiritual growth is evident in the
opportunities we encourage and provide
for students to explore their own faith.
xperiences in the classroom are an
important part of college life, but learning
and development also occur in formal and
informal activities of the College and the
metropolitan area. Whether students are
residents or commuters, the climate for
learning and living at Augsburg will add
dimension to their education.
Student Government is organized into
the executive branch, the legislative
branch, and the judicial branch. Elections
are held in the spring for the next year.
Freshmen elect their representatives in the
fall of their first year. Many kinds of
Through Student Government, students
secure a closer relationship with and better
understanding of the administration and
faculty and provide input into the decision-making process at Augsburg. Student
Government also sponsors and directs student organizations, protects student rights,
and provides the means for discussions
and action on all issues pertaining to student life at Augsburg.
Augsburg College created a program
entitled Exploring Our Gifts through the
generous support of the Lilly Endowment.
Established in Spring 2002, the Exploring
Our Gifts program is designed to help students in their college journey to make connections between faith, vocation, and
work. The program will assist students in
this journey by intentionally introducing
vocational themes into the cumculum, cocumcular activities, service-learning experiences, and mentoring relationships at the
college. Exploring Our Gifts also provides
resources to encourage students to explore
Christian ministry. Contact the director of
Exploring Our Gifts for further information about the program.
The college pastor, associate college
pastor, and campus ministry staff have
offices in the Foss, Lobeck, Miles Center
for Worship, Drama, and Communication
and are available for spiritual guidance,
counseling, support, or information.
for the kind and quality of life that reaches
beyond their years at Augsburg.
The Christensen Center is the focus of
leisure-time activity on campus. Cooper's
Attic (student lounge) is a popular hangout located in the lower level. Many of the
clubs that unite classroom and non-classroom related interests meet here. Student
offices in this area include the College
newspaper, the Echo; the yearbook, The
Augsburgian; Student Government; and the
Augsburg Student Activities Council.
Throughout the year, a variety of social
and cultural activities takes place on campus as well as in the Twin Cities. These
activities include dances, films, theme
events, name entertainment, and visiting
personalities in various fields.
The Student Activities Program creates
opportunities for students to enhance their
leadership skills through active involvement in developing events, activities, and
organizations that serve the student community Hundreds of major programming
efforts and targeted activities for specific
student interests are generated through
these efforts and make Augsburg a dynamic and enjoyable interactive environment.
involvement are possible-program planning, writing, editing, or service opportunities. If you want to get involved, contact
the president or vice president of the student body in their offices in the lower level
of the Christensen Center.
Every student is urged to participate in
some activity for recreation and relaxation.
An intramural program provides competition in a variety of team sports as well as
individual performance activities.
Broomball has been an especially popular
coed sport. Check schedules for times
when there is open use of the gymnasium
and ice arena.
During 1999-2000, Augsburg men's and
women's athletics marked the 75th
anniversary of intercollegiate competition.
Augsburg is affiliated with the
Minnesota Intercollegiate Athletic
Conference (MIAC) and is a member of
the National Collegiate Athletic
Association (NCAA) Division 111. Men
annually compete in football, soccer, cross
country, basketball, ice hockey, wrestling,
baseball, track and field, and golf. Women
annually compete in volleyball, cross country, soccer, basketball, ice hockey, softball,
track and field, and golf.
INTERCOLLEGIATE ATHLETICS
Students have many opportunities to
participate in music and drama. In addition to appearing on campus and in the
city, the Augsburg Choir, Concert Band,
and Orchestra perform on national and
international tours. Many other ensembles
are available to cover the entire range of
musical styles and previous musical experience. Students stage several plays on campus each year under the direction of the
Theatre Arts Program and have the opportunity to attend a series of on-campus
workshops with visiting arts professionals.
FINE ARTS
Student Life 43
The Karen M. Housh Tutor Center,
located in Foss Center, Room 18, arranges
The Academic Skills Center, located in
Room 18 of Foss Center, is designed to
offer students study-skills assistance so
that they may achieve academic success.
The center assists students in improving
their skills in such areas as time management, notetaking, textbook reading and
comprehension, test-taking, and concentration and memory improvement. Diagnostic
testing is also available to assess skills in
reading, vocabulary, spelling, study strategies, and learning styles. The staff will
assist students in developing effective and
efficient study skills.
1 ACADEMIC SKILLS CENTER
Augsburg's mission focuses on student
learning in the broadest sense. As an indication of the emphasis placed on student
learning, the student and academic affairs
offices work to bring together the student
learning found in the classroom with the
activities of experiential education and
work, residence life, and the learning
resources of the library and information
technology. The following sections elaborate on facets of student life. The formal
academic programs and requirements are
described on page 56.
At Augsburg, sports are for the average
student as well as the intercollegiate
athlete. The campus offers on a spaceavailable basis a double-rink ice arena,
gymnasium, tennis courts, a fitness center
with workout machines and weight room,
and an air supported dome over the athletic
field for winter fitness use by walkers and
runners. (See Fitness Center on page 49.)
SPORTS AND RECREATION
4 4 Student Life
-
The CLASS staff includes disability specialists who meet individually with students to provide them with general academic support services. This includes helping
students to develop the learning strategies
and organizationltime management skills
needed to be successful at the college level
Center for Learning and Adaptive
Student Services (CLASS)-The Center
for Learning and Adaptive Student Services
(CLASS) Program serves approximately
200 students and is recognized as a leader
in supporting college students with hidden
disabilities. The CLASS Program exemplifies the College's commitment to provide a
high-quality liberal arts education for students with diverse backgrounds, experiences, and preparation. Augsburg is committed to recruiting, retaining, and graduating students with diagnosed learning,
attentional, and psychiatric disabilities who
demonstrate the ability and willingness to
participate in college-level learning.
SERVICES FOR STUDENTS WITH
DISABILITIES
The John Evans Learning Laboratory,
located in Foss Center, Room 18, offers
students the opportunity to improve skills
in reading, writing, and mathematics
through the use of computer software, as
well as to review and prepare software for
tests such as PPST, MCAT, LSAT, and GRE.
Tutors are available to demonstrate the
uses of the software, and students are able
to monitor their progress.
for students to meet with tutors for content tutoring in most freshman- and
sophomore-level courses. The center also
notifies students of tutoring labs available
and coordinates supplementary instruction
sessions, in which tutors attend the classes
and lead discussions after class on major
concepts of the course.
*Individual meetings with the physical
disabilities specialist on a regularly scheduled basis
*Assistancewith organization and time
management issues
Access Center-The Access Center
provides support and specialized services
to students with documented physical disabilities. The goal of the Access Center is
to assist students in reaching their individual potential, to promote their independence, and to ensure their access to the
educational experience at Augsburg
College. Areas of assistance include but are
not limited to:
For more information, please contact
the CLASS Program at 612-330-1053 to
request a copy of the CLASS brochure
andfor to schedule an appointment with a
specialist.
The Groves Computer Lab is designed
for students with disabilities and contains
computers and adaptive equipment to
assist them in their academic progress.
This level of individualized, academic
support is possible through an endowment
from the Gage family, which allows the
CLASS Program to provide specialized services to its students, especially those with
learning disabilities.
and to acquire and refine self-advocacy
skills. During the semester, specialists meet
with students and take an active role to
assist them with advising and registration
for courses. Specialists also meet individually with students to review their documentation and determine appropriate academic accommodations. The accommodations specialist coordinates testing accommodations, note taking services, taped
textbooks, adaptive technology (such as
dictation and voice recognition software,
book scanning software) and provides general computer assistance.
For more information, please contact
the Access Center at 612-330-1749.
Through a system of skyways and tunnels, the majority of the Augsburg campus
is accessible to those with mobility impairments ensuring access regardless of the
weather. There are a variety of modified
and fully accessible rooms available in the
residence halls.
The Access Center also provides academic accommodations for students. These
include providing note takers, taped texts,
typing of papers, sign language interpreters, and adaptive physical education
courses. Adaptive technologies available
through the center include Braille translating software, a Braille printer, CCTY TTY,
Jaws, and speech recognition software.
*Academic advising and registration
-Housing assistance
*Advocacywith faculty and staff
*Assistancewith community support
services and other non-academic issues
McNair Scholars Program-The
McNair Scholars Program is designed to
prepare participants for doctoral studies
through involvement in research and other
scholarly activities. The goal of McNair is
to increase graduate degree attainment of
students from underrepresented segments
TRIO programs are federal grant programs, funded by the U.S. Department of
Education, which seek to help students
overcome class, social, academic, and cultural barriers to higher education. TRIO
programs are designed to help students
prepare for college, adjust to college life,
and attain good academic standing. They
also help students improve their likelihood
of transfer and graduation from a four-year
degree program in addition to preparation
for graduate school.
TRIO PROGRAMS
-
Student Life 45
*An intensive summer student-faculty
research collaboration
-An academic-year student-faculty
teaching collaboration
.Individual and group programs to
assure student academic success, including
preparation for the GRE
*Social and cultural activities to enrich
participants' academic perspectives
*Opportunities for conference travel
and professional presentation of students'
original research
*Assistancein identifying and applying
to Ph.D. programs and seelung scholarships
*Graduate school fairs, and aid to visit
the schools you apply to
*Financial aid exploration and fee
waivers for grad school application, as well
as McNair designated fellowships
*Activities to improve study and testtaking skills, as well as research and library
skills
The major components of the Augsburg
College McNair Scholars Program are:
Students eligible to become McNair
Scholars are sophomore, junior, and senior
undergraduates currently enrolled at
Augsburg, who exhibit strong academic
potential, and who are 1) low income and
first-generation college students, or 2)
members of groups underrepresented in
graduate education (i.e., BlacWAfrican
American, Hispanic, or American
IndianIAlaskan Native), or 3) individuals
from other groups underrepresented in
doctoral study (e.g., women in some areas
of science, persons underrepresented in
other disciplines). The Augsburg McNair
program serves 18 students per year.
of society and to encourage these students
to consider becoming college professors.
46 Student Life
-
The mission of the StepUP Program at
Augsburg College is threefold: (1) it strives
to affirm the College's commitment to provide a high-quality liberal arts education
for students with diverse backgrounds,
experiences, and preparation; (2) it provides students in recovery who demonstrate the willingness and ability to participate in college-level learning with ongoing
STEPUP PROGRAM
Students may apply for SSS anytime
after admission to Augsburg College. For
more information, an application, or to
make an appointment with an SSS adviser,
please contact SSS program staff at
612-330-1311.
*Individual academic advising and support
*Financial aid counseling
*Academic progress monitoring
*Academic success workshops
*Student leadership development
*SociaVculturalstudent events
*Summer Bridge program including
summer term college coursework, seminars, and advising for a small group of
incoming first-year students
*Need-based scholarships for first and
second year students participating in SSS
Augsburg Student Support S e ~ c e s
serves 160 students, including day and
Weekend College Students. Components of
the SSS program include:
Student Support Services-Student
Support Services (SSS) is a TRIO program
designed to support students toward college retention and graduation. The program serves students who are low income,
first generation college students (neither
parent has a four-year degree), and students with disabilities to develop the skills
and motivation necessary to successfully
pursue and earn a baccalaureate degree.
Minnesota Indian Teacher Training
Partnership: MNITTP is a cooperative
effort between Augsburg College and the
Minneapolis and St. Paul Public School
D i s ~ c t sintended
,
to increase the number
of American Indian teachers in these districts. Funded by the Minnesota State
Legislature in 1990, this project is designed
Intertribal Student Union: ITSU serves
as a peer support group for incoming and
currently-enrolled American Indian students. ITSU also organizes and co-sponsors
cultural events.
Other components of the program are:
Assists with application process
Helps students secure financial aid
Nurtures students' identification as an
American Indian
Provides opportunities for students to
learn about their heritage
Provides opportunities for the campus community to learn about American
Indian culture
Provides academic advising and
assists in the development of individual
education plans
The American Indian Student Services
Program was established in 1978 to recruit
and retain Inman students. Its mission is to
provide a cultural context for American
Indian students that encourages and promotes personal and academic growth and
teaches students to successfully navigate
Augsburg's policies, procedures and expectations. The program
AMERICAN INDIAN STUDENT
SERVICES
study and living skills that support them in
their academic progress toward a degree;
and (3) it supports students in their commitment to sobriety.
-
The PAC serves the Augsburg College
community by providing culturally conscious personal, academic, financial, preprofessional and transitional support for
students of Afrikan descent. This service
The Pan-Afrikan Center (PAC) traces
its roots to an event held in 1968 called
"One Day in May" when Augsburg hosted
a series of interactive programs with the
community As a result, Black Student
Affairs was born. It has evolved, over the
years, into the PAC.
PAN-AFRIKAN STUDENT SERVICES
The Augsburg Asian Student
Association is affiliated with the program.
The association organizes various activities
during the academic year to increase the
network of friendship and support for
Asians, other students at Augsburg, and
the surrounding community.
The program provides assistance in the
admissions and financial aid application
procedures, orientation, registration and
coursework selection, career development,
academic and non-academic pursuits, and
employment and placement referrals.
The Pan-Asian Student Services
Program was created in 1992 to recruit and
retain Asian-American students and to
enhance the quality of their total experience while at Augsburg College. The program seeks to create opportunities where
Asian students can be involved in and contribute t b all aspects of academic and student life.
PAN-ASIAN STUDENT SERVICES
as a special grant and loan forgiveness
program. Students who are awarded
state teaching licensure may then apply
for loan forgiveness. For each year the student teaches, one fifth of the loan will be
forgiven.
student Life 47
The program advises the Latino
Student Association and supports academic, social, and cultural events, as well as
other activities that improve the academic
and personal development of Hispanic1
Latino students and provide awareness of
the unique aspects of Hispanic culture.
Students find assistance in admissions
and financial aid procedures, orientation
and registration, academic planning, career
counseling, housing, internships and
employment, and placement referrals.
The HispanidLatino Student Services
Program offers students individualized
attention in many areas, including academic
support, counseling, and advocacy.
HISPANICILATINO STUDENT
SERVICES
The Pan-Afrikan Student Union (PASU)
is a commissioned organization whose purpose is to enable students of Afrikan
descent to share their diversity and collectively express their fellowship with the
Augsburg community. PASU sponsors
social and cultural activities that are open
to all students. The PACPASU is located in
208- 209 Murphy Place.
enhances the recruitment, retention, and
graduation of Pan-Afrikan students and
enables their learning experience to be
interactive. The PAC brings the knowledge
and experience of Afrikan people in the
Diaspora to the community through a variety of programming and is a clearinghouse
for information regarding the Afnkan
Diaspora and networks with the PanAfrikan community. Its motto is "Learning
for all Afikan people, learning about all
Afrikan people."
4 8 Student Life
Health Promotion offers a wide
spectrum of activities and events that
increase awareness of health issues and
assist students in adapting new behaviors
for a healthier lifestyle. Health Promotion
also works with various campus agencies
to foster positive change within the
campus environment.
Health Promotion
Through the relationship with a skilled
counselor, a student may discuss personal
issues such as stress, depression, roommate
problems, intimacy and sexuality drug use,
family problems, motivation, transitions,
breaking away from family, self-image, difficult decisions, eating concerns, etc.
Professional counseling can make a substantial contribution to the educational
experiences of the student by providing the
opportunity for increased self-understanding and personal growth.
Counseling provides a supportive environment where students have many opportunities to gain self-awareness through personal exploration with the assistance of
trained, experienced counselors.
Counselors serve as advocates providing
support and assistance with direction.
Services include individual counseling,
group counseling, psychological testing,
assessment and referral, workshops, and
consultation and outreach.
Counseling
CENTER FOR COUNSELING AND
HEALTH PROMOTION
Located on the lower level of Melby
Hall, the Hoyt Messerer Fitness Center was
built in 1993 and equipped with stationary
bicycles, stair steppers, treadmills, and
other aerobic workout machines. It
includes a weight room with universal and
free weight systems. All staff, students, and
faculty may use the center.
FITNESS CENTER
AUGSBURG COLLEGE SUPPORTS
HEALTHY LEARNERS IN A HEALTHY
LEARNING ENVIRONMENT!
The College offers basic health care services to students through a contract with
UFP -Smiley's Clinic. These services are
limited. For students without health insurance, Smiley's Clinic provides certain clinic
health services with a minimal co-pay at
the time of the visit. Emergency services of
any kind are not covered through the contract between Augsburg and Smiley's
Clinic. Students with health insurance can
also access Smiley's Clinic for a variety of
clinic or other health services. A student's
health insurance provider will be billed for
medical services and the student will be
responsible for any co-pays or deductibles
associated with their insurance.
H HEALTH CLINIC SERVICES
Augsburg College does not require that
students have health insurance, with the
exception of international students and
students who participate in intercollegiate
athletics. If a student is not covered by a
health insurance plan, they may purchase a
student policy by contacting the Center for
Counseling and Health Promotion for
more information.
HEALTH INSURANCE
(Also see Study Opportunities Abroad
on page 63 and Student Teaching Abroad
on page 65.)
The International Student Organization
(ISO) provides a forum for the interests
and concerns of international students and
fosters productive interaction between
them, the college administration, and U.S.
students. This mission is accomplished
through yearly programming of events
such as International Week, sponsorship of
forums on international issues, and outings
to sites of interest in the community.
Information on how to get involved is
available through ISA.
New international students participate
in an orientation program that provides
practical information on housing, health
insurance, taxes, banking, local transportation, and applying for a social security
card. Students use intercultural communication theory to explore their adjustment
to a new culture and education system.
-Fulfilling duties of Designated School
Official (DSO) for F-1 student visa program and Responsible Officer (RO) for J-1
studentlscholar exchange program
-General advocacy for international
students
-Advising the International Student
Organization
*Facilitating intercultural skill building
sessions for students, faculty, and staff
-Celebrating diversity of cultures by
increasing awareness of internationallintercultural issues
Responsibilities of ISA include:
The Director of International Student
Advising advises international students on
educational, personal, and immigration
issues.
Student Life 4
-
Resident students have access to a 24hour computer lounge and study, 24-hour
security, laundry facilities, and vending
machines. All rooms and apartments are
equipped with hook-ups for telephone,
cable television, computers, and Internet
access. A skyway connecting the lobby of
Urness and Mortensen Hall to Christensen
Center keeps students out of the weather
on the way to class.
Living on campus offers many opportunities for learning, fun, and leadership.
Research indicates that students living in
residence halls earn higher grades and gain
greater satisfaction during their college
career. Numerous events are planned to
welcome students to the community,
including dances, movie nights, coffee
house concerts and weeks devoted to special themes or issues.
Augsburg recognizes the importance of
the residential experience during the college years. Studies show that students who
live on campus are more likely to complete
their degrees. Residence life staff are on
hand to help students become acquainted
with life at Augsburg through social and
educational events. They are also ready to
assist students who need help or friendship.
Students who choose to make
Augsburg their home find a friendly, 23acre village in the midst of a major metropolitan area. They make many new friends
among roommates and classmates. They
are just steps away from Lindell Library,
classrooms, Hoversten Chapel, the ice
arena, fitness center, and Christensen
Center. With just over 900 students living
on campus, most students and faculty greet
each other by name.
;o Student Life
New Hall-Opened in 1999, this
apartment residence includes studios and
two- and four-bedroom apartments with
full kitchens. Beds, dressers, desks, and
chairs are provided. Underground parking
is available at an additional cost. Meal
plans are optional. This building is
designed to provide an environment for
juniors and seniors who are seeking a primarily independent lifestyle.
Anderson Hall-Contains four types
of living units: two-bedroom apartments,
two-room suites, floor houses, and townhouses. This residence houses 192 students. All rooms are furnished with beds,
dressers, desks, and chairs.
Mortensen Hall-This building is a
13-story high-rise apartment building. It
contains 104 one-bedroom and two-bedroom apartments to accommodate 312
upper-class students. Mortensen Hall is
carpeted and contains kitchenette units. It
is furnished with beds and dressers.
Urness Hall-All new students and
some upper-class students live in Urness
Hall. This 9-story high-rise houses 324 students. Each floor is considered a houseunit providing 36 students (two to a room)
with their own lounge, study, and utility
areas. In Urness Hall, rooms are furnished
with a bed, dresser, desk, and chair. Linens
are not provided. Some single rooms are
available.
In order to secure housing, students are
urged to make their enrollment deposit by
June 1, as well as submit a housing deposit
and contract to reserve a space. For those
making enrollment deposits after June 1,
housing is determined on a space available
basis. During spring semester, current
Augsburg students are provided with information on the process to secure housing
for the next academic year.
The College has adopted a statement
of standards for student behavior and has
provided for due process in matters of
academic honesty, disciplinary action,
grievances, and grade appeals. These are
in the Student Guide.
STUDENT STANDARDS OF
BEHAVIOR, COMPLAINTS,
RECORDS
Augsburg provides a variety of board
plan options for those living in College
houses or nearby apartments.
MurphylsLocated on the ground
floor of the Christensen Center, Murphy's
features grill items, pizza, soups, sandwiches, salads, desserts, and beverages.
Commons-Situated on the top floor
of Christensen Center, this is the main
food service facility for students, faculty,
and staff. This pleasant, spacious room features small table units for easy conversation overlooking the College Quadrangle
and Murphy Square. Students on board
plan who live in residence halls eat their
meals in the Commons.
FOOD SERVICE
Special Interest Housing-Special
Interest Housing is available to students
who are interested in creating a
livingllearning environment by designing
their own house system. All house members meet to determine their program
focus, educational goals, and community
agreement guidelines. Examples of programs include Fellowship of Christian
Athletes, Youth and Family Ministry, Urban
Studies House, Hawthorne House, Preprofessional Health Association, CrossCultural House, and Step-UP
Augsburg College understands that no
information other than "directory information" can be released without the written
permission of the student. Students must
give permission in writing for educational
information to be released to anyone outside of the official personnel (faculty and
administration) at Augsburg. This means
The Family Educational Rights and
Privacy Act (FERPA) of 1974, as amended,
provides certain rights to students regarding their education records. Each year
Augsburg is required to give notice of
the various rights accorded to students
pursuant to FERPA. A copy of Augsburg's
policy is published in this catalog on page
87 and in the Student Guide distributed
annually to students.
FAMILY EDUCATIONAL RIGHTS
AND PRIVACY ACT
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. Students should also routinely review
the A-Mail, published bi-weekly on-line,
and available in hard copy at locations
throughout campus.
OFFICIAL NOTICES
Information on these policies is found
in the Student Guide available from the
Office of Academic and Learning Services.
The College operates in compliance
with the Family Educational Rights and
Privacy Act. Students have the right to
inspect certain official records, files, and
data that pertain to them and that are
maintained in the registrar's office and the
placement office, and to challenge inaccurate or misleading information.
For inquiries or grievances in any of
the following areas, contact the director of
human resources, Ground Floor, Memorial
Hall 19, 612-330-1023.
DISCRIMINATION COMPLAINTS
Complete information about Augsburg's
procedures with regard to FERPA are available from the registrar's office.
that faculty or others cannot write letters
of support/recommendation or nominate
students for awards unless explicit written
permission is given by the student to
release non-"directory information." It
is not sufficient to ask for letters of
recommendation.
All correspondence should be
addressed to the Office of Human
Resources at Augsburg College, 221 1
Riverside Avenue, Minneapolis, MN 55454.
Formal grievance procedures are described
in the Student Guide. Copies are available
from the Office of Academic and Learning
Services.
Employment
Title IX (for matters based on gender
or marital status)
Section 504 (for matters based on
physical or mental handicap)
Affirmative Action (for matters based
on race, creed, national, or ethnic origin).
-
FERPA - 87
Four-Year Assurance Program -
Evaluation and Grading - 79
Assessment of Previous Learn
Program - 83
Academic Progress, Probatio
and Dismissal - 85
Dean's List - 85
Graduation with Distinction Commencement - 86
General Education
Curriculum - 72
Graduation Requirements - 72
Skills Components - 74
Liberal Arts Perspectives - 76
Quick Check Summary of
Graduation Requirements -
Academic Policies and
Procedures - 69
Registration - 69
Crossover Registration - 71
Withdrawal from College - 72
8
Acadeniic Organil
and lPrograms Divisions ana uepartments - 5
Majors and Minors - 56
Teaching Licensure - 60
Pre-ProfessionalPrograms - 60
Honors Program - 61
Inter-InstitutionalPrograms - 6;
Study Abroad - 63
Center for Service, Work, and
Learning - 66
Graduate Programs - 67
Other Programs - 69
General Information - 54
Degrees Offered - 54
Academic Calendar - 54
Faculty - 55
Library and Information
Technology Services - 55
Academic Advising - 56
Augsburg offers the bachelor of arts,
the bachelor of music, and the bachelor of
science degrees. Augsburg also offers the
master of arts (in leadership, nursing, and
education), the master of science (in physician assistant studies), and the master of
social work degrees.
DECREES OFFERED
Students choose from over 50 major
areas of study to gain a depth of knowledge in a discipline and to prepare for a
career or further study Thus, through a
balance of curricular activities supported
by full programs in student life and religious life, an Augsburg College education
strives to educate its students in a real
world for the real world.
Required courses in Christian Faith are
designed to acquaint students with the
Christian tradition and encourage them to
reflect upon the importance and meaning
of spirituality in their lives. Recreation
courses offer students opportunities to
develop skills for participation in exercise
and sporting activities.
ugsburg College constructs its curriculum upon the premise that students
must be educated intellectually, spiritually,
and physically. To act effectively, human
beings must have a broad grasp of the
world from which they have come as well
as the world in which they live. By providing courses in the humanities, natural sciences, and social sciences, the general education curriculum introduces students to
the breadth and complexity of knowledge
and culture.
A
Augsburg graduate programs follow a
trimester calendar. (See Graduate Programs
on page 67.)
Augsburg offers two summer school sessions. A maximum of four course credits
(two per term) can be earned in the two
five-week-long summer sessions. The
Summer Session Catalog, published in the
winter of each year, is dstributed to all students.
Courses and majors offered through
Weekend College are the same as their day
program counterparts. However, the curriculum is limited to selected liberal arts
courses and majors.
Weekend College classes meet on alternate weekends and the program follows a
trimester calendar. Some classes may meet
on weekday evenings. The fall trimester is
held from early September through midDecember. Winter trimester meets from
January through early April. Spring classes
are held from mid-April through the end of
June. There are 7-8 class sessions each
trimester, and classes meet on weekends
for three and one-half to four hours. (Refer
to the program schedule for weekday
evening meeting times.) Students may take
from one to four classes each term.
The day program calendar is coordinated with those of the four other colleges of
the Associated Colleges of the Twin Cities,
so students can take a course on another
campus during the regular term. (See
Registration on page 69 and Calendars on
pages 4-7.)
The Augsburg day program follows the
semester calendar, with fall and spring
semesters of approximately 14 weeks. Fulltime students normally take four course
credits each semester.
ACADEMIC CALENDAR
The James G. Lindell Family Library
opened at the start of the 1997-98 academic year. The four-level, 73,000-square-foot
facility houses all library and information
technology functions of the College. In
addition to the 175,000 volume main collection, the Lindell Library includes the
Gage Family Art Gallery, special collections
and archives, cuniculum library, a computer lab and student computing Help Desk,
library instruction classroom, and facilities
for media viewing and listening. A skyway
links the new building to Sverdrup Hall
(the former library), which has undergone
renovation to house the Enrollment
Center, as well as additional computer labs
and multimedia classrooms, a lounge, and
vending area.
LIBRARY AND INFORMATION
TECHNOLOGY SERVICES
Augsburg's size and small classes
encourage its tradition of close involvement between professors and students.
Faculty act as academic advisers and participate regularly in campus activities.
Every freshman is assigned an Augsburg
Seminar adviser and, later, chooses a major
adviser. In this close interaction, faculty act
as both mentors and models for students.
The heart of any educational institution
is its faculty Augsburg College is particularly proud of the excellence and commitment of its professors. Most faculty hold a
doctorate or the highest degree in their
field, and all consider teaching to be the
focus of their activity. Faculty are also
involved in a variety of professional and
research activities that support their teaching. They are actively involved in an exciting faculty development program that
introduces them to current thought in
many fields, but especially in teaching
techniques and theories.
FACULTY
Students have access to over 180 oncampus personal computer systems. There
are desktop machines in two computer
labs and five computer classrooms, as well
as 80 laptops that can be checked out at
the IT Service Center for use in the library.
Other machines are available for student
use within academic departments. A campus-wide network provides access to
AugNet online services as well as support
for printing and internet access.
Appropriately equipped student-owned
machines can also be connected to the network to provide access from dormitory
room.
Computing
Augsburg College has built a reputation
as a leader in its commitment to provide
students with the best access to information technology and training. Visit
Augsburg's Web site <www.augsburg.edu>
for more on IT at Augsburg.
lnformation Technology Resources
A service-oriented staff provides students and faculty alike with assistance to
meet diverse information needs including
instruction in the use of the library, reference service, and guidance in pursuing
research. Arrangements are made for access
by students with physical limitation and
special needs. Students can search a wide
variety of local, regional, national, and
international databases. Electronic access
to the world of scholarship is also available
through the Internet, and a computerized
on-line catalog and daily courier service
provide access to the library holdings of
the seven private liberal arts colleges in the
Twin Cities. Appropriately equipped laptop
computers can be connected to any of several hundred data ports throughout the
building to access these resources.
Library Resources
Academic lnformation 5
-
All current students are assigned to a
faculty adviser. Prior to the end of their
sophomore year, students are encouraged
Academic Advising orients new day and
Weekend College students to the academic
policies and procedures of the college and
assists students on initial course selection.
This office also provides interpretation of
general education requirements, administers entry-level skill assessments, interprets
graduation requirements, provides degreeplanning materials, and answers questions
on student academic progress. Academic
Advising functions as a supplement to the
faculty advising system at Augsburg
College.
ACADEMIC ADVISING
A campus-wide telecommunications
system enables easy and convenient voice
communication between students, faculty,
and staff. Students can leave voice mail
messages with any member of the faculty,
administration or the staff; voice mail
or call waiting are available to resident
students at a modest cost. Long-distance
service, billed to individual students,
can be arranged for any on-campus
residence phone.
Telecommunications
Lindell Library provides a large collection of sound recordings, video tapes and
films, as well as equipment for instructional use. Audio and video tape duplication
within the limits set by copyright law is
available. The library supplies TV sets,
VCRs, video cameras, video editing, tape
recorders, microphones, slide-, overhead-,
filmstrip-, and movie projectors as well as
screens and carts. Facilities for classes in
broadcasting are located near the communications department in Foss Center.
Media Resources
56 Academic Information
The college encourages students to
declare a major by the end of the sophomore year, and earlier in some disciplines.
Details of majors and minors are in the
Majors, or concentrations of study, may
be within one department, within one division, or may cross academic disciplines.
Some students decide on a major or majors
before they enter college. Others explore a
variety of disciplines before deciding.
MAJORS AND MINORS
Professional Studies-Anne Kaufman
(Chair). Education, health and physical
education, music, nursing, social work.
Social and Behavioral SciencesDiane Pike (Chair). Business administration, economics, history, political science,
psychology, sociology.
Natural Sciences and
Mathematics-Joan Kunz (Chair).
Biology, chemistry, mathematics, computer
science, physics, physician assistant studies.
Humanities-Martha Johnson (Chair).
Art, English, modem languages, philosophy, religion, speech/communication/theatre arts, College librarians.
The College cumculum is offered by 23
departments that are grouped into four
divisions for administrative and instructional purposes.
DIVISIONS AND DEPARTMENTS
to declare their major and select a faculty
adviser by filling out a Major Declaration
Form. All day students are required to
meet with their academic adviser prior to
registration. All students are encouraged to
meet with their faculty adviser as often as
is necessary.
B. A list of proposed courses (minimum
of nine, no more than one of which is a
lower-level language course and at least
five of which are upper division) and a discussion of how the courses are related to
the program goals. Indicate how the proposed courses collectively support a specialized and cohesive plan usually associated with a college major. Proposals will be
strengthened if an example of a similar
major from another institution can be
identified and compared with the student's
proposal. In addition, students should consult with the Center for Senrice, Work, and
Learning for additional information regarding career objectives. The proposal should
A. A statement of learning goals and
objectives.
A student-designed major program proposal must include:
Students may design their own major
with the assistance and approval of three
advisers and subsequent final approval by
the Academic Affairs Committee (AAC). A
student-designed major allows flexibility in
selecting major courses. Any student wishing to design a major must complete a proposal, submit it with approval and supporting letters from three faculty advisers, and
obtain AAC approval of the program.
Students should seek AAC approval as
early as possible so that any changes suggested by AAC may be incorporated into
the design without affecting the student's
proposed completion date. The deadline
for initial submission of the program
design to AAC is the first term in which
the student has achieved junior status; the
final version must be approved the term
before the student achieves senior status.
Student-Designed Major
course description section. Unless otherwise indicated, majors are part of the bachelor of arts degree.
A. The major program should include
at least two-thirds of the courses required
in the normal major programs of two
major fields offered at the College.
Students wishing to develop a transdisciplinary major are to observe the
following:
Students wishing to develop their own
major by combining appropriate portions
of two majors may consider the transdisciplinary major. This major enables students
to respond to a particular career interest.
While such an individually developed
major may satisfy the particular interest of
a student, broad majors may not be suitable for those wishing to pursue graduate
study or pre-professional programs in some
academic fields.
Transdisciplinary Majors
Contract forms with additional information about the student-designed major
approval process are available from the
Enrollment Center.
C. A description of the studentdesigned major capstone course (INS 488:
at least .5 credit, P/N option), to be taken
sometime during the senior year. The student should devise the capstone course in
consultation with advisers. It should
require an integrative project/paper that
draws together the course work up to that
point and/or prepares one for further study
OR an honors project (to be approved by
AAC). In addition, at least one of the
advisers must specifically address the rationale for the proposed capstone course in
his or her supporting letter, though
approval of the self-designed major program by all advisers presumes their
approval of the capstone course.
provide information showing how the general education perspective and skill
requirements are to be fulfilled.
Academic Information 57
-
-
p v d by
Accounting
General Accounting
Managerial Accounting
Public Accounting
American Indian Studies
Art
Art History
Studio Art
Biology
Business Administration
Economics/Business Administration
Finance
International Business
Management
Chemistry (B.A. or B.S.)
Communication
Communication Artskiterature
(Teacher Licensure Major)
General Communication Studies
Mass Communication
Rhetoric
Organizational Communication
public Relations and Advertising
Marketing Communications
Human Relations
Supervisory Management
Listings that are shaded are offered
ough both the day program and
ekend College. Weekend College
choose a major offered in
am if they wish. They may
e as many courses as possible throug
end College, then finish the major
program student. A change of proram is allowed once each academic year.
Philosophy
Computational Philosophy
Physical Education
Physics (B.A. or B.S.)
Solid State Physics (B.S.)
Space Physics (B.S.)
Mathematics
Metro-Urban Studies
Modern Languages
French
German
Norwegian
Spanish
Music
Music (B.A.)
Music Education (B.M.)
Music Performance (B.M.)
Music Therapy (B.S.)
Nordic Area Studies
International Relations
In trrnational Business
Health Education
-
(licensure, WEC only)
Elementary Education ~ t u d i B
Economics
Economics/Business Administration
Economics/Political Science (Teacher
Licensure Major)
A ~ ~ l i Economics
ed
East Asian Studies
I
rkt stnden* a d v i s a the departmnt &dfi
of the two majors to be mm-,
a d tk
h m i r t t e on Student Smdfng.
C Tht c u r i m m m r tse x
a f h l s u r h f f a 3 p b m m r v Cmrrut
Fc¶nsareamib&leinthtrtgbtrag~&
muacr for mcb a mjm prtx to t k end
B.Thcmadmsbnulddcagnand~a
58 Academic Information
International Business
International Relations
~eadershipStudies
Linguistics
Management Information Systems
ist tory
American Indian-S'idl'e's
Art
Architecture
Art History
Studio Art
Biology
Business ~dministration
Chemistry
~ommunication
Computer Science
East Asian Studies
Economics
English
Film
Health Education
mm
Accounting
Community Studies
Crime and Community
Cultural Anthropology
Social Psychology
Student-Designed
Theatre Arts
Dance and Theatre (Teacher Licensure
Major)
Transdisciplinary
Women's Studies1
Soci~?ag
SiFm w o r m
Political Science
Political Science/Economics (Teacher
Licensure Major)
Psychology
Social Psychology
Religion
Youth and Family Ministry
Russian, Central and East European Area
Studies 1
--
ACTC Majors-It is possible for day
students to complete other majors through
the Associated Colleges of the Tivin Cities
(ACTC). Students who wish to complete a
major offered at one of the other ACTC
1 Dual-degree programs with the University of
Minnesota Institute of Technology and Michigan
Technological University.
1 Cooperative program of the Associated
Colleges of the Twin Cities and agreements with
the University of Minnesota. It is possible for students to take beginninglintermediatdadvanced
courses not available at consortium colleges in
Arabic, Chinese, Hebrew, Japanese, Russian, and
other infrequently taught languages. Students register directly with the ACTC office.
Mathematics
Metro-Urban Studies
Middle East Studies
Modem Languages 1
French
German
Norwegian
Spanish
Music
Music Business
Nordic Area Studies
Philosophy
Physical Education
Physics
Political Science
Psychology
Religion
Youth and fimily Ministry
Sociology
Social Ministries
Social Welfare
Russian, Central, and East European Area
Studies
Special Education
Theatre Arts
Theatre Arts
Theatre History and Criticism
Dramaturgy
women's S t u d i i
Academic Information 59
Several teaching licensure programs are
offered at Augsburg. Licensure is available
in kindergarten-elementarylmiddle school
education with subject area specialties in
one of the following: mathematics, science,
communication artslliterature, social studies. This is a K-8 license for teaching at the
elementary level and at the middle school
level in the specialty area. Students seeking
this licensure obtain an elementary education major with a subject area specialty.
Licensure is also available in the following
middle schooVhigh school fields: biology,
chemistry, communication artslliterature,
health, mathematics, physics, and social
studies. This license prepares people to
teach in grades 5-12. Students seeking
licensure in one of these areas obtain an
appropriate subject area major and complete secondary licensure coursework.
Finally, specialist licenses are available in
art (K-12), vocal music (K-12), instrumental music (K-12), physical education
(K- 12), and dancdtheatre with a theatre
emphasis (K-12). This license prepares
people to teach in grades K-12. Students
seeking licensure in one of these areas also
obtain the appropriate subject area major
and complete the secondary licensure
Teaching Licensure
OTHER STUDY PROGRAMS
Weekend College is not part of the
ACTC consortium, and Weekend students may not register for ACTC courses
or complete ACTC majors under the
terms of the ACTC consortium agreements.
colleges must apply through the Augsburg
registrar's office. Some majors may have a
competitive application process with
acceptance determined by the major
department.
60 Academic Information
-
-
Pre-Law-Students considering a
career in law should examine the handbook published by the Association of
Pre-Engineering-See engineering
degree and major requirements on pages
144-145.
Pre-Dentistry-These courses are recommended to fulfill the minimum requirements of the School of Dentistry at the
University of Minnesota: ENG, two courses;
BIO 113, 114,215; PHY 121, 122; CHM
115,116 (or 105, 106), 351,352; MAT
124; PSY 105. Requirements at other universities may vary.
It is recommended that requirements
for admission to graduate schools or seminaries be reviewed and the course of study
at Augsburg planned accordingly. A faculty
adviser is available in each field to assist
students in their planning. Students who
want to plan a pre-professional program
should contact Academic Advising early in
their freshman year to arrange for faculty
advising prior to their first term at
Augsburg.
Students who plan to enter the fields of
law, medicine, dentistry, ministry, veterinary
science, pharmacy, or engineering can profit
from a liberal arts education at Augsburg.
Pre-Professional Programs
Students seeking elementary licensure
have education department advisers.
Students seeking 5-12 and K-12 licensure
have advisers in their subject area major
and in the education department. It is very
important that students work closely with
their advisers throughout their programs.
coursework. (See Department of Education
and subject area departments for more
information.)
Pre-Seminary-A student may enter a
theological seminary with any of several
Pre-Pharmacy-Augsburg has a program designed to fulfill minimum
requirements of the College of Pharmacy
at the University of Minnesota: BIO 113,
114,215,476; CHM 115, 116 (or 105,
106), 351,352; ECO 113; ENG 111, and
a second course; MAT 145, 146; PHY
121, 122; electives from human anatomy
(ACTC); and humanities, literature, and
the arts to fulfill the semester hour
requirements. Requirements at other
universities may vary.
Pre-Occupational Therapy, PrePhysician Assistant, a n d Pre-Physical
Therapy-Coursework in preparation for
these training programs should be discussed with a faculty member in the
Department of Biology.
Pre-Medicine-Many medical schools
are encouraging a liberal arts education to
prepare for study in medicine. While a
major in chemistry and biology is not
required to apply to medical schools, many
students with an interest in the sciences
choose to major in these fields.
Coursework that is required by most medical schools includes: two composition
courses, including ENG 111; CHM 115,
116 (or 105, 106); CHM 351,352; BIO
113, 114,215,367; MAT 145,146; PHY
121, 122. Courses recommended in preparation for MCATs: BIO 355,473,476;
CHM 361.
American Law Schools. Students may wish
to take law-related courses to help determine their interest in law. Pre-law students
should major in a discipline of their own
choosing; most law school entrance
requirements will be satisfied with a record
of solid achievement coupled with an
acceptable LSAT score.
-
The Honors Program at Augsburg was
awarded a National Science Foundation
Grant to establish an Honors Computing
and Communications Lab, and to put the
program on a computational footing.
Students entering the program as freshmen
are required to take an honors version of
CSC 160 Introduction to Computer Science
and Communications, which establishes
crisp computing and communications
skills at the outset of their collegiate
careers. Other courses in the program
The Honors Program is designed to
challenge and encourage the most academically distinguished students at Augsburg.
The program combines academic and cultural components with social activities.
Members of the program normally enter as
freshmen, but students may enter the program as late as the beginning of the junior
year. Students graduate from the Honors
Program upon successful completion of the
program, which is noted on the transcript.
That notation provides an advantage for
both employment and graduate school
application.
HONORS PROGRAM
Pre-Veterinary Medicine-To meet
minimum requirements of the College of
Veterinary Medicine at the University of
Minnesota, the following science courses
are required: MAT 114 or 145, CHM
1051106 or 115/116, CHM 3511352, BIO
113, BIO 114, BIO 215, BIO 355, BIO 369,
BIO 476, PHY 121/122. Other non-science
courses are also required.
different majors, such as history, philosophy, English, psychology, sociology, or religion. Recommended preparation includes
REL 111, 221; at least two semesters of
history (Western civilization); one or more
courses in the history of philosophy, and
Greek in the junior andlor senior year.
Academic Information 61
-
-
Associated Colleges of t h e Twin
Cities (ACTC)-Full-time day students at
Augsburg and the St. Paul colleges and
universities of Hamline, Macalester, St.
Catherine, and St. Thomas may elect to
take a course each semester at one of the
other campuses. This program is open to
sophomores through seniors. Please reference the ACTC newspaper for more
details. No additional fee is required for
Library a n d Media CenterThrough CLIC, the Twin Cities private
colleges library consortium, the Augsburg
community has direct access to over
1,300,000 volumes.
Augsburg cooperates with other colleges and institutions in the Twin Cities
area on several programs.
INTER-INSTITUTIONAL PROGRAMS
Requirements center on full participation in the program and the maintenance
of at least a 3.3 GPA the freshman year, a
3.4 the sophomore year, and a 3.5 the last
two years. Please direct inquiries to Dr.
Larry Crockett, director of the Honors
Program, 612-330-1060.
During the junior and senior years, students take four mini-seminars (one full
course credit upon completion), one each
semester, and participate in a six-week
Monday Forum Program each term.
Seniors take a senior seminar which satisfies a perspective requirement, and are
required to complete an approved honors
project. Some seniors satisfy this requirement by serving on the Augsburg Honors
Review, a yearly journal that publishes outstanding student papers.
make use of these computing skills in laboriented sequences exploring literature,
writing, history, religion, philosophy, and
social and natural science.
62 Academic Information
Note: A maximum of one full Augsburg
course credit of military science studies
Naval ROTC-Augsburg students may
participate in the Naval ROTC program at
the University of Minnesota under an
agreement between Augsburg, the
University of Minnesota, and the program.
For more information, contact the registrar's office.
Army ROTC-Augsburg day students
may participate in the Army ROTC program at the University of Minnesota under
an agreement between Augsburg, the
University of Minnesota, and the
program. For more information, contact
the registrar's office.
Air Force ROTC-Augsburg day students may participate in the Air Force
ROTC program at the University of St.
Thomas under the ACTC consortium
agreement. Students are eligible to compete
for two- and three-year AFROTC scholarships. For more information, contact the
registrar's office.
Higher Education Consortium for
Urban Affairs ( H E C U A ~ - A U ~ Sin
~U~
cooperation with 17 other colleges and
universities, offers off-campus study
semesters in Scandinavia, South and
Central America, and the Twin Cities. (See
HECUA programs on page 65.)
Weekend College students may not participate in the ACTC consortium program.
such an exchange, except for private
instruction in music or approved independent studies. Students may elect to participate in the cooperative program to gain
new perspectives, to get better acquainted
with the other schools, or to undertake a
specific course or major not offered on the
home campus. A regularly scheduled bus
shuttles students between the campuses.
Students receive advice on selecting
programs that best fit their academic,
career, and personal objectives. Assistance
is provided with application, course registration, financing, and travel arrangements.
Orientation and re-entry programs assist
students in integrating the experience
abroad into their coursework and
personal lives.
Study abroad is an integral part of several majors at Augsburg and will add an
international dimension to any academic
program. Courses abroad can fulfill major,
general education, and graduation requirements when approved by academic advisers and department chairs before departure.
Academic Requirements and Credit
An increasing number of Augsburg students are taking advantage of the opportunity to gain academic credit for an overseas
experience. Through study abroad students
may meet with grassroots women's organizations in Mexico, work in a small business or artisan program in Namibia, examine Scandinavian perspectives on world
peace in Norway or thrill to the sounds of
The Magic Flute at the Viennese state opera
house. Study abroad provides opportunities to develop critical thinking skills,
strengthen language competencies, further
career paths, experience different cultures,
and gain knowledge about the increasingly
interdependent world.
OPPORTUNITIES FOR
STUDY ABROAD
may apply toward the total credits required
for graduation. Additional military science
credits beyond the one credit allowed will
be classified as non-degree credits.
The center's study programs are conducted in Central America, Mexico, and
Namibia. Students experience three distinct types of living situations: living with
other participants in a community house,
spending several days in a rural setting,
and several weeks living with host families.
They also travel together on two-week
seminars-from Mexico to Central
America, and from Namibia to South
Africa. The cost of these programs is equiv-
The mission of the Center for Global
Education at Augsburg College is to provide cross-cultural educational opportunities in order to foster critical analysis of
local and global conditions so that personal and systemic change takes place
leading to a more just and sustainable
world.
The Center for Global Education
The cost of many programs is equivalent to full tuition, room, and board for a
semester on campus. Financial aid is granted
on the same basis as on-campus study.
Cost estimates are drawn up to assist the
financial aid office in awarding aid to students studying overseas.
Costs and Financial Aid
The deadline for application is Oct. 15
for off-campus study during spring term
and April 1 for off-campus study during
fall and summer terms.
All students in good academic standing
(a minimum GPA of 2.5) at Augsburg may
apply for permission to study off campus.
Although foreign language skills are an
asset, they are not required. Since it takes
some time to prepare for studying abroad,
students should start planning during their
freshman and sophomore years.
Eligibility and Application
Academic Information 63
--
-
-
This program introduces students to the
key issues facing the Central Americans.
For two decades the people of Central
America have been in upheaval and have
experienced fundamental social and political change. Students examine the impact of
revolution and civil war on the lives and
culture of the people and the environment
of Guatemala, El Salvador, and Nicaragua.
Course credit may be earned in Spanish,
religion, history, and economics. Augsburg
application deadline: April 1for fall, Oct.
15 for spring.
Sustainable Development and Social
Change (Guatemala, El Salvador,
Nicaragua)-Fall or Spring
This program is an intensive semester
of study and travel designed to introduce
students to the central issues facing
Mesoamerica, with emphasis on the experiences and empowerment of women.
Students engage in gender analysis of key
social, economic, political, and cultural
issues in Mexico and Guatemala, explore
the interconnectedness of race, class, and
gender, and learn first-hand from both
women and men who are involved in
struggles for sustainable development and
social change. The program offers credit in
religion, interdisciplinary studies, political
science, and Spanish. Augsburg application
deadline: April 1.
Crossing Borders: Gender and Social
Change in Mesoamerica (Mexico) Fall
alent to full tuition, room, and board for
one semester on campus, plus airfare.
(Some travel scholarships are available for
Augsburg students.)
64 Academic Information
This program examines these crucial
issues from the perspectives of the new
democracies of southern Africa. Namibia
won its independence in 1990 after decades
of apartheid South African colonialization.
South Afnca had its first democratic election in 1994. As these nations struggle to
build nationhood and deal with the legacies
of apartheid and colonialism, they are faced
with the challenges posed by the rapid
process of globalization in today's world,
the challenges posed by under and unequal
development, and the long-term project of
decolonizing the mind. Credit is available
in history, religion, political science, and
Nation-Building, Globalization, and
Decolonizing the Mind: Southern
African Perspectives (Namibia) Spring
This program introduces students to the
socio-economic and political issues of the
region with a focus on the impact of environmental policies on the lives of women
and men from varying economic classes
and ethnic groups in Mexico and Central
America. Credit is available in Spanish, history, political science, and religion.
Augsburg application deadline: Oct. 15.
Social and Environmental Justice: Latin
American Perspectives (Mexico)Spring
This intensive program of travel and
study is designed to introduce participants
to the central issues facing southern Africa.
Namibia is a nation that has recently gained
independence and is making a transition
from colonialism to independence. Credit is
available in history, religion, political science, and interdisciplinary studies.
Augsburg application deadline: April 1.
Multicultural Societies in Transition:
Southern Africa Perspectives
(Namibia)-Fall
This interdisciplinary program, with
travel to Guatemala and Ecuador, provides
an overview of history, culture, economy,
and politics of these regions. Students
study theories and models of development
and explore their usefulness in understanding the regional and global context.
Augsburg application deadline: April 1.
Politics, Development and the City:
Guatemala and Ecuador- Fall
This interdisciplinary program focuses
on contemporary Scandinavian society, culture, and language and the development of
cities, urban problem solving, and urban
life. Local, regional, and international field
study and site visits in other countries,
including the former Soviet Union, will
provide comparative perspectives on welfare states and global politics. Application
deadline: April 1.
Scandinavian Urban Studies Term:
Norway-Fall
For more information on international
HECUA programs, see the listings under
International Studies; and for non-international programs, see Metro-Urban Studies
under Interdisciplinary Studies.
Augsburg, in consortium with other
colleges and universities, offers programs
through HECUA in four different full
semester programs in Norway, Ecuador,
Ireland, or Guatemala. All programs
emphasize the impact of the social change
and cross-cultural factors on the human
community. HECUA programs emphasize
intense language experience, internships,
and field trips.
Higher Education Consortium for
Urban Affairs (HECUA)
interdisciplinary studies. Augsburg application deadline: Oct. 15.
Selected education department students
may participate in the International
Student Teaching Abroad
The "Northern Ireland: Democracy and
Social Change" program examines the historical, political, and religious roots of conflict in Northern Ireland, the prospects for
peace, and the progress being made.
Through a seven week internship, students
get hands-on experience with organizations working for social change. Field seminars focus on human rights, conflict transformation, and education for democracy
The program is located at the UNESCO
Centre at the University of Ulster in
Coleraine. Application deadline: Oct. 15.
Northern Ireland: Democracy and
Social Change-Spring
Through fieldwork and hands-on projects, students explore the impact of global
development on local culture and environment and the response of indigenous communities in Guatemala, with travel to Cuba
or another Latin American country.
Augsburg application deadline: Oct. 15.
Environment, Economy, and
Community in Latin America:
Guatemala and Cuba-Spring
This interdisciplinary program, based
in Quito, Ecuador, enables the student to
combine intense involvement in a community-based organization with study of the
community development process and
increase language skills. Students study
philosophical and ideological perspectives
of a variety of community agencies or
groups working with or for low-income
and other disenfranchised populations in
Latin America. Application deadline:
Oct. 15.
Community Internships in Latin
America: Ecuador-Fall
Academic Information 6
-
Service- and work-based experiential
education opportunities are closely related
to students' coursework, majors, andlor
career interests. Learning opportunities
may be in non-profit organizations,
schools, government agencies, community-
The Center for Service, Work, and
Learning is a comprehensive center incorporating an experiential educational focus
emphasizing the importance and value
for all students to engage in serviceand work-based learning experiences
throughout their college years. The
center encourages students to take advantage of Augsburg's metropolitan location
through the highly successful servicelearning, internship, and career planning
programs that link the College's academic
programs to community organizations and
businesses.
THE CENTER FOR SERVICE, WORK,
AND LEARNING
May and summer courses to many parts
of the world enable students to earn credit
through short-term travel. Contact the
Global Studies office for the most current
list of programs.
May/Summer Abroad
Student Teaching Abroad program coordinated through Minnesota State UniversityMoorhead or the University of MinnesotaMorris. Additionally, International Partners
has student teaching options available in
Norway. Students have options for student
teaching in dozens of countries through
the International Independent School
Network. Students who teach abroad will
also do part of their student teaching
under direct Augsburg faculty supervision.
For additional information, contact the
Department of Education student teacher
coordinator.
56 Academic Information
An academic internship is a carefully
planned, service- or work-based learning
Academic Internships
The service-learning program also
works closely with the student-directed
Augsburg LINK, residence hall directors,
and campus ministry.
Augsburg's Community ServiceLearning Program provides students with
opportunities to understand and respond
to needs in the city through course-embedded service experiences. A key component
of community service-learning includes
reflection on and analysis of community
issues in order to promote personal and
educational growth and civic responsibility.
Through connecting classroom content
with service, Augsburg students learn from
and about the organizations where they
serve and deepen their understanding of
course knowledge. This dynamic and interactive educational approach employs reciprocal learning between the students and
the community. Community service-learning examples include tutoring at schools
and literacy centers, volunteering at homeless shelters, Habitat for Humanity, and
community centers, or working with cultural and environmental groups.
Community Service-Learning
The Center for Service, Work, and
Learning includes the following programs:
The underlying assumption is that a
liberal arts education is an effective preparation for careers and citizenship. The integration of "knowing and doing" adds
breadth and depth to the liberal arts curriculum and assists students in making
more informed academic, personal, and
career decisions.
based organizations, small and mid-size
companies, and large corporations.
Cooperative Education is a non-credit
transcript notation for paid work experiences related to a student's major or career
objective. The goal is for students to apply
theory to practice in a work setting. Job
opportunities typically are part-time during
the academic year and/or full-time in the
summer and can begin and end anytime.
Students must register for the non-credit
transcript notation (GST 009), set learning
goals and evaluate their experience. The
director of the Center for Service, Work,
and Learning supervises co-op transcript
notation work experiences.
Cooperative Education
A maximum of four courses of internship may count toward the total courses
required for the degree.
Internships are available in all majors
and can be taken during a semester (or
Weekend College trimester), or summer
sessions. Inter-disciplinary internships are
also available. For extension of an internship beyond one term see Evaluation and
Grading on page 79.
An academic internship is approved,
supervised, and evaluated by a faculty
member in the department in which the
student wishes to earn the internship credit. Upper division internships are numbered 399 and lower division internships
are numbered 199 (see page 91).
experience where a student focuses on specific academic and individual learning objectives. Academic credit is received for
the learning derived from the experience.
A learning agreement plan, negotiated with
a faculty supervisor and work supervisor,
outlines the internship objectives, strategies, and evaluation methods.
The Master of Arts in Leadership is
based on a liberal arts approach to leadership studies. This cross-disciplinary program directs its academic content and pedagogical approaches at situations, issues,
and problems relevant to organizational
leaders. Augsburg's program recognizes
that today's leaders need a broad spectrum
of abilities to provide them with a more
comprehensive understanding of their
world. Designed for working adults, the
program operates on alternate Saturdays.
Augsburg College offers five graduate
degree programs: the Master of Arts in
Leadership, the Master of Social Work,
Master of Arts in Nursing, Master of Arts
in Education, and the Master of Science in
Physician Assistant Studies. Catalogs for
each degree program should be consulted
for complete information.
GRADUATE PROGRAMS
Career services are available to all students. Seniors are especially encouraged to
attend the annual private college job fair
with recruiters representing business and
the nonprofit and government sectors or
the education job fair.
Career Services is committed to assisting all students with choosing majors and
making career and vocational decisions.
This process is an important part of a student's development while attending college. To aid students in this process, Career
Services provides students the opportunity
to actively participate in personal and
career assessments and one-on-one career
counseling/plaming, assists students with
internship and job search strategies, and
connects students to campus, community
and alumni resources.
Career Services
Academic Information 67
-
Within the framework of a Christian
liberal arts education, the Master of Arts
in Nursing Program is designed to prepare
nurses for advanced transcultural and community health nursing practice in a global
community and across care settings, with
particular emphasis on addressing health
A dual degree (Master of Social Work
and Master of Arts in Leadership for
Mission) is also available and is offered in
collaboration with Luther Seminary. The
dual degree is designed to meet the educational interests of people planning to serve
the spiritual and social needs of families,
individuals, and communities.
The family practice concentration prepares students to work with families and
individuals within families, across the full
range of contemporary social work practice
settings. The program development, policy,
and administration concentration has been
developed in response to the growing
demand for creative leadership and administration of policies and services that
respond to human need.
There are two concentrations: family
practice or program development, policy,
and administration. Students choose one of
the two concentrations for their program
focus. The curriculum emphasizes work
with diverse and oppressed groups, social
justice, leadership for social change and a
holistic, strengths-based, problem-solving
framework. Graduate social work classes
meet in four-hour blocks on Friday
evenings, Saturday mornings, and
Saturday afternoons.
The Master of Social Work (MSW)
prepares students for entering advanced
social work practice. The program builds
on the liberal arts base of the College and
supports the College's mission to nurture
future leaders in service to the world.
I
58 Academic Information
The Master of Science in Physician
Assistant Studies (MSPAS) is designed for
students interested in careers as health care
providers. The mission of the program is
based on a foundation of respect and sensitivity for the cultures and backgrounds of,
and is oriented toward providing care to,
underserved populations. Students are well
educated in current medical theory and
practice in primary care medicine. All
physician assistants must have a supervising physician to practice. The program is
three years long with classes held Monday
through Friday during the day
The Master of Arts in Education
(MAE) is a new program (starting Fall
2002) that offers initial licensure coursework at the graduate level in elementary
education, secondary education, and special education: EBD. Students are able to
take up to six licensure courses at the
graduate level and complete their licensure
programs with a combination of graduate
and undergraduate coursework. Students
can then apply their graduate level licensure courses to complete a master's degree
program. Students will complete their master's degrees through a combination of
MAL coursework and graduate level education coursework (total of nine courses).
Licensed teachers also can pursue special
education: EBD licensure at the graduate
level. The program is available through the
Weekend College schedule, and the admissions process begins with the Weekend
College Admissions office. For further
information, contact the Education
Department or the Weekend College
Admissions office.
disparities. The curriculum is grounded in
nursing science, public health principles,
theory-guided practice, and transcultural
care. Classes meet on an every other week
or one weekend a month basis in
Rochester andlor Minneapolis, Minn.
The Canadian program was inaugurated in 1985 with endowment from the
Mildred Joel bequest for Canadian studies.
The program supports special events and
conferences as well as student internships
and faculty activity in Canadian studies.
The goals of the program include community involvement, increased awareness of
the importance of Cana&an/U.S.relations,
and provision of opportunities to learn
directly from Canadians through visits and
exchanges.
Canadian Program
Contact the Office of Continuing
Studies at 612-330-1628 for information
about current and upcoming programs.
New programs are developed through
collaborations between academic and college departments that include Youth and
Family Institute, Social Work, Education,
and the Office of Continuing Studes.
Other organizations including the
Minneapolis and Saint Paul Public School
Districts, the Department of Children,
Families, and Learning, and the College
Board have developed programs through
the Office of Continuing Studies.
The mission of Augsburg College continuing education program is to provide
working adults with lifelong learning
opportunities that will enable them to continue to grow personally, professionally,
and spiritually in their homes, workplaces,
and communities. The program strives to
meet the needs of the community by offering credit and non-credit programs consistent with the mission of Augsburg College.
Continuing Education Program
OTHER PROGRAMS
information 69
To register for more than 4.5 course
credits, students must contact the
Enrollment Center to petition the
Committee on Student Standing unless the
following apply: cumulative GPA of 3.0 to
3.49 may take a total of 5.0 course credits;
cumulative GPA of 3.5 or greater may take
Full-time day students normally register for four course credits per semester.
Students registered for three or more
course credits in a semester are classified
as full-time students. Students registered
for two course credits are classified as halftime students.
A student must be registered for a
course to receive credit for it.
LI REGISTRATION
To obtain further information about the
program or to request a catalog, call 612330-1139 during Tuesday and Wednesday
office hours (10:OO a.m. to 2:00 p.m.). To
ask questions or to schedule a program,
call Karen A. Lindesmith, program director, at the above number.
Augsburg College demonstrates its
commitment to lifelong learning through
its College of the Third Age. For more than
25 years this program has brought classes
in the liberal arts and the humanities to
mature learners in the Twin Cities metropolitan community Approximately fifty
retired professors are available to teach one
class or a series of classes at churches, synagogues, community centers, or senior residences. The current catalog lists 200 classes available for group study only (Note:
For individual study, call the Admissions
Office at Augsburg College at 612-3301001.)
College of the Third Age
Academic
-
Weekend College students may add
individual classes to their current schedule
and/or withdraw without notation through
Friday after the first class weekend. The
signature of the instructor is required to
add a class after the class meets. Students
may petition the Committee on Student
Standing for permission to add a class
through the Thursday prior to the second
class weekend. There is a fee for this petition. The last day to petition to add a class
Day students may add individual classes to their current schedule and/or withdraw without notation up through day 10
of the term. The signature of the instructor
is required to add a class after the class
meets. From day 11 through day 20, students may still petition the Committee on
Student Standing for permission to add a
class. There is a fee for this petition. Day
20 is the last day to petition for adding a
class.
Although new day students may register up to five days after the semester
begins, registration is encouraged at the
regularly scheduled time. Reference the
ACTC Joint Class Schedule for the Day
school calendar and the WEC Class
Schedule for the WEC school calendar.
Weekend College students typically
register for one or two course credits each
trimester. Students registered for at least
two course credits in one term are considered full time for that term. Students registered for one course credit are considered
half-time for the term.
a total of 5.5 course credits without petitioning. All overload registrations must be
done at the Enrollment Center in person.
Please note: there is an additional tuition
charge for course loads over 4.5 course
credits (this includes combining the credit
load from both the day and WEC programs).
70 Academic Information
Office of Weekend College-412330-1782
Academic Advising-612-330-1025
Enrollment Center412-330-1046
Specific information on registration and
help with registration on other campuses
are available from these offices:
Summer session, Weekend College, and
graduate program courses are published in
separate schedules.
A joint class schedule is published each
spring by the Associated Colleges of the
Twin Cities, listing courses and their locations at the five colleges for the following
academic year. Individual school course
listings are also available through the web
and should be checked to verify the correct
meeting times and room assignment. As
some courses are offered only in alternate
years, students should also consult with
departmental advisers when planning their
academic program.
Some late course registrations may be
subject to additional late fees.
Separate rules apply to Summer School.
Rochester students may add individual
classes to their current schedule andlor
withdraw without notation through
Monday after the first week of classes. The
signature of the instructor is required to
add a class after a class meets and it must
be processed through the Enrollment
Center. Students may petition the
Committee on Student Standing for permission to add a class through the Friday
prior to the second week of classes. There
is a fee for this petition. The last date to
petition to add a class is the Friday before
the second week of classes.
is the Thursday prior to the second class
weekend.
The WEC program is not part of the
ACTC (Associated Colleges of the Twin
Students have registration priority in
their home program. Crossover registration
begins only after the open web registration
period closes for both programs. A schedule is published on the registrar office web
page. There is a special crossover registration form that must be processed at the
Enrollment Center. This registration option
is not available by web.
Day students taking over 4.5 credits
will pay the day part time rate for any
credits over 4.5 in their combined
day/WEC load (Spring day term will
include both Winter WEC and Spring
WEC). The maximum number of credits
that may be included in the day full time
tuition rate for students who cross-register
is 4.5 .
Students will be charged the rate of
their home program for courses in which
they enroll outside their home program.
The rate will be based on the maximum
credit load they are canying on any calendar date over the span of the two terms.
For example, a day program student taking
2.0 credits in the day program, and 1.0
credits in the WEC program, will be considered full time and will be charged the
full time day program tuition rate. A WEC
student taking 2.0 credits in the WEC program, and 1.0 credits in the day program,
will pay the WEC tuition rate x 3.0 credits.
Every Augsburg undergraduate student
is admitted to a "home program," either
day or Weekend College. It is expected
that students will complete most of their
degree requirements through their home
program. However, students may register
for no more than 1.0 credit per term outside their home program. Enrollment will
be based on class availability
Crossover Registration Policy
-
The primary method of registration will
be via the web through AugNet during the
open registration period. Please reference
the ACTC Newspaper for specific dates.
Day students will be issued new PINS each
term prior to registration from their
assigned faculty adviser (please reference
the Personal Info screen on your AugNet
account for your assigned Faculty
Weekend College students may register
during the designated time prior to the
start of each term.
All day students are required to meet
with their academic adviser prior to registration. Freshmen and transfer students
may register during summer for courses in
the fall. All currently enrolled day students
may register during the fall for the spring
term and during the spring for the fall
term.
Registration
Students may apply to change their
"home" program by filling out a Change of
Program form available at the Enrollment
Center. The change will take effect the following term. Changes are limited to one
each academic year.
Change of Program
Any undergraduate student taking a
graduate level course must have special
permission from the faculty director of the
program in which they wish to enroll.
Undergraduate students enrolled in graduate courses will pay the graduate rate for
those courses. Any student enrolled in an
Augsburg graduate level program wishing
to take an undergraduate course will pay
the rate of the program in which the
course if offered.
Cities) tuition exchange program. WEC
students may NOT crossover to attend
ACTC courses.
Academic Information 7
Former Augsburg students, re-admitted
to complete a degree after being away from
the College for at least one calendar year,
have a choice between using the catalog in
effect when they first enrolled, if possible,
or using the catalog in effect at the point of
re-admission. Some departments will not
accept coursework taken more than seven
to ten years ago. Students must meet all of
Re-Admitted Students
Students are responsible for keeping
the registrar's office informed of their current mailing address.
Students are urged not to abandon
courses for which they are registered
because this will result in a failing grade
on their official academic record.
Cancellation of courses or withdrawal from
the College must be completed in the
Registrar's Office. A Withdrawal from the
College form may be obtained at the
Enrollment Center. Withdrawal from
College cannot occur during final examination week unless a petition is approved
by the Committee on Student Standing.
Withdrawal from College and any consequential adjustments in accounts are effective as of the date the Withdrawal from
College form is returned to the registrar's
office.
Withdrawal from College
Once the open registration period closes, returning students registering for the
first time for the coming term will be
assessed a late registration fee. The
Enrollment Center will process all registration forms after the web closes.
Advisor). The Enrollment Center is also
available to process registration forms.
Note: Web registration may not recognize
prerequisites fulfilled in transfer work. In
these cases, please process your registration at the Enrollment Center.
72 Academic Information
All degree and course requirements
must be completed and v e d e d in the registrar's office prior to the anticipated date of
graduation (there may be no incompletes or
open courses on the academic record).
Each student must apply for graduation at the end of their junior year.
Students should apply before the start of
their last academic year to confirm remaining graduation requirements. Application
forms are available at the Enrollment
Center.
Students who enter an academic program with a baccalaureate or higher degree
should contact the registrar's office about
specific requirements for a second baccalaureate degree or for the equivalent of a
major. See page 23 in Undergraduate
Admissions-Special Students (Second
Degree).
Faculty advisers, the Academic
Advising staff, department chairs, and the
registrar staff are available for counsel and
assistance in program planning.
The responsibility for seeing that all
degree requirements are satisfied rests with
the student. All students are required to
file a graduation application with the
Registrar's Office one year prior to graduation.
GRADUATION REQUIREMENTS
the requirements in effect under the catalog they choose. Choosing to complete
graduation requirements under the current
catalog will require re-evaluation of prior
coursework, including transfer credit, to
determine its applicability to the current
catalog requirements.
3. Augsburg Seminar (AUC 101)All students who enter the College as
freshmen in the weekday schedule program must satisfactorily complete fall orientation and the Augsburg Seminar. See
the program section on the Augsburg
Seminar for a full description.
2. Completion of a MajorRequirements for each major are listed
under the departmental headings.
No more than these maximums may be
applied toward the 32 total course credits
required: two courses by independent/
directed study; four courses of internship;
and six course credits with a grade of Pass
(P). Each department sets its own limitations on the number of P/N graded courses
that may be applied toward the major and
minor programs, but normally students
may apply no more than two course credits
with P grades toward a major and no more
than one course credit with a P grade
toward a minor. The Departments of
Education and Social Work are examples
of departments that allow students to apply
more than two course credits with P grades
within the major program (two in major
field courses plus student teaching or field
work practicums).
1. Completion of 32 course
c r e d i S N o more than 13 course credits
may be in one department, except in certain approved majors: accounting (B.A.) 14; music education (B.M.) - 17; music
performance (B.M.) - 20; music therapy
(B.S.) - 17; and social work (B.S.) - 15.
Degree requirements include completion
of a minimum number of credits, a major,
the Augsburg Seminar (AUG 101), at least
one Augsburg Experience, a minimum GPA
in major(s)/minor(s) and in total course
work, residence, and general education
courses, including lifetime sports.
Requirements For Undergraduate
Graduation:
-
5. Grade Point Average-2.0 for
most majors. A minimum grade point average of 2.0 is required for all courses taken
and specifically for all courses that apply
toward a major or special program. Some
majors, licensure, and certification require
higher grades in each course or a higher
grade point average. (For example, see
licensure in education, music education,
music performance, music therapy, nursing, and social work.) See the departmental
section for details.
An Augsburg Experience integrates
experiential learning with academic learning. It demonstrates enhanced learning and
reflects research and best practices in experiential education. Approved Augsburg
Experiences meet two criteria: (1)
Integrates experiential learning with academic learning and (2) Links on-campus
learning to the goals, mission, needs or
ideas of off-campus people, organizations
and/or communities, either through community partners, professional activities,
and/or travel. Augsburg Experiences may
be embedded in designated courses that
are part of the regular class schedule or
may be completed for zero credit outside
of the regular class schedule. The length of
time required, credit/no-credit status, and
grading options for approved Augsburg
Experiences will vary
4. Augsburg Experiences-All students must complete at least one approved
Augsburg Experience as a requirement for
graduation. Augsburg Experiences highlight the College's commitment to experiential education and active participation in
the broader community, both locally and
globally Four categories of approved experiential learning opportunities are recognized as Augsburg Experiences: internships, faculty-student research, community
service, and study abroad.
Academic Information 73
-
Based on the math assessment result,
students will be enrolled in the appropriate
courses or advised on preparation for
retaking the math placement assessment.
Students may retake the Math Placement
Assessment once during their first term of
enrollment. Students are required to take
the assessments before registering for the
first term and should achieve MPG 3 by
the end of their first year at Augsburg.
Take entry level skills assessments
and satisfy requirements.
Freshmen (all students entering
Augsburg with fewer than seven college credit courses) and sophomore
transfer students with fewer than 13
courses:
Placement in writing, math, modem
languages, and critical thinking courses is
determined by the assessments. These tests
are a prerequisite for (not completion of)
graduation skills course requirements.
The entry level skills tests are inventory
assessments in:
Writing
Mathematics
Critical thinlung Modem Languages
Entry Level Skills Requirements
SKILLS COMPONENT
6. Residence-The last year of fulltime study or equivalent (no less than 7 of
the last 9 creditslrequirements) must be
completed at Augsburg or within an
approved ACTC exchange program. No
less than a total of 9 credits are to be taken
at Augsburg College. Contact the registrar's
office if an official interpretation is needed.
Some departments have a minimum number of courses that are required to be taken
in residence within the major and minor.
Consult the catalog description of the
major/minor or the chairperson of the
department.
74 Academic Information
Advanced transfer students are
required to satisfy all the Graduation Skill
course requirements, except one writing
skill course.
Those who have not passed the
equivalent of ENG 1 11 Effective Writing
course must take the entry level test in
writing. Augsburg's entry level test in writing will determine placement in an appropriate writing course.
Transfer students who enter with 13
credits or more, or an A.A. degree accepted
in transfer, are exempt from critical thinking assessments.
Advanced Transfer Students
Freshman and sophomore transfer
students will be required to satisfy all of
the Graduation Skill course requirements.
The BYU-CAPE assessment is offered
to students who have had at least a year of
Spanish, French, or German language studies in high school. The CAPE is a web
based language assessment designed to
assess and place students at the appropriate course level for language study
Students interested in waiving the modem
language requirement must complete this
assessment and place at the 311 level or
above.
Students who have college credit for a
critical thinking or logic course are exempt
from the critical thinking inventory.
Effective Writing or its equivalent is
required. Students who do not satisfy the
entry level skill in writing will be required
to take ENG 101 Developmental Writing
before ENG 11 1 Effective Writing.
Freshmen should complete the writing
requirement before the beginning of their
sophomore year. Attendance the first day
of class is required for both ENG 101 and
111.
General education includes enhancement of certain skills during the years in
college. Skills related to writing, critical
thinking, speaking, and quantitative reasoning are deliberate components of certain courses. Course work in a modem
language other than your native language
is also required. Completion of the requisite courses with a minimum grade of 2.0
or P is required for graduation. Students
Graduation Level Skills
Students are also permitted to retake
the Math Placement Exam during their
first term of enrollment at Augsburg
College.
Students in MPG 1may take MAT 103
to advance to MPG 2. Students in MPG 2
may take MAT 105 to advance to MPG 3.
Students in MPG 3 may take MAT 114 to
advance to MPG 4. No other MAT course
changes a student's MPG. A grade of Pass,
2.0 or higher is required to advance to the
next math level.
All students are required to have their
MPG determined. In some cases, students
who have transferred in a mathematics
course taken at another college may have
their MPG determined by the Registrar's
Office. All other students must take the
Augsburg Math Placement Exam, which is
administered by Academic Advising. The
exam is given during college registration
sessions and at other announced times
during the year. Practice questions and
other information are available from
Academic Advising.
Students are encouraged to advance
their MPG as soon as possible. Students
must achieve Math Placement Group
(MPG) 3 or higher to graduate. In addition, many courses require MPG 2, 3, or 4
as a prerequisite.
Mathematics Requirement
-
All Writing Skill courses have the prerequisite of ENG 111, all Quantitative
Reasoning Skill courses have the prerequi-
Students whose native language is not
English and whose score is below the minimum on the ESL placement test must fulfill the English as a Second Language
(ESL) requirement. The requirement is satisfied by successfully completing the ESL
course(s) and achieving a score above the
minimum on the ESL placement exam.
Students who complete the ESL requirement fulfill the modem language graduation skill requirement. Contact Academic
Advising or the English Department for
additional information.
There is a seven-year time limit on language courses presented for transfer and
automatic waiver. Hearing students who
have demonstrated competence in
American Sign Language by passing an
approved course sequence will have fulfilled the skill.
Requirements for the Modem Language
Skill are determined by placement test. For
a language previously studied, successful
completion (minimum grade of 2.0 or P)
of one language course at your placement
level (112 or higher) satisfies the requirement. For a language not previously studied, successful completion of 111, 112 is
required (i.e. sequential courses in the
same language). Students whose placement
test is at 311 or higher will be exempted
from further language study.
are required to have two courses with
Writing Skill components (at least one
within the major) and one course each
with Critical Thinking, Speaking, and
Quantitative Reasoning Skill components.
These courses can simultaneously satisfy
skill requirements and graduation requirements for the major andlor general education perspectives.
Academic lnformation 75
Extend knowledge in liberal arts,
especially outside of one's major disciplinary field. This is done by 1) reflecting on
the importance and meaning of spirituality
in their lives and the distinctiveness of
Augsburg as a college of the Lutheran
Church in the city; 2) reflecting on diversity through intercultural awareness; 3)
reflecting on areas associated with liberal
arts, including aesthetics, human identity,
The goal of the Liberal Arts
Perspectives is to help students think systematically about what it means to be a
human. Perspectives courses should:
The General Education program consists of the first-year Augsburg Seminar for
day freshmen, the Augsburg Experiences,
the liberal arts perspectives, and the graduation skills. A primary objective is to
develop lifelong learning in the context of
the liberal arts and the mission of the
College.
GENERAL EDUCATION
Lifetime sports are non-credit courses
and are not included in the 32-course
requirement.
Two different lifetime sports are
required. Students who are not health and
physical education majors or in intercollegiate athletics may test out of one lifetime
sport. Students may demonstrate proficiency in one of a selected list of lifetime
sports. There is a fee to take the lifetime
sport proficiency test. Students must satisfy
the second lifetime sport requirement by
enrolling in a lifetime sport course.
Lifetime Sports
site of Math Placement Group 3, and all
Critical Thinking Skill courses have the
prerequisite of passing the entry level
Critical Thinking Assessment or GST 100.
76 Academic Information
-
Up to three courses in religion may
be used to meet the perspective, The
Character and Mission of Augsburg
College: The Christian Faith.
4. No student may count more than
one course from the same department in
meeting the requirements of any single
perspective emphasis area except:
3. No student will be permitted to
count more than three courses from the
same department in meeting perspective
requirements.
2. No single course can fulfill the
requirements in two or more categories.
1. A student will choose a minimum of
one course from each required perspective
category.
Students will choose from a list of
courses meeting the Liberal Arts
Perspectives, available on-line and from
the registrar's office. These choices are controlled by the following policies:
The general education Liberal Arts
Perspectives have the primary goal of providing the basis for beginning to understand what it means to be human. The
goals of the perspectives are achieved
through a variety of courses that have been
approved as meeting the criteria established for each perspective.
LIBERAL ARTS PERSPECTIVES
The General Education program should
also teach students the skills expected of a
college graduate in writing, critical thinking, speaking, and quantitative reasoning.
Develop an appreciation of the role of
service to society.
Demonstrate connections between
liberal arts and the major field of study.
the social world, natural world, and westem heritage.
Transfer students entering with 24 or
more course credits will be required to take
one course from area 1 or 2 in the
Christian Faith Perspective while registered at Augsburg.
Transfer students entering with 13-23
course credits will be required to take two
courses from two different areas in the
Christian Faith Perspective while registered at Augsburg.
Area 1 is biblical studies, Area 2 covers
Christian theology, and Area 3 includes the
study of values or religions outside the
Christian faith. Three course credits are
required to meet this perspective except for
the following:
Christian Faith (CF 1, 2, and 3 )
This perspective focuses on Augsburg
as a college of the Evangelical Lutheran
Church in America. As a college of the
Church, Augsburg accepts as a basis for its
educational program the doctrines of the
Christian faith as revealed in scripture and
the creeds affirmed by the Lutheran
Church. It consciously affirms that all students should reflect upon the Christian
Scriptures, theological concepts, ethical
values, their own faith and values, and religious concepts outside of the Christian
faith as part of becoming educated.
Perspective: The Character and Mission
of Augsburg College: The Christian Faith
THE EIGHT LIBERAL ARTS PERSPECTIVE REQUIREMENTS
Up to two courses in a year-long
sequence of approved natural science
courses may be used to meet the perspective, The Natural World.
-
-
Two course credits from different
departments are required to meet this perspective. One course is required to meet
this perspective for transfer students entering with 13 or more course credits.
Western Heritage (WH 1 and 2)
This perspective is intended to help
students critically examine tliemes (found,
for example, in literature,' philosophy, and
the arts) and events that have historically
shaped Western civilization. Attention
should be paid to the contributions of and
to critiques of Western thought by women
and ethnic minorities.
Perspective: Western Heritage
One course credit or experience is
required to meet this perspective.
The City (C)
This requirement must be covered
either by specific courses, by internship
and education experiences, or by designated
or college-approved non-credit experiences
(such as volunteer service or college programs). Experiences that satisfy the requirement must be accompanied by a GST 209
seminar related to the perspective.
This perspective focuses on the
College's location in the heart of a metropolitan area. From this perspective, students should gain an understanding of and
critically reflect upon the city with its
diverse populations, cultural, governmental and economic institutions, and opportunities and challenges. In addition, students should experience the community
and should explore opportunities for service in the community
Perspective: The Character and Mission
of Augsburg College: The City
Academic Information 77
This perspective is intended to help
students understand themselves in relation
to the physical world. Their active role as
observers, explorers, and moral agents will
be emphasized. Sufficient technical training in scientific knowledge, concepts, and
methods will be provided to equip students
for critical and intelligent participation in
public debates on technical issues.
One course credit is required to meet
this perspective.
One course must focus on current theories and methods of a social science. Two
course credits from different departments
are required to meet this perspective. One
course is required to meet this perspective
for transfer students entering with 13 or
more course credits.
Social World (SW 1 and 2)
This perspective is intended to help
students learn to identify, examine, and critique social, economic, or political systems:
to understand how and why such systems
develop, to see the connections among
these systems, and to use this knowledge
as a participant in society
Two course credits from different
departments are required to meet this
perspective unless an approved one-year
sequence is taken. One course is required
to meet this perspective for transfer
students entering with 13 or more
course credits.
Natural World (NW 1 and 2)
Perspective: The Natural World
Aesthetics (A)
Perspective: The Social World
The study of a specific, non-Western
culture and how that culture has shaped
the world. One course credit is required to
meet this perspective.
Aesthetic creations convey fundamental
insights and values, express beauty, and
enhance life. This perspective focuses on
aesthetic qualities in artistic expressions by
oneself and others.
Perspective: Aesthetics
One course credit is required to meet
this perspective.
Intercultural Awareness (IA)
This perspective is intended to complement the Western Heritage Perspective by
expanding students' awareness of other
cultures. One course is required in which
students study a specific, non-Western culture and how that culture has shaped the
world. In this course students critically
reflect upon ways their own cultural biases
operate when confronting other cultures.
This perspective is intended to help
students view themselves as people with
unique abilities, values, beliefs, experiences, and behaviors.
Human ldentity (HI)
Perspective: Intercultural Awareness
Perspective: Human Identity
78 Academic Information
-
In courses where there is a choice, students will be graded on the traditional system unless they indicate on their registration that they wish to use the P/N grading
Certain courses have restrictions and
are offered on one grading system only
(e.g., lifetime sports are graded only P/N).
See P/N limitations under Graduation
Requirements, page 73.
P-graded courses do not count
toward the requirement that 14 traditionally graded course credits be earned at
Augsburg in order to be considered for
graduation with distinction. Transfer students should be especially aware of this
kequirement.
Unacceptable performance (no
credit for the course)
Performance below basic course
standards
Meets basic standards for the
course
Achieves above basic course
standards
Achieves highest standards of
excellence
An incomplete grade (I) may be awarded when the instructor grants permission
after determining that a student emergency
may delay completion of coursework.
Students who receive an incomplete grade
should be capable of passing the course if
they satisfactorily complete outstanding
course requirements. To receive an incomplete grade, a student must file an
Application for Incomplete Grade Form
with the Registrar's Office that states the
reasons for the request, outlines the work
required to complete the course, and
includes the course instructor's signature.
The instructor may stipulate the terms and
conditions that apply to course comple-
Grades of P (Pass) or N (No credit) are
not computed in the grade point average.
0.0
1.0
Some graduate and professional
schools do not look favorably on a large
number of P-graded courses, or rank each
as a C.
Maximum number of course credits
taken P/N that may be applied to graduation is six course credits with a grade of
Pass (P).
2.0
3.0
4.0
Numeric grades are used with these
definitions:
Numeric Grades
In order to receive a grade of P, a student must achieve at least a grade of 2.0.
Students who choose the P/N option
are cautioned:
Pass/No Credit
Most courses are offered with grading
options-traditional grading on a 4.0 to
0.0 scale or the Pass/No credit system, in
which P means a grade of 2.0 or better
and N means no credit and a grade of less
than 2.0.
Student achievement in courses is measured by final examinations, shorter tests,
written papers, oral reports, and other
types of evaluation.
EXPLANATION OF GRADES
option. Any changes in choice of grading
system must be made according to dates
published each term. All changes in grading
option that are made after initial registration require the signature of an adviser or
the instructor.
Academic Information 79
Writing
Music Education (B.M.)
. . . . . . . . .17
Music Performance (B.M.) . . . . . . .20
Music Therapy (B.S.). . . . . . . . . . . .17
Accounting (B.A.) . . . . . . . . . . . . . .14
No more than 13 courses may be in
any one department, with the
following exceptions:
O Complete 32 course credits. Of these:
of three.
O Two different lifetime sports.
O Achieve a Math Placement Group score
.Modern Languages
Critical Thinking
Mathematics
D Satisfy entry level skill requirements in:
Augsburg Seminar (see page 98).
(Sophomore transfer students are
exempt from the Augsburg Seminar.)
O Complete the fall orientation and
All new freshmen and all freshman
and sophomore transfer students
must complete the following requirements prior to graduation (transfer
credit may apply to these requirements):
This quick-reference checklist is an
abbreviated version of the general education curriculum requirements for graduation. As a summary, it is not comprehensive and cannot substitute fully for the
complete degree requirements that begin
on page 72. Students are advised to read
carefully the full graduation requirements
and to consult frequently with their advisers to ensure that all requirements for
graduation are met.
80 Academic Information
-
One course with a Critical
Thinking component
Two courses with Writing
components (one within the major)
the following Graduation Skills with a
minimum grade of 2.0 or P. (These
requirements may be met with courses
in the major or perspectives.)
O Complete courses designated to fulfill
following perspective requirements-one course for each perspective.
No more than three courses from the
same department may be used to fulfill
perspective requirements.
Three Christian Faith Perspectives
from different areas
One City Perspective
Two Western Heritage Perspectives,
each from different departments
One Human Identity Perspective
One Aesthetic Perspective
Two Social World Perspectives, each
from different departments
One Intercultural Awareness
Perspective
Two Natural World Perspectives, from
different departments unless a yearlong sequence is taken (CHM 100 &
101; CHM 105 & 106; CHM 115 &
116; PHY 121 & 122; SCI 110 &
111)
Cl Complete courses that fulfill the
point average in major, minor, and in
total courses completed.
O Maintain minimum cumulative grade
D Complete a major.
Experience.
O Complete at least one Augsburg
All students are required to file a
graduation application with the
Registrafs Office one year prior to graduation.
0 Complete a major.
Experience.
One course with a Quantitative
Reasoning component
One course with a Speaking component
Other maximums are described on
page 73.
0 Complete at least one Augsburg
Two Modem Language Skill courses,
other than your native language
One course with a Critical Thinking
component
One course with a Writing
component within the major
following Graduation Skills with a
minimum grade of 2.0 or P (These
requirements may be met with
courses in the major or perspectives.)
0 Complete courses that fulfill the
One Natural World Perspective
One Intercultural Awareness
Perspective
One Social World Perspective
One Aesthetic Perspective
One Human Identity Perspective
One Western Heritage Perspective
One City Perspective
Two Christian Faith Perspectives
(one Christian Faith Perspective for
transfer students entering with 24 or
more course credits)
D Complete courses that fulfill the
following perspective requirements:
D Maintain minimum cumulative grade
point average in major, minor, and in
total courses completed.
Social Work (B.S.) . . . . . . . . . . . . . .15
Music Therapy ( B . ) . . . . . . . . . . . .17
Music Performance (B.M.) . . . . . . . .20
Music Education (B.M.) . . . . . . . . .17
Accounting (B.A.) . . . . . . . . . . . . . .14
No more than 13 courses may be
from any one department, with the
following exceptions:
No more than three courses from the
same department may be used to fulfill perspective requirements.
0 Complete 32 course credits. Of these:
Ci Achieve a Math Placement Group score
of three.
0 Two different lifetime sports.
writing.
0 Satisfy entry level skill requirements in
All transfer students (entering with
13 or more credits) must complete
the following requirements prior to
graduation (transfer credit may apply
to these requirements):
One course with a Quantitative
Reasoning component
One course with a Speaking
component
Two Modem Language Skill Courses,
other than your native language
Academic Information 8
-
A course in which a grade of 0,0.5,
1.0, 1.5, or N has been received may be
repeated for credit. Courses in which higher
grades have been earned may not be
repeated for credit and a grade, but may be
audited. All courses taken each term and
grades earned, including W and N, will be
recorded on the academic record. Only the
credits and grades earned the second time,
for legitimately repeated courses, are
counted toward graduation and in the
grade point average.
A course is given a grade of W (withdrawn) when it is dropped after the deadline for dropping classes without a notation on the record.
Internships, independent studies, and
directed studies may sometimes last longer
than one term. When this is the case, they
must be completed by the grading deadlines within one year from the beginning of
the first term of registration. A grade of X
(extension) is given by the instructor to
indicate that the study is extended. It is
expected that students given X extensions
will continue to communicate with their
instructors and demonstrate that satisfactory progress is being maintained. A
final grade will be issued at the end of the
term in which the work is completed and
evaluated (but not longer than one year).
An instructor has the right to not grant an
extension where satisfactory progress is not
demonstrated. If the course is not
completed, a grade of 0.0 will be assigned.
tion. The student must complete the outstanding work in enough time to allow
evaluation of the work by the instructor
and the filing of a grade before the final
day of the following academic term in the
student's program. If the work is not completed by the specified date of the following academic term, the grade for the
course becomes 0.0.
12 Academic Information
Seniors-24 course credits completed.
Juniors-16 course credits completed.
Sophomores-7 course credits completed.
Students are classified when grades are
posted at the end of each term.
Classification
*Courses with 0 to 4 grade assigned
GPA = Total grade points divided by
number of credits attempted.*
The grade point average (GPA) is based
on final grades for all work at Augsburg. It
does not include credit and grade points for
work transferred from other colleges.
Courses taken on the P/N grading option
are recorded, but not computed in the GPA.
The formula for computing the GPA is:
Grade Point Average
Students who wish to take courses
without credit or grade may do so by registering for Audit (V). Full-time day students may audit a course without charge.
The charge for part-time and Weekend
College students is listed under Weekend
College Costs in the Financing Your
Education section on page 27. The signature of the instructor is required to register
an audit. Students who audit a course
should confer with the instructor within
two weeks of the beginning of the term to
determine expectations, attendance, and
any other requirements. If expectations
have been met, the course will be listed on
the transcript as having been audited. If
expectations have not been met, the course
will be listed with a grade of W.
Auditing Courses
Advanced Placement Program Test
(AP)-The Advanced Placement Program
Test may allow students who have scores
of 3 , 4 , or 5 on the CEEB Advanced
Placement Test to receive college credit for
selected courses. A score of 4 or 5 is
required on the AP Language and
International Baccalaureate Program
(IB)-Courses earned from the
International Baccalaureate program will
be considered by the College for advanced
placement and appropriate credit.
Departmental guidelines are available at
the Registrar's Office.
The APL program at Augsburg provides
several means by which students may have
their previous learning assessed for credit
recognition. The following is a brief
description of each of these means of
assessment:
Not all learning from life experience,
however, is appropriate for credit recognition at a liberal arts college. Such learning
must meet two essential criteria: (1) it is
relevant to coursework in a field of study
within the Augsburg liberal arts cumculum, and (2) it can be objectively demonstrated either by comprehensive examination or committee evaluation.
Augsburg College recognizes that learning can and does take place in many life
situations. Some of this learning may be
appropriate for credit recognition within
the disciplines that comprise the academic
program of a liberal arts college. The
Assessment of Previous Learning program
(APL) at Augsburg provides a means by
which a student's previous learning, other
than that which is transferred from another
accredited institution, may be presented
for examination for possible credit toward
the completion of a baccalaureate degree.
ASSESSMENT OF PREVIOUS
LEARNING (APL) PROGRAM
-
The Portfolio Assessment
Program-This is a credit assessment
alternative in which a faculty team completes a credit evaluation of a learning
portfolio submitted by the student. The
faculty team is composed of two faculty
members from fields of study directly related
to the student's previous learning. Students
who wish to prepare a portfolio of previous
learning for credit assessment should consult the Registrar's Office. In completing
The Registrar approves the student's
request to take the exam. Credit for departmental exams is available on a P/N basis
only, and there is a charge per exam of
$400 for a full course credit.
There is a faculty member designated
by the department to administer the exam.
There is a departmental instrument
available for the subject area in question.
Departmental Comprehensive
Exams-These are available for students
to use in obtaining credit for previous
learning if the following conditions
are met:
The College Level Examination
Program (CLEP)-This is a series of standardized tests that have been developed by
the College Board and are offered to students for a small fee at regional testing
centers. (The regional testing centers for
this area are the University of Minnesota
and the University of St. Thomas.)
Students who score at or above the 65th
percentile on a subject examination may
receive academic credit for that subject at
Augsburg College. Additional information
about CLEP tests is available from the
registrar's office and Academic Advising.
Composition examination for credit for
ENG 111 Effective Writing. Additional
credit or placement is at the discretion of
the department. Inquiries should be
addressed to the Registrar's Office.
Academic Information 8
-
Transcript credit will be recorded with
the equivalent Augsburg course numbers
as determined by faculty reviewers.
Application of this credit toward the
Liberal Arts Perspective requirements,
upper division requirements, and academic
majors and minors may be subsequently
addressed by the departments involved in
response to a formal request by the student.
Students may apply for the credit
assessment process after completing at
least four courses/credits of academic work
at Augsburg College with a cumulative
Augsburg GPA of at least 2.5. It is strongly
recommended that the process not be used
when four or fewer courses remain for
graduation. There is a non-refundable
application deposit of $200 to initiate the
credit assessment process for each course
presented in a portfolio. An additional
$200 is charged upon approval of each
course. Credit is available on a P/N credit
basis only.
The learning and skills involved are
current and could be used at the present
time.
The learning relates well to the student's educational goals.
The learning lends itself to both qualitative and quantitative measurement.
The learning has been objectively verified by individuals in addition to the presenting student.
There is documentable evidence of a
cognitive component in the previous learning experience that involved prescribed
andlor systematic study of content material
found within liberal arts coursework.
the evaluation of a student's previous learning, the faculty team applies the following
criteria:
4 Academic Information
All students whose native language is
not English must stay enrolled in ENG
217/218 until such time that they pass the
ESL placement test at 85 percent or higher.
The ESL course can be counted only twice
Near the end of each term of the
English as a Second Language course, an
objective test will be administered to all
students in the class. The score on this test
and the grade earned in the class will
determine whether additional ESL coursework is required. Usually a score of 85 to
100 and a course grade of 3.5 or 4.0 will
fulfill the student's ESL requirement.
Students whose native language is not
English must take the ESL placement test
in conjunction with the English writing
placement test prior to registering for their
first term at Augsburg. Students' placement
in ESL, ENG 101 Developmental Writing,
or ENG 111 Effective Writing will be
determined by their scores on the
Michigan test (85-100 range for exemption
from ESL) and by a writing sample.
English as a Second Language (ESL)
Maximum Credit Accepted for
Previous Learning-While Augsburg
College recognizes the validity of learning
that takes place outside the traditional
classroom, this learning must be placed in
the context of formal study in campusbased liberal arts courses. Therefore,
Augsburg places a maximum of eight
courses (about one-fourth of a baccalaureate degree) on transcript credit that is
obtained through previous experiential
learning. In compiling the eight courses of
credit for previous experiential learning, the
student may use any combination of the
four assessment processes available in the
APL Program: AP exams, CLEP exams,
departmental comprehensive exams, and
credit granted through portfolio assessment.
Students may be removed from probation when the cumulative GPA reaches 2.0.
Students placed on probation as freshmen
for having earned two zero grades may be
removed from probation if their classification changes to sophomore, if they have
not earned additional zero grades, and if
Students whose overall academic
achievement falls below a 2.0 GPA will
either be placed on scholastic probation at
the end of the term or will be continued on
probation or will be dismissed from the
College. In addition, a freshman who
receives two zero grades or a sophomore,
junior, or senior who receives three zero
grades will be considered for probation or
dismissal. However, &missal from the
College is not automatic. Each case is
reviewed by the Committee on Student
Standing. Evidence of the student's cornrnitment to academic progress is the major
consideration in deciding whether or not to
dismiss a student. Students who have a
poor academic record may be strongly
advised to withdraw before the end of a
term. Those on probation who voluntarily
withdraw from the College, as well as those
who are dismissed, must have special permission to re-enroll.
It should be noted that a minimum GPA
of 2.0 is required for graduation, with certain
majors requiring a higher minimum GPA.
The College requires that all students
maintain a 2.0 cumulative grade point
average (GPA).
ACADEMIC PROGRESS,
PROBATION, AND DISMISSAL
Students who fulfill the ESL requirement, by examination or by course completion, have completed the modem language skill requirement for graduation.
in the total number of courses required for
graduation.
than 24 course credits
than 16 course
than 7 course credits
The Dean's List, compiled after each
semester, lists students whose grade point
average for a semester is 3.5 or better.
Students must be full-time students (a
minimum equivalent of three full course
credits for a weekday schedule student or
two equivalent full course credits for a
Weekend College student), graded on the
traditional grading system, with no incompletes in courses offered for credit. Courses
taken outside of a program's calendar (e.g.,
crossover courses taken in a Weekend
College trimester term by a day student or
in a semester term by a weekend student)
are not calculated when determining the
Dean's List. If pennission is given by the
student, an announcement is sent to the
hometown newspaper of each student on
the Dean's List.
Dean's List
Senior -24 or more course credits
Junior-fewer
Sophomore-fewer
credits
Freshman-fewer
Student class years are based on the
number of courses completed:
The College reserves the right to dismiss any student who does not meet the
guidelines stated above. .Once a student is
dismissed, he or she may appeal the decision within 10 days to the Committee on
Student Standing.
their cumulative GPA reaches 2.0. Students
placed on probation as sophomores for
having earned three zero grades may be
removed from probation if their classification changes to junior and their cumulative GPA reaches 2.0.
Academic Information 8
-
Augsburg College has one commencement ceremony per academic year in the
month of May Undergraduate students
who will not have met degree requirements
by the end of the spring term may qualify
to participate in commencement iE (1) no
more than three course creditshequirements will remain in their program at the
end of the spring term, and (2) the remaining requirements will be completed in the
summer or fall terms following participation in commencement. Candidates for
graduation who will complete summer or
fall terms will be noted as such in the commencement program. In addition, candidates who will complete in summer or fall
are required to sign a statement of understanding acknowledging remaining degree
requirements in order to participate in
commencement. A student will not graduate nor will a degree be conferred until all
Qualification for Commencement
Augsburg recognizes those students
who have demonstrated exemplary academic achievement as graduates of distinction. This designation replaces all previous
college honors and applies to all students
who complete degree requirements after
Jan. 1, 2000. Students achieving
Graduation with Distinction will have an
overall GPA of 3.5 and will have completed
an outstanding project as determined by
the student's major department. To be eligible, a student must have at least 14 traditionally graded credits taken at Augsburg.
Most departments offer graduation with
distinction. For specific requirements,
please contact the applicable department.
To be considered for Graduation with
Distinction, a student should consult with
their major department no later than the
fall semester of their junior year.
Graduation with Distinction
36 Academic Information
This program applies to students who
enter the day school schedule as full-time
freshmen in the fall of 1996 and thereafter.
New freshmen are assured that they will be
able to graduate in four years-if they
maintain continuous full-time enrollment
for four years, maintain a 2.0 GPA, and follow the Four-Year Assurance Program
g u i d e l i n e ~ they
r
will receive the
remaining required courses free of additional tuition. A few majors are excluded
from this program. Contact Academic
Advising for a list of eligible majors.
Students must complete a formal Four-Year
Assurance Degree Plan with the College
before the end of their sophomore year
(prior to completing 16 course credits) in
order to qualify. Contact Academic
Advising for details.
FOUR-YEAR ASSURANCE
PROGRAM
Augsburg is approved by the state
approving agency for Veterans Education.
Veterans should consult with the
Enrollment Center about completion of the
enrollment certificate and the forwarding
of other information to the Veterans
Administration. Veterans will need to meet
the requirements of the Veterans
Administration regarding repayment of
educational assistance funds received.
Veterans of Military Service
graduation requirements are met, regardless of participation in commencement.
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
exception which permits disclosure without consent is disclosure to school officials
with legitimate education interests. A
school official is a person employed by the
College in an administrative, supervisory,
academic or research, or support staff position (including law enforcement unit personnel and health staff); person or compa-
Right t o inspect and review education r e c o r d j o u have the right to
review and inspect substantially all of your
education records maintained by or at
Augsburg College. Your request should be
submitted in writing at least one week
prior to the date you wish to review your
records.
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:
FAMILY EDUCATIONAL RIGHTS
AND PRIVACY ACT NOTICE
-
The student's participation in
officially recognized activities and
sports;
The student's enrollment status (FTPT);
The student's academic class level;
The student's major field of study;
The student's date and place of birth;
The student's e-mail address;
The student's telephone number;
The student's address;
The student's name;
"Directory information" includes
t h e following:
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.
Right to withhold disclosure of
"directory informationu-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.
ny with whom the College has contracted
(such as an attorney, auditor, or collection
agent); a person serving on the Board of
Trustees, 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.
Academic Information 8;
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 Office
of the Registrar must be notified in writing
of your intent to withhold your Directory
Information. If the notice is not received
by the regismar prior to Sept. 15 (or within
The student's photograph.
The most recent previous educational
agency or institution attended by the
student; and
The student's dates of attendance;
The weight and height of members of
athletic teams;
The student's degrees and awards
received;
8 Academic Information
Letters of reference must be requested
in writing and explicitly indicate what
information may be reported in the letter.
Reporting Educational Information
Right t o complain to FERPA
Office--You have the right to file a complaint with the Family Educational Rights
and Privacy Act Office, U.S. Department of
Education, 400 Maryland Ave. S.W.,
Washington, D.C., 20202-4605, conceming Augsburg's failure to comply with
FERPA.
10 school days of the start of a subsequent
term for a new student), it will be assumed
that all Directory Information may be disclosed for the remainder of the current
academic year. A new form for withholding
disclosure must be completed each academic year.
Numbering
Courses numbered below 300 are lower
division courses. Courses numbered 300
and above are classified as upper division.
In general, courses in the 100s are primarily for freshmen, 200s for sophomores, 300s
for juniors, and 400s for seniors.
Courses listed are subject to change. In
general, classes are offered fall andlor
spring terms unless otherwise indicated.
The Schedule of Classes published each
spring by the Associated Colleges of the
Twin Cities (ACTC) lists offerings and
locations for fall and spring terms. This
information is also available on-line.
A full course is offered for one course
credit. A few fractional courses, for onehalf or one-quarter course credit, are
offered in the Division of Professional
Studies. Unless noted, all courses are one
course credit. A full course has the approximate value of four semester credits or six
quarter hours. Most courses meet for three
60-minute periods or two 90-minute periods per week with additional time required
for laboratory work.
Credits
Descriptions and schedules for Summer
Session, the Master of Arts in Leadership,
the Master of Social Work, the Master of
Arts in Nursing, the Master of Arts in
Education, and the Master of Science in
Physician Assistant Studies courses are
published in separate catalogs.
A course schedule for all ACTC schools
is available on-line through the web
addresses published in the ACTC newspaper. They will contain the most accurate
and up to date information.
Since some courses are offered alternate
years, it is important that the student
review major requirements and course
offerings with an adviser to ensure that all
requirements can be met.
Class Schedule
Department entries also contain a
narrative discussion of the educational
philosophy of each department, its goals,
and its place in the College's program. A
listing of requirements for individual
majors and minors follows the narrative.
Descriptions of courses are arranged by
departments and programs. These descriptions offer a brief summary of the subject
matter to aid students in planning a program. A syllabus containing a more
detailed explanation of content, approach,
requirements, and evaluations for a
particular course can be obtained from
the instructor.
a liberal arts institution, Augsburg
College believes that knowledge and truth
are interrelated and are integrated into a
whole. The tradition of the academic
world, however, divides this unified truth
into more manageable parts: the academic
disciplines. The knowledge of individual
disciplines is subdivided into courses that
make it more accessible to students. These
courses can be arranged in various ways to
construct majors, to create the substance
of a broad general education, and to give
students the opportunity to study areas of
particular individual interest.
Weekend College classes are published
each spring in a separate booklet and
online.
90 DEPARTMENTS
AND PROGRAMS
-
lnternship
A work or service-based learning experience typically at the sophomore level in
which a student, faculty member, and site supervisor design a learning agreement
that links the ideas and methods of the discipline with the opportunities inherent in
the placement. Prior to the beginning of the tendregistration, interested students
must consult with the departmental internship coordinator or a faculty member and
the Center for Service, Work, and Learning regarding requirements and permission
to register.
lnternship
A work or service-based learning experience at the junior/senior level in which a
student, faculty member, and site supervisor design a learning agreement that links
the ideas and methods of the discipline with the opportunities inherent in the placement. Participation in a concurrent seminar may be expected. Prior to the beginning
of the tendregistration, interested students must consult with the departmental
internship coordinator or a faculty member and the Center for Service, Work, and
Learning regarding requirements and permission to register.
399
3. A learning agreement (forms are
available in the Center for Service, Work,
and Learning) must be completed with
the faculty member responsible for grading the experience and the work supervisor. The original is turned in to the
Center for Service, Work, and Learning,
with copies made for the faculty supervisor and student.
2. Register for a 199 or 399 Internship
during the registration period. The signed
permission form must be turned in at the
time of registration. (Students may pre-register without a placement secured, but a
suitable internship must be found by the
end of the registration or drop/add period.)
1. Obtain the internship registration
permission form from the Center for
Service, Work, and Learning and secure
the signatures of the faculty supervisor and
director of the Center for Service, Work,
and Learning.
Registration for internships consists of
the following steps:
INTERNSHIPS
199
Every department offers opportunities
for internships and independent study. The
course description and process for registering is normally the same for each department. Some departments have additional
statements that can be found in the departmental course listing. Interdisciplinary
internships are also available.
NOTE: Not all courses are offered in all
schedules. Refer to the current ACTC Joint
Class Schedule or the Weekend College
class schedule for information on when
specific courses are offered.
Courses that must be taken before
enrolling in a higher level course are listed
in the course description as prerequisites.
A student may enroll in a course when a
prerequisite has not been fulfilled if there
is prior approval by the professor teaching
the course.
Prerequisites
--
Departments and Programs 91
92
Independent StudyIResearch
An opportunity for advanced and specialized research projects. Normally open to
junior and senior majors. Approval must be secured in writing from the instructor
and the department chairperson before the term in which the study is undertaken.
499
See listing under Interdisciplinary Studies.
AMERICAN
INDIAN
STUDIES
See listing under Business Administration.
ACCOUNTING
Directed Study
An opportunity to study topics not covered in the scheduled offerings under the
direction of an instructor. Open to all students, but normally taken by sophomores
and juniors. Approval must be secured in writing from the instructor and the
department chairperson before the term in which the study is undertaken.
299
DIRECTED AND INDEPENDENT STUDIES
-Departments and Programs
Kristin Anderson (Chair), Lynn
Bollman, Tara Christopherson, John
McCaffrey
Art Faculty
A liberal arts college like Augsburg is
an ideal setting for the study of art because
it provides a constant possibility for the
interaction of ideas, disciplines, and attitudes. At Augsburg, art study is further
enhanced by associations with a significant
number of art galleries and museums in
the Twin Cities area.
Because of the College's commitment to
the liberal arts, the visual arts, as taught at
Augsburg, draw ideas and inspiration from
all disciplines. Art as a human activity
involves manual skill, although to become
broadly significant it should interact with
other fields, such as language, history,
drama, music, literature, philosophy, theology, business, physical education, and science.
Giving and receiving visual messages is
so much a part of everyday life that it is
often taken for granted. At the same time,
however, the interchange of visual ideas is
frequently misunderstood. The task of the
artist, art teacher, graphic designer, architect, and art historian is to celebrate visual
experience through a variety of media and
art examples. In short, the visual arts teach
us how to see.
\ rt is important as a field of study
for our time, helping us to create order and
beauty in the design and function of communities. Realizing this, we have made
design and sensitivity to all aspects of visual experience central to the art program at
Augsburg.
A
Art History Major
Eight art or architectural history courses
including:
ART 240 Art History Survey
ART 388 19th- and 20th-Century Art
Two studio courses:
ART 102 Design or ART 107 Drawing
ART 118 Painting I or ART 221
Sculpture I
The State of Minnesota has specific
licensing requirements for teachers that
differ slightly in emphasis from the
Augsburg major requirements. The state
requirements may also be subject to
change after publication of this catalog.
Students therefore should consult with the
Augsburg Department of Education to
identify current Minnesota teacher licensure requirements.
Teaching Licensure Major
Studio Art Major
Majors are required to begin their programs with the studio arts foundations:
ART 102 Design
ART 107 Drawing
One course in two-dimensional art from:
ART 118 Painting I
or ART 223 Printmaking I
or ART 225 Graphic Design I
or ART 360 Watercolor Painting
One course in three-dimensional art from:
ART 221 Sculpture I
or ART 250 Ceramics I
or ART 325 Fiber and Form
Five additional studio arts courses
ART 240 Art History Survey
Two additional art history courses
Studio majors must participate in at least
one exhibit during their senior year.
Eight art courses, including at least one
in art history. Up to four courses may be
taken in one studio area or in art history.
Certificate in Art
Five art history courses including
ART 240.
Drawing
Students will use traditional drawing media and will develop their ideas and
skills with them. Emphasis is placed on foundational drawing concepts.
ART 107
Introduction to Architectural Drawing
This course develops basic skills involved in perceiving and representing the
material environment through the study of sketching and drawing skills.
Calligraphy I
Introduction and practice of calligraphic writing and designing with emphasis
on the broad-edged pen.
Painting I
Introduction to painting media and technique in acrylic or oil.
ART 105
ART 106
ART 118
ART 100, 300 Special Topics
Occasional courses dealing with subjects not usually offered by the depanment.
STUDIO ART
Design
A study of design as the unifylng foundation for the visual arts. Two- and
three-dimensional projects demonstrating the use of the basic design elements
and principles.
ART 102
Note: All studio courses require work outside of class sessions.
W STUDIO ART FOUNDATIONS
Five courses including ART 240, ART
107, and three additional studio courses.
Studio Art Minor
Five courses including ART 105, ART
210, ART 243, ART 244 and ART 249 or
349.
GPA of 3.5 in the major and overall,
portfolio of artwork (studio majors) or
research (art history majors) reflecting
high quality work, and special projects
such as senior exhibition and research.
Application should be made to the department chair before the last term of the
senior year.
Art History Minor
Architecture Minor
Departmental Honors
94 Art
-
Drawing for Design in Architecture
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.
Design for New Media I
Exploration of the fundamental techniques and technologies used in digital
design.
Sculpture I
An introduction to sculpture and three-dimensional design in various media.
Print Making I
An introduction to traditional and experimental media and methods of printing. Intaglio, relief, and mono/unique methods are explored.
Publication Design
An introduction to design concepts and production for publication design,
with emphasis on the computer. Theory and practice of coordinating visual
imagery and typography for print publications using page layout software.
Graphic Design I
An introduction to the principles and techniques of graphic design using page
layout software. Emphasis on designing with text and image.
Ceramics I
An introduction to the making of pottery with an emphasis on handbuilding
and glazing.
Calligraphy II
Advanced work in calligraphic media and design.
Design for New Media II
Exploration of the latest technologies used in the theories and practice of animation, interactive programming, and advanced digital design. (Prereq.: ART
215 or instructor permission)
Typography
Study of the history, development, structures, and application of traditional
and contemporary typography; exploring letterfonw using digital, hand-set
type, and hand lettering. (Prereq.: Any ART course)
Fiber and Form
An introduction to hand papermaking and artist's books. Emphasis on exploration of fiber sources and book forms to create synthesis of original surface,
text, image, and sequence. (Prereq.: Any ART course)
ART 215
ART 221
ART 223
ART 224
ART 225
ART 250
ART 306
ART 315
ART 320
ART 325
$200-225.
Photography
The camera used as a tool for visual creativity, expression, and communication
with attention to black-and-white photographic processes. Students need
access to a 35mm, single lens reflex camera. Materials will cost approximately
ART 210
ART 132
-
Art 95
Graphic Design II
Advanced work in sculpture and three-dimensional design. (Prereq.: ART 221)
Sculpture II
Continued exploration of intaglio, relief, and monolunique methods. Use of
larger formats, multiple plates, and an emphasis on color are encouraged.
(Prereq.: ART 223)
Print Making II
Design concepts using descriptive and experimental techniques in transparent
watercolor.
Watercolor Painting
Advanced study of painting. (Prereq.: ART 118)
Painting II
Advanced work in ceramics with an emphasis on throwing or handbuilding
and glazing. (Prereq.: ART 250)
Ceramics II
Exploration of the creation of visual images using the computer as a paint
brush, pencil, pen, and camera. Emphasis will be placed on visual communication and expression. (Prereq.: Any ART, MIS, or CSC course)
Digital Imaging
An advanced study of the graphic design of typography and visual imagery for
print production using the computer. Includes identification of design problems and presentation to client. (Prereq.: ART 225)
A survey of art of the Western world from prehistoric to modem times.
Includes reading, research, viewing of slides, and visits to museums.
Art History Survey
History of Architecture to 1750
History of architecture and city planning from antiquity since 1750, as illustrated by Western and non-Western examples.
History of Architecture after 1750
History of architecture and city planning from antiquity to 1750, as illustrated
by Western and non-Western examples.
This course addresses the designed environment, the intentionally designed
places in which we live. We will investigate architecture, landscape architecture, and urban design, both in class and in frequent site visits to prominent
local examples of design excellence. (Prereq.: None for ART 249; ENG 111
and an ART, HIS, or urban studies course for ART 349)
ART 2491349 The Designed Environment
ART 244
ART 243
Note: The following courses are oflered intermittently, usually two or three sections per year
ART 240
ART AND ARCHITECTURAL HISTORY
ART 478
ART 368
ART 360
ART 355
ART 351
ART 340
ART 330
96 Art
-
A study of early colonial through contemporary American art, architecture,
and folk arts.
American Art
European painting, sculpture, and architecture from Neoclassicism through
the present. (Prereq.: ENG 111)
19th- and 20th-Century Art
European painting, sculpture, and architecture, from the 14th through the
18th centuries. (Prereq.: ENG 111)
Renaissance and Baroque Art
Early Christian through late Gothic and proto-Renaissance painting, sculpture,
and architecture in Europe. (Prereq.: ENG 111)
Medieval Art
The art of the Ice Age through the Roman period to the fourth century A.D.
Prehistoric and Ancient Art
The visual arts in Scandinavia from the Stone Age to the present, including
architecture, folk arts, painting, sculpture, and design.
Scandinavian Arts
A study of the creative role of women in the visual arts, including the fine arts, the
"mditional" arts, and the work of Native American women. (Prereq.: ENG 111)
Women and Art
The rich heritage of indigenous cultures is explored through the visual arts,
particularly within the United States. Students will produce various art projects in weaving, basket-making, pottery, jewelry, sculpture, or prints.
Tribal Arts and Culture
See description on page 92.
Independent StudyIResearch
See description on page 91.
Internship
See description on page 92.
Directed Study
See description on page 91.
lnternship
See listing under East Asian Studies.
ASIANSTUDIES
ART 499
ART 399
ART 299
ART 199
Internships and Independent Study Courses:
ART 389
ART 388
ART 387
ART 386
ART 385
ART 382
ART 352
ART 290
-
Art 97
T
AUC 101
All freshman students must successfully complete the entire eight-week
Augsburg Seminar in order to fulfill the
graduation requirement, even if they drop
the linked content course. Permission to
complete the seminar after withdrawal
from the content course is at the discretion
of the instructor.
Augsburg Seminar (.25 course)
A series of fall-tern meetings with an Augsburg seminar adviser to discuss
issues related to becoming an active member of the Augsburg College community of learners. Discussion will be based upon topics and readings from the
connected content course and other disciplines and sources. (P/N grading only)
At registration, all first-year students in
the day program enroll in a selected content course, such as Effective Writing and a
parallel Augsburg Seminar. These 'linked'
courses integrate disciplinary content with
various learning strategies and communitybuilding opportunities beneficial to all
beginning students.
Augsburg Seminar
he initial months after entering college as a first-year student are an exciting
period of change. The faculty and staff
wish to assist students in making a successful transition to being college students
and to help them become part of this academic community. Through the summer orientation program, the fall orientation
weekend, and the Augsburg Seminar, students are introduced to the character of the
College, its heritage as an urban, liberal
arts college of the Church, the process of
learning in a community where ideas are
valued and treated seriously, and the logistics of being students.
The content course usually meets three
hours per week for the entire semester and
is valued at 1.0 course credit, and the
Augsburg Seminar meets once a week for 8
weeks for .25 course credit. The Augsburg
Seminar offers the opportunity for further
discussion of topics from the paired content course, along with presentations on
campus life, academic resources and study
skills, and a hands-on introduction to the
Cedar-Riverside neighborhood. While the
content course is graded on a traditional
point basis, the Augsburg Seminar is graded Pass/No credit (P/N). However, performance in the course is linked to performance in the seminar.
B
Dale Pederson (Chair), Karen Ballen,
William Capman, Robert Herforth, Esther
~c~au~hlin
Biology Faculty
For many, an undergraduate major in
biology serves as a basis for further study
Augsburg graduates have gone on to graduate studies in the life sciences, leading to
careers in college or university teaching,
basic and applied research, and public
health. Many have entered professional
programs in medicine, veterinary medicine, and dentistry. Other graduates have
gone directly into secondary education,
biomedical industries, laboratory research,
natural resources, and environmental education.
An understanding of biological systems
depends, in part, on the principles of
physics and chemistry; thus a firm background in the physical sciences is also
important in the study of biology.
In recent decades great strides have
been made in understandmg important biological processes, particularly those at the
cellular, molecular, and ecosystem levels.
Biological research has also provided some
extremely important benefits to humans,
including advances in medicine, agriculture, and food science.
iology is the study of life, and it is
natural that we, as contemplative living
creatures, seek a deeper understanding of
the living world that envelops us. This
search has led to the realization that the
Earth is filled with an enormous variety of
living organisms. Since humans are a part
of the biological world, an understanhng
of the basic biological processes common
to all organisms is essential to attain selfunderstanding and to provide a basis for
wise decisions.
or CHM 351/352 Organic Chemistry
A semester course in organic chemistry
or CHM 115/116 General Chemistry
CHM 1051106 Principles of Chemistry
Required Supporting Courses
BIO 491 Seminar (non-credit) is
required of all juniors and seniors.
The ninth course may be any of the
upper division biology courses listed above
or BIO 340 Marine Biology of the Florida
Keys.
BIO 367 Biochemistry
BIO 476 Microbiology
5.
4.
BIO 471 Advanced Cellular and
Molecular Biology
BIO 474 Developmental Biology
3.
B10 355 Genetics
BIO 481 Ecology
BIO 361 Plant Biology
BIO 440 Plant Physiology
2.
1.
BIO 351 Invertebrate Zoology
B10 353 Comparative Vertebrate
Morphology
BIO 473 Animal Physiology
and at least one from each of the five
following groups:
B10 113 Introductory Organismal Biology
B10 114 Introductory Genetics,
Evolution, and Ecology
B10 215 Introductory Cellular Biology
Nine courses including:
Major
-
A course in general chemistry and five
biology courses including BIO 113, 114,
215, and two upper division courses.
Minor
GPA of 3.5 in biology and 3.0 overall,
one course of approved independent study
with both oral and poster presentation and
written report. Project proposals should be
made to the department by Sept. 30 of the
senior year or Feb. 28 in the case of students planning to graduate in the following
December.
Departmental Honors
A GPA of 3.7 in biology and 3.5 overall.
An original research project on a significant topic in biology with both oral and
poster presentation and written report.
Project proposals should be made to the
department by Sept. 30 of the senior year
or Feb. 28 in the case of students planning
to graduate in the following December.
Graduation with Distinction
All transfer courses, including ACTC
courses, must be approved in writing by
the chair. Only those biology courses successfully completed (2.0 or above) within
the last 10 years will be considered. No
more than two upper division courses from
other institutions may be applied toward
the major.
Transfer course policy for majors and
minors
or MAT 163 Introductory Statistics
or MAT 145 Calculus I
or h4AT 122 Calculus for the Social
and Behavioral Sciences
MAT 114 Precalculus
or PHY 121/122 General Physics
PHY 116 Introduction to Physics
100 Biology
The State of Minnesota has specific
licensing requirements for teachers that may
differ in emphasis from the Augsburg major
requirements. The state requirements may
also be subject to change after publication
of this catalog. Students therefore should
Teaching Licensure Major
Graduate programs in biological fields
require coursework similar to that for premedical education, and may also require
undergraduate research experience. Health
care professions (physician assistant, physical therapist, veterinarian, etc.) have specific requirements that should be discussed
with an adviser in the department.
Graduate and Professional Training
Students should consult members of
the biology faculty for information specific
to medical school application.
Pre-medical students should include a
two-semester sequence in physics and a
two-semester sequence in organic chemistry. Many medical schools also require
two semesters of calculus.
Biology for Pre-Medical Students
In planning their courses of study, students are encouraged to work closely with
members of the biology faculty. Biology
majors must have an adviser in the biology
department. BIO 113 and 114 and
Principles of Chemistry (or General
Chemistry) should be taken in the first
year, and BIO 215 and Organic Chemistry
in the second year. Students should complete their math requirements early in their
college careers. A GPA of 2.0 for BIO 113,
114, and 215 is a prerequisite for enrollment in upper division biology courses. A
grade of 2.0 or above is required for all
upper division courses applied toward the
major.
Natural Science I
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 threehour laboratory. Prereq.: MPG 3)
Natural Science II
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. Prereq.: SCI 110)
Human Biology
An introduction to basic biological principles with a human perspective.
Includes discussion of the molecular and cellular basis of life, genetics, organ
systems, and human impact on the environment. (Three one-hour lectures. A
student may not receive credit for both BIO 101 and 103. Does not apply to
the major or minor. Fall)
The Biological World
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 theories are considered. (Prereq.:
MPG 2. Three one-hour lectures, three hours laboratory. Does not apply to the
major or minor)
Human Anatomy and Physiology
A survey of the structure and function of the human body. (Three one-hour
lectures, three hours laboratory. A student may not receive credit for both BIO
101 and 103. Does not apply to the major or minor. Spring)
Biology and Society
The biological basis for problems facing society, such as pollution, genetic
engineering, AIDS, extinction, global warming, hunger, cancer. (WEC only
Three one-hour lectures. Does not apply to the major or minor. Spring)
SCI 111
BIO 101
BIO 102
BIO 103
BIO 105
The department works with the Office
of Cooperative Education in identifying
and defining co-op ed experiences in
laboratories and other settings in the
Twin Cities.
Cooperative Education
to those students who bave completed at
least one upper division biology course and
have a GPA of 3.0 in biology.
SCI 110
Membership in the Augsburg Chapter of
this national biology honor society is open
Beta Beta Beta
consult with the Augsburg Department of
Education to idenbfy current Minnesota
teacher licensure requirements. All upper
division biology requirements for secondary
licensure must be completed before beginning student teaching.
-
Biology 101
BIO 369
BIO 361
BIO 355
BIO 353
BIO 351
BIO 215
BIO 185
BIO 114
BIO 113
lntroductory Organismal Biology
An introductory consideration of biological macromolecules and their components, energetics, and intermedialy metabolism and its integration. (Three
one-hour lectures, four hours laboratory. Prereq.: BIO 215, CHM 223 or 352.
Fall)
Biochemistry
of structure, physiology, life histories, and phylogeny (Three one-hour lectures, four hours laboratory. Prereq.: BIO 113, 114. Spring)
A survey of the major groups of algae, fungi, and plants, including the study
Plant Biology
Principles of heredity, integrating classical and molecular analysis. (Three onehour lectures, four hours laboratory. Prereq.: BIO 215 and junior standing.
Spring)
Genetics
Comparative anatomy, functional morphology, and evolutionary morphology
of the vertebrate. (Three one-hour lectures, four hours laboratory. Prereq.: B10
113, 114. Spring)
Comparative Vertebrate Morphology
A study of the invertebrate animals stressing classification, morphology, behavior, life history, and phylogeny (Three one-hour lectures, four hours laboratory. Prereq.: BIO 113, 114. Fall: alternate years)
Invertebrate Zoology
Third of a three-semester sequence. An introduction to structure and function
in tissues, cells, and subcellular organelles. (Three one-hour lectures, four
hours laboratory. Prereq.: BIO 113, 114, CHM 106 or 116, CHM 223 or 352,
or concurrent registration in CHM 223 or CHM 351. Fall)
Introductory Cellular Biology
At some time in our lives most of us will directly experience aging or be influenced by people undergoing age-related changes. This course will concentrate
on the biological aspects of such changes. Does not apply to the major or
minor. (WEC only)
The Biology of Aging
Second of a three-semester sequence. An introduction to cellular functioning,
metabolism, classical and population genetics, evolution, and ecology. BIO
113, 114, and 215 must be taken in sequence except by permission of instructor. (Three one-hour lectures, four hours laboratory. Spring)
lntroductory Cenetics, Evolution, and Ecology
First of a three-semester sequence. An introduction to organismal biology for
science majors, including diversity, physiology, and structure. B10 113, 114,
and 215 must be taken in sequence except by permission of instructor. (Three
one-hour lectures, four hours laboratory. Prereq: MPG 3 or concurrent registration in MAT 105, concurrent registration in CHM 105/115. Fall)
Plant Physiology
A weekly meeting of biology majors. Active participation by juniors and
seniors is required, including an oral presentation by seniors. Guest speakers
are often invited. A noncredit requirement for the major. (Spring)
Seminar (0.0 course)
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 one-hour lectures, four hours laboratoly, some Saturday field trips.
Prereq.: BIO 215, MPG 4 or MAT 122 or MAT 163. Fall)
Ecology
An introduction to the study of microorganisms. Environmental, industrial,
and medical issues are discussed, with particular attention paid to human
pathogens. (Three one-hour lectures, four hours laborator. Prereq.: BIO 215,
CHM 351, junior standing. Spring)
Microbiology
A consideration of the physiological and morphological changes that occur during embryonic development of animals, including genetic control of development. (Three one-hour lectures, four hours laboratory. Prereq.: BIO 215.
Spring)
Developmental Biology
A study of digestion, respiration, circulation, excretion, movement, and sensory
perception aswell as neural and hormonal control of these functions, empha-sizing vertebrates. (Three one-hour lectures, four hours laboratoly. Prereq.:
BIO 215; PHY 116 or 122, or consent of the instructor. Fall)
Animal Physiology
An examination of mechanisms of molecular genetics, recombinant DNA technology, cell-signaling, cell cycle control, and cellular basics for immunity.
(Three one-hour lectures, four hours laboratoly. Prereq.: BIO 215. Fall)
Advanced Cellular and Molecular Biology
A consideration of the process involved in photosynthesis, growth, development, and water relations in plants including the relationship of process to
structure and life histoly. (Three one-hour lectures, four hours laboratory.
Prereq.: BIO 215 and CHM 223 or 352. Fall: alternate years)
BIO 499
BIO 399
BIO 299
BIO 199
See description on page 92. (Prereq.: B10 215. P/N only)
Independent Study/Research
See description on page 91. (Prereq.: B10 215. P/N only)
Internship
See description on page 92.
Directed Study
See description on page 91. (Prereq.: B10 113, 114. P/N only)
Internship
Internships and lndependent Study Courses:
BIO 491
BIO 481
BIO 476
BIO 474
BIO 473
BIO 471
BIO 440
-
Biology 103
John C. Cemto (Chair), Nora M.
Braun, C. Lee Clarke, Jay Dobberstein,
Amin E. Kader (International Business
Coordinator), Ashok K. Kapoor (Finance
Coordinator),Jim Kattke, Steven J. LaFave
(Accounting Coordinator), Lori L. Lohman
(Marketing Coordinator), Fekri Meziou,
Thomas Morgan, Magdalena M. PalecznyZapp (Management Coordinator), Milo A.
Schield, David G. Schwain, Kathryn A.
Schwalbe (MIS Coordinator), Stuart M.
Stoller
Faculty
The faculty believe they can best serve
both the student and the community by
providing an education that is technically
competent, ethically based, and socially
aware.
ur mission is to prepare students
for professional careers in business or for
graduate studies. This preparation involves
a cumculum that stresses analysis and
communication, emphasizes both theory
and practice, and is shaped by the needs of
the business community The department
fosters close ties with the corporate community that provide a wealth of practical
expertise, a variety of internship opportunities, and future job prospects.
0
BUS, ACC, MIS, MKT
To graduate without intentionally taking courses in excess of the minimal number required (see page 73), students must
avoid taking too many electives or exceeding the 13-course lirmt per academic
department (14 courses for accounting
majors). Courses designated as ACC, BUS,
MIS, and MKT are considered as being in
the same academic department. Taking
extra electives, or choosing a particular
Graduation Requirements
Certificate programs in the Department
of Business Administration are designed to
meet the needs of working people looking
for specific skills to help them in their job,
or to pursue a new career. The Department
offers certificates in information technology, business management, and business
finance through the Weekend College program.
Certificate Programs
Within the business administration
major there are three specializations: management, finance, and international business. Within the accounting major there
are three specializations: general accounting, public accounting, and managerial
accounting.
Specializations
The Department of Business
Administration offers four majors: business
administration (BUS), accounting (ACC),
management information systems (MIS),
and marketing (MKT).
Majors
Students who plan to major in business
administration, accounting, MIS, or marketing are strongly encouraged to select a
departmental adviser who teaches in their
major. This should be done by the end of
the sophomore year at the latest. In addition to advising, departmental faculty can
counsel majors on their careers, assist
majors in obtaining internships or jobs,
and provide letters of recommendation for
prospective employers or graduate programs.
Advising
Transfer students must complete at
least four of the upper division courses
required in the major at Augsburg or
obtain an exemption from the department.
Transfer courses must be approved by the
department. Courses taken more than 10
years ago will not be accepted.
Transfer Students
combination of major and minor may
require students to complete more than
the minimum number of credits required
for graduation. Exceptions are noted in the
major.
t
Non-business majors are encouraged to
take BUS 254 Entrepreneurship.
Entrepreneurship
The international business faculty
actively support international study
For additional details, see the section on
International Partners under International
Studies in this catalog, or consult the
departmental coordinator for international
business or other overseas opportunities.
International Business
Students are strongly encouraged to
work with the Center for Service, Work,
and Learning and department faculty to
obtain an internship (BUS/ACWMIS/MKT
399) during their junior or senior year.
Although an internship counts as part of
the 13 courses allowed in the major, students may petition for an exception. An
internship may satisfy the The City
Perspective if taken in conjunction with
GST 209. Internships can provide students
with experience that may be valuable in
competing for jobs after graduation.
Advisers should be consulted about internships.
Internships
Business Administration 10:
T
Specialization in Finance
Business core plus 4 courses:
ACC 322 Accounting Theory and
Practice I
Specialization in Management
Business core plus 4 courses:
BUS 340 Human Resource Management
BUS 440 Strategic Management
BUS 465 International Management
MIS 376 Project Management
or ECO 318 Management Science
Business Core
10 courses including:
ECO 112 Principles of Macroeconomics
ECO 113 Principles of Microeconomics
MIS 175 Principles of Computing for
Business
or MIS 360 Problem Solving for Business
or MIS 370 Data Management for
Business
ACC 221 Principles of Accounting I
ACC 222 Principles of Accounting I1
BUS 242 Principles of Management
MKT 252 Principles of Marketing
BUS 379 Quantitative Methods for
Business and Economics
BUS 301 Business Law
or PHI 300 Business Law and Ethics
BUS 331 Financial Management
he major in business administration
prepares students for professional careers
in business administration or for graduate
studies. The three specializations within
this major share a common business core.
This common core provides students with
a broad foundation so they can readily
adapt to internal changes in interests and
goals and to external changes in circumstances and opportunities.
the following:
Public Finance
Intermediate Macroeconomics
Intermediate Microeconomics
Money and Banking
Intermediate Quantitative
Methods for Business and
Economics
Financial Theory: Policy
and Practice
Investment Theory
11 courses including:
ECO 112 Principles of Macroeconomics
ECO 113 Principles of Microeconomics
ECO 312 Intermediate Macroeconomics
ECO 313 Intermediate Microeconomics
and one other upper division
economics course
ACC 221 Principles of Accounting I
ACC 222 Principles of Accounting I1
BUS 242 Principles of Management
MKT 252 Principles of Marketing
BUS 379 Quantitative Methods for
Business and Economics
or BUS 331Financial Management
Combined Major in Business
Administration and Economics
Students must also complete three
semesters of a foreign language (or equivalent). The language requirement may be
waived for international students. Contact
the international business coordinator for
details on language equivalents or other
configurations.
and one additional upper division course in
either international business or international economics.
Specialization in International
Business
Business core plus 4 courses:
BUS 362 International Business
BUS 465 International Management
MKT 466 International Marketing
and one of
EC0 3 11
ECO 312
ECO 313
ECO 315
BUS 479
BUS 438
BUS 433
The Music Business: Marketing, Promotion, Publishing, Recording
An introduction to the music industry. Topics covered include contracts, business structures and basic business essentials, band names, publicity and advertising, and the role of agents and managers. Other topics include music and
theatre, arts administration, copyright, licensing, and recording. This course is
also offered as MUS 105.
Personal Finance
Introduction to personal financial planning and budgeting, credit management, income taxes, insurance, real estate, investments, retirement and estate
planning.
Principles of Management
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.
Entrepreneurship
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.
Topics
Lectures, discussions, meetings with members of the staff or visiting faculty
regarding research methodology and readings in the areas of business administration. (Prereq.: consent of instructor)
BUS 214
BUS 242
BUS 254
BUS 295
Students should consult the area coordinator concerning acceptable alternatives
in international economics.
Minor in International Business
Six courses including:
ECO 112 or 113, ACC 221, BUS 242 or
MKT 252, and three courses in international business (one may be in international economics).
This minor is automatically completed
while completing a major in accounting,
MIS or marketing.
Minor in Business Administration
Six courses including:
ECO 112 or 113, ACC 221 and 222, BUS
242, MKT 252, BUS 331 or BUS 379.
Other configurations may be permitted
with the approval of the department chair.
BUS 105
To quai*, a major must have a 3.7 GPA
in the major, a 3.5 GPA overall, and have
completed all courses appropriate for the
proposed project.
Departmental Honors
To qual*, a major must have a 3.5
GPA, must be an Honors Program senior
who qualifies for Graduation with
Distinction in that program, and have completed all courses appropriate for the proposed project.
Graduation with Distinction
and one other upper division business
administration, accounting, MIS or marketing course.
-
Business Administration 10
-
-
BUS 433
BUS 424
BUS 379
BUS 368
BUS 362
BUS 340
BUS 331
BUS 301
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. (Prereq: Bus 331)
Financial Theory: Policy and Practice
To incorporate and learn the techniques of creatinga controlled and effective
management environment. Students work with companies to help solve problems or implement projects. (Prereq.: ECO 113; ACC 221, 222; BUS 242, 331,
379; MIS 175, MKT 252)
Internal Audit and Management Consulting
An introduction to quantitative reasoning to assist students in reading and
interpreting data. Topics include descriptive measures, probability, sampling
distributions, estimation, and hypothesis testing with emphasis on applied
problems in business and economics. (Prereq.: MIS 175 or 360 or 370 and
either MPG 3 or completion of MAT 171. WEC-Additional three-hour sessions are required, usually on a weekday evening.)
Quantitative Methods for Business and Economics
An examination of current Japanese business practices from a cultural perspective. TV documentaries, readings from periodicals, plus participation in a seminar model. (Prereq.: junior standing or consent of instructor)
Responding to the Challenge of Japan
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 (Pre-req.: ECO 112 or 113, and
BUS 242 or MKT 252, consent of instructor)
International Business
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. (Prereq.: BUS 242 or consent of instructor)
Human Resource Management
This course includes Financial Statement Analysis, Risk and Return, Security
Valuation, Capital Budgeting, Capital Structure and Working Capital
Management. (Prereq: ECO 112 or 113, ACC 221, and MPG 3)
Financial Management
Legal rules relating to contracts, agency, negotiable instruments, property, and
business organizations under the Uniform Commercial Code.
Business Law
(See Department of Philosophy for course description)
BUSIPHI 300 Business Law and Ethics
08 Business Administration
Investment Theory
Lectures, discussions, meetings with members of the staff or visiting faculty
regarding research methodology and current national and international business problems and policies. (Prereq.: consent of instructor)
Topics
Advanced modeling using computer software. Specific topics may include
multivariate modeling PATH analysis, Monte Carlo simulations, queuing models, and ANOVA. (Prereq: BUS 379. Fall: evening)
Intermediate Quantitative Methods for Business and Economics
This course analyzes several factors influencing behavior in the workplace and
the board room, including skills needed to manage across national borders.
(Pre-req.: BUS 242)
International Management
Concepts and principles related to long-range planning. Taught from a managerial viewpoint with examples from various industries and sectors. (Prereq.:
BUS 242)
Strategic Management
Analyzes exposure to accidental loss-its identification, measurement, and
evaluation. Reviews techniques for loss prevention and control. Surveys primary types of insurance. (Prereq.: BUS 331 and BUS 379)
Risk Management and Insurance
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. (Pre-req: Bus 331)
BUS 499
BUS 399
BUS 299
BUS 199
See description on page 92.
Independent StudyIResearch
See description on page 91.
lnternship
See description on page 92.
Directed Study
See description on page 91.
lnternship
Internships and Independent Study Courses:
BUS 495
BUS 479
BUS 465
BUS 440
BUS 439
BUS 438
Business Administration lo
Effective May 2006, students will need
to complete the equivalent of 150 semester
hours of education to be licensed as
Certified Public Accountants (CPAs). This
can be completed in four years through
accelerated undergraduate work. Another
option is to complete a four-year Bachelors
degree plus a Masters degree.
The two professional specializations
relate to two professional designations: the
CPA and the CMA. A certified public
accountant (CPA) focuses on external
reporting; a certified management accountant (CMA) focuses on internal reporting.
The public accounting specialization
includes the materials emphasized on the
CPA exam; the managerial specialization
includes the materials emphasized on the
CMA exam. Both the CPA and CMA designation have an experience requirement in
addition to passing the national exam.
Under the rules of the Minnesota State
Board of Accountancy, accounting majors
in the public accounting specialization are
qualified to sit for the CPA examination
after graduation.
T h e major in accounting prepares students for professional careers in a wide
variety of accounting-related positions.
This major has two tracks: general
accounting and professional accounting.
The general accounting specialization is
adequate for a wide variety of positions.
The professional accounting track includes
two specializations: public accounting and
managerial accounting. The public
accounting specialization is recommended
for positions with CPA firms. The managerial accounting specialization is recommended for positions with large or rapidlygrowing companies.
Specialization in Managerial
Accounting
Accounting core plus ACC 424 Internal
Audit and Management Consulting and
MIS 375 Management Information Systems
in the Organization. (Exception to 13course limit)
Specialization in Public Accounting
Accounting core plus: ACC 326 Tax
Accounting; ACC 423 Auditing.
(Exception to 13-course limit)
Specialization in General Accounting
No additional courses required.
Students are encouraged to take the
courses in the sequence given above.
Accounting Core
ECO 112 Principles of Macroeconomics
ECO 113 Principles of Microeconomics
MIS 175 Principles of Computing for
Business
or MIS 360 Problem Solving for Business
or MIS 370 Data Management for
Business
BUS 242 Principles of Management
MKT 252 Principles of Marketing
ACC 221 Principles of Accounting I
ACC 222 Principles of Accounting I1
BUS 379 Quantitative Methods for
Business and Economics
BUS 301 Business Law or PHI 300
Business Law and Ethics
BUS 331 Financial Management
ACC 322 Accounting Theory and
Practice I
ACC 323 Accounting Theory and
Practice I1
ACC 324 Managerial Cost Accounting
ACC 425 Advanced Accounting
ACC 326
ACC 324
ACC 323
ACC 322
ACC 295
ACC 222
ACC 221
Minor in Accounting
This minor is recommended for majors
in MIS and finance.
Six
ACC 221,222, BUS 331 or ACC 324, ACC
322,323
and one of the following: MIS 175, BUS
379, ECO 112, or 113.
The more common and important provisions of planning and compliance
for income taxes. (Prereq.: ACC 221, BUS 331, ECO 112, 113, or consent
of instructor)
Tax Accounting
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. (Prereq.: ACC 221, 222, BUS 242, 379,
MKT 252, or consent of instructor)
Managerial Cost Accounting
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. (Prereq.: ACC 322)
Accounting Theory and Practice II
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. (Prereq.: ACC 222)
Accounting Theory and Practice I
Lectures, discussions, meetings with members of the staff or visiting faculty
regarding research methodology and readings in the areas of business administration. (Prereq.: consent of instructor)
Topics
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.
(Prereq.: ACC 221)
Principles of Accounting II
Introduction to business activities, basic concepts and fundamentals of
accounting, the accounting cycle, and preparation of financial statements.
Principles of Accounting I
GPA of 3.7 in the major and 3.5 overall; a senior thesis and comprehensive oral
exam in the major field of concentration.
Interested juniors or seniors should contact the department chair.
Departmental Honors
Accountinq 1
Lectures, discussions, meetings with members of the staff or visiting faculty
regarding research methodology, and current national and international business problems and policies. (Prereq.: consent of instructor)
Topics
Accounting for business combinations, consolidations, governmental accounting, partnership accounting, and fund accounting. (Prereq.: ACC 323)
Advanced Accounting
To incorporate and learn the techniques of creating a controlled and effective
management environment. Students work with companies to help solve problems or implement projects. (Prereq.: ECO 113, ACC 221, 222, BUS 242,331,
379, MIS 175 or 360 or 370, MKT 252)
Internal Audit and Management Consulting
Internal and external auditing procedures. Emphasis on the C P k role to form
the basis of opinion on a set of financial statements. (Prereq.: ACC 323)
Auditing
ACC 499
ACC 399
ACC 299
ACC 199
See description on page 92.
Independent StudyIResearch
See description on page 91.
lnternship
See description on page 92.
Directed Study
See description on page 91.
Internship
Internships and Independent Study Courses:
ACC 495
ACC 425
ACC 424
ACC 423
12 Accounting
-
A. 12 courses in business, accounting,
marketing, and MIS:
BUS 242 Principles of Management
BUS 33 1 Financial Management
BUS 379 Quantitative Methods for
Business and Economics
ACC 221 Principles of Accounting I
ACC 222 Principles of Accounting I1
MKT 252 Principles of Marketing
MIS 360 Problem Solving for Business
MIS 370 Data Management for Business
MIS 375 Management Information
Systems in the Organization
MIS 376 Project Management
MIS 475 Systems Analysis and Design
MIS 476 Information Systems Projects
Management Information Systems
Major
he major in management infonnation systems prepares students for professional careers in information systems. MIS
studies information systems as both a
resource and a tool for decision-making.
Students learn to analyze and evaluate
existing systems and to design and program new systems. MIS is an extensive
major (16 courses) and includes courses
from computer science, mathematics, economics, business, accounting, and marketing as well as from MIS. If students have a
weak computer background, they should
also take MIS 175 for the major.
T
To qualify, a major must have a 3.5
GPA, must be an Honors Program senior
who qualifies for Graduation with
Distinction in that program, and have completed all courses appropriate for the proposed project.
Graduation with Distinction
GPA of 3.7 in the major and 3.5 overall,
complete a scholarly paper or paper from a
substantial work of applied consulting, and
present the final paper. Interested juniors
or seniors should contact their department
adviser.
Honors Major
Note: Completion of MIS 360 or MIS 370
satisfies any requirement for MIS 175.
Seven courses including:
MIS 175, ACC 221, BUS 242 or MKT 252,
MIS 360 or 370, MIS 375, ECO 113, and
one of the following: MIS 376 or ECO 318.
Minor in MIS
B. Four required supporting courses:
ECO 113 Principles of Microeconomics
CSC 160 Introduction to Computer
Science (co-requirement MAT
171)
CSC 170 Structured Programming
or CSC 240 Introduction to Networking
and Communications
MAT 171 Discrete Math for Computing
(co-requirement for CSC 160)
MIS 376
MIS 375
MIS 370
MIS 360
MIS 295
MIS 175
14 MIS
-
Principles of Computing for Business
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. (Prereq.: ACC 221, BUS 242,
and either MIS 175,360, or 370)
Project Management
Broad understanding of using information systems to support organizational
objectives. Topics include strategic planning and uses of information systems,
business process analysis, and understanding of the technology architecture.
(Prereq.: ACC 221, BUS 242 or MKT 252, and one computer course such as
MIS 175,360,370, or CSC 160)
Management Information Systems in the Organization
This course applies database management systems software capabilities to support the design and implementation of databases and related applications for
the purpose of business data management. Students will write, test, and debug
event-driven code in developing relational database applications. Students will
also learn the fundamentals of multi-user data management in network and
web environments. (Prereq.: MPG3, CSC 160, and MIS 175 or strong computer background. Completion of MIS 370 satisfies any requirement for MIS 175)
Data Management for Business
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. (Prereq.: MPG 3, MIS 175 or CSC 160 or strong computer background. Completion of MIS 360 satisfies any requirement for MIS 175)
Problem Solving for Business
Lectures, discussions, meetings with members of the staff or visiting faculty
regarding research methodology and readings in the area of management information systems.
Topics
An introductoly course to develop understanding of basic computing concepts
and specific skills in using microcomputer software (Windows, Word, Excel,
Access, Powerpoint, e-mail, and the World Wide Web). Emphasis on solving
business-related problems using software, especially Excel. Students with a
strong computer background should take MIS 360 or 370 instead of MIS 175.
(Prereq.: MPG 3)
Systems Analysis and Design
Lectures, discussions, and meetings with members of the staff or visiting faculty
regarding research methodology and current problems and policies. (Prereq.:
consent of instructor)
Topics
Skills developed in previous courses are used to complete an actual project of
systems analysis and design. (Prereq.: MIS 370, 375, 376, and 475)
Information Systems Projects
Develops skills in using systems development methodologies and Computer
Aided Software Engineering (CASE) tools. Techniques used include data and
process modeling, file and database design, and user interface design. A
course-long project is used to complete a rudimentary system design. (Prereq.:
MIS 375,376, and either MIS 370 or CSC 352. Note: MIS 376 may be taken
concurrently with MIS 475)
MIS 499
MIS 399
MIS 299
MIS 199
See description on page 92.
Independent StudyIResearch
See description on page 91.
lnternship
See description on page 92.
Directed Study
See description on page 91.
lnternship
Internships and Independent Study Courses:
MIS 495
MIS 476
MIS 475
-
MIS 11:
T
Principles of Marketing
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.
Consumer Behavior
Consumer behavior theories and principles as they apply to the consumer
decision-makingprocess. Impact of attitudes, values, personality, and rnotivation on individual decision processes. Analysis of cultural, ethnic, social class,
family, and purchase situation influences. Application to everyday purchasing
situations. (Prereq.: MKT 252 or consent of instructor)
Marketing Research and Analysis
Research process as an aid to decision making. Emphasis on development of
research proposal, methodology, and collection and analysis of data. (Prereq.:
MKT 252, BUS 379, ECO 113, or consent of instructor)
MKT 350
MKT 352
6 courses including
MKT 352 Marketing Research/Analysis
MKT 450 Marketing Management
MKT 466 International Marketing
INS 325 Building Working Relationships
MKT 350 Consumer Behavior
or MKT 354 Sales Management
MKT 355 Marketing Communications
or MKT 357 Advertising
B. Required Marketing Courses
MKT 252
10 courses including:
ECO 112 Principles of Macroeconomics
ECO 113 Principles of Microeconomics
A. Business Administration Core
Requirements
Marketing Major
he marketing major prepares students for professional careers in a wide
variety of marketing functions within both
business and not-for-profit organizations.
Career avenues include marketing
research, product management, marketing
communications (e.g., advertising, public
relations, sales promotion), and sales.
Marketing courses focus on integrating
both theory and practical applications,
with an emphasis on hands-on projects. In
addition, a unique course in the major,
"Building Working Relationships," provides an opportunity for students to examine interpersonal, group, and organizational relationships.
Principles of Accounting I
Principles of Accounting I1
Principles of Management
Principles of Marketing
Business Law and Ethics
Financial Management
Principles of Computing for
Business
or MIS 360 Problem Solving for Business
or MIS 370 Data Management for
Business
BUS 379 Quantitative Methods for
Business and Economics
ACC 221
ACC 222
BUS 242
MKT 252
PHI 300
BUS 331
MIS 175
Sales Management
Lectures, discussions, meetings with members of the staff or visiting faculty
regarding research methodology and current national and international business problems and policies. (Prereq.: consent of instructor)
Topics
This course examines those issues and activities unique to marketing in an
international setting. Emphasis is also placed on adaptation of a marketing
mix according to the international marketing environment. (Prereq.: MKT
252.)
International Marketing
Application of marketing concepts to day-to-day strategies and long-term
planning issues; development and implementation of marketing plans.
(Prereq.: MKT 252, MKT 352, MKT 355 or 357, or consent of instructor)
Marketing Management
An introduction to print, broadcast, and Web-based advertising and promotion
as important elements in modem marketing and communications. Note:
Either MKT 355 or 357 can be taken for graduation credit, but not both.
Advertising
Integration of advertising, public relations, sales promotion design, evaluation,
and personal selling into a coherent promotion mix. (Prereq.: MKT 252) Note:
Either MKT 355 or 357 can be taken for graduation credit, but not both.
Marketing Communications
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. (Prereq.: MKT 252 or consent of instructor)
MKT 499
MKT 399
MKT 299
MKT 199
See description on page 92.
Independent Study/Research
See description on page 91.
lnternship
See description on page 92.
Directed Study
See description on page 91.
lnternship
Internships and Independent Study Courses:
MKT 495
MKT 466
MKT 450
MKT 357
MKT 355
MKT 354
-
Marketing 111
c
*To provide programs of study for professional goals in addition to the traditional positions as chemists.
*To provide a course of study of sufficient rigor and depth to enable our graduates who complete our ACS chemistry
major to compete successfully with their
peers of similar ability in graduate school
or research positions.
Consonant with these ideas, the
Department of Chemistry has established
the following objectives to help its students develop into mature scientists:
The department is on the list of
approved schools of the American
Chemical Society (ACS) and offers a chemistry major that meets the chemistry background required by many fields.
Chemists as people must be broadly
educated in order to understand themselves and their society. The liberal arts as
offered in the general education curriculum is imperative if a chemist is to be both
truly human and truly scientific.
Chemists as scientists must be knowledgeable in fact and theory for solving scientific problems and also capable of providing a public understanding of their
work, including potential problems as well
as benefits.
hemistry is the science that examines and works toward understanding
changes in matter. Chemistry has been
described as the central science because
matter includes the entire physical world,
such as the things we use, the food we eat,
and even ourselves. Correlating the
insights of chemistry with physics, mathematics, and molecular biology opens vistas
that excite and offer opportunities to better
the entire world.
and two additional courses from:
CHM 364 Physical Chemistry I1
CHM 367 Properties of Polymers
Graduation Major in Chemistry
CHM 115, 116 General Chemistry I, I1
or CHM 105, 106 Principles of Chemishy
I, I1
CHM 351,352 Organic Chemistry I, I1
CHM 353 Quantitative Analytical
Chemistry
CHM 361 Physical Chemistry I
CHM 363 Physical Chemistry Laboratory I
CHM 491 Chemistry Seminar (4 semesters)
BACHELOR OF ARTS
Sandra L. Olmsted (Chair), Ron L.
Fedie, Arlin E. Gyberg, Joan C. Kunz
Chemistry Faculty
*To present the excitement of chemistry to non-science majors as an example
of the methodology of the natural sciences
in examining the world around us. The
presentation of major concepts underlying
the changes in matter, the opportunity to
examine change in the physical world, and
the reflection of the implications and limitations of science in our society will
enhance the ability of non-science persons
to make better value judgments concerning
science questions in their own endeavors.
*To encourage students to take a broad
view of their education and to integrate
outside study areas with the sciences.
*To provide an atmosphere of leamhg
so that students will want to remain lifelong learners, thereby remaining competent in their field, however that may
change after graduation, and be able to
move into new areas as opportunities arise.
12 courses including:
CHM 115, 116 General Chemistry I, I1
or CHM 105,106 Principles of Chemistry
I, I1
CHM 351,352 Organic Chemistry I, I1
American Chemical Society Approved
Major
BACHELOR OF SCIENCE
Pre-medical students should plan to
take at least three courses (and usually
more) in biology. Students should consult
members of the chemistry department for
assistance in planning a course program
early in their college career.
Chemistry for Pre-Medical Students
The State of Minnesota has specific
licensing requirements for teachers that
may differ slightly in emphasis from the
Augsburg major requirements. The state
requirements may also be subject to
change after publication of b s catalog.
Students therefore should consult with the
Augsburg Department of Education to
identify current Minnesota teacher licensure requirements.
Teaching Licensure in Physical Science
Because upper division courses have
mathematics and physics prerequisites, students should plan to take MAT 145, 146 in
the freshman year and PHY 121,122 in the
sophomore year.
General Physics I, I1
Calculus I, I1
Advanced Organic Chemistry
Advanced Analytical Chemistry
Advanced Inorganic Chemistry
Principles of Medicinal
Chemistry
Biochemistry
Also required:
PHY 121, 122
MAT 145, 146
BIO 367
CHM 464
CHM 481
CHM 482
CHM 470
Overall GPA of 3.5 or higher, and completion of an approved research project in
the junior or senior year.
Graduation with Distinction in
Chemistry
Also required are:
CHM 491 Chemistry Seminar (four
semesters)
MAT 145, 146, 245 Calculus I, 11,111
PHY 121, 122 General Physics I, I1
(should be taken in sophomore year)
Recommended: Modem Physics, additional
mathematics, research experience, reading
ability in German, and computer proficiency
One course from:
CHM 367 Properties of Polymers
CHM 470 Principles of Medicinal
Chemistry
CHM 495 Topics in Chemistry
CHM 353 Quantitative Analytical
Chemistry
CHM 361,363 Physical Chemistry and
Laboratory I
CHM 364, 365 Physical Chemistry and
Laboratory 11
CHM 464 Advanced Organic Chemistry
CHM 481 Advanced Analytical Chemistry
CHM 482 Advanced Inorganic Chemistry
Note: credit will not be granted for
both CHM 105 and 115, or for both CHM
106 and 116. Other restrictions are in the
course descriptions.
Minor
Five courses that must include:
CHM 105, 106 or CHM 115, 116, CHM
351,352, and CHM 353.
Full ACS major; GPA of 3.5 in chemistry, mathematics and physics, 3.0 overall;
one course or summer of approved
research; participation in seminar.
Departmental Honors
-
Chemistry 11!
CHM 115
CHM 106
CHM 105
CHM 101
CHM 100
SCI 111
SCI 110
An intensive course for pre-medical students and future chemists. Includes
chemical equations and calculations, energetics, and bonding theory with
examples from inorganic chemistry. (Three one-hour lectures, one three-hour
laboratory. Prereq.: high school chemistry, MPG 3. Fall)
General Chemistry I
CHM 106 is a continuation of CHM 105 with more emphasis upon equilibrium
and the chemistry of the elements. (Three hours of lecture, one three-hour
laboratory. Prereq.: CHM 105, MPG 3. Spring)
Principles of Chemistry II
Topics in this course include an introduction to matter, chemical change,
chemical reactions, chemical bonding, energetics, and equilibrium. The
sequence, CHM 105, 106, is designed for students who have not studied
chemistry in high school or who are less confident about their background in
chemistry. Students may go into CHM 351 or 353 from CHM 106 and major
in chemistry. (Three hours of lecture, one three-hour laboratory. Prereq.: MPG
2. Fall)
Principles of Chemistry I
Second semester of the year-long course. Applies concepts from CHM 100 to
environmental, organic, and biochemical problems of societal interest. A laboratory is included with this course. Does not count toward a chemistry major
or minor nor apply as prerequisite for other chemistly courses. (Prereq.: CHM
100, MPG 3. Spring)
Chemistry for Changing Times II
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 nor apply as prerequisite for
other chemistry courses. (Prereq.: MPG 2. Fall)
Chemistry for Changing Times I
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 laboratoly. Prereq.: SCI 110)
Natural Science II
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 threehour laboratory. Prereq.: MPG 3 )
Natural Science I
Any course taken as a prerequisite for another course, including the first course in a two-term
sequence, must be completed with a grade of P, or 2.0 or higher.
20 Chemistry
-
General Chemistry II
A continuation of Chemistry 115. Emphasis on equilibrium and solution
chemistry including kinetics and electrochemistry. (Three one-hour lectures,
one three-hour laboratory. Prereq.: CHM 115. Spring)
Physical Chemistry II
CHM 364
Properties of Polymers
CHM 367
Presents polymer chemistry as an interdisciplinary chemistry relying on the
organic, analytical, and physical chemistry prerequisites to unfold the details
of macromolecules. (Prereq.: CHM 352, 361. Spring, alternate years)
Physical Chemistry Laboratory 11 (.5 course)
CHM 365 is to be taken the second semester and involves experiments relating to CHM 364. (One four-and-one-half hour laboratory. Prereq.: CHM 364
or concurrent registration. Spring)
CHM 365
Covers the fundamentals of the chemical kinetics as well as the concepts studied in CHM 361 applied to areas of solutions, molecular structure, spectroscopy, surfaces, diffraction techniques, and macromolecules. (Three onehour lectures. Prereq.: CHM 361. Spring)
Physical Chemistry Laboratory 1 (.5 course)
Physical Chemistry Laboratory introduces students to techniques of data collection and experimental application of concepts presented in physical chemistry lecture. CHM 363 is to be taken in the fall and involves experiments
related to CHM 361. (One four-and-one-half hour laboratory. Prereq.: CHM
361 or concurrent registration and ENG 111)
Covers three of the basic theoretical concepts of chemistry: thermodynamics,
quantum mechanics, and statistical mechanics. (Three one-hour lectures.
Prereq.: CHM 106 or 116; MAT 145, 146; PHY 121, 122. Fall)
Physical Chemistry I
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. (Three hours of lecture, one four-hour
laboratory. Prereq.: CHM 106 or 116. MPG 3. Fall)
Quantitative Analytical Chemistry
CHM 363
CHM 361
CHM 353
Important classes of organic compounds with special emphasis on mechanisms and multi-step synthesis. Descriptive material is correlated by means of
modem theories of chemical bonds, energy relationships, and reaction mechanisms. (Three one-hour lectures, one four-hour laboratory. Prereq.: CHM 106
or 116. Fall: CHM 351; spring: CHM 352)
CHM 351,352 Organic Chemistry I, II
CHM 116
Chemistry 12
CHM 497
CHM 495
CHM 491
CHM 482
CHM 481
CHM 470
CHM 464
-
(.O course)
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 (that may be counted as a course). Cooperative education is an excellent
opportunity to be involved in industrial research projects. (Prereq.: junior or
senior standing)
Introduction to Chemistry Research
Study of a specific area building upon inorganic, analytical, physical, and
organic chemistry.
Topics in Chemistry
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.
Chemistry Seminar
Correlation of inorganic reactions using the electrostatic and molecular orbital
models. Reactivity and bonding in coordination, cluster, and organometallic
compounds are considered. The laboratory uses preparations of a variety of
techniques. (Three one-hour lectures, one three-hour laboratory. Prereq.: CHM
352,361 or consent of instructor. Fall)
Advanced Inorganic Chemistry
Emphasis on instrumental methods of analysis. Atomic, molecular, and electron spectroscopy, radiochemical, chromatography, thermal, and electroanalytical methods are covered. (Three one-hour lectures, one four-and-one-half hour
laboratory. Prereq.: CHM 353, 361 or consent of instructor. Spring)
Advanced Analytical Chemistry
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. (Prereq.: CHM 352. BIO 367 is recommended. Spring, alternate
years)
Principles of Medicinal Chemistry
Laboratory work is organized around the problems of identifying organic compounds. Lecture topics include theory and structure-spectra correlations for
IR, UV, NMR, and mass spectroscopy; use of the literature, and advanced topics in organic synthesis. (~hreehours of lecture, six hours of laboratory.
Prereq.: CHM 352,353, 361 or consent of instructor. Some reading knowledge
of German is helpful. Fall)
Advanced Organic Chemistry
22 Chemistry
-
Directed Study
See description on page 92.
Internship
See description on page 91
Independent StudyIResearch
See description on page 92. (Prereq.: junior or senior standing)
CHM 299
CHM 399
CHM 499
he Augsburg computer science
department strives to give students a sound
theoretical and practical foundation in
computer science. We offer both a B.A. and
a B.S. major. The computer science curriculum places emphasis on networks,
communications, and the use of computers
as an information access tool. The coursework provides students a strong base in
computer science, with emphasis on concepts rather than on applications. We
encourage students to strengthen their
coursework by electing an internship or
cooperative education experience. Our
location in the Twin Cities provides us
with an excellent resource of such experiences for students, and allows them to add
practical applications to their education.
T
12 courses including:
CSC 160 Introduction to Computer
Science and Communication
CSC 170 Structured Programming
CSC 210 Data Structures
CSC 240 Introduction to Networking
and Communications
CSC 320 Algorithms
CSC 345 Principles of Computer
Organization
Computer Science Major
BACHELOR OF ARTS
.
Charles Sheaffer (Chair), Lany
Crockett, Jim Moen, Noel Petit, Larry
Ragland, Karen Sutherland
Computer Science Faculty
See listing under Speech/Communication and Theatre Arts.
lnternship
See description on page 91
CHM 199
Internships and Independent Study Courses:
-
Two courses from:
MAT 245 Calculus 111
MAT 246 Linear Algebra
MAT 247 Modeling and Differential
Equations
16 courses including:
CSC 160 Introduction to Computer
Science and Communication
CSC 170 Structured Programming
CSC 210 Data Structures
CSC 240 Introduction to Networking
and Communications
CSC 320 Algorithms
CSC 345 Principles of Computer
Organization
CSC 450 Programming Languages and
Compilers I
CSC 451 Programming Languages and
Compilers I1
PHI 385 Introduction to Formal Logic
and Computation Theory
MAT 145 Calculus I
MAT 146 Calculus I1
Computer Science Major
BACHELOR OF SCIENCE
At least one elective must be an upper division course.
and two electives from
CSC courses above 200 at least one of
which is above 300
PHY 261 Electronics
MIS 475 Systems Analysis and Design.
MAT 355 Numerical Mathematics
Programming Languages and
Compilers I
CSC 45 1 Programming Languages and
Compilers I1
PHI 385 Introduction to Formal Logic
and Computation Theory
MAT 114 Precalculus (or MPG 4)
MAT 171 Discrete Mathematics for
Computing (recommended)
or MAT 145 Calculus I
CSC 450
!24 Computer Science
13 courses including:
MAT 145 Calculus I
or MAT 122 Calculus for the Social and
Behavioral Sciences
CSC 160 Introduction to Computer
Science and Communication
CSC 170 Structured Programming
CSC 210 Data Structures
CSC 240 Introduction to Networking
and Communications
or CSC 320 Algorithms
or CSC 352 Database Management and
Design
CSC 345 Principles of Computer
Organization
ECO 112 Principles of Macroeconomics
ECO 113 Principles of Microeconomics
Major in Computational Economics
Coordinators
Jeanne Boeh, Department of Economics,
Lany Ragland, Department of Computer
Science
The computational economics major
has been designed to serve students with
need for some basic understanding of computer science and economics. The major
requires six courses from computer science
and six from economics with a required
capstone independent study. Students
interested in this major should consult
with the faculty in computer science, in
economics, or one of the coordinators.
Computational Economics
At least two electives must be upper division courses.
and three electives from:
CSC courses above 200
PHY 261 Electronics
MIS 475 Systems Analysis and Design
MAT 355 Numerical Mathematics
MAT 271 Discrete Mathematical
Structures (recommended)
CSC 160
Prerequisites: A course must be completed with a grade of 2.0 or higher to
count as a prerequisite for a computer science course.
Six courses including CSC 160, 170,
210,345; and one upper division computer
science course, and one of MAT 171 or
MAT 145.
Computer Science Minor
GPA of 3.5 in computer science and
mathematics, GPA of 3.1 overall, and an
independent study project.
Departmental Honors
One upper division elective in philosophy
Computer Science: An
Alternative Scheme I1
PHI 241 History of Philosophy I:
Ancient Greek Philosophy
PHI 242 History of Philosophy 11:
Medieval and Renaissance
Philosophy
PHI 343 History of Philosophy 111: Early
Modem and 19th Century
Philosophy
PHI 344 History of Philosophy IV
Twentieth Century Philosophy
PHI 365 Philosophy of Science
PHI 385 Introduction to Fonnal Logic
and Computation Theory
PHI 410 Topics in Philosophy
or CSC 495 Advanced Topics in
Computer Science
CSC 373
Introduction to Computer Science and Communication
An introduction to computer science topics in hardware, software, theory, and
computer communications: algorithm design, logical circuits, network concepts, and the Internet, and programming. (Prereq.: MPG 3)
14 courses including:
MAT 171 Discrete Mathematics for
Computing
or MAT 145 Calculus I
CSC 160 Introduction to Computer
Science and Communication
CSC 170 Structured Programming
CSC 210 Data Smctures
CSC 320 Algorithms
Major in Computational Philosophy
Coordinators
David Apolloni, Department of Philosophy,
Charles Sheaffer, Department of Computer
Science
Computational Philosophy emphasizes
areas of interest in which philosophy and
computer science overlap: logic, artificial
intelligence, cognitive science, philosophy
of mind, and philosophy of language. The
major requires six courses from computer
science and seven from philosophy with a
required capstone topics course. Students
interested in this major should consult
with the faculty in computer science, in
philosophy, or one of the coordinators.
Computational Philosophy
ECO 312 Intermediate Macroeconomics
ECO 313 Intermediate Microeconomics
ECO 318 Management Science
ECO 315 Money and Banking
or ECO 415 Managerial Economics
CSC 499 Independent Study
or ECO 499 Independent Study
Computer Science 12
-
CSC 352
csc 345
CSC 320
CSC 273
CSC 272
CSC 270
CSC 240
csc 210
CSC 170
Structure of database management systems, query facilities, file organization
and security, and the development of database systems. (Prereq.: CSC 210)
Database Management and Design
An introduction to computer architecture, processors, instruction sets, and
assembly language programming. (Prereq.: CSC 210)
Principles of Computer Organization
and sorting algorithms, mathematical algorithms, scheduling algorithms, and
tree and graph traversal algorithms. The limitations of algorithms, Turing
machines, the classes P and NP, NP-complete problems, and intractable problems. (Prereq.: CSC 210 and one of MAT 145 or MAT 171)
A systematic study of algorithms and their complexity, including searching
Algorithms
Study of an alternative approach to some of the most important concepts of
computer science including problem-solving, simulation, object-oriented programming, functional programming, procedural and data abstraction, and program interpretation. Intended especially for non-majors. Offered concurrently
with CSC 373. (Prereq.: None)
Computer Science: An Alternative Scheme I
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. (Prereq.: CSC 170 or another
course with a study of a programming language)
UNIX and C
Study of the FORTRAN programming language. It is assumed that the student
has a knowledge of programming methods and has done programming in
some other language. (Prereq.: CSC 170 or another course with a study of a
programming language)
FORTRAN
Principles and methods of data communications, information theory,
distributed processing systems, network protocols and security, standards,
network management, and general computer interfacing. (Prereq.: CSC 160
and MPG 3)
Introduction to Networking and Communications
Data structures such as linked lists, stacks, and queues; recursion. (Three
hours of lecture, 1.5 hours of lab. Prereq.: CSC 170, MPG 4, and one of MAT
145 or MAT 171)
Data Structures
A study of problem-solving, algorithm development, and programming using a
high-level programming language. (Three hours of lecture, 1.5 hours of lab.
Prereq.: CSC 160 and MPG 3; MAT 171 recommended)
Structured Programming
126 Computer Science
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. (Prereq.: Consent of instructor)
Advanced Topics in Computer Science
Continuation of CSC 450: compilers, data structures, control structures, and
the run-time environment. Emphasis on implementation issues. (Prereq.: CSC
345, CSC 450, and PHI 385)
Programming Languages and Compilers II
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. (Prereq.:
CSC 320 and PHI 385 or concurrently)
Programming Languages and Compilers I
Network management; client/server databases and workstations; TCPAP and
other network examples. Elements of operating systems, memory and process
management, interactions among major components of computer systems, and
a detailed study of the effects of computer architecture on operating systems.
(Prereq.: CSC 340 and 345)
Advanced Networking and Operating Systems
Robot components, robotic paradigms, mobile robots, task planning, sensing,
sensor fusion, basic control concepts. (Prereq.: CSC 210)
Introduction to Al Robotics
Continuation of CSC 273, and offered concurrently with CSC 273. Majors who
have taken CSC 210 should register for CSC 373. (Prereq.: CSC 210 or 273)
Computer Science: An Alternative Scheme II
CSC 499
CSC 399
CSC 299
CSC 199
See description on page 92.
Independent StudyIResearch
See description on page 91.
lnternship
See description on page 92.
Directed Study
See description on page 91.
lnternship
Internships and Independent Study Courses:
CSC 495
CSC 451
CSC 450
CSC 440
CSC 431
CSC 373
Computer Science 12
Martha Johnson, Director
East Asian Studies Faculty
Career opportunities for those who
attain a liberal arts degree in East Asian
studies include government service, international business, journalism, language
instruction, Asian arts, and intercultural
communication. The major provides a
foundation for graduate work in various
fields such as anthropology, economics,
history, international relations, business,
law, political science, sociology, and theatre. This major is also recommended for
those interested in education and work
with social and recreational agencies.
major in East Asian studies is
offered through Augsburg and the other
Associated Colleges of the Twin Cities
(ACTC). This is an inter-college, interdepartmental program that is available as a
result of the cooperation and cross-registration possibilities among Augsburg
College, Hamline University, Macalester
College, The College of St. Catherine, and
the University of St. Thomas. The program
pools the resources and expertise within
the five institutions. This major enables
students to acquire a broad knowledge of
Japan, China, and other East Asian
nations, and to gain a functional knowledge of the language of one country.
A
Hamline University offers elementary
and intermediate courses in Chinese.
Macalester College and the University of
St. Thomas offer elementary and intermediate courses in Japanese. There is a contractual arrangement with the University
of Minnesota to take Chinese or Japanese
languages (without extra tuition charges);
see campus adviser. Non-majors may also
take the Chinese and Japanese language
courses.
Language Courses
Study abroad opportunities for the
semester or a year are available in Hong
Kong, Japan, Korea, and the People's
Republic of China. Study abroad strengthens the East Asian studies major by offering a cross-cultural experience in the country of specialization.
Nine courses are required for the major.
Courses in the major must be preapproved by the campus adviser and are
distributed as follows: four courses in an
East Asian language; four additional courses,
two of which must be upper division
(strongly recommended that one of these
be a history course on China or Japan);
and an East Asian studies seminar. A term
of study abroad and the completion of a
minor in another discipline are strongly
recommended.
Major in East Asian Studies
Each campus has a member on the
ACTC East Asian studies committee who
can assist students. The current advisers
are: Augsburg-Martha Johnson,
612-330-1715; Hamline-Richard Kagan,
651-641-2433; Macalester-Yue-him Tam,
651-696-6262; St. Catherine-Helen
Humeston, 651-690-6651; St. ThomasYoung-Ok An, 651-962-5621.
Note: Interim courses or new courses
related to the East Asian Studies Program
may be substituted when appropriate,
with the consent of the campus adviser.
Faculty advising is recommended at all
stages of the major to plan a coherent and
effective program.
Five courses, no more than two of
which may be in the language. Courses in
the minor must be pre-approved by the
campus adviser. A minor in East Asian
studies provides exposure to an area of
East Asia that would complement other
disciplines.
Minor in East Asian Studies
-
Responding to the Challenge
of Japan
Topics: Introduction to AsianAmerican Literature
The Modem Non-Western
World
Asian Philosophy
Understanding Asian America
Russian and Chinese Foreign
Policy
History of Religions
Introduction to Asian and
Asian American Theatre
Students may also take independent
studies (299,499) or topics courses relating to East Asian studies in various departments, subject to consent of instructor and
approval of program director.
REL 356
THR 245
PHI 355
POL 282
POL 363
HIS 104
ENG 282
BUS 368
Approved Augsburg College courses for
the East Asian Studies Program (consult
program director for ACTC listing of
approved courses):
East Asian Studies 12
T
Students are able to combine an economics major with other disciplines such
as business administration, international
relations, mathematics, management infor-
The study of economics provides a firm
foundation for confronting change because
it presents a disciplined way to analyze and
make choices. An economics major prepares students for community leadership
and leads to a great diversity of career
opportunities including law, teaching, journalism, private and public international
service. Pre-law and potential Master of
Business Administration students are especially encouraged to consider economics as
a major or a minor.
The department offers five majors. The
economics major and the applied economics majors lead to careers in the business
world or government. Computational economics provides a liberal arts entry into
the rapidly growing computer science field.
The combined economics/business administration major allows students great flexibility in order to explore both fields.
Finally, the teaching major in political sciencdeconomics allows secondary education licensure students to obtain a solid
background for teaching economics.
he Department of Economics offers a
program that stresses a strong theoretical
background, quantitative analysis, and an
emphasis on national and international
issues. Students who graduate with an economics major are well prepared to continue their education in a variety of fields or
to work successfully in business and government because of the strong liberal arts
emphasis within the major.
and three other upper division courses also
required:
MIS 175 F'rinaples of Computing
for Business
MIS 379 Quantitative Methods for
Business and Economics
MAT 114 Elementary Functions
Finite Mathematics
or MAT 121
Calculus for the Social
or MAT 122
and Behavioral Sciences
Major in Economics
ECO 112 Principles of Macroeconomics
ECO 113 Principles of Microeconomics
ECO 312 Intermediate Macroeconomics
ECO 313 Intermediate Microeconomics
ECO 414 Welfare Economics
Jeanne Boeh (Chair), Keith Gilsdorf, Stella
Hofrenning
Economics Faculty
Internships are recommended. Students
must consult with the department chair
and the internship office before registering
for academic credit.
mation systems, political science, histoly,
and area study programs. Students who are
interested in any type of quantitatively oriented graduate program in economics or in
business are encouraged to either major or
minor in mathematics. These students
should also take courses in computer science. Consult an adviser for specific course
suggestions.
and one other upper division business course.
and one other upper division economics
course, and six accountinglbusiness
administration/MIS courses including:
ACC 221 Principles of Accounting I
ACC 222 Principles of Accounting I1
BUS 242 Principles of Management
BUS 252 Principles of Marketing
BUS 331 Financial Management
or MIS 379
Quantitative Methods
for Business and
Economics
In addition to the courses listed on the
following pages, these topics have been
offered under ECO 295 or 495 Topics:
Consumer Economics, Research Methods
for Economics and Business, Advanced
Economic Theory, Decision-Making With
Finite Markov Chains, Soviet Economy,
Economics of Mutual Funds, and Health
Economics.
Note: Students who plan to major in
the department are strongly encouraged to
select a department adviser as soon as possible in order to carefully plan their program of study
Five economics courses including:
ECO 112 Principles of Macroeconomics
ECO 113 Principles of Microeconomics
ECO 312 Intermediate Macroeconomics
ECO 313 Intermediate Microeconomics
See Computer Science, page 124.
Combined Major in Economics and
Business Administration
Minor in Economics
GPA of 3.5 in the major and 3.0
overall; a senior thesis and comprehensive
oral examination in the major field of
concentration.
Departmental Honors
See Political Science, page 229.
Teaching Major in Political Science
and Economics
The State of Minnesota has specific
licensing requirements for teachers that
may differ slightly in emphasis from the
Augsburg major requirements. The state
requirements may also be subject to change
after publication of this catalog. Students
therefore should consult with the Augsburg
Department of Education to identify current Minnesota teacher licensure requirements.
Teacher Licensure Major
ECO 112, 113,312,313, and one additional economics upper division course.
Other configurations may be permitted
with the approval of the department chair.
Major in Computational Economics
Major in Applied Economics
ECO 112 Principles of Macroeconomics
ECO 113 Principles of Microeconomics
EC0 311 Public Finance
or ECO 312
Intermediate
Macroeconomics
or ECO 315
Money and Banking
ECO 313 Intermediate Microeconomics
ECO 360 International Economics
EC03 18 Management Science
or ECO 415
Managerial Economics
ECO 413 Labor Economics
ECO 399 Internship Program
or ECO 499
Independent Study
MIS 175 Principles of Computing
for Business
MIS 379 Quantitative Methods for
Business and Economics
ENG 223 Writing for Business and the
Professions
PHI120 Ethics
or PHI 125 Ethics and Human Identity
Economics 131
Economics of Urban Issues
Study of economic implications of many problems facing a metro-urban environment. Some of the topics to be discussed are fundamental microeconomic
tools, e.g., crime prevention, education, discrimination. (This is a basic course
designed for those students who do not plan to major in economics, business
administration, or MIS.)
Principles of Macroeconomics
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 or 110.
ECO 112 and 113 may be taken in either order. (Prereq.: MPG 2 )
Principles of Microeconomics
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 110 or 112. ECO 112
and 113 may be taken in either order. (Prereq.: MPG 2)
Topics
Lectures, discussions, meetings with members of the staff or visiting faculty
regarding research methodology and current national and international economics problems and policies.
Public Finance
Analysis of the principles of taxation and public expenditures, the impact of
fiscal policy on economic activity, and debt policy and its economic implications. (Prereq.: ECO 113. Fall: alternate years)
lntermediate Macroeconomics
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. (Prereq.: ECO 112. Fall)
Intermediate Microeconomics
Theory of resource allocation, analysis of consumer behavior, firm and industry; the pricing of factors of production and income distribution; introduction
to welfare economics. (Prereq.: ECO 113. Spring)
ECO 110
ECO 112
ECO 113
ECO 295
ECO 31 1
ECO 312
ECO 313
132 Economics
Money and Banking
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 (Prereq.:
ECO 112. Fall: alternate years)
Comparative Economic Systems
This course focuses on comparing the performance of various countries that
rely on different economic systems for the allocation of resources, including
systemic changes in Eastern Europe. Theoretical models are examined and
compared to real-world variants. (Prereq.: ECO 112 or 113: on demand)
Management Science
Provides a sound conceptual understanding of the modem 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. (Prereq.: ECO 113, MPG 3. Fall)
International Economics
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. (Prereq.: ECO 113. Spring:
alternate years)
Environmental Economics and Sustainable Development
This course addresses the environmental problems such as tropical deforestation, despoilation of air and water, ozone depletion, and global warming that
arise in the process of economic development to better the standard of living
of the developed and developing countries. (Prereq.: ECO 112 or 113. On
demand)
Labor Economics
Analysis of labor markets, labor as a factor of production, determination of
wage collective bargaining, labor legislation, and effects upon society. (Prereq.:
ECO 313. Spring: alternate years)
Welfare Economics
Basic concepts and propositions; Pareto optimality, economic efficiency of
alternative market structures; social welfare functions; normative concepts of
economic theory. (Prereq.: ECO 313. Spring: alternate years)
ECO 315
ECO 317
ECO 318
ECO 360
ECO 365
ECO 413
ECO 414
Economics 13
-
Lectures, discussions, meetings with members of the staff or visiting faculty
regarding research methodology and current national and international economic problems and policies.
Topics
ECO 499
ECO 399
ECO 299
ECO 199
See description on page 92.
Independent StudyIResearch
See description on page 91. (Prereq.: Completion of 50 percent of major or
consent of instructor)
lnternship
See description on page 92.
Directed Study
See description on page 91.
lnternship
Internships and Independent Study Courses:
ECO 495
134 Economics
Students in all degree andlor licensure
programs must apply for acceptance into
the education department prior to begin-
Beginning Fall 2002, a graduate level
licensure option will be available in weekend format to those already holding a B.A.
degree. Graduate courses taken for licensure can be applied to a Master of Art in
Education degree. Contact the Education
Department for information.
Degree and/or licensure programs are
available in both weekday and weekend
formats. Weekend College degree and
licensure programs are limited to elementary, communication artdliterature, social
studies, and visual arts. Additional teaching majors are available through the weekday program and open to weekday and
weekend students who can take courses on
a weekday schedule. All prerequisite, elementary core, and professional education
courses except field work and student
teaching are available on a weekend or
weekday late aftemoonlevening schedule.
Fieldwork and student teaching must be
completed during regular weekday hours.
All students must have some time available
each term for field experiences.
he Department of Education maintains liberal arts-based teacher education
programs that are accredited by the
Minnesota Board of Teaching and National
Council for Accreditation of Teacher
Education (NCATE). These programs lead
to recommendation for licensure to the
State of Minnesota for elementary (grades
K-8),secondary (grades 5-12) in biology,
chemistry, communication arts~literature,
health, mathematics, physics, and social
studies, and K-12 licenses in visual art,
health, physical education, music, and
dancdtheatre, and special education: E/BD.
T
Note: Major changes in Minnesota teacher
licensure were implemented in the fall of
2000. Students who entered the College
under a previous catalog and who will
complete their licensure after August 31,
Selected education department students
may participate in an international student
teaching abroad program. Those interested
in further information should contact the
education department at least one year
prior to student teaching. Students who
teach abroad will do part of their student
teaching in the Twin Cities area under
direct Augsburg faculty supervision.
Student Teaching Abroad
All students are expected to obtain an
education department adviser at the outset
of coursework. All students are expected to
become knowledgeable of programs and
follow through with department policies.
Handbooks outlining programs and policies are available through the education
department.
The education department offers nonlicensure majors in elementary education
and education studies. Contact the department for details. The department also
offers a special education minor which is
described at the end of this section after
course listings.
ning 300-400 level courses. State law
requires completion of the PPST-PRAXIS I
exam prior to beginning 300-400 level
courses. Criteria for acceptance into the
education department are available in the
department. Students complete a semester
of full-time student teaching at the conclusion of their degree and/or licensure programs. State law requires passing three
exams prior to recommendation for licensure: PPST, Principles of Learning and
Teaching Test, and a subject matter test.
-
Non-departmental core courses (requirements subject to change-see Education
Department for most current list):
ENG 111 Effective Writing
HPE 115 Chemical Dependency (.5)
INS 105 Intro. to American Indian
Studies or INS 260
Contemporary American
Indians (IA 1)
MAT 131 Math for the Liberal Arts
( W C T ) (if math specialty
area: MAT 331)
MAT 132 Numeracy for Contemporary
Society (QR) (if math: MAT
122 or 145)
PHY 103 Conceptual Physics or PHY 116
Introduction to Physics (NW
l), (if science specialty area:
PHY 116)
PHY 114 Earth Science for Elementary
Teachers (If science specialty
area: PHY 116 and geology)
BIO 102 The Biology World (NW 2)
Elementary education majors are
required to complete the following nonmajor and major courses. To be licensed
hey must also complete an approved middle school specialty area and student teaching.
Elementary Major and Licensure
Requirements:
2003 must comply with the new program.
No one will be licensed under programs
described in previous catalogs after August
31, 2003.
136 Education
Student Teaching Block
EDC 481,483,485 Student Teaching (3.0)
Student teaching is completed for licensure. It is not part of the major in elementary education. (S)
Capstone Block
EDC 410 Special Needs Learners
EDC 480 School and Societv (WlISW)
Methods Block I1
EED 341 K-6 Methods: Visual Arts (.25)
EED 342 K-6 Methods: Music (.25)
EED 350 K-6 Methods: Mathematics
EED 360 K-6 Methods: Science
EED 370 K-6 Methods: Social
StudiestThematic Studies (.5)
EED 380 Kindergarten Methods (.5)
Methods Block I
EED 310 K-6 Methods: Health/PE (.5)
EED 320 K-6 Methods: Reading
EED 330 K-6 Methods: Language
ArtsIChildren's Literature
Foundations Block I1 (courses beyond this
point require admissions to the department)
EDC 3 10 Learning and Development
(HI)
Foundations Block I
EDC 200 Orientation to Education in an
Urban Setting (C)
EDC 210 Diversity in the Schools (.5)
EDC 220 Educational Technology (.5)
Major Courses
Vicki Olson (chair), Joy Bartlett, Joseph
Erickson, Jeanine Gregoire, Gretchen
Irvine, Mary Jacobson, Anne Kaufman,
Lynn Lindoy Susan O'Connor, Ron
Petrich, Linda Stevens, Barbara West
Education Faculty
Licensure requirements in the state of
Minnesota for teaching in secondary
schools are met through the Augsburg
College education department licensure
program. These requirements are: baccalaureate degree, academic major in an
approved teaching area, and completion of
an approved licensure program.
t is the responsibility of each student to
meet all specific requirements of the education department and the subject area
major. Secondary and K-12 licensure students are expected to have advisers in both
their subject area major and in the education department. Secondary or K-12 licensure is available in art, biology, chemistry,
communication artditerature, dance/theatre, health, mathematics, music, physical
education, physics, and social studies.
A minimum GPA of 2.5 overall, 2.5 in
the major, 2.0 in the specialty area, and
grades of P in student teaching courses are
required for licensure as well as 2.0 or better in all required core, specialty, and education major courses. The equivalent of
two full courses graded P/N, plus student
Under new licensure rules, the state of
Minnesota will require middle school specialty areas as a part of all elementary
teacher licenses. Teachers will be able to
teach at the middle school level in their
specialty area. Students must complete a
coursework program in one of the following areas: communication artshterature,
mathematics, science, or social studies. See
Education Department for specific courses
required in each area.
Methods Block I
ESE 300 ReadingMriting in the Content
Area
Foundations Block I1 (Courses beyond this
point require admission to the education
department.)
EDC 310 Learning and Development
(HI)
Foundations Block I
EDC 200 Orientation to Education in an
Urban Setting (C)
EDC 210 Diversity in the Schools (.5)
EDC 220 Educational Technology (.5)
Non-departmental requirements:
ENG 111 Effective Writing
HPE 11'5 Chemical Dependency (.5)
INS 105 Intro. to American Indians or
INS 260 Contemporary
American Indians (IA)
Beginning Fall 2002, a graduate level
elementary licensure option will be available through Weekend College. Licensure
will be obtained through a combination of
graduate and undergraduate credits.
Contact the Education Department for
information.
Graduation with distinction or departmental honors is available to elementary
education majors who maintain a 3.5 overall GPA and a 3.75 overall GPA in the
major. An honors project must be completed, beginning in spring of the junior year.
Guidelines for graduation with distinction
are available in the education department.
teaching, is the maximum allowed within
the elementary education major.
Secondary Education 13:
Creating Learning
Environments
Diversity in the Schools (.5 course)
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.
Educational Technology (.5 course)
Psychological and philosophical dimensions of communication through the
use of instructional technology. Selection, preparation, production, and evaluation of effective audio-visual materials for teachindearning situations.
Computer training will be included in this course.
Learning and Development in an Educational Setting
EDC 210
EDC 220
EDC 310
Special emphasis is placed on classroom applications. Fieldwork experience.
(Prereq.: PPST and admission to department)
A survey of educational psychology topics as applied to teaching and learning.
Orientation to Education in an Urban Setting
Career exploration and overview of the teaching profession. Emphasis on historical and philosophical foundations of the American school system.
Fieldwork experience. (Prereq.: ENG 111,sophomore standing)
Beginning Fall 2002, a graduate level
licensure option will be available through
Weekend college. Licensure will be
obtained through a combination of graduate and undergraduate credits. Contact the
Education Department for
Students may no longer license in a
minor field of study
Art, dancdtheatre, music, and physical
education teacher education programs lead
to licensure for grades K-12.
tion program even though they may plan
to teach at the elementary school level. A
person with a major in one of these special
areas will take four courses in student
teaching and do some student teaching at
both the secondary and elementary levels.
Note: Recommendation for teacher licensure in music is granted only to students
who successfully complete the requirements for the bachelor of music education
major.
EDC 200
Students preparing for licensure in one
of these areas follow the secondary educa-
Art, DanceITheatre, Music, and
Physical Education Licensure (K-12)
A minimum GPA of 2.5 overall, 2.5 in
education, 2.5 in the teaching major, and P
in student teaching are required for licensure. All required major, non-departmental
requirements, and education program
courses must have a grade of 2.0 or better.
Student Teaching Block
ESE 481,483,485,487 Student Teaching
(3.0-4.0). (S)
Capstone Block
EDC 410 Special Needs Learner
EDC 480 School and Society (Wl/SW)
Methods Block I1
ESE 3XX K-12 or 5-12 Special Methods
in Licensure Area
ESE 325
38 Secondary Education
-
-
-
The Special Needs Learner
The study of students with disability, special needs, and gftedness. Emphasis
on techniques and resources to help all students achieve maximum outcomes,
and special focus on needs of urban students. Fieldwork experience. (Prereq.:
PPST and admission to department or special permission of instructor)
School and Society
Emphasis on points of view about the role of school in modem society, relationships with parents and community collaborative models, leadership and
professional development. Serves as final theoretical preparation for student
teaching. Fieldwork experience. (Prereq.: PPST and admission to department)
K-6 Methods: HealthIPhy Ed (.5 course)
Examination and preparation of materials and resources for physical education
and health at the kindergarten and elementary levels. Fieldwork experience.
(Prereq.: PPST and admission to department)
K-6 Methods: Reading
The study and use of a variety of teaching techniques and resources in reading,
including the diagnosis and correction of reading difficulties. Fieldwork experience. (Preq.: PPST and admissions to department)
K-6 Methods: Language Arts1 Children's Literature
Examination and preparation of materials and resources for children's literature and language arts at the kindergarten and elementary levels. Fieldwork
experience. (Prereq.: PPST and admission to department)
Middle School Methods: Communication ArtsILiteratureWriting (.5 course)
Introduction to the teaching of writing at the middle school level. (Prereq.:
PPST and admission to department)
K-6: Methods: Visual Arts (.25 course)
Examination and preparation of materials and resources for visual arts at the
kindergarten and elementary levels. Fieldwork experience. (Prereq.: PPST and
admission to department)
K-6: Methods: Music (.25 course)
Examination and preparation of materials and resources for music at the
kindergarten and elementmy levels. Fieldwork experience. (Prereq.: PPST
and admission to department)
K-6 Methods: Mathematics
Examination and preparation of materials and resources for mathematics at the
kindergarten and elementary levels. Fieldwork experience. (Prereq.: PPST and
admission to department)
EDC 410
EDC 480
EED 310
EED 320
EED 330
EED 331
EED 341
EED 342
EED 350
Elementary Education 13!
-
-
K-6 Methods: Social StudiesIThematic Studies (-5 course)
Examination and preparation of materials and resources for social studies and
thematic teaching at the kindergarten and elementary levels. Fieldwork experience. (Prereq.: PPST and admission to department. Day students register concurrently with EED 380)
Kindergarten Methods (.5 course)
Study and use of a variety of techniques and resources for teaching kindergarten. Fieldwork experience. (Prereq.: PPST and admission to department)
EED 370
EED 380
ReadingIWriting in the Content Areas
The study and use of a variety of middle school and secondary techniques and
resources to teach reading and writing through the content areas. Fieldwork
experience. (Prereq.: PPST and admission to department)
Creating Learning Environments
An introduction to assessment, lesson planning, and classroom organization
based in the Minnesota Graduation Rule, state testing, and national standards.
Emphasis on creating environments conducive to learning. Fieldwork experience. (Prereq.: PPST and admission to department)
5-12 Methods: Social Studies
Introduction to the teaching of the social sciences in middle and high schools.
Emphasis on instructional strategies and curriculum development. Middle
school portion required for elementary concentration in social studies taught
concurrently as ESE 311 Middle School Methods: Social Studies (.5 course).
Fieldwork experience. (Prereq.: PPST and admission to department)
5-12 Methods: TheatreIDance
Introduction to the teaching of theatre and dance in schools. Emphasis on
instructional strategies and curriculum development. Fieldwork experience.
(Prereq.: PPST and admission to the department)
5-12 Methods: Mathematics
Introduction to the teaching of mathematics in middle and high schools.
Emphasis on instructional strategies and curriculum development. Middle
school portion required for elementary concentration in mathematics taught
concurrently as ESE 331 Middle School Methods: Mathematics (.5 course).
Fieldwork experience. (Prereq.: PPST and admission to department)
ESE 300
ESE 325
ESE 310
ESE 320
ESE 330
EED 481, 483, 485,487 Student Teaching
Three to four courses of full-time, supervised classroom experience. Required
for licensure. Occurs upon satisfactory completion of degree program and program portfolio.
K-6 Methods: Science
Examination and preparation of materials and resources for science at the
kindergarten and elementary levels. Fieldwork experiences. (Prereq.: PPST and
admission to department)
EED 360
140 Secondary Education
5-12 Methods: Science
Introduction to the teaching of music in the schools. Emphasis on instructional strategies and curriculum development. Fieldwork experience. (Prereq.:
PPST and admission to department)
K-12 Methods: Music
Introduction to the teaching of visual arts in the schools. Emphasis on instructional strategies and cumculum development. Fieldwork experience.(Prereq.:
PPST and admission to department)
K-12 Methods: Visual Arts
Introduction to the teaching of media literacy in middle school and high
school. Emphasis on instructional strategies and cumculum development.
Required for communication artsfliterature license. (Prereq.: PPST and admission to department)
5-12 Methods: Media Literacy (.5 course)
Introduction to the teaching of speaking and listening in middle and high
schools. Emphasis on instructional strategies and cumculum development.
Required for communication artsfliterature license. Fieldwork experience.
(Prereq.: PPST and admission to department)
5-12 Methods: Speaking and Listening (.5 course)
Introduction to the teaching of literature and reading in the middle and high
schools. Emphasis on instructional strategies and cuniculum development.
Required for elementary concentration in communication araiterature.
Fieldwork experience. (Prereq.: PPST and admission to department. NOTE:
Students seeking 5-12 communication arts/literature license do not need to
take ESE 300.)
5-12 Methods: Literature and Reading
Introduction to the teaching of the natural sciences in middle and high
schools. Emphasis on instructional strategies and curriculum development.
Middle school portion required for elementary concentration in science taught
concurrently as ESE 341 Middle School Methods: Science (.5 course).
Fieldwork experience. (Prereq.: PPST and admission to department)
Three to four courses of full-time, supervised student teaching required for
licensure. Secondary licenses require three courses. K-12 licenses require four.
Occurs upon satisfactory completion of licensure program and program portfolio.
ESE 481, 483, 485, 487 Student Teaching
ESE 370
ESE 360
ESE 352
ESE 351
ESE 350
ESE 340
P
-
Secondary Education 14
SPE 400
Teaching Students with Emotional/Behavioral Disabilities
This course presents an overview of learners with emotional and behavioral
disabilities and learning disabilities. It addresses the historical and philosophical aspects of the EBD category, examines origins of student behavior and student learning styles, and addresses theoretical perspectives and conceptual
models as they relate to this category of disability. (Prereq: PPST and admission to the department)
HPE 115 Chemical Dependency (.5)
ENG 111 Effective Writing
INS 105 Introduction to American
Indian Studies
or INS 260 Contemporary American
Indians
Required Non-major Courses:
Beginning Fall 2002, a graduate level
licensure option will be available through
Weekend College. Licensure will be
obtained through a combination of graduate and undergraduate credits. Contact the
Education Department for information.
he special education EB/D major is
available only through Weekend College;
ideally, to people who are currently in
schools working with students with this
label. This major leads to Minnesota teaching licensure in special education with a
specialty in ernotionaVbehaviora1disabilities. Courses labeled SPE are to be taken
during the final year of coursework while
students are working in an EBD setting.
Variations on this ideal are possible; see the
Education Department for more information.
T
Required Education Courses:
EDC 200 Orientation to Education in an
Urban Setting
EDC 210 Diversity in the Schools (.5)
EDC 220 Educational Technology (.5)
EDC 310 Learning and Development
EDC 410 Special Needs Learner
EED 320 K-6 Methods: Reading
EED 330 K-6 Methods: Language Arts1
Children's Literature
EED 350 K-6 Methods: Math
EED 360 K-6 Methods: Science
SPE 315 Critical Issues Seminar
SPE 400 Teaching Students with
Emotional and Behavior
Disabilities
SPE 410 Implementing Assessment
Strategies
SPE 420 Planning, Design, and Delivery
SPE 430 Instructional and Behavioral
Practices
SPE 440 Parent and Professional
Planning
Student Teaching
Summer Practicum
Planning, Design, and Delivery
This course provides students with skills to write and implement individual
program plans and to create effective learning environments for students
labeled EBD. Particular attention is paid to inclusion models, diversity of student need, and forming partnerships with key school personnel. (Prereq: PPST
and admission to the department)
Instructional and Behavioral Practices
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. (Prereq:
PPST and admission to the department)
Parent and Professional Planning
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. (Prereq: ENG 111, PPST and admission to
department).
SPE 420
SPE 430
SPE 440
Required courses:
EDC 410 The Special Needs Learner
EDU 491 Practicum and Seminar in
Special Education
SOC 231 Family Systems: A CrossCultural Perspective
PSY 102 or PSY 105
Interested students should contact the
director of special education at the outset
of coursework.
Choose one from the following:
SOC 265 Gender, Race, and Ethnicity
SWK 260 Humans Developing
SWK 301 History and Analysis of Social
Policy
PSY 357 Behavior Analysis
PSY 359 Psychological assessment
Choose one from the following:
PSY 351 Developmental Psychology:
Child
pSy 352 Developmental Psychology:
Adolescent and Young Adult
pSy 353 D~~~~~~~~~~~~
Psychology~
Middle and Older Adult
Implementing Assessment Strategies
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. (Prereq: PPST and admission to the department)
SPE 410
The special education minor requires
six courses (five plus one prerequisite psychology course) that encompass an interdisciplinary perspective on the field of disability. The minor is designed to fit the
needs of students in various disciplines
interested in disability issues.
-
Special Education 14:
Bachelor of ArtsIBachelor of
Engineering (B.A.1B.E.) enables students
to receive a bachelor of arts degree from
Augsburg College and a bachelor of engineering degree from the University of
Minnesota. The program typically involves
three years at Augsburg and two years at
the Institute of Technology.
The Institute of Technology and
Augsburg cooperative arrangement provides
for two dual degree engineering programs:
University of Minnesota
ugsburg College has cooperative
arrangements with two universities to
allow students to earn a bachelor of arts
degree from Augsburg College and an engineering degree from either the University
of Minnesota Institute of Technology,
Minneapolis; or Michigan Technological
University, Houghton, Michigan. Because
of the special requirements and opportunities of these programs, early consultation
with the Augsburg engineering adviser is
necessary. Applications for these programs
require the recommendation of the
Augsburg engineering adviser.
A
Practicum and Seminar in Special Education
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.)
EDU 491
The curriculum is the same as the
B.A.B.E. curriculum with the addition of
several extra courses that are completed at
Augsburg during the senior year to minimize the number of undergraduate courses,
if any, that students must take at the university before proceeding through the graduate cumculum. The number of such
courses varies by IT department and area
of emphasis within a department.
Bachelor of ArtsIMaster of
Engineering (B.A.1M.E.) enables
students to receive a bachelor of arts
degree from Augsburg College and a
master of engineering degree from the
University of Minnesota. This program
involves four years at Augsburg and, typically, two years at the Institute of
Technology.
Students may apply for the program
after completing the sophomore year. At
that time, they will be informed of their
status in the program and any further conditions necessary for final acceptance into
the program. Formal application to the
Institute of Technology may be completed
during the second semester of the junior
year at Augsburg.
The Special Needs Learner
(see EDC course descriptions)
EDC 410
4 4 Special Education
-
Students are also encouraged to explore
opportunities for graduate work at
Michigan Technological University Further
information on these and other graduate
programs is available from the Augsburg
engineering adviser.
The first three years are spent at
Augsburg followed by two years at the
affiliated university. Students accepted into
the program will be considered for admission to the engineering school if they complete course requirements, have the requisite cumulative grade point average, and
are recommended by the engineering
adviser of Augsburg College.
This program enables students to
receive a bachelor of arts degree from
Augsburg and a bachelor of engineering
degree from Michigan Technological
University in a five-year period.
Michigan Technological University
Application for admission into the
B.A.N.E. program should be initiated during the second semester of the junior year
at Augsburg. Formal application for the
program may be completed during the
senior year. Those admitted will receive
special counseling from the Institute of
Technology staff regarding courses that
should be taken during the senior year at
Augsburg. Participants in the B.Ah4.E.
program are not guaranteed admission to
the Institute of Technology.
Additional courses to meet general education requirements and a total of 24 courses
at Augsburg. Normally MAT 145, 146 and
PHY 121, 122 are taken in the freshman
year. Students interested in chemical engineering also should take CHM 351,352.
Four mathematics courses are required:
MAT 145 Calculus I
MAT 146 Calculus I1
MAT 245 Calculus I11
MAT 247 Modeling and Differential
Equations
or PHY 327 Special Functions of
Mathematical Physics
Minimum course requirements for admission to the dual-degree or three-two programs:
CHM 115 General Chemistry
CHM 116 General Chemistry
CSC 170 Structured Programming
ENG 111 Effective Writing
PHY 121 General Physics I
PHY 122 General Physics I1
Financial Aid: Students receiving
financial aid who are participants in these
dual degree programs will be encouraged
to apply to the engineering school of their
choice for continuing support. Their applications will be evaluated using need and
academic performance as criteria.
Engineering 14:
Students with an Augsburg English
major pursue careers in elementary, secondary, and college education, journalism,
government, law, the ministry, library sci-
The Augsburg Department of English
integrates its program with the cultural
opportunities of this vital urban area.
Augsburg students can walk to assigned or
recommended plays, films, and readings
available near the campus. English majors
have the opportunity to use and refine
their skills through working in internships
on and off campus, tutoring English as a
Second Language (ESL) students, or tutoring in the writing lab.
English relates closely to other majors.
With the other arts, English is concerned
with the pleasure that comes from artistic
creation and with the contemplation of
works of art. With psychology and sociology,
English is concerned with individual and
group behavior. With philosophy, English
is interested in ideas and in the relation
between meaning and language. With science, English is interested in discovering
order and determining structures. With
speech and communication, English studies the effective use of language. With history and the other social sciences and
humanities, English studies the way people
have acted and thought at different times
and in various cultures.
hose who study English believe that
an intense concern for words, ideas, and
images helps people understand who they
are and who they can become. Writing
helps all of us clarify and share our
thoughts. Literature helps us contemplate
the pains and joys of human existence.
Through the study of English we see life's
complexity, experience life as others do,
and better understand the world in which
we live and work.
T
One upper division course in
American literature:
ENG 350 American Literature Before
1920
or ENG 351
American Literature
Since 1920
One 400 level course
Two additional electives
Two survey courses in British literature
from:
ENG 331 British Literature:
Medieval to Elizabethan
ENG 336 British Literature:
17th and 18th Centuries
ENG 337 British Literature: The
Romantics and the Victorians
One course in European literature:
ENG 271 European Literature:
Homer to Dante
or ENG 272
European Literature:
Renaissance to the
Modem Period
Major
Nine courses above ENG 111, including:
ENG 225 Intermediate Expository
Writing
ENG 245 Introduction to Literature
Kathryn Swanson (Chair), Candyce
Clayton, Robert Cowgill, Cass Dalglish,
Suzanne Donksy, Douglas Green, Joan
Griffin,John Harkness, Dallas Liddle,
Roseann Lloyd, John Mitchell, Ronald
Palosaari, David Ross, John Schmit, Joan
Thompson
English Faculty
ence, medicine, advertising, public relations, publishing, writing, and other professions and businesses.
Special Methods (two courses)
ESE 350 5-12 Methods: Literature and
Reading
Experiential Requirement (no credit)
One college-level experience required in
forensics, debate, newspaper, literary journal, or related activity (subject to department approval)
Note: If students choose two literature
courses, one must be in American literature (ENG 350 or 351) and one must be in
British literature (ENG 331, 336, 337,
338/438).
SPC 112 Contest Public Speaking
SPC 343 Broadcast Production I
SPC 352 Persuasion
SPC 354 Interpersonal Communication
Major Requirements (12 courses)
ENG 225 Intermediate Expository
Writing
ENG 226 Creative Writing
or ENG 227 Journalism
or one additional upper division literature course (ENG 350 or 351 recommended)
ENG 245 Introduction to Literature
ENG 271 or 272 European Literature
ENG 345 Introduction to the English
Language
ENG 361 Studies in Modem Fiction
ENG 399 Internship in Teaching Writing
ENG xxx Upper division literature course
(ENG 331,336,337, or
3381438 recommended)
Prerequisite: ENG 111
Communication ArtsILiterature
Teacher Licensure Major
Majors are encouraged to consult their
departmental adviser regularly. A student
with a double major or special program
that involves considerable work in the
English department should also work
closely with an adviser in the department.
5-12 Methods: Speaking and
Listening
5-12 Methods: Media Literacy
(.5 course)
Five courses above ENG 111, including
ENG 245; an upper division literature
course; and an additional writing course.
Minor
GPA of 3.5 in the major and 3.0 overall; submit proposal to department chair by
early Oct. in senior year for department
approval. Submit and defend paper before
faculty committee. Honors project may be
an independent study program (refer to
departmental guidelines).
Departmental Honors
Students in this program must work
with advisers in the English department
and the education department in order to
meet the professional requirements within
the education department as well as the
requirements for the major.
Students are encouraged to take courses
toward their major during the freshman
and sophomore years, and apply for
teacher education no later than the spring
of their junior year.
This major is only for those who seek
to be licensed in communication artslliterature. Should licensure not be possible,
graduation can be achieved through an
English major, which requires at least two
additional, specific courses, or a speech
major.
Additional ESE and EDC courses are
required for licensure. They include EDC
200,210,220,310; ESE 300; EDC 410,
480; student teaching. Contact an education department adviser for information.
ESE 352
ESE 351
English 14
Developmental Writing
A preparatory course for ENG 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.
Effective Writing
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.
ENC 111
Note: First day attendance in all writing courses is mandatory for a student to
hold hislher place in the course.
ENG 111 Effective Writing is strongly
recommended but not a prerequisite for a
lower division literature course.
Prerequisite for an upper division literature
course is ENG 245 Introduction to
Literature and/or consent of the instructor.
Prerequisites
Students in Effective Writing (ENG
111) and Developmental Writing (ENG
101) can elect the traditional grading system or P/N grading in consultation with
their instructor up through the last week
of class (without special permission/petition). Students who choose to receive a
traditional grade in either course will
receive a grade of N (one time only) if their
work is below a 2.0. A student who
repeats ENG 101 or 111 a second time and
does not receive a grade of 2.0 or higher,
will receive a grade of 0.0.
required to enroll in ENG 101
Developmental Writing where they receive
more individual instruction than is possible
in ENG 111Effective Writing. These students must pass ENG 101 Developmental
Writing with a grade of 2.0 or higher before
enrolling in ENG 111Effective Writing.
ENC 101
A writing sample is required of students
to determine their placement in an appropriate writing class. Students having completed AP (Advanced Placement) courses in
composition must have a score of 4 or 5.
Students who do not show competence in
composition skills-such as stating and
supporting a thesis, organizing clearly, and
constructing paragraphs and sentences-are
The Enqlish
- Placement Test
Transfer English education students
with a B.A. in English from another college
must take at least three of their English
courses at Augsburg (preferably upper division courses). These courses must be taken
before the department can recommend a
student for student teaching.
Note: Transfer undergraduate majors
must take at least three of their English
courses at Augsburg. Transfer students
who minor in English must take at least
two of their English courses at Augsburg.
Transfer Students
Five courses in writing (above ENG 11l),
including ENG 225 and one upper division
course in writing.
Concentration in Writing
48 English
-
American Indian Literature
A study of representative works of poetry and fiction by selected American
Indian writers. Discussion and analysis on ways in which literature reflects
and illuminates American Indian culture and traditions.
Writing for Business and the Professions
A practical course designed to improve writing skills for those preparing for
business and professional careers. The writing of reports, letters, and proposals
is emphasized. Students are encouraged to use material from their own areas
of specialization. (Prereq.: ENG 111)
Intermediate Expository Writing
This course builds on the practices and methods of Effective Writing (ENG
111). Its workshop format stresses style and organization, the process of revision, self and peer evaluation, and the relationship between reading and writing. (Prereq.: ENG 111)
lntroduction to Creative Writing
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. (Prereq.: ENG 111)
Journalism
An introductory newswriting course with emphasis on writing for the print
and broadcast media. Students consider how to recognize news, gather and
verify facts, and write those facts into a news story. An introduction to legal
and ethical questions is included. (Prereq.: ENG 111)
Women and Fiction
A study of novels and short stories by women. Emphasis on the conditions
that have affected women's writing (including race and class), the reflection of
women's unique experiences in their writing, and the ways in which women
writers have contributed to and modified the Western literary heritage.
Introduction to Cinema Art
An investigation of the cinematic qualities, theoretical principles, and historical 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 esthetic movements. (Spring)
ENC 223
ENG 225
ENC 226
ENG 227
ENC 236
ENC 241
ENC 217,218 English as a Second Language
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 ESL requirement is met. Students continue in
ESL until the requirement is completed but can receive credit for only two
courses (Fall: ENG 217; Spring: ENG 218)
ENC 216
English 14
ENC 338
ENC 337
ENC 336
ENC 331
ENC 282
ENC 272
ENC 271
ENC 251
ENC 245
50 English
Introduction to Literature
Study of the bard's major plays-comedies, histories, tragedies, and romances
-for their literary, dramatic, and cultural significance. Taught in conjunction
with ENG 438. (Prereq.: ENG 245 or junior standing or consent of the
instructor. Spring)
Shakespeare
Victorian poetry, Victorian prose, and two or three novels of the period.
Relationships among these writers are emphasized, and their lasting contribution to the forms of poetry and prose. (Prereq.: ENG 245 or consent of
instructor. Spring)
A study of major writers of the 19th century, emphasizing Romantic and
British Literature: the Romantics and the Victorians
Reading, analysis, and discussion of works of selected writers from the metaphysical poets to pre-Romantics, with attention to the historical, intellectual,
and social influences and the major literary movements. (Prereq.: ENG 245 or
consent of instructor. Fall)
British Literature: 17th and 18th Centuries
A study of Chaucer and the medieval milieu, as well as the development of
English poetry and drama in the English Renaissance. (Prereq.: ENG 245 or
consent of instructor. Fall)
British Literature: Medieval to Elizabethan
Individual courses designed to investigate specific themes, movements,
authors, or works. The subjects selected for study in any year are listed in the
class schedule for that year.
Topics in Literature
Study of masterpieces of literature, chiefly European, from the medieval to the
modem period, including such authors as Moliere, Cervantes, Rabelais,
Voltaire, and Ibsen. (Spring)
European Literature: From the Renaissance to the Modern Period
Study of major works of Greek and Roman literature, including Homer, Virgil,
Aeschylus, Sophocles, and Dante. Works are studied with reference to their
mythological foundations, their cultural background, their influence on later
literature, and their enduring relevance. (Fall)
European Literature: Homer to Dante
An introduction to selected texts of literary and historical importance that
yield an understanding of our Western heritage and contemporary American
world views. Themes could include the emergence of a national identity the
shaping of a collective American memory, and the contributions to American
thought by women and people of color.
Readings in American Literature
An initiation into the formal study of fiction, poetry, and drama, drawing on
works from several periods, different cultures and races, and male and female
writers. This course aims in particular to develop students' critical and analytical skills as the prerequisite for all upper level courses in literature.
Individual courses designed to investigate specific themes, movements,
authors, or works. The subjects selected for study in any year are listed in the
class schedule for that year. (Prereq.: ENG 245 or consent of instructor)
Topics
Emphasis is on significant works of selected prose writers, chiefly nonWestern, of the 20th century. (Prereq.: ENG 245 or consent of instructor. Fall)
Studies in Modern Fiction
Writers are selected to represent the literary variety and the regional, ethnic,
and racial diversity of the men and women who have responded significantly
in literary works to the changing conditions of modem American life. (Prereq.:
ENG 245 or consent of instructor. Spring)
American Literature Since 1920
Reading of selected writers from colonial times to the beginning of the 20th
century. Attention given to the intellectual, social, and literary movements that
stimulated the writers. The writers' continuing influence on our modem sensibility will be discussed. (Prereq.: ENG 245 or consent of instructor. Fall)
American Literature Before 1920
This course introduces students to computer-assisted informational investigation and the interpretation of quantitative data in the writing of expository
essays and news reports. This course is designed for persons wishing to
explore the use of computer-assisted research and those preparing to enter the
communication professions. (Prereq.: ENG 225 or ENG 227 or consent of
instructor. MPG 3.)
Quantitative Journalism:Computer-Assisted Reporting and
Research
A structural and historical overview of theoretical and social issues concerning
the English language, including theories of language acquisition. Students are
introduced to the primary components of linguistics, and the development of
the English language. (Prereq.: ENG 245 or consent of instructor.)
Introduction to the English Language
The purpose of this course is to help the experienced student improve creative
writing in a single genre, as announced in the class schedule. (Prereq.: ENG
226 or consent of instructor on the basis of submitted work.)
Advanced Creative Writing
ENC 436
A study of novels and short stories by women. 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.
Reading of theoretical essays. (Prereq.: ENG 245 or consent of instructor)
Women and Fiction
All 400-level courses will involve some reading and study of literary criticism or: in the case of
writing classes, ofwhat writers andlor composition theorists have to say about writing.
ENC 382
ENC 361
ENC 351
ENC 350
ENC 347
ENC 345
ENC 341
English 1s'
Creative Non-Fiction: Advanced Expository Writing
Designed for the self-motivated writer, the course emphasizes the conventions of
professional writing, including appropriate styles, voice, subjects, and technigues for
gatheTing information. (Prereq.: ENG 225 and consent of instructor. Alternate years)
Criticism
The course focuses on a variety of recent critical theories and approaches with
which graduate programs in English expect some familiarity. In a seminar setting, students read and discuss original theoretical essays and experiment with
applications to a small group of literary and cinematic texts. (Prereq.: ENG
245 or consent of instructor. Alternate years)
Topics in Language and Literature
Individual courses designed to investigate specific themes, movements,
authors, or works. The subjects selected for study in any year are listed in the
class schedule for that year. (Prereq.: ENG 245 or consent of instructor)
ENC 445
ENC 480
ENC 482
Playwriting
Directed Study
See description on page 92.
lnternship
See description on page 91. Note: The internship in Teaching Writing requires
completion of ENG 225 and approval of the department chair.
Independent StudyIResearch
See description on page 92. Open to junior or senior English majors with an
overall GPA of 3.0 and consent of department chair.
ENC 299
ENC 399
ENC 499
See listing under Modem Languages.
See listing under Modem Languages.
See listing under Interdisciplinary Studies.
lnternship
See description on page 91.
ENC 199
Internships and Independent Study Courses:
THR 325
See department listingfor a description of the following approved elective:
Shakespeare
Taught in conjunction with ENG 338 (see above). Includes exposure to
Shakespeare criticism. (Prereq.: ENG 245 or consent of instructor. Spring)
ENC 438
s
Critical Thinking
A course to enhance the ability of students to analyze, synthesize, and evaluate
claims, this course is designed specifically to strengthen critical thinking skills
of entering students who are determined to need such skill enhancement by
the entry critical thinking assessment. This course may not be taken by students who have passed the Critical Thinking Assessment.
Introduction to the Liberal Arts
An introduction to the philosophy of the liberal arts curriculum and improving those skills important to academic success: reading comprehension, notetaking 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 eight credits.
Quantitative Reasoning/StatisticaI Literacy
Critical thinking about statistics as evidence in arguments involving predictions and explanations. Topics include reading and evaluating tables, graphs,
and statistical models as well as generalizations, traditional confidence intervals, and hypothesis tests. Emphasis on interpretation, evaluation, and communication. (Prereq.: MPG 3)
City Seminar: Experiential Education
(.O course)
Students engaged in a minimum of 50 hours of internship/se~cdcooperative
education use that experience as a catalyst for learning about the Twin Cities
as an urban community system. Students participate in a required seminar,
completing five reflective assignments designed to introduce them to a
systematic, ecological way to understand how cities function. The seminar
enables the student to meet the objectives of The City Perspective.
Permission of instructor. No course credit.
CST 100
CST 140
CST 200
CST 209
See listing under Modem Languages.
Cooperative Education
(.O course)
A non-credit notation recognizes the academic learning inherent in an
approved co-op education assignment, satisfactory completion of the evaluation process, and participation in reflection activities conducted by the Center
for Service, Work, and Learning. No course credit.
CST 009
ome courses help to integrate learning around topics in ways that are different
from the more traditional disciplines.
General Studies includes specialized academic enrichment programs, and an integrative pro-seminar created by cooperating
faculty
Marilyn Florian (Chair), Brian Amrnann,
Lisa Broek, Carol Enke, Mary EwertKnodell, Paul Grauer, Alvin Kloppen, Lauri
Ludeman, Jack Osberg, Joyce Pfaff, Missy
Strauch, Eileen Kaese Uzarek
Health and Physical Education Faculty
All health and physical education
majors seeking licensure must receive a
grade of 2.0 in all courses with an HPE
prefix applying to the major.
The health education department prepares students for careers in school health
education and wellness. This program
offers a comprehensive health component
in examining prevention and promotion
needs for individuals, schools, and the
community.
The physical education department
provides the organizational framework for
a wide range of educational experiences,
including several major and minor programs: general education in physical education; men's and women's intercollegiate
athletic programs; intramural programs for
men and women; and athletic facilities for
developmental and recreational activities.
irtually all students at Augsburg
College will interact at some point in their
college years with the Department of
Health and Physical Education. It is the
philosophy of the department to provide
quality experiences in professional preparation and education for lifelong participation in physical activity In addition, the
gifted athlete as well as the recreational
participant will find ample opportunity for
athletic and developmental activities.
v
The State of Minnesota has specific
licensing requirements for teachers that
may differ slightly in emphasis from the
Augsburg major requirements. The state
requirements may also be subject to
change after publication of this catalog.
Students therefore should consult with the
Augsburg Department of Education to
identify current Minnesota teacher licensure requirements.
Teaching Licensure Major
Health Education Major
HPE 101 Fitness For Life
HPE 110 Personal and Community
Health
HPE 114 Health and Safety Education
HPE 115 Health and Chemical
Dependency Education
HPE 316 Human Sexuality
HPE 320 School Health Curriculum
(Fall: even years)
HPE 356 Measurement and Assessment
in HPE
HPE 390 Instructional Methods and
Materials (Fall: odd years)
HPE 410 Administration and Supervision
of the School Health Program
(Fall: even years)
HPE 450 Current Health Issues
BIO 103 Human Anatomy and
Physiology
PSY 201 Health Psychology
PSY 351 Developmental Psychology:
Child
or PSY 352 Developmental Psychology:
Adolescent and Young Adult
Must have instructor's certification for CPR
and first aid.
HEALTH EDUCATION
-
The State of Minnesota has specific
licensing requirements for teachers that
may differ slightly in emphasis from the
Augsburg major requirements. The state
requirements may also be subject to
change after publication of this catalog.
Students therefore should consult with the
Augsburg Department of Education to
identify current Minnesota teacher licensure requirements.
Teaching Licensure Major
Physical Education Major
HPE 101 Fitness for Life
HPE 114 Health and Safety Education
HPE 115 Health and Chemical
Dependency Education
HPE 210 Introduction to Physical
Education
HPE 220 Motor Learning
HPE 232 Dance (Interim)
HPE 254 Introduction to Development/
Adapted Physical Education
HPE 275 Prevention and Care of Athletic
Injuries (Interim)
HPE 323 Team Sports
HPE 331 Individual and Dual Sports
HPE 335 Outdoor Education
HPE 340 Organization and
Administration of Physical
Education Programs
HPE 350 Kinesiology
HPE 351 Physiology of Exercise
HPE 356 Measurement and Assessment
in HPE
HPE 473 Physical Education Curriculum
BIO 103 Human Anatomy and
Physiology
Recommended: PHED 250, PHED 422,
PHED 423, and PHED 425 (at St.
Thomas).
Also required: 1,500 hours of practical
experience under the direction of a
Certified Athletic Trainer to be completed
by December 31, 2003.
Internship in Athletic Training
requires:
BIO 103 Human Anatomy and
Physiology
BIO 252 Human Physiology (at St.
Catherine)
HPE 110 Personal and Community
Health
HPE 114 Health and Safety Education
HPE 275 Prevention and Care of Athletic
Injuries
HPE 350 Kinesiology
HPE 351 Physiology of Exercise
HPED 425 Advanced athletic training (at
St. Thomas)
HPE 114 Health and Safety Education
HPE 275 Prevention and Care of
Athletic Injuries
HPE 280 Coaching Theory
(Fall, even years)
Coaching (not a major)
Minnesota Board of Teaching Statute
35 12.3100 Employment of Head Varsity
Coaches of Interscholastic Sports in Senior
High Schools requires:
HPE 101,115,210,223, 231,232,351.
There is no PE teaching minor in
Minnesota public schools.
HPE 101, 110,114, 115,316,320,390,
450, BIO 103.
PHYSICAL EDUCATION
Minor
Minor
Health and Physical Education 15:
-
-
HPE 450
HPE 410
HPE 390
HPE 356
HPE 320
HPE 316
HPE 115
HPE 114
HPE 110
HPE 101
personal
(.5 course)
(.5 course)
(.5 course)
This course uses "critical thinking" skills to examine current health issues in
text and media from a sociological, political, economic, and medical perspective. (Prereq.: HPE 110. Fall: even years)
Current Health Issues (.5 course)
Historical background, legal basis, and school health services relationship to
community and school health programs and resources. (Fall: even years)
Administration and Supervision of the School Health Program
(.5 course)
Principles and methods of instruction applied to health education grades K12. Emphasis upon teachingearning strategies and student assessment.
Evaluation and development of materials included. (Fall: odd years)
Instructional Methods and Materials in Health Education
Sunrey of basic statistical procedures, standards, assessment and evaluation of
tests in health and physical education. (Prereq.: MPG 111, HPE 101 and either
HPE 110 or HPE 210 and 220. Fall)
Measurement and Assessment in HPE
Techniques for developing a course of study in school health, based upon
growth and development, for grades K-12. Examination of "standardsn and
pedagogy for health education, curriculum, and assessment included. (Fall:
even years)
School Health Curriculum
A study of the psychological, social, and biological components of human sexuality (Spring)
Human Sexuality
An analysis of chemical abuse and what can be done for the abuser. Includes
information about school health education and services. (Fall, Spring)
Health and Chemical Dependency Education
Principles and practices of safety education in school and community life.
National Safety Council First Aid and CPR certification. (Fall, Spring)
Health and Safety Education
Modem concepts and practices of health and healthful living applied to the
individual and the community (Fall)
Personal and Community Health
health and fitness. (Fall and Spring)
A course designed to provide the knowledge and skills to mod*
Fitness for Life
HEALTH EDUCATION
156 Health and Physical Education
HPE 340
HPE 335
HPE 331
HPE 323
HPE 275
HPE 254
HPE 232
HPE 220
HPE 210
HPE 101
(.5 course)
(.5 course)
(.5 course)
(.5 course)
(.5 course)
(.5 course)
(.5 course)
tion and athletic programs. (Prereq.: HPE 210. Fall)
A survey of management, leadership, and decision-making for physical educa-
Organization and Administration of Physical Education Programs
(.5 course)
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.
(Prereq.: HPE 101, HPE 114, HPE 210. Split falllspring, even years)
Outdoor Education
Theory and practice in skills, teaching, and officiating individual and dual
sports including history, rules, and skill development. (Fall)
Individual and Dual Sports
Theory and practice in team sports including history, rules, and skill development. (Spring)
Team Sports
Emphasis placed on preventing and treating common athletic injuries.
Practical experience in taping and training room procedures. (Prereq.: HPE
114. Spring)
Prevention and Care of Athletic Injuries
childhood to grade 12 and the role of school-based health and physical education programs for special needs and handicapped students. (Fall)
A general overview of developmentalladapted physical education from early
Introduction to Developmental/Adapted Physical Education
(.5 course)
Theory and practice in teaching and performing American heritage and international dances. (Spring)
Dance
The study of the processes associated with developing motor skills relative to
physical activity (Spring)
Motor Learning
History, principles, and philosophy of physical education and sport. (Spring)
Introduction to Physical Education
A course designed to provide the knowledge and skills to modify personal
health and fitness. (Fall, Spring)
Fitness for Life
HPE 002, 003 Lifetime Sports
(.O course)
Three hours per week. Two lifetime sports meet the general education requirements. No course credit. (Fall, Spring)
PHYSICAL EDUCATION
Health and Physical Education 15;
Kinesiology
(.5 course)
Examination and preparation of materials and resources for physical education
with laboratory experience. (Prereq.: HPE 210. Fall)
Physical Education Curriculum (.5 course)
Procedures, materials, and issues for teaching physical education in secondary
schools. (Consult with department chair for prerequisites. Spring)
Physical Education Methods (7-12)
Procedures, materials, and issues for teaching physical education in grades K-6.
An in-depth view of all aspects of teaching physical education to elementaryaged children. (Consult with department chair for prerequisites. Fall)
Physical Education Methods (K-6)
Survey of basic statistical procedures, standards, assessment and evaluation of
tests in health and physical education. (Prereq.: MPG 111, HPE 101 and either
HPE 110 or HPE 210 and 220. Fall)
Measurement and Assessment in HPE
The major effects of exercise upon the systems of the body and physiological
principles applied to exercise programs and motor training. (Prereq.: BIO 103.
Spring)
Physiology of Exercise
Mechanics of movement with special emphasis upon the muscular system and
analysis of movement. (Prereq.: BIO 103. Fall)
HPE 499
HPE 399
HPE 299
HPE 199
See description on page 92. Open only to junior or senior majors.
Independent StudyIResearch
See description on page 91.
lnternship
See description on page 92.
Directed Study
See description on page 91.
lnternship
Internships and Independent Study Courses:
HPE 473
HPE 368
HPE 365
HPE 356
HPE 351
HPE 350
- Health and Physical Education
158
H
Nine courses (including HIS 495 seminar). At least four of these courses must be
upper division. A major must have at least
one course (either survey or upper level)
from each of the four areas: ancient and
Major
History Faculty
Jacqueline deVries (Chair), Phil Adamo,
William Green, John Gregg, Don
Gustafson, Chris Kimball
The study of history enables us to deal
more knowledgeably with continuity and
change in society. The construction of an
informed sense of our past is a fundamental
ingredient in appreciating and understanding the present as well as anticipating the
future. History majors are prepared to be
active and contributing members of their
society. The study of history, which has
long held a major role in the liberal arts,
is an entry to elementary and secondary
education, graduate study in several fields,
and a wide range of employment opportunities that require abilities in communication, conceptualization, and processing
of information.
istory is to society what memory is
to an individual; it brings to a civilization
an understanding of its identity. The distinguished medievalist J. R. Strayer expressed
it this way: "No community can survive
and no institution can function without
constant reference to past experience. We
are ruled by precedents fully as much as by
laws, which is to say that we are ruled by
the collective memory of the past. It is the
memory of common experiences that
makes scattered individuals into a community"
Satisfactory completion of a lower division course (100- or 200-level) is normally
required before enrolling in an upper division course (300- and 400-level). See
instructor for permission.
Prerequisites
First-year students should enroll in
one or more of the 101-104 courses.
200-level courses are normally reserved
for sophomore or upper division students.
Upper division courses are numbered
300 and above.
GPA of 3.6 in the major and 3.0 overall;
except in special instances, application
before the end of the first term of the
junior year; two years of a foreign language
at the college level (or its equivalent); an
honors thesis (equal to one course credit)
to be defended before a faculty committee.
Departmental Honors
Five courses, at least three of which
must be upper division.
Minor
The State of Minnesota has specific
licensing requirements for teachers that
may differ slightly in emphasis from the
Augsburg major requirements. The state
requirements may also be subject to
change after publication of this catalog.
Students therefore should consult with
the Augsburg Department of Education to
identify current Minnesota teacher licensure requirements.
Teaching Licensure
medieval, modem Europe, U.S., and nonWestern.
-
An introduction to various centers of cultural and political power in Asia and
Africa of the last 200 years.
The Modern Non-Western World
A study of the main currents in Western civilization from the time of
Napoleon to the present.
The Modern World
A consideration of European institutions and values from the waning of the
Middle Ages through the remodeling of Europe by Napoleon.
The Shaping of Western Civilization
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.
The Beginning of Western Culture
courses at Augsburg. A minor normally
requires two courses taken at Augsburg.
HIS 220
HIS 195
A survey of the contacts between American, African, and European cultures
and the political, religious, and racial diversity that formed colonial life,
including a study of independence, expansion, and democratization of the new
republic.
America to 1815
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.
Topics in History
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. (Prereq.: Consent of instructor required
for HIS 462)
HIS 1621462 20th Century South Asia
An exploration of selected topics and case studies in Latin American history
from Pre-Columbian times through the conquest and colonial periods up to
modem Latin America. Additional readings and written assignments will be
required for upper-division students. (Prereq.: Consent of instructor required
for HIS 350)
HIS 150/350 Cultural Conflict and Change in Latin America
HIS 104
HIS 103
HIS 102
HIS 101
Transfer students planning a major
must normally take at least three of their
Transfer Students
160 History
19th-Century U.S.
HIS 311
HIS 249
History of African American Civil Rights, 1915-1972
HIS 243
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.
Topics in Women's History
(See Department of Art for course description)
The Designed Environment
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.
History of African American Civil Rights, 1619-1915
A survey of the development of Afiican American civil rights focusing on
legal, economic, and political issues influenced by race and class, emphasizing
emancipation and integration of slaves and former slaves.
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.
Topics in African American History
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.
Minnesota History
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 modem legal system.
American Legal History
The Minneapolis and St. Paul area serve as a case study for the themes of frontier urbanization, industrialization, and economic change; transportation,
immigration, and ethnicity; and urban politics and reform.
History of the Twin Cities
A survey focusing on the nation's adjustment to industrialization and urbanization, the emergence of the U.S. as a world power, the rise of a strong federal
government, the implications of increasing racial and ethnic diversity, and the
impact of affluence.
20th-Century U.S.
A survey emphasizing cultural, social, political, and economic changes resulting from immigration, expansion, sectionalism, slavery, Civil War, and
Reconstruction.
HIS 242
HIS 241
HIS 234
HIS 228
HIS 225
HIS 222
HIS 221
History 16
-
HIS 348
HIS 347
HIS 346
HIS 336
HIS 335
HIS 332
HIS 331
HIS 326
HIS 323
162 History
Modern China
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.
(Prereq.: 100-level course or consent of instructor)
Russia and the Soviet Union in the 20th Century
Four specific mini-courses together provide an overview of Mexico's historical
development from pre-Columbian times to the present day.
MesoAmerica: Legacy of the Conqueror
peoples, the impact of South African occupation, the war for independence,
and the roots of apartheid and its institutionalization. (See page 179 in
International Studies.)
A survey of Namibia and South Africa including the experience of indigenous
Namibia and South Africa: A Historical Perspective
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.
American Labor History
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.
American Urban History
A survey of U.S. foreign relations from the American Revolution through the
Cold War, emphasizing changing definitions of war and peace, tensions
between internationalism and isolationism, the emergence of the U.S. as an
economic and military power.
History of U.S. Foreign Relations
In-depth exploration of selected topics in U.S. history not regularly examined
in other departmental offerings. The specific topics to be offered will be
announced prior to registration.
Topics in U.S. History
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.
American Indian History
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.
HIS 474
HIS 440
HIS 381
HIS 380
HIS 370
HIS 361
HIS 360
HIS 354
HIS 352
HIS 349
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.
The World and the West
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.
Topics in World History
With attention to class, racial, and ethnic differences among women, this class
examines the changing legal, political, economic, social, and sexual status of
women in Europe and North America since the Victorian period.
The History of Women in the West Since 1870
A thematic and comparative examination with primary focus on Europe and
North America, emphasizing changing conceptions of women's work, public
roles, sexuality, life cycles, and familial roles in the Renaissance, early
American, Enlightenment, and Victorian periods.
The History of Women in the West to 1870
emphasizing modifications of these institutions by the Italian Renaissance and'
the early years of the Reformation.
A study of the scholastic tradition and the role of the Church and state,
The Late Middle Ages to 1560s
Alexander's Empire, the Hellenistic kingdoms, and the rise of Rome as the
world's greatest power, emphasizing personalities, the arts, and Rome's contributions in law and the political process.
Hellenistic Greece and Rome to 330 A.D.
Civilization of the Near East from earliest times through its extension and
elaboration by the Greeks. Emphasis is placed on cultural borrowing, achievement in the arts, religion, and political institutions.
The Ancient Near East and Greece to 338 B.C.
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.
Britain and the Commonwealth Since 1688
A survey of the social, political, and cultural development of modem
Germany, focusing on the question of Germany's sondenveg (special path) and
examining such topics as romanticism, unification, the rise of national socialism, and the Holocaust.
Modern Germany
(See Department of Art for course description)
The Designed Environment
History 16
Seminar
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. Permission of the instructor is required.
(Offered at least once each year, during the fall term.)
lnternship
See description on page 91.
Independent StudyIResearch
See description on page 92. A maldmum of one course in independent study
may be applied to the major. (Prereq.: 3.5 GPA in history)
HIS 399
HIS 499
Introduction to Computing and Communications
Integrated with HON 100, this course introduces computing basics, hardware
and software, the possibilities and limitations of computing, artificial intelligence, communications basics, the Internet, and some of the social, philosophic, and economic implications of computing.
Self-Identify and Society
Psychological, sociological, anthropological, and theological perspectives are
used to explore the role of the individual in community and other social institutions.
HON 160
HON 210
HON 100-101 Freshman Honors Seminar
This is the program's introduction to the Honors Program and to collegiate
scholarship. We explore an interdisciplinary mix of Western history, the Bible,
English literature, and philosophical texts as we assess the Western tradition
and Christianity's place within that tradition.
T h e r e are two ways to graduate from
the Honors Program- Graduate with
Distinction or Honors Program graduate.
Graduating with distinction requires satisfylng all program requirements, a 3.5 GPA,
Directed Study
See description on page 92. A maximum of one course in directed study may
be applied to the major.
HIS 299
and successful completion of a departmental honors project. Honors Program graduate requires a 3.3 GPA and service on the
Honors Review editorial board. Students
take five of the following courses and four
mini-seminars. (Four mini-seminars equal
one credit.)
Internship
See description on page 91.
HIS 199
Internships and Independent Study Courses:
HIS 495
164 History
History of Jazz
Studies not only jazz as an art form, but as an expression of culture, race, gender, creativity, and community created by jazz musicians.
Philosophy of Science
Explores and assesses scientific theories, laws of nature, evidence, whether science generates truth, and, from more recent developments, the philosophical
implications of chaos and complexity.
Senior Honors Seminar
This capstone course explores one of three topics: the relationship of science
to religion, the life and thought of C.S. Lewis, or the history and significance
of Hispanic Christianity in the United States.
HON 241
HON 365
HON 401
L
Chemistry in Context
A one-semester introduction to science through selected topics in chemistry
that emphasize current issues in science. More specifically, it introduces honors students to science and scientific ways of knowing.
HON 214
L
The Poverty and Wealth of Nations
Adam Smith published The Wealth of Nations in 1776 puzzling over the question of who's rich and who's poor. Do we have any more answers now than he
did then? Emphasis in the course will be placed on understanding economic
systems from around the world and how individuals make choices within this
framework. This course fulfills the Social World Area 1 or 2 perspective.
HON 217
I
Human Community and Modern Metropolis
Using the basic concepts and methods of sociology, this course enables students to explore the concept of human community and the social institutions
which facilitate that community.
HON 212
For other interdisciplinary course
listings, see International Studies.
Augsburg also offers students the
oppomnity to major and minor in
Women's Studles, Metro-Urban Studies, and
American Indian studies.
dents are better prepared to become contibuting members of the global community.
Dyanamic Social Systems
This course is designed specifically to facilitate the development of this understanding through the exploration of alternative social science perspectives of
how social organizations function and adapt.
HON 21 1
nterdisciplinary studies covers a broad
spectrum of experience and coursework.
students
gain greater insight and understandmg of
cultures and ~ersvectivesdifferent from
their own. Through these experiences stu-
-
Honors Program 16:
-
Introduction to American Indian Studies
This course is an introduction to the content areas of the American Indian
studies curriculum, including an overview of American Indian history,
American Indian literature, federal Indian policy, land issues, reservation and
urban issues, cross-cultural influences, art, music, and language.
Five courses including INS 105. At
least two must be upper division.
Minor
In addition student must complete five
electives. At least five of the courses
toward the major must be upper division.
Major
Ten courses including;
INS 105 Introduction to American
Indian Studies
INS 260 Contemporary American
Indians
HIS 326 American Indian History
REL 370 American Indian Spirituality
and Philosophical Thought
INS 499 Capstone Project
Adjunct Faculty
Priscilla Buffalohead, Steve Chapman,
Robert Danforth, Rick Greschyk, Sophia
Jacobson, Dale Weston
American Indian Literature
(See Department of English for course description.)
Women: A Cross-Cultural Perspective
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.
ENC 216
INS 233
OJB 111, 112 Beginning Ojibwe I, I1
(See Department of Modem Languages for course description.)
INS 105
Associated Faculty
Eric Buffalohead (Sociology), John Gregg
(History)
Coordinator
Eric Buffalohead
American Indian Studies is a major h a t
gives students the opportunity to learn
about the original, indigenous cultures of
North America. Students will be provided
with a multidisciplinary understanding of
the history and present situation of
American Indians. The program emphasizes the interrelations among history, culture, language, literature, the arts, philosophy, religion, political and social forces,
and the legal status and sovereignty of
American Indians. This course of study
exposes students to the richness and beauty of North American Indian cultures.
6 6 Interdisciplinary Studies
INS 499
INS 495
REL 370
HIS 326
INS 332
INS 320
ART 290
INS 264
INS 260
-
An independently designed research project to fulfill the capstone requirement.
Independent ResearchICapstone Project
This course will examine the experiences of the Dakota and Ojibwe in
Minnesota from the time of contact to the present situation of both tribes.
Each group's history and experiences will be studied and compared. Major historical events will be examined as well as significant events important to each
group.
Minnesota lndians
(See Department of Religion for course description.)
American lndian Spirituality and Philosophical Thought
(See Department of History for course description.)
American lndian History
The objective of this course is to study Native American Storytelling from a
cultural perspective. An appreciation of oral traditions ill 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.
Native American Storytelling
The focus is on the roles played by women in the tribal cultures of North
America. It explores the continuity of women's roles over time, as well as
changes in these roles, precipitated by the influence of Western colonialism. It
examines the life histories of Indian women and assesses their contributions to
Indian community life today.
American lndian Women
(See Department of Art for course description.)
Tribal Arts and Culture
Various images of the North American Indian, created by Hollywood and television, are studied. Films from 1913 to the present are viewed in order to provide 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 ideologies.
American lndians in the Cinema
This course examines the situation of American Indians in the United States
since the Indian Reorganization Act (1934). Emphasis is on such current
issues as tribal sovereignty, treaty rights, and education. The tension of cultural change and religious, traditional persistence among selected American
Indian tribes today is highlighted.
Contemporary American lndians
Interdisciplinary Studies 16
-
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.
(Prereq.: POL 241 or equivalent and passing a water safety test)
River Politics Field Seminar
This course explores working relationships in a changing world. Self-assessment tools and applied papers help participants gain a better understanding of
the role the individual plays within the context of workplace relationships.
Emphasis is placed on interpersonal, group, and organizational relationships.
(Prereq.: Junior or senior standing and at least one of the following coursesSOC 121, SWK 260, BUS 242, BUS 252, PSY 102, PSY 105)
Building Working Relationships
(See Department of History for course description.)
Topics in African American History
An overview of the major issues related to the African American experience,
focusing on historical, sociological, economic, legal, and psychological aspects
of that experience.
The African American Experience in America
The course covers the ideological foundations of Islam, its basic concepts and
tenets, Islamic law (Shari'ah), Islamic economic and policial systems, and
Islamic patterns of life.
Introduction to Islam
(See Department of Religion for course description.)
Religion in African American History
Coordinator
The
of the 'lst century demands
complex skills. It is not enough to have an
area of expertise or be a good manager.
One needs leadership skills. The Augsburg
Norma Noonan
curriculum offers a minor in leadership
studies, drawing on a wide variety of
courses across disciplinary lines. A minor
in leadership studies can enhance your
major in a wide variety of disciplines
including business, sociology, political science, communication, computer science,
economics, and psychology.
This course introduces students to the range of qualitative methods available
for the applied study of social issues and prepares them for a substantial
research project. In separate labs, students will acquire skilk in either archival
research, content analysis, interviewing, or participant observation. (Prereq.:
upper division or graduate standing and at least one upper division course in
the student's major, or consent of the instructors)
INS 381I581 Qualitative Research Methods
INS 342
INS 325
HIS 241
INS 232
INS 225
REL 231
68 Interdisciplinary Studies
Metro-Urban Studies is a multidisciplinary major and minor taught by faculty in
sociology, economics, history, political science, psychology, and other related disciplines. Memo-Urban Studies is designed to
blend classroom and field experience, theory,
and internships that focus the content of
liberal learning on the metropolitan community and the process of urbanization.
Select two courses from the following list.
(No more than one per department.)
BUS 340 Human Resource Management
(prereq. BUS 242)
BUS 440 Strategic Management (prereq.
BUS 242) [S]
HIS 222 20th-Century U.S. [WH, CT]
INS 325 Building Working Relationships
(WECDay) [HI, Sl
PSY 373 Industrial Organizational
Psychology (prereq. PSY 102 or
105) [Sl
SPC 321 Business and Professional
Speaking
SPC 355 Small Group Communication
(no prereq.)
SPC 410 The Self and the Organization
(WEC) [HI]
Required electives: (2)
Principles of Management (no
.
prereq.)
SOC 349 Organizational Theory (prereq.
SOC 121 or permission of
instructor) [CT]
SPC 345 Organizational Communication
(no prereq.)
POL 421 (Topics: This topic only)
Becoming a Leader (prereq. one
POL course or permission of
instructor) [S] This course will
be the only integrative course
in the minor.
BUS 242
Required courses: (4)
Major
10 courses including:
ECO 110 Economics of Urban Issues
POL 122 Metropolitan Complex
SOC 21 1 Community and the Modern
Metropolis
HIS 225 History of the Twin Cities
or HIS 335 Urban American History
SOC 362 Statistical Analysis
or POL 483 PoliticaVStatistics/
Methodology
SOC 363 Research Methods
or POL 484 Political Analysis Seminar
Metro-Urban Studies Faculty
Gany Hesser (Director, SOC), Andrew
Aoki (POL), Jeanne Boeh, (ECO), Chris
Kimball (HIS), Michael O'Neal (SOC) ,
Michael Shock (SWK)
Internships, community service-learning,
and cooperative education are available as
ways to enhance the quality of the major and
make fuller use of the extensive metropolitan opportunities afforded by the College's
location. The Higher Education Consortium
for Urban Affairs (HECUA) and Associated
Colleges of the Twin Cities (ACTC) enrich
the overall program with additional courses
and semester-long programs.
Metro-Urban Studies and the general
education Perspective on The City introduce students to the wide variety of developing careers related to urban and metropolitan affairs and equip students with the
analytical and theoretical tools required to
understand and contribute to the metropolitan community. The Metro-Urban
Studies major and minor also provide
undergraduate preparation for postgraduate studies in planning, architecture, law,
public administration, environmental studies, social welfare, government, community
organization, and theology.
Interdisciplinary studies 16
-
Internship
See description on page 91. Internships place students with sponsoring organizations that provide supervised work experience for a minimum of 10 hours a week.
Independent Study-Metropolitan
INS 399
INS 498
Augsburg co-founded and plays a leading role in the Higher Education
Consortium for Urban Affairs. Through
HECUA, Augsburg students have access to
six interdisciplinary field learning programs of exceptional quality, located in
Scandinavia, South America, C e n ~ a l
-4merica. and the Twin Cities.
Also see In tcmaiioml Studies listings.
Independent Study/Research
See description on page 92. (Prereq.: POL 484 or SOC 363)
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. (Prereq.: POL 122 or SOC 211 and consent of
instructor)
An independently-designed course developed by a student (or group of students),
URBAN STUDIES OPTIONS
THROUGH HECUA
INS 499
Directed Study
See description on page 92. (Prereq.: POL 122 or SOC 211)
INS 299
Resources
Internship
See description on page 91.
INS 199
Internships and Independent Study Courses:
The INS 399 Internship is highly recommended where appropriate. Other combinations are feasible if approved by the
director of the program.
HECUA off-campus programs are highly
recommended, especially the MetroUrban Studies Term (MUST) Twin Cities
program. Students interested in graduate
Minor
POL 122, SOC 211, HIS 225, and two
of the following: HIS 335, SOC 381, or INS
399.
school are encouraged to take ECO 113
Principles of Microeconomics.
SOC 381 The City and Metro-Urban
Planning
INS 399 Internship
Plus two additional approved urban-related
courses. (Courses fulfilling The City
Perspective generally meet the urbanrelated requirement.)
170 Interdisciplinary Studies
-
OR SPRING
Field Seminar: Urban Inequality and Social Change
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.
Internship
(2 course credits)
See description on page 91.
INS 359
INS 399
The Politics of Artistic Expression
Studv of the social and cultural historv 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.
Internship
(2 course credits)
See description on page 91.
INS 331
INS 399
Ill. SEE HECUA UNDER INTERNATIONAL STUDIES (SUST, SAUS, CILA, AND
EECLA)
Field Seminar: Emerging Art and Urban Cultures
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.
INS 330
Study of the politics of artistic expression and the relationship between emerging art and
urban cultures. Minneapolis-St. Paul provides rich resources for the program.
II. CITY ARTS-SPRING
Reading Seminar: Diversity and Unequal Urban Development
Interdisciplinary readings connect experiences and direct obsewation 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.
INS 358
This "Semester in the Cities" program focuses upon the Twin Cities metro area.
I. METRO-URBAN STUDIES TERM (MUST)-FALL
Interdisciplinary Studies 171
-
Nordic area studies is an interdisciplinary program. The curriculum treats
Norden (Denmark, Finland, Iceland,
Norway, and Sweden) not only as a geographical area, but as an integrated cultural
region with a shared history, common val-
Students are encouraged to continue
more advanced language study through the
ACTC language contract with the
University of Minnesota. A program of
study abroad or an internship in the
Middle East is recommended strongly and
will receive credit toward the minor.
3. Area courses: three courses distributed among the humanities and social sciences, with at least one course to be selected in each area.
2. Required foundational course: POL
358 (Hamline) Politics and Society of the
Middle East.
1. Language courses: one year (2 courses) of elementary Arabic, Hebrew, or
another Middle Eastern language (or
equivalent competency)
Six courses, including language and
area studies courses (consult the program
director for ACTC listing of approved
courses):
Requirements
The Middle East studies minor offers
students the opportunity to learn about the
religions, economic situation, historical
and political developments, literature, philosophy, and culture of Middle Eastern
people and countries.
172 Interdisciplinary Studies
Recommended supporting preparation:
Study abroad through International
Partners, or SUST (See International
Studies, International Partners, and
Scandinavian Urban Studies Term); independent study in Denmark, Norway,
Sweden, Finland or Iceland; elective courses or a second major such as Norwegian,
history, political science, urban studies,
business administration, international relations, sociology or social work.
At least four of the courses required for
the major must be Augsburg courses. The
remainder may be transfer credits included
in the major on approval of the program
coordinator. Students graduating with a
major or minor must also present the
equivalent of intermediate level competence in a Scandinavian language. See
Norwegian language course listings under
the Department of Modem Languages.
Other Requirements
Minor
Four upper division courses.
Major
Eight courses, six of which must be upper
division.
Coordinator
Frankie Shackelford
ues, and a high degree of political, social,
and economic interdependency Courses in
Nordic area studies postulate a Nordic
regional identity as a context in which to
appreciate the differences between the five
individual countries and to understand the
complexity of their interactions among
themselves and the global community.
(See International Studies, Scandinavian Urban Studies Term)
Urbanization and Development in Scandinavia
(See International Studies, Scandinavian Urban Studies Term)
Norwegian Art and Literature: Perspectives on Social Change
(See Department of Art)
Scandinavian Arts
(See International Studies, Scandinavian Urban Studies Term)
Scandinavia in the World
(See International Studies, Scandinavian Urban Studies Term)
Norwegian Language and Culture
Readings include dramatic works by Ibsen, Strindberg, and selected 20th century h a t i * . Lectures provide a context for understanding the development
of Nordic drama. Norwegian majors will do appropriate readings and written
work in Norwegian ISynng: alternate years)
The Modern Nordic Drama
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. (Spring: alternate years)
The Modern Nordic Novel
A broad survey of Nordic culture with special emphasis on conditions and
developments in the 20th century. No knowledge of Scandinavian language
required.
Contemporary Norden
lnternship
See description on page 92.
Independent StudyIResearch
See description on page 91.
lnternship
See description on page 92.
Directed Study
See description on page 91.
For degree and major requirements see page 275.
NAS 499
NAS 399
NAS 299
NAS 199
Internships and Independent Study Courses:
NAS 394
NAS 393
ART 382
NAS 377
NAS 372
NAS 352
NAS 351
NAS 230
Interdisciplinary Studies 17:
-
-
I
Required core courses:
ECO 112 Principles of Macroeconomics
or ECO 113 Principles of
Microeconomics
HIS 103 The Modem World
or HIS 104 The Modem Non-Western
World
POL 158 Political Patterns and Processes
or POL 160 World Politics
POL 490 Seminar in International
Relations
Norma Noonan
Director
Recent students have had double
majors in history, political science, international business or a foreign language.
Numerous combinations of majors and
minors are possible with the international
relations major.
The goal of the program is to give students a broad exposure to international
studies with considerable freedom to
choose options for specialization. Students
in the recent past have focused their studies on Latin America, the Middle East,
Western Europe, Russia and East Central
Europe, the Far East, Southeast Asia, etc.
nternational Relations is an interdisciplinary major that offers the student both
breadth and depth. The student may focus
on a discipline or geographic area of the
world. The program consists of a core of
seven courses and six electives chosen
from a wide list of courses offered at
Augsburg and other colleges. Students are
encouraged to consider foreign study for
an Interim or semester. Competency in one
language is required, and some students
study two languages.
Two of the following:
BUS 368 Responding to the Challenges
of Japan
BUS 465 International Management
MKT 466 International Marketing
Required core courses of the international
relations major, plus the following six
courses:
BUS 362 International Business
ECO 317 Comparative Economic
Systems
International Relations Major with
International Business Concentration
Interim courses, seminars, independent
study, topics courses, and courses at other
colleges/universities can be considered here
with the approval of the program director,
as well as a fourth term or higher of college work in a second language.
Required electives
Six of the following (not more than three
from any one discipline may be counted
toward the major):
BUS 362,368,465
ECO 317,360,365
HIS 346,348,352,354,440,474
MKT 466
PHI 355
POL 350,351,359,382,459
REL 356,420
SOC 241
SPC 329
FRE 332, GER 332, NOR 331, SPA 331,
SPA 332, NAS 330 (See Modem Languages.)
SWK 230
Also, the equivalent of four terms of
college work in a modem language.
Two of the following:
HIS 332 History of U.S. Foreign
Relations
POL 363 Russian and Chinese Foreign
Policies
POL 461 Topics in International Politics
Study abroad is an integral part of several majors at Augsburg, but will add an
international dimension to any academic
nternational study at Augsburg aims to
increase intercultural competency and
reflects the College's strong commitment to
internationalism. Programs administered
by the Center for Global Education, by
International Partners, and by the Higher
Education Consortium for Urban Affairs
(HECUA) offer excellent opportunities for
rigorous academic work, greater understanding of cross-cultural issues, and
exploration of the benefits of global
citizenship.
I
GPA of 3.5 in the major; 3.0 overall. In
addition to fulfilling the requirements for
the major, the student must complete an
honors thesis no later than March 1 of the
senior year and must defend the thesis
before a faculty committee. Students
should declare their intention to complete
Departmental Honors
Note: Several of the business courses have
prerequisites. Please consult the catalog
and your academic adviser before registering for one of the advanced courses.
One elective from the list of international
relations major electives, excluding other
business, economics, and marketing courses.
One of the following:
ECO 360 International Economics
ECO 365 Environmental Economics and
Sustainable Development
Students in good academic standing (a
minimum GPA of 2.5) at Augsburg may
apply for permission to study off campus
through the study abroad adviser. In addition to semester and year-long programs,
summer abroad courses also provide a
number of educational opportunities.
Students interested in these or other external off-campus study experiences should
program. Students normally receive the
same number of course credits abroad as
they would if studying on campus. Courses
abroad can fulfill major, distributiodgenera1 education, and graduation requirements
when approved by the appropriate program directors and faculty before departure.
Note: Only the fourth or higher term of
language counts toward the major; prerequisite courses or competencies cannot be
credited toward the 13 required courses.
Students should confer with the program
director about regional and disciplinary
concentrations possible within the major;
for example, a concentration in a geographic area or one of the major disciplines
in the program.
ECO 112 or 113, HIS 103 or 104, and
POL 158 or 160. One course from HIS
332, POL 363 or 461. One year of modem
language. Three courses from the list of
required electives for the major. Not more
than two courses from any department can
count toward the minor.
Minor
an honors major by the end of their
junior year.
International Studies 17;
The International Partners Program
combines rigorous academic work with
daily immersion in another culture. It
offers students an opportunity to study
abroad with outstanding faculty and to
gain practical experience overseas in their
major fields.
INTERNATIONAL PARTNERS
International study programs administered by the Center for Global Education
and approved by Augsburg are listed below.
For information on these programs, contact
the academic programs abroad office.
The center's study programs are conducted in Mexico, Central America, and
Namibia. They integrate rigorous academic
work with real-life experiences. Students
learn not only from textbooks but live in
the midst of the society they are studying,
encountering the people and culture inside
and outside the walls of a classroom. All
programs include family stays, regional
travel, community-based living, and opportunities for volunteer work and internships.
The mission of the Center for Global
Education at Augsburg College is to provide cross-cultural educational opportunities in order to foster critical analysis of
local and global conditions so that personal and systemic change takes place leading
to a more just and sustainable world.
THE CENTER FOR GLOBAL
EDUCATION
contact the study abroad adviser.
Applications are due April 1 for the fall
term or academic year, and October 15 for
the spring term. The cost for many programs is comparable to full room, board,
and tuition for on-campus study, plus airfare. Financial aid is granted on the same
basis as on-campus study.
76 International Studies
International study programs administered by HECUA and approved through
Augsburg are listed below. For information
on these programs, contact the Center for
Global Education.
For non-international HECUA courses,
see Interdisciplinary Studies (INS), MetroUrban Studies.
Augsburg, in consortium with other
colleges and universities, offers programs
through HECUA in four different fullsemester programs in Norway, Guatemala,
and Ecuador. All programs emphasize the
impact of social change and cross-cultural
factors on the human community HECUA
programs include intense language experience and field study. The cost is equivalent
to full tuition, room, and board for one
semester on campus, plus airfare.
THE HIGHER EDUCATION
CONSORTIUM FOR URBAN
AFFAIRS (HECUA)
Study abroad through International
Partners emphasizes business, education,
and social work, but is not limited to these
fields. The study program may be for one
year, one semester, or a summer session.
Participation may be on an individual basis
or as part of a student group. For further
information, contact the International
Partners office.
The program is founded on reciprocal
agreements with selected institutions of
higher learning in Europe. Under these
agreements International Partner students
from abroad receive part of their academic
training at Augsburg, and qualified
Augsburg students are guaranteed admission to partner institutions, where courses
are pre-approved for credit toward graduation requirements at Augsburg.
Latin American Literature: Before 20th-Century Voices
Students examine issues of social change through the voices of contemporary
Latin American writers. Attention is given to short stories, poetry, and testimonials of indigenous peoples and Central American refugees.
SPA 356
SPA/INS/WST 399 Internship
REL/WST 366 The Church and Social Change in Latin America
A study of the dominant theological perspectives that have shaped Latin
America culture and politics. Focuses on the relationship between theology
and social/political transformation.
POL/WST 359 Women in Comparative Politics-Women in Latin America
An examination of critical global issues affecting Latin America and the impact
these factors have on women: diminishing resources and sustainable development, refugee issues, foreign debt and international trade, political ideologies,
and revolution.
INS/WST 31 1 Gender, Health, and Development
Students reflect critically on issues of development, hunger, injustice, and
human rights, with special emphasis given to the experience of women. Latin
American development and educational theories and practices are examined,
as well as social change strategies.
Conversation and Composition
Improve written and Spanish language expression through discussions,
debates, oral reports, journals, and compositions, including formal letters,
newspaper articles, and position papers on key topics in Mexican current
events.
SPA 317
SPA 116, 216, 316 Intensive Individualized Spanish
Intensive, individualized instruction for several hours a day for four weeks at
the beginning of the semester, taught by Mexican instructors. (Required
course. Placement level determined by program director.)
Courses are offered for credit in the disciplines as listed. INS 311 and POL 359 are
also approved for credit in women's studies. Participation in the program will fulfill the IA
general education perspective credit. REL 366 will fulfill one CF3 perspective credit, and a
Spanish course will fulfill one modem language skill credit. Application deadline is April 1.
This program is an intensive semester of study and travel designed to introduce students to the central issues facing Mesoamerica, with emphasis on the experiences and
empowerment of women. Students engage in gender analysis of key social, economic,
political, and cultural issues in Mexico and Guatemala, explore the interconnectedness of
race, class, and gender, and leam first-hand from both women and men who are involved
in struggles for sustainable development and social change.
CROSSING BORDERS: GENDER AND SOCIAL CHANCE IN MESOAMERICA
(MEXICO)-FALL
International Studies 17
Latin American Literature: Before 20th-Century Voices
Students examine issues of social change through the voices of contemporary
Latin American writers. Attention is given to short stories, poetry, and testimonials of indigenous peoples and Central American refugees.
Cultural Conflict and Change in Latin America
An exploration of selected topics and case studies in Latin American history
from Pre-Columbian times through the conquest and colonial periods up to
modem Latin America.
SPA 356
HIS 350
REL 313
Environmental Theology and Ethics
POLIWST 341 Environmental Politics
Topics studied include development politics in Latin America from preColumbian times to the present, environmental issues from a gender perspective, and political and economic policies that promote and/or hinder sustainable development.
Conversation and Composition
Improve written and Spanish language expression through discussions,
debates, oral reports, journals, and compositions, including formal letters,
newspaper articles, and position papers on key topics in Mexican current
events.
SPA 317
SPA 116, 216, 316 Intensive Individualized Spanish
Intensive, individualized instruction for several hours a day for four weeks,
taught by Mexican instructors. (Placement level determined by program director.)
Participation in the program will fulfill the IA general education perspective credit, and
a Spanish course will fulfill one modem language skill credit.
This program introduces students to the socio-economic and political issues of the
region with a focus on the impact of environmental policies on the lives of women and
men from varying economic classes and ethnic groups in Mexico and Central America.
Students examine this complex web of issues and how the people of Mexico are responding to pressures on family, society, and the natural environment. Application deadline
is Oct. 15.
SOCIAL AND ENVIRONMENTAL JUSTICE: LATIN AMERICAN PERSPECTIVES
(MEXICO)-SPRING
SPA/REL/INSIWST 499 Independent Study
Students design a proposal to independently explore a topic of interest that is
either interdisciplinary or related to religious studies. If the proposal is
approved, the student will collaborate with an instructor who will guide the
independent study.
Students gain hands-on work experience in a Mexican organization that promotes social change and/or development. 100 hours of community service
required.
78 International Studies
-
The Development Process-Southern Africa
This course provides the opportunity to reflect critically on issues of development, hunger, injustice, and human rights and examines basic theories of
development as well as particular strategies of development that are being
implemented in Namibia and South Africa.
Religion and Social Change in Southern Africa
This course examines the changing role of the church in the midst of the
political transformations of Southern Africa. Students will meet with people
representing a variety of religious perspectives and roles within churches and
religious organizations.
Namibia and South Africa: A Historical Perspective
This course is an overview of the history of Namibia and South Africa, including the experience of indigenous peoples, the impact of occupation by South
Africa, and the war for independence.
Political and Social Change in Namibia: Liberation,
Decolonization, and Nation Building
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.
Internship
INS 312
REL 346
HIS 346
POL 353
INS 399
Participation in the program will fulfill the LA general education perspective credit. REL
346 will fulfill one CF3 perspective credit.
This intensive program of travel and study is designed to introduce participants to the
central issues facing Southern Africa. Namibia is a nation that has recently gained independence and is making a transition from colonialism to independence. Students will explore
the complex political, social, and economic dynamics of building a new nation.
Application deadline is April 1.
MULTICULTURAL SOCIETIES IN TRANSITION: SOUTHERN AFRICA PERSPECTIVES (NAM IBIA)-FALL
REL/INS/WST 499 Independent Study
Students design a proposal to independently explore a topic of interest that is
either interdisciplinary or related to religious studies. If the proposal is
approved, the student will collaborate with an instructor who will guide the
independent study.
SPAIINSIWST 399 lnternship
Students gain hands-on work experience in a Mexican organization that promotes social change andlor development. 100 hours of community service
required.
Learn about different approaches to environmental ethics in Latin America,
including indigenous, Jewish and Christian perspectives, liberation theology
and ecofeminism.
international Studies
17
-
Topics: Sustainable Economic Development
This course examines the concepts of economic development and growth in
the "third world." Students are introduced to the theories of economic development and definitions of sustainable development. They study the relationship between economic development and ecological damage.
Church and Social Change in Latin America
This course explores the role of religion in Latin American societies, past and
present, given the factors of political oppression and social injustice. Students
examine the "theologies of liberation."
ECO 495
REL 366
RE1 346 will fulfill one CF3 perspective credit.
Participation in the program will fulfill the IA general education perspective credit and
This program examines these crucial issues from the perspectives of the new democracies of southern Africa. Namibia won its independence in 1990 after decades of apartheid
South African colonialization. South Africa had its first democratic election in 1994. As
these nations struggle to build nationhood and deal with the legacies of apartheid and
colonialism they are faced with the challenges posed by the rapid process of globalization
in today's world; the challenges posed by under and unequal development; and the longterm project of decolonizing the mind. Augsburg application deadline: Oct. 15.
NATION BUILDING, GLOBALIZATION, AND DECOLONIZING THE MIND:
SOUTHERN AFRICAN PERSPECTIVES (NAMIBIA)-SPRING
Cultural Conflict and Change in Latin America
An exploration of selected topics and case studies in Latin American history
from Pre-Columbian times through the conquest and colonial periods up to
modem Latin America.
HIS 350
SPA 116, 216, 316 Intensive Individualized Spanish
Intensive, individualized instruction for several hours a day for four weeks at
the beginning of the semester, taught by Guatemalan instructors. (Placement
level determined by program director.)
Participation in the program will fulfill the IA general education perspective credit. REL
366 will fulfill one CF3 perspective credit, and a Spanish course will fulfill one modem
language skill credit.
This program introduces students to the key issues facing the Central Americans. For
two decades the people of Central America have been in upheaval and have experienced
fundamental social and political change. Students examine the impact of revolution and
civil war on the lives and culture of the people and the environment of Guatemala, El
Salvador, and Nicaragua. Application deadline is April 1.
SUSTAINABLE DEVELOPMENT AND SOCIAL CHANGE: GUATEMALA,
EL SALVADOR, NICARAGUA)-FALL OR SPRING
180 International Studies
Religion and Social Change in Southern Africa
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.
Political and Social Change in Namibia: Liberation,
Decolonization, and Nation Building
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.
Roots and Realities of Racism in Southern Africa and the USA: A
Comparative Examination
This course explores historical parallels of the development in southern Africa
and in the US, 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.
Internship
REL 346
POL 353
HIS 440
INS 399
Norwegian Language
Scandinavia in the World
Scandinavian Art and Literature: Perspectives on Social Change
Urbanization and Sustainable Development in Scandinavia
Independent Study (Students may choose either INS 372 or 499)
INS 372
INS 377
INS 393
INS 394
INS 499
Participants will gain a deep understanding of contemporary Norway, using the welfare
state and the notion of citizenship as the focus for investigation. The cuniculum consists
of three interrelated seminars that together give participants an understanding of how the
welfare state has evolved and how it is practiced in the context of social democracy.
Students explore the relationship between Scandinavian countries, the emerging democracies of Eastern Europe, the European Union and broader global politics. Students have the
option of Norwegian language study or an independent study project. April 1.
SCANDINAVIAN URBAN STUDIES TERM: NORWAY (SUST)-FALL
The Development Process-Southern Africa
This course provides the opportunity to reflect critically on issues of development, hunger, injustice, and human rights, with special emphasis given to the
experience of women. The course examines basic theories of development.
INS 312
International Studies 1
Wealth, Poverty, and Community Development: Critical Social
Issues
Independent Study
INS 363
INS 499
Internship
Independent Study
INS 399
INS 499
Environment and development issues are examined by looking at market and community economy models and their respective practices and ethical implications. Participants
will conduct a variety of field projects in small groups to learn about the environment and
development efforts. Students gain hands-on experience field placements with organizations working in the Guatamalan Highland, exploring the limits and possibilities of classroom theories and concepts in the context of complex real-life experiences in the community. Each student carries out an independent study project on a topic of personal choice,
which includes field research. Oct. 15.
ENVIRONMENT, ECONOMY, AND COMMUNITY IN LATIN AMERICA:
GUATEMALA AND CUBA (EECLA)-SPRING
(2 course credits)
Community Participation for Social Change
INS 366
The Community Internships in Latin America program offers a semester of study experience with a focus on community participation and social change. A hands-on internship
designed to meet the learning goals of the student is combined with a seminar, independent project and a home stay for an intensive immersion into Latin American daily life and
culture. Models of community participation, organization, development, and social change
are compared and contrasted. Students learn first-hand about the social problems in
Eduadorian communities and explore ways in which communities are addressing these
challenges. All lectures, internships, and field projects are in Spanish, with discussions in
Spanish and English. Readings are mostly in Spanish. Papers may be written in English or
Spanish. April 1.
COMMUNITY INTERNSHIPS IN LATIN AMERICA: ECUADOR (GILA)-FALL
Development in the Latin American City
INS 362
INS 2611386 Spanish in the Field
The "Politics, Development, and the City" program explores historical and current
issues related to rural-urban migration, industrialization, government policies, and effects
on human communities. Students engage in dialogue with Latin American faculty, activists,
and leaders from local communities to understand local conditions and efforts at social
change. Learning is made vivid through field projects and interactions with organizations
working on urban issues. A "Spanish in the Field course facilitates language learning
directly related to content. April 1.
POLITICS, DEVELOPMENT, AND THE CITY: GUATEMALA AND ECUADOR-FALL
82 International Studies
-
The Ethics of Development: Local and Global Implications
Spanish in the Field (advanced-level language course)
Independent Study Project (students chooses topic)
INS 385
INS 386
INS 499
Politics o f Conflict and Transformation
Internship
INS 317
INS 399
See listing under Department of Business Administration.
MARKETING
See listing under Department of Business Administration.
MANAGEMENT
INFORMATIO
SYSTEMS
(2 course credits)
Northern Ireland: Building a Sustainable Democracy
INS 316
The "Northern Ireland: Democracy and Social Change" program examines the historical, political, and religious roots of conflict in Northern Ireland, the prospects for peace
and the progress being made. Through a seven week internship, students get hands-on
experience with organizations working for social change. Field seminars focus on human
rights, conflict transformation, and education for democracy. The program is located at the
UNESCO Centre at the University of Ulster in Coleraine. Oct. 15
NORTHERN IRELAND: DEMOCRACY AND SOCIAL CHANGE- SPRING
Social Dynamics and the Environment
INS 384
International Studies 18
M
Students may choose coursework supporting study of mathematics as a liberal
art, its applications to science and engineering, its applications to actuarial science, computing, or economics, or in
preparation to teach. Augsburg's urban
Students majoring in mathematics
acquire the skills necessary to serve society
through a variety of careers. In addition to
acquiring computational and problem-solving skills, mathematics majors at Augsburg
develop their abilities to reason abstractly;
to conjecture, critique, and justify their
assertions; to formulate questions; to investigate open-ended problems; to read and
comprehend precise mathematical writing;
to speak and write about mathematical
ideas; and to experience working in teams
on mathematical projects. Students can
prepare for graduate school, for work in
business, industry, or non-profit organizations, or for teaching mathematics in
grades K-12. Students majoring in many
disciplines find it helpful to acquire a
minor or a second major in mathematics.
athematics is the study of smcture and relationships and provides tools
for solving a wide variety of problems.
Mathematical language describes our world
from the perspectives of the natural, physical, and social sciences. Engaging in mathematical thinking helps strengthen the
problem solving and quantitative reasoning
skills that are increasingly expected of
every member of contemporary society.
Moreover, as mathematics has had a formative impact on the development of civilization, it is an important part of a liberal arts
education.
Students may petition the department
to substitute alternative mathematics or
mathematics-intensive courses for one or
two MAT courses numbered above 200.
Such substitutions must be justified by a
compelling academic rationale defending a
coherent program of study, typically relating mathematics to another discipline.
A minimum of three upper division MAT
courses are required. Note that MAT 331
does not apply toward the major but is a
recommended general education course for
majors.
Nine mathematics courses:
MAT 145 Calculus I
MAT 146 Calculus I1
MAT 245 Calculus 111
MAT 246 Linear Algebra
MAT 271 Discrete Mathematical
structures
MAT 324 Analysis
MAT 373 Probability and Statistics I
MAT 3 14 Abstract Algebra
or a modeling course, either MAT 247 or
MAT 385
MAT elective numbered above 200
Mathematics Major
Suzanne Doree (Chair), Nicholas Coult,
Rebekah Dupont, Matthew Haines,
Kenneth Karninsky
Mathematics Faculty
location allows students to gain experience
working with mathematics through internships, cooperative education, and the
practicum and colloquium courses.
For distinction: GPA of 3.5 in MAT
courses numbered above 200,3.5 overall
GPA, a project, and approval of the mathematics department. For departmental honors: GPA of 3.5 in MAT courses numbered
above 200, 3.0 overall GPA, a project or
independent study course, and approval of
the mathematics department. Specific
requirements are described in "Guidelines
for Graduation with Distinction and
Departmental Honors in Mathematics"
available from the department.
Three supporting courses:
CSC 160 Introduction to Computer
Science and Communication
or another CSC course with departmental
approval
The State of Minnesota has specific
licensing requirements for teachers, and
state requirements are subject to change
after publication of this catalog. Students
therefore should consult with the
Augsburg Education Department to identify current Minnesota teacher licensure
requirements. At the time of publication,
the mathematics requirements for licensure
to teach mathematics in grades 5-12 are
the same as the major, with the MAT electives specified as MAT 252 Exploring
Geometry and MAT 314 Abstract Algebra
and the additional course of MAT 331
History of Mathematics required. At the
time of publication, the mathematics
requirements for a concentration in mathematics to teach in grades K-8 are MPG 4 or
MAT 114 Precalculus, MAT 145 Calculus I
or MAT 122 Calculus for the Behavioral
and Social Sciences, MAT 163 Introductory
Statistics or MAT 373 Probability and
Statistics I, MAT 252 Exploring Geomeq,
MAT 271 Discrete Mathematical
Structures, and MAT 331 History of
Mathematics.
Teaching Licensure Major
Also required:
MAT 491 Mathematics Colloquium during junior and senior years.
Before enrolling in any mathematics
course, students must have the required
math placement. All students are required
to have their Math Placement Group
(MPG) determined. In some cases, students who have transferred in a mathematics course taken at another college may
have their MPG determined by the registrar's office. Students who have passed the
College Board Advanced Placement Exam
in calculus should consult with the mathematics department. All other students must
take the Augsburg Math Placement Exam,
Math Placement Croup (MPC)
-
At least one MAT course numbered above
200 must be taken at Augsburg.
Three electives numbered above 200, at
least one of which is numbered above 300,
other than MAT 331. Alternatively students
may complete a minor by taking the six
courses: MAT 145, MAT 146, MAT 163,
MAT 252, MAT 271, and MAT 331.
Mathematics Minor
Five courses including:
MAT 145 Calculus I
MAT 146 Calculus I1
Graduation with Distinction and
Departmental Honors in Mathematics
At least two MAT courses numbered above
250 must be taken at Augsburg.
Two additional supporting courses from
the following list or substitutes with
departmental approval: BUS 331, CSC 170,
CSC 320, ECO 112 or ECO 113 (not
both), ECO 318, MAT 163 or MAT 173
(not both), PHY 121, PHY 122.
-
Mathematics 185
-
Everyday Math
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 MPG 2. MAT 103 does not count as a credit
toward graduation. (Prereq.: MPG 1)
Applied Algebra
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 MPG 3. Students
preparing for MAT 114 should consult the department. Students in MPG 3 or
higher may not register for credit. (Prereq.: MPG 2 and a year of high school
algebra. WEC-additional sessions are required)
Precalculus
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 MPG 4. (Prereq.:
MPG 3)
Calculus for the Social and Behavioral Sciences
Concepts of differential and integral calculus with an emphasis on applications
in the social and behavioral sciences and business and quantitative reasoning.
Students who have completed MAT 145 may not register for credit. (Prereq.:
MPG 3)
Mathematics for the Liberal Arts
An examination of the interaction between the development of mathematics
and that of Western civilization with an emphasis on connections to teaching
mathematics to children. Students who have completed MAT 331 may not register for credit. (Prereq.: MPG 3)
MAT 105
MAT 114
MAT 122
MAT 131
A course must be completed with a
grade of 2.0 or higher to count as a prerequisite for a mathematics course.
Prerequisites
student's MPG. Students are also permitted
to retake the Math Placement Exam during
their first term of enrollment at Augsburg
College.
MAT 103
which is administered by Academic
Advising. The exam is given during
College registration sessions and at other
announced times during the year. Practice
questions and other information are available from Academic Advising. Students in
MPG 1may take MAT 103 to advance to
MPG 2. Students in MPG 2 may take MAT
105 to advance to MPG 3. Students in
MPG 3 may take MAT 114 to advance to
MPG 4. No other MAT course changes a
186 Mathematics
Numeracy for Contemporary Society
An examination of the applications of mathematics in an interdisciplinary setting with an emphasis on quantitative reasoning and connections to students'
life, work, and interests. Students who have completed a Quantitative
Reasoning course may not register for credit. (Prereq.: MPG 3)
Introductory Statistics
Concepts of elementary statistics such as descriptive statistics, methods of
counting, probability distributions, approximations, estimation, hypothesis
testing, analysis-of-variance, and regression. (Prereq.: MPG 3)
Discrete Mathematics for Computing
Concepts of discrete mathematics including binary representations, sequences,
recursion, induction, formal logic, and combinatorics with an emphasis on
connections to computer science. Students who have completed MAT 271 may
not register for credit. (Prereq.: MPG 3; Coreq.: CSC 160)
Math of Interest
Concepts of elementary financial mathematics such as annuities, loan payments, mortgages, and life insurance with an emphasis on quantitative reasoning. (Prereq.: MPG 3)
Calculus Ill
Concepts of multivariable calculus including functions of several variables,
partial derivatives, vectors and the gradient, multiple integrals, and parametric
representations. (Prereq.: MAT 146)
Linear Algebra
Concepts of linear algebra including systems of linear equations, matrices, linear transformations, abstract vector spaces, determinants, and eigenvalues.
(Prereq.: MAT 245 or MAT 271)
Modeling and Differential Equations
Concepts of differential equations including methods of solving first and second order equations and modeling using difference equations and differential
equations with an emphasis on applications to the sciences. (Prereq.: MAT
146)
Exploring Geometry
Concepts of geometry including Euclidean and non-Euclidean geometries
and geometric transformations with an emphasis on geometric reasoning,
conjecturing, and proof. (Prereq.: MAT 145 or MAT 122 and MPG 4)
MAT 163
MAT 171
MAT 173
MAT 245
MAT 246
MAT 247
MAT 252
MAT 145, 146 Calculus I & II
Concepts of calculus of one-variable functions, including derivatives, integrals,
differential equations, and series with an emphasis on mathematical investigation and quantitative reasoning. (Prereq.: MPG 4 for MAT 145; MAT 145 for
MAT 146)
MAT 132
-
MAT 385
MAT 374
MAT 373
MAT 355
MAT 331
MAT 327
MAT 324
MAT 314
MAT 271
The application of mathematical problem solving to real-world projects sought
from off-campus nonprofit organizations. Contains a service learning component. (Prereq.: at least two of MAT 245,246, 247, or 271 and consent of
instructor)
Mathematics Practicum
Concepts of statistics including sampling distributions associated with the
normal and other distributions, methods of estimation, hypothesis testing,
regression, analysis of variance, and nonparametric statistics. (Prereq.: MAT
373)
Probability and Statistics II
Concepts of probability including methods of enumeration, random variables
and probability distributions, expectation, the Central Limit Theorem, and
important ideas and problems of statistics. (Prereq.: MAT 245)
Probability and Statistics I
Concepts such as polynomial interpolation, numerical differentiation and integration, numerical solution of differential equations, error propagation, practical implementation of numerical methods on modem computers, and applications. (Prereq.: MAT 146 and CSC 170 or consent of instructor.)
Numerical Mathematics and Computation
Concepts of historical importance from the areas of geometry, number theory,
algebra, calculus, and modem mathematics. An examination of the interaction
between the development of mathematics and that of western civilization.
Does not apply toward the mathematics major or minor. (Prereq.: MAT 145 or
MAT 122 and MPG 4, junior or senior standing)
History of Mathematics
(See PHY 327)
Special Functions of Mathematical Physics
Concepts of real analysis including functions, derivatives, integrals, and series
in a theoretical setting with an emphasis on written communication of mathematical ideas. (Prereq.: ENG 111, at least two of MAT 245, 246, 247, or 271)
Analysis
Concepts of algebra including the abstract structures of groups, rings, integral
domains, and fields. (Prereq.: MAT 246, MAT 271)
Abstract Algebra
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.
(Prereq.: MAT 146 or two of the following courses: MAT 145/122, MAT 163,
MAT 252, MAT 331)
Discrete Mathematical Structures
188 Mathematics
Mathematics Colloquium
Information about contemporary applications, career opportunities, and other
interesting ideas in mathematics. Presented by outside visitors, faculty members, or students. Carries no course credit.
Independent StudyIResearch
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. (Prereq.: at least one upper division MAT course, junior or
senior standing, and consent of instructor). See also description on p. 92.
See listing under Interdisciplinary Studies.
METRO-URBAN
STUDIES
MAT 499
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. (Prereq. for upper division: at least one upper division MAT
course, junior or senior standing). See also description on p. 91.
MAT 1991399 Internship
Internship and Independent Study courses:
MAT 491
Study of an advanced topic such as complex analysis, mathematical biology,
operations research, chaotic dynamical systems, fractal mathematics, knot theory, topology, or foundations of mathematics. (Prereq.: at least two MAT courses numbered above 200 and consent of instructor. For 495, an additional
upper division MAT course depending on the particular topic may also be
required)
MAT 395/495 Topics in MathematicdAdvanced Topics in Mathematics
Mathematics 1
-
Mary Kingsley (Chair), Pary PezechkianWeinberg, Frankie Shackelford, Donald
Steinmetz
Modern Languages Faculty
Knowledge of several languages, perhaps combined with the study of linguistics, is essential in preparing for careers in
second-language education and translation,
but also represents a valuable special qualification in many other professions.
Students anticipating careers in international business, social work, the diplomatic
corps, the health professions, or the ministry may wish to take a second major or
minor in modem languages. In addition,
a minor in languages or linguistics is a
valuable research tool for those intending
to pursue graduate study in most academic
disciplines.
The modem languages department
offers language, literature, and culture
courses leading to majors in French,
German, Norwegian, and Spanish.
Introductory courses in Ojibwe and
American Sign Language are offered at
Augsburg, and courses in Chinese, Japanese,
Latin, and Greek are available to Augsburg
students through the College's affiliation
with ACTC, a consortium of Twin Cities
colleges.
he Department of Modem Languages
at Augsburg College contributes in many
ways to realizing the College's mission of
providing liberal arts education for service
in today's world. The department is committed to the view that education should
go beyond career preparation and that
familiarity with the language and culture of
another people is an essential step in the
development of a truly global perspective.
T
Transfer students intending to major or
minor in languages must take a minimum
of one upper division course per year at
Augsburg. See majorlminor above for limits on non-Augsburg courses. Courses
accepted for transfer must have been taken
within the past seven years.
Transfer Students
Prerequisite
A prerequiste must be completed with a
minimum grade of 2.0 or P
Majors seeking graduation with distinction must apply in the junior year.
Requirements: 3.5 GPA in the major, 3.5
GPA overall, and honors thesis.
Graduation with Distinction
The minor consists of four courses
above 21 1 (Norwegian only: 21 1 and
above), including one in language and one
in literature or culture. At least three of
these courses must be taught in the target
language, and at least two of them must be
taken on the Augsburg campus.
Minor
The major consists of nine courses
above 21 1 (Norwegian only: 211 and
above), including two courses in culture,
two courses in language, two courses in literature and three electives (from any of the
three areas above). At least seven of these
courses must be taught in the target language of the major and at least four of
them must be taken on the Augsburg campus.
Major
Since spring term 2001, Augsburg
College no longer offers a licensure program in modem languages.
A semester of study abroad is required
for majors and some study abroad is
strongly recommended for minors. An
advanced-level internship in the major language (399) or an interdisciplinary internship (INS 199), linking language skills
with community service and career exploration, is strongly encouraged.
Topics in Literature, Culture, or Linguistics
Conversation and Composition
Explores topics of current interest in both oral and written form to build fluency, accuracy, and facility of expression in French. Emphasis on vocabulaly
enrichment, grammatical refinements, effective organization of ideas.
Laboratory assignments. A prerequisite to other upper division courses. (Fall)
FRE 295
FRE 31 1
FRE 211, 212 Intermediate French I, II
Selected articles, interviews, and literary readings are the basis of practice in
communication, vocabulaly building, and developing greater ease in reading
and writing French. Review of basic structures and grammar. Laboratory work.
(Fall: 211; spring: 212)
FRE 111, 112 Beginning French I, II
Aims to develop communication skills of understanding, speaking, reading,
and writing. Through conversations, classroom practice, and readings, these
courses work toward the discovely of French culture and way of life. Four
class meetings per week. (Fall: 111; spring 112. WEC-additional sessions
required)
FRENCH (FRE)
Chinese language studies are possible through a contractual arrangement with the
ACTC East Asian Studies Program and the University of Minnesota East Asian language
department. Contact the East Asian studies director for more information.
ASL 101, 102 Beginning American Sign Language I, II
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.
AMERICAN SIGN LANGUAGE (ASL)
Teaching Licensure
Study Abroad
Modern Languages 191
-
French Civilization: Historical Perspective
Theory and practice of literary studies. A theoretical component (in English)
treats the basic principles of literature, literary genres, and different approaches to literary analysis. Students apply the elements of theory through reading,
analyzing, and discussing selected works. (Prereq.: FRE 311 or consent of
instructor. On demand)
Introduction to Literature for Language Students
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. (Prereq.: FRE 311 or consent of instructor. Spring:
on rotational basis)
French Civilization Today
the modem 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. (Prereq.: FRE 311 or consent of instructor. Spring: on rotational basis)
A study of the diversified development of the French from their beginnings to
Topics in Literature, Culture, or Linguistics
By means of reading, speaking, and writing on topics of intellectual, social, or
political interest, the student acquires extensive training in the four skills at an
advanced level. Attention to accuracy and effectiveness, characteristic levels of
expression, refinements in style and organization. Laboratory assignments.
(Prereq.: FRE 311 or consent of instructor. Fall)
Advanced Conversation and Composition
FRE 499
FRE 399
FRE 299
FRE 199
See description on page 92.
Independent StudyIResearch
See description on page 91.
Internship
See description on page 92.
Directed Study
See description on page 91.
Internship
Internships and Independent Study Courses:
FRE 495
FRE 41 1
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. (Prereq.: FRE 311 or consent of instructor.
Spring: on rotational basis)
FRE 351, 353 Survey of French Literature I, II
FRE 350
FRE 332
FRE 331
192 Modern Languages
CER 351
CER 350
CER 332
CER 331
Conversation and Composition
CER 31 1
The intellectual, cultural, and political history of all peoples is reflected in
their literature. 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.
Survey of Literature: Cerman Literature from Chivalry to
Romanticism
Theory and practice of literary studies. A theoretical component (in English)
treats the basic principles of literature, literary genres, and different approaches
to literary analysis. Students apply the elements of theory through reading,
analyzing, and discussing selected works. (Prereq.: GER 311 or consent of
instructor. On demand)
Introduction to Literature for Language Students
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. (Prereq.: GER 311 or
consent of instructor. Spring: on rotational basis)
German Civilization and Culture II
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 (1643). In German. (Prereq.: GER 311 or consent of instructor.
Spring: on rotational basis)
German Civilization and Culture I
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. (Fall)
Topics in Literature, Culture, or Linguistics
CER 295
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. (Fall: 211; spring: 212)
CER 211, 212 Intermediate Cerman I, II
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. (Fall: 111; spring: 112. WEC-additional sessions
required)
CER 111, 112 Beginning Cerman I, II
GERMAN (CER)
P
Modern Languages 19
Advanced Conversation and Composition
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.
(Prereq.: GER 3 11 or consent of instructor. Fall)
Topics in Literature, Culture, or Linguistics
CER 41 1
CER 495
Directed Study
See description on page 92.
lnternship
See description on page 91.
Independent StudyIResearch
See description on page 92.
CER 299
CER 399
CER 499
NOR 21 1
Intermediate Norwegian I
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. (Prereq.:
NOR 112 or equivalent. Fall)
NOR 111, 112 Beginning Norwegian I, II
Introduction of the four basic language skills: speaking, listening, reading, and
writing. Stress is on communication and its cultural context. Laboratory work
expected. (Fall: 111; spring: 112)
NORWEGIAN (NOR)
Japanese language studies are possible through a contractual arrangement with the
ACTC East Asian Studies Program and the University of Minnesota East Asian language
department. Contact the East Asian studies director for more information.
JAPANESE(JPN)
lnternship
See description on page 91.
CER 199
Internships and Independent Study Courses:
Survey of Literature: German Literature in the 19th and 20th
Centuries
The literary, cultural, and scientific background of the new millennium has
many German-speaking roots in the works of figures like Karl 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 modem age.
CER 354
-Modern Languages
194
Conversation and Composition
NOR 311
Introduction to Literature for Language Students
Topics in Literature, Culture, or Linguistics
Extensive practice in spoken and written Norwegian, based on literary and
cultural readings. Students serve as peer-tutors for those registered in NOR
31 1.Readings, journals, discussion, role-playing, and written, and oral reports
in Norwegian. (Prereq.: NOR 311 or consent of instructor. Spring)
Advanced Conversation and Composition
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.
(Prereq.: NOR 311 or consent of instructor. Fall: alternate years)
Survey of Norwegian Literature
Theory and practice of literary studies. A theoretical component (in English)
treats the basic principles of literature, literary genres, and different approaches
to literary analysis. Students apply the elements of theory through reading,
analyzing, and discussing selected works. (Prereq.: NOR 311 or consent of
instructor. On demand)
NOR 499
NOR 399
NOR 299
NOR 199
See description on page 92.
Independent StudyIResearch
See description on page 91.
lnternship
See description on page 92.
Directed Study
See description on page 91.
lnternship
Internships and Independent Study Courses:
NOR 495
NOR 41 1
NOR 353
NOR 350
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. (Prereq.: NOR 311 or consent of
instructor. Fall: alternate years)
Norwegian Civilization and Culture
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. (Prereq.:
NOR 21 1 or equivalent. Spring)
Topics in Literature, Culture, or Linguistics
NOR 295
NOR 331
I
I
_
Modern Languages 195
OJIBWE(OJB)
Spanish and Latin American Culture Through Film
SPA 312
Conversation and Composition
SPA 31 1
Intended for students who have a basic command of writing and speaking
skills in Spanish and wish to expand them. Intensive practice with emphasis
on the finer points of grammar. (Prereq.: SPA 311 or consent of instructor.
Spring: odd years)
Spanish Expression
Thorough oral and written practice in correct expression with the aims of fluency and facility. Enrichment of vocabulary. Laboratory work. This course is a
prerequisite for all upper division courses. (Prereq.: SPA 212 or equivalent.
Fall)
Topics in Literature, Culture, or Linguistics
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. (On demand)
SPA 295
SPA 248
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. (Fall: 21 1; spring: 212)
SPA 211, 212 Intermediate Spanish I, II
Aims to develop the four basic skills: understanding, speaking, reading, and
writing of elementary Spanish. Introduction to culture of the Spanish-speaking
world. (Fall: 111 and 112; spring: 112. WEC-additional sessions required.)
SPA 111, 112 Beginning Spanish I, II
Courses in addition to those below are offered through various programs listed under
International Studies.
W SPANISH (SPA)
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.
(Alternate years: 111 fall of odd years; 112 spring of even years.)
OJB 111, 112 Beginning Ojibwe I, II
Two courses in Ojibwe (Chippewa) are offered at Augsburg, both as part of the modem
languages department and as part of the American Indian studies minor.
W
-Modern Languages
196
Latin American Civilization and Culture
Topics in Literature, Culture, or Linguistics
Emphasis on increasing facility and correctness of written and oral expression
through conversations, discussions, reports, debates, written compositions,
and grammatical exercises. (Prereq.: SPA 311 or consent of instructor. Fall)
Advanced Conversation and Composition
An introduction to Hispanic literature. Lectures, discussions, and written and
oral reports in Spanish. (Prereq.: SPA 311 or consent of instructor. Note:
Students who have taken SPA 356 taught in Mexico may not take 354. Spring:
even years)
Representative Hispanic Authors
Theory and practice of literary studies. A theoretical component (in English)
treats the basic principles of literature, literary genres, and different approaches
to literary analysis. Students apply the elements of theory through reading,
analyzing, and discussing selected works of literature. (Prereq.: SPA 311 or
consent of instructor. On demand)
Introduction to Literature for Language Students
A study of the cultural heritage of the Spanish American countries from the
pre-Columbian civilizations to the present. In Spanish. (Prereq.: SPA 311 or
consent of instructor. Spring: odd years)
SPA 499
SPA 399
SPA 299
SPA 199
See description on page 92.
Independent StudyIResearch
See description on page 91.
Internship
See description on page 92.
Directed Study
See description on page 91.
Internship
Internships and Independent Study Courses:
SPA 495
SPA 41 1
SPA 354
SPA 350
SPA 332
-
Modern Languages 19
M
Trudi Anderson, Matt Barber, Bridget
Doak, Sally Dorer, Susan Druck, Lynn
Erickson, Janet Fried, Jennifer Gerth,
Bradley Greenwald, Nancy Grundahl, Mary
Horozaniecki, Ned Kantar, Kathy Kienzle,
Caroline Lemen, Steve Lund, Norbert
Nielubowski, Celeste O'Brien, Paul Ousley,
Part-time Faculty
Full-time Faculty
Robert Stacke (Chair), Jill Dawe, Stephen
Gabrielsen, Peter Hendrickson, Roberta
Kagin, Merilee Klemp, Sonja Thompson
Participation in a variety of Music experiences including music ensembles, musictheater productions, private lessons, some
music courses, and additional Interim
courses or special performances is open to
students in any major area of study, with
permission from the instructor.
In Addition, we offer a Music minor and a
Music Therapy equivalency certificate.
Bachelor of Arts (Music Major)
Bachelor of Music (Music Education or
Performance Major)
Bachelor of Science (Music Therapy
major)
The Department of Music at Augsburg
College offers music training within the
context of a liberal arts education, and is
an institutional member of the National
Association of Schools of Music (NASM)
and the American Music Therapy
Association (AMTA). The Music
Department offers three degree programs
and four majors as follows:
usic has the power to strengthen
the mind, heal the body, and unlock the
creative spirit. Whether we experience
music as a listener, performer, or teacher, it
adds a significant dimension to our lives.
Augsburg students who enroll as freshmen must apply to the Department of
Music for acceptance to a degree program
by the end of the sophomore year. Transfer
students should meet with a music adviser
immediately after enrolling at Augsburg to
establish an appropriate course of music
study and application/evaluation process.
All students interested in pursuing a
music degree at Augsburg are strongly
encouraged to contact a music faculty
adviser in their degree area as soon as
possible to ensure a smooth program of
study and timely completion of music
degree requirements.
Plus fulfillment of recital requirements as
given under each specific degree and major
Materials of Music I
Materials of Music I1
Aural Skills I
Aural Skills I1
Materials of Music 111
Materials of Music IV
Aural Skills 111
Aural Skills IV
History and Literature of Music
I
MUS 232 History and Literature of Music
I1
MUS 341 Basic Conducting
Large and Small Ensemble Participation
Performance Studies
Music Repertoire Tests
Piano Proficiency
MUS 101
MUS 102
MUS 111
MUS 112
MUS 201
MUS 202
MUS 21 1
MUS 212
MUS 231
Core Curriculum for all Music Degree
ProgramsIMajors
Fine Arts Coordinator
Cathy Anderson
Rick Penning, Nicholas Raths, Angela
Wyatt
Offers students the preparation necessary to become teachers of music in public
schools. This preparation includes coursework that allows the student to become
certified to teach at the elementary through
the secondary level. Students select either
vocavgeneral or instrumentavgeneral
emphasis. In addition to applying to the
music department, bachelor of music education major candidates must also apply to
the Department of Education for acceptance into the music education licensure
program. Recommendation for teacher
licensure is granted only to students who
successfully complete the requirements for
the bachelor of music education major. All
music requirements must be completed
prior to student teaching. A cumulative
GPA of 2.5 in all music courses is necessary for the music education licensure program.
Music Education M a j o r
H BACHELOR OF MUSIC
Acceptance to the degree program will
be based on the successful completion of
the above, as well as on the student's performance at his or her spring sophomore jury
For acceptance to any music major degree
program, students must:
submit an application for admission
prior to spring juries of the sophomore
year or as soon as possible after enrolling
at Augsburg
submit a copy of a current academic
transcript and any transferred credits
with the application
submit the studio instructor recommendation form for the major instrument or
voice with the application (found in
Music Student Handbook)
complete the piano proficiency
requirement
Two quarter course credits of performance
studies in the major instrumentlvoice (first
year)
One of the following two areas of emphasis:
Vocal emphasis-MUS 251,252,253,
254
Instrumental e m p h a s i ~ n course
e
credit
of music elective
One of the following two:
MUS 342 Choral Conducting
MUS 344 Instrumental Conducting
Requirements
Core cuniculum plus:
MUS 341 Basic Conducting (.5)
MUS 358 Half junior recital
MUS 459 Full senior recital
HPE 115 Health and Chemical
Dependency Education
INS 105 or Intro. to Amer. Indian
Studies
INS 260 Contemporary American
Indians
EDC 200 Orientation to Education
EDC 210 Diversity in the Schools
EDC 220 Educational Technology
EDC 310 Learning and Development
EDC 315 Critical Issues in Education
Seminar
ESE 300 Readinwriting in Content
Area
ESE 325 Creative Learning
Environments
ESE 370 Music K-12 Methods
EDC 410 Special Needs Learner
EDC 480 School and Society
EED 481c, 483c, ESE 485,487 Student
Teaching
MUS 359 Music Methods: ChoraWocal
(.5)
MUS 356 Music Methods:
Brass/Percussion (.25)
MUS 357 Music Methods: Woodwinds
(25)
MUS 355 Music Methods: Strings (.25)
Music 19!
-
Two quarter course credits and six half
course credits of performance studies in
the major instrurnentlvoice
Eight quarter course credits in a
major Augsburg ensemble on the
major instrurnentlvoice
Improvisation competency on major
instrurnentlvoice (may be fulfilled by MUS
129)
Pass piano proficiency test
Emphasizes intensive work in performance, supplemented by other courses in
music and the liberal arts. The program is
made available only to students of exceptional perfonning ability who are selected on
the basis of an audition/interview application
process. The bachelor of music performance
program prepares d t e d performers to compete for professional performing opportunities andlor graduate school auditions.
Music Performance Major
BACHELOR OF MUSIC
Achieve a cumulative GPA of 2.5 in
all music courses and in the major
instrumentlvoice
Achieve a cumulative GPA of 2.5 in
all music courses and 3.0 in the major
instrumentlvoice
Pass three music repertoire tests
Pass piano proficiency test
Four semesters in a non-credit small
Augsburg ensemble on the major instrumentlvoice
Four quarter course credits in a major
Augsburg ensemble plus four semesters of
departmental ensemble work as assigned
by the student's academic adviser and studio instructor.
Or, for piano or guitar emphasis:
Instrumental emphasis-one and one half
course credits of music electives, one methods course for major inshument
Four semesters in a non-credit small
Augsburg ensemble on the major instrumentlvoice
Pass three music repertoire tests
Piano or organ emphasis-MUS 436,456,
one course credit of music elective
One of the following three areas of emphasis:
Vocal emphasis-MUS 251, 252, 253, 254,
435, EDS 359, one course credit of music
elective
Requirements: 14.5 course credits
Core curriculum plus:
MUS 358
Full junior recital
MUS 459
Full senior recital
Eight quarter course credits in a major
Augsburg ensemble on the major
ins trumentlvoice (winds and percussionBand; strings-Orchestra; voice-Choir)
Two full course credits of performance
studies in the major instrumentlvoice
(fourth year)
Four half course credits of performance
studies in the major instrumentlvoice (second and third year)
!00 Music
Requirements: 23 course credits
Core cumculum plus:
MUS 271 Music Therapy Techniques and
Materials
MUS 274,275
Music Therapy
Practicums
MUS 311 or 312 Composition I or I1
MUS 372,373
Psychological
Foundation of Music I, I1
MUS 374,375
Music Therapy
Practicums
MUS 472 Human Identity Through the
Creative Arts
MUS 473 Music Therapy Senior Seminar
MUS 474,475
Music Therapy
Practicums
MUS 479 Music Therapy Clinical
Internship
MUS 458 Half senior recital
EDC 4 10 The Special Needs Learner
PSY 105 Principles of Psychology
PSY 362 Abnormal Psychology
BIO 103 Human Anatomy and
Physiology
MUS 356 Music Methods: Brass and
Percussion
MUS 357 Music Methods: Woodwinds
MUS 358 Music Methods: Strings
Fulfills the academic and clinical
requirements for eligibility to take the
Music Therapy Board Certification
Examination. The B. S. in music therapy is
minimally a 4 1/2 year degree program,
which includes a full-time (six months or
1,040 hours) internship in a clinical facility
approved by the American Music Therapy
Association (AMTA). This course of study
is chosen by students who wish to become
professional music therapists.
Music Therapy Major
BACHELOR OF SCIENCE
Eight quarter course credits in a major
Augsburg ensemble on the major instrumendvoice
Eight quarter course credits of
performance studies in the major
instrumendvoice
Core curriculum plus one full credit music
elective plus MUS 458 (Senior Recital) and
two additional music credits
Requirements
Offers the broadest education in liberal
arts and prepares the student for the greatest range of graduate, business, and professional opportunities. Students who intend
to pursue non-performance graduate study
or desire to enter one of the many musicrelated business fields most often choose
this course of study.
Music Major
W BACHELOR OF ARTS
Achieve a minimum grade of 2.5 in all
music therapy courses
Pass three music repertoire tests
Pass piano, guitar, and vocal proficiency
tests
Two semesters in a non-credit small
Augsburg ensemble on the major instrumendvoice
Eight quarter course credits in a major
Augsburg ensemble on the major
instrumendvoice and residency at
Augsburg
Eight quarter course credits of
performance studies in the major
instrumendvoice
One of the following two:
SOC 362 Statistical Analysis
PSY 230 Research Methods: Design,
Procedure, and Analysis I
Strongly recommended:
MUS 359 Music Methods: Vocal
Music 201
--
-
Requirements: 8 credits
MUSBUS 105 The Music Business:
Marketing, Promotion,
Publishing, Recording
The music business minor is a course
of study designed both for the music major
desiring additional preparation in business
and for the non-music major interested in
pursuing a career in the music industry.
With the Music Business Minor, students
are given the opportunity to enroll in
coursework and participate in on-site field
experiences that address specific professional skills necessary to enter today's
music indusq. The minor is a collaborative program between the Music and
Business Departments.
Music Business Minor
Candidates must submit an application for
admission prior to spring juries of the
sophomore year.
Pass one music repertoire test
Four consecutive quarter courses in a
major ensemble concurrent with four
quarter courses of performance studies
on the major instrumendvoice
One additional music course.
One of the following two:
MUS 231 History and Literature of Music I
MUS 232 History and Literature of Music I1
Requirements: 6 course credits
Materials of Music I, I1
MUS 101, 102
MUS111,112
AuralSkills1,II
MUS 341
Basic Conducting
For acceptance to the degree program,
equivalency/certification students must:
submit an application for admission during
the first semester of residency at Augsburg
submit a copy of a current academic
transcript and transferred credits with
the application
The music therapy equivalency program is available to students who already
have a bachelor's degree and wish to meet
the requirements set by the American
Music Therapy Association to become professional music therapists. This equivalency
program prepares students for eligibility
to take the Music Therapy Board
Certification Examination. Depending
upon the student's degree and skill level,
individual requirements will be outlined by
the director of music therapy There is a
minimum two-year residency requirement,
which includes participation in a major
ensemble for four terms and successful
completion of a two-year music theory
equivalency test.
Music Therapy Equivalency/
Certification Program
All of the above courses plus two additional Music course credits beyond MUS 105
and MUS 295 (maximum of 1 credit in
MUE andlor MUP courses).
One of the following:
MUSBUS 295 Topics: Arts Management
and Concert Promotion
BUS 301 Business Law
BUS 254 Entrepreneurship
Music Minor
Pass three music repertoire tests
Pass piano proficiency test
ECO 113 Principles of Microeconomics
MIS 175 Principles of Computing for
Business
ACC 221 Principles of Accounting I
MUSBUS 399 Internship Approved for the
Music Business Minor
Four semesters in a non-credit small
Augsburg ensemble on the major instrumendvoice
202 Music
These musical organizations are open
to music majors, music minors, and nonmusic majors. All music students are
required to participate in a major ensemble
on their major instrument (where possible)
during their time at Augsburg College.
Ensembles (MUE)
An honors project could include but is
not limited to one of the following: writing
and defending a senior thesis; presenting a
recital beyond that required by a degree;
composing a work not less than 15 minutes duration; conducting a concert; or a
project that combines any or all of the
above listed projects in a manner appropriate to a student's degree area.
A transcript showing a cumulative GPA
of 3.0 or higher in all music courses
An outline of the student's participation
in departmental activities demonstrating
leadership, musical goals and high musical
standards.
A proposal for an honors project
Students may qualify for departmental
honors by submitting a petition to the
music faculty before the end of the first
semester of the senior year. The petition
for honors should include:
Departmental Honors
submit the studio insmctor recommendation form for the major instrument or
voice with the application (found in
Music Student Handbook)
complete the piano, guitar, and vocal
proficiency requirements during the first
semester of residence
Acceptance to the degree program will
be based on the successful completion of
the above, as well as on the student's performance at his or her first jury.
Private instruction in voice, piano,
organ, or any instrument is available for all
students in the following categories:
No credit-l/2 hour lesson, 3 hours of
practice per week
114 course credit-1R hour lesson,
4 hours of practice per week
1/2 course credit-1 hour lesson,
8 hours of practice per week
Lessons for credit require:
Private lessons
Jury examination at the end of each
semester
Attendance at departmental student
recitals and master classes
Attendance at concerts and recitals
Performance Studies (Private Lessons)
While the music department strongly
encourages both formal and informal
ensemble experience, only membership in
the Augsburg Concert Band, the Augsburg
Chamber Orchestra, the Augsburg Choir,
Masterworks Chorale, Men's Chorus, or
Riverside Singers of Augsburg will satisfy
the major, minor, or general education
requirements. Ensemble requirements are
fulfilled by participation for the entire year.
One quarter course credit per semester is
granted to members of major ensembles
(MUE 111, 112, 121,141); other ensembles carry no credit. Traditional grading is
required for music majors and minors in
ensemble courses. The general student
may register for credit with either traditional or P/N grading, or may choose no
credit with audit (V) designation. A maximum of two course credits in an ensemble
may be counted toward graduation requirements.
Auditions for membership in ensembles
are scheduled during the first week of the
school year or by arrangement with the
individual ensemble director.
Music 20
-
Recitals required for the fulfillment of
the B.M., B.A., or B.S. degree requirements
or honors program will be sponsored by
the music department. Other student
recitals may be considered for departmental sponsorship. All music degree recitals
must be representative of the academic
guidelines set forth in this catalog and
repertoire lists.
Students planning a recital should
carefully read the Music Student Handbook
and consult regularly with their applied
instructor. Concurrent registration in
performance studies in the major instrument/voice is required for recital
performance. At least two full-time music
faculty members and the student's private
instructor must be present to evaluate
junior and senior recitals. Recitals are
given a padfail grade.
Student Recitals
A semester of study consists of 14
weeks of lessons, coaching, and a jury
examination. Music majors and minors are
required to register for music lessons for
credit (quarter, half, or full credit depending on year of study and degree being
sought). Credit is granted only for study
with faculty members of the Augsburg
College Department of Music, and private
instruction for credit is graded traditionally
Lessons for non-credit:
Students may take private lessons for
no credit and are not required to fulfill the
performance and listening requirements.
!04 Music
Music majors are required to pass three
music repertoire tests, transfer students
must pass two, and music minors must
pass one. Consult the Music Student
Handbook for contents of music repertoire
tests and test dates.
Music Repertoire Tests
All music majors enrolled in a music
degree program must complete the piano
proficiency requirement by the end of the
sophomore year. Consult the Music Student
Handbook for piano major and non-piano
major requirements and test dates.
Piano Proficiency
EXAMINATIONS
B.M. degree junior recitals (MUS 358)
will be one-half hour in duration for
music education majors, and one hour in
duration for music performance majors.
B.M. degree senior recitals (MUS 459)
will be one hour in duration for music
education majors and music performance
majors.
B. A. and B. S. degree senior recitals (MUS
458) will be one-half hour in duration.
MUS 31 1
MUS 212
MUS 21 1
MUS 202
MUS 201
MUS 112
MUS 111
MUS 102
MUS 101
(.5 course)
(.5 course)
(.5 course)
(.5 course)
(.5 course)
(.5 course)
(.5 course)
(.5 course)
(.5 course)
Study of notational systems, score layout, calligraphy, physical basis of sound,
ranges of and arranging music for voices and instruments. Simple forms and
tonal harmonic materials are employed. (Prereq.: Passing MUS 202 and 212
with a minimal grade of 2.0)
Composition 1
Further development of listening skills to parallel progress in MUS 202. To be
taken concurrently with MUS 202. (Prereq.: MUS 211)
Aural Skills IV
Melodic, harmonic dictation, and sight singing to parallel progress in MUS
201. To be taken concurrently with MUS 201. (Prereq.: MUS 112)
Aural Skills 111
Musical structures of common practice period and introduction to 20th-century
practice. To be taken concurrently with MUS 212. (Prereq.: Passing MUS 201
and 211 with a minimal grade of 2.0)
Form and Analysis
Continuation of MUS 102 with chromatic harmony and modulation. To be
taken concurrently with MUS 211. (Prereq.: Passing MUS 101 and 102 with a
minimal grade of 2.0)
Materials of Music 111
Development of listening and reading skills to parallel progress in MUS 102.
To be taken concurrently with MUS 102. (Prereq.: MUS 111)
Aural Skills 11
Rhythmic and melodic dictation, interval and triad recognition, sight singing,
and harmonic dictation to parallel progress in MUS 101. To be taken concurrently with MUS 101. (Prereq.: Aural Skills Placement Test to be given in the
first week of class)
Aural Skills I
Diatonic harmony, secondary dominants, and simple modulations. To be taken
concurrently with MUS 112. (Prereq.: Passing MUS 101 with a grade of 2.0 or
higher)
Materials of Music 11
Notation, scales, intervals, triads, keyboard harmony, and principles of part writing. To be taken concurrently with MUS 111. (Prereq.: Theory Placement Test to
be given in the first week of class)
Materials of Music I
THEORY AND MUSICIANSHIP
Many music courses are offered alternate years. Consult the ACTC Joint Class Schedule
or the music department for course offerings in each term.
Music 20
Instrumental Conducting
(.5 course)
Preparation of and conducting instrumental literature, advanced conducting
techniques, organization of instrumental ensembles. (Prereq.: Pass piano proficiency test and MUS 341)
The Music Business: Marketing, Promotion, Publishing, Recording
Continuation of MUS 231 from 1750 to the present. (Prereq.: MUS 101, 102,201)
History and Literature of Music II
A study of the evolution of music from antiquity to 1750. (Prereq.: MUS 101,
102, 201)
History and Literature of Music I
Relationship between music of each period and the other fine arts. For nonmusic majors.
Introduction to Music and the Fine Arts
An introduction to the music industry. Topics covered include contracts, business structures and basic business essentials, band names, publicity and advertising, and the role of agents and managers. Other topics include music and
theatre, arts administration, copyright, licensing, and recording. This course is
also offered as BUS 105.
An interdisciplinary approach to the topic using music and theatre techniques
to develop the student's basic skills of Music-Theatre. Concepts of diverse
music-theatre 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.
MUSITHR 235 Skills of Music Theatre
MUS 232
MUS 231
MUS 130
MUS 105
(.5 course)
Choral literature and organization, vocal methods and voice selection,
advanced conducting techniques with class as the choir. (Prereq.: Pass piano
proficiency test and MUS 341)
Choral Conducting
Study of fundamental conducting patterns and baton technique, score analysis
and preparation, rehearsal techniques, basic nomenclature. (Prereq.: MUS 101,
111, 231)
HISTORY AND LITERATURE
MUS 344
MUS 342
Basic Conducting
MUS 341
(.5 course)
Composition 11
(.5 course)
Advanced arranging for vocal and instrumental ensembles of varying sizes and
types. Contemporaly techniques, atonal systems, and larger forms are studied
and used. (Prereq.: Passing MUS 311 with a minimal grade of 2.0 or permission from instructor)
MUS 312
!06 Music
Worlds of Music
MUS 320
Music o f the Romantic Period
(Prereq.: MUS 231, 232)
Music o f the 20th Century
(Prereq.: MUS 231, 232)
Church Music and Worship
Development and influence of church music as evidenced in contemporary
worship practices. Designed for the general as well as the music and theology
student.
Voice Repertoire
(.5 course)
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. (Prereq.: MUS
251, 252, 253, 254 or permission from instructor)
MUS 333
MUS 334
MUS 432
MUS 435
(.5 course)
(.5 course)
(.5 course)
Music of t h e Classical Period
(Prereq.: MUS 231, 232)
MUS 332
(.5 course)
Music of the Baroque Era
(Prereq.: MUS 231, 232)
MUS 331
Thefollowing four half courses are extensive studies of special eras in the history of music:
A survey of non-Western musical cultures.
History of Jazz
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.
MUS 241
Music 20
Independent Study
(-5 course)
Advanced research and projects not otherwise provided for in the department
curriculum. Open only to advanced students upon approval by the faculty.
MUS 498
Directed Study
See description on page 92.
lnternship
See description on page 91.
lndependent StudyIResearch
See description on page 92. Open only to advanced students upon approval of
the faculty.
MUS 299
MUS 399
MUS 499
Class Voice
(.25 course)
Fundamentals of tone production and singing.
Class Piano
(.25 course)
Basic keyboard familiarity, including scales, chords, arpeggios, sight-reading,
and simple accompaniment and music reading skills necessary to pass the
piano proficiency test. (Prereq.: MUS 101 or permission from instructor)
Class Guitar
(.25 course)
Beginning techniques of classic guitar.
MUS 152
MUS 155
MUS 158
MUS 251-254 English Diction (251), Italian Diction (252) German Diction (253),
French Diction (254)
(each .25 course)
Intensive course covering basic singing pronunciation of English, Italian,
German, and 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.
Improvisation in Music
(.O course)
Basic improvisational skills within a jazz combo format. Open to
Instrumentalists and vocalists.
MUS 129
TECHNIQUE
lnternship
See description on page 91.
MUS 199
INTERNSHIPS AND INDEPENDENT STUDY COURSES
Piano Repertoire
(.5 course)
Study of the piano literature from the 17th century to the present by listening,
analyzing, and performing. (Prereq.: MUS 231, 232)
MUS 436
108 Music
Junior Recital
MUS 358
(.O course)
One-half hour recital at repertoire Level 111 for B.A. or B.S. candidates. No
course credit. Private instructor may request a pre-recital hearing.
Senior Recital
MUS 459
Human Identity through the Creative Arts
MUS 272
MUS 373
MUS 372
Implementation of group and individual research projects, emphasis on a multidisciplinary approach to music therapy. Theories of learning music, musical
talent, and performance.
Psychological Foundations of Music II
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.
Psychological Foundations of Music I
(.O course)
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.
MUS 274, 275 Music Therapy Practicums
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.
Music Therapy Techniques and Materials
(.5 course)
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.
MUS 271
MUSIC THERAPY
B.M. candidates only. One hour recital at repertoire Level IV for music education majors, one hour recital at Level V for music performance majors. No
course credit. Private instructor may request a pre-recital hearing.
(.O course)
Senior Recital
MUS 458
B.M. candidates only. One-half hour recital at repertoire Level 111 for music
education majors, one hour recital at Level IV for music performance majors.
No course credit. Private instructor may request a pre-recital hearing.
(.O course)
Piano Pedagogy (.5 course)
Principles, methods, materials, and techniques for teaching piano. Survey of
various pedagogical schools of thought.
MUS 456
Music 20
(.O course)
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.
Human Identity through the Creative Arts
MUS 479
(.5 course)
Full-time placement in an AMTA-approved internship site for six months.
(1040 hours) Application for internship must be made nine months in advance.
Sites in Minnesota are limited. (Prereq.: completion of all other graduation
requirements, including all proficiency exams and music repertoire tests)
Music Therapy Clinical Internship
Volunteer work under the supervision of a registered music therapist, requiring more advanced clinical and musical skills, including improvisation. Two
hours per week. (Prereq.: Three of MUS 274,275,374,375, and pass piano, guitar, and vocal proficiency tests)
(.25 course each)
Class discussions of theories and research as they apply to therapeutic settings,
including discussion of professional ethics. A holistic approach to therapy
with music.
Music Therapy Senior Seminar
See course description for MUS 272. Enrollment for upper division credit
required for music therapy majors; will include an additional course module.
MUS 474,475 Music Therapy Pradicums
MUS 473
MUS 472
MUS 374, 375 Music Therapy Practicums
110 Music
Augsburg Choir ( 2 5 course)
Riverside Singers o f Augsburg (.25 course)
Vocal Chamber (.O course)
Masterworks Chorale (.25 course)
Orchestra (.25 course)
String Ensemble (.O course)
Woodwind Chamber Music (.O course)
Concert Band (.25 course)
Brass Ensemble (.O course)
Jazz Ensemble (.25 course)
Percussion Ensemble (.O course)
Piano Ensemble (-0 course)
MUE 112
MUE 113
MUE 114
MUE 121
MUE 122
MUE 131
MUE 141
MUE 142
MUE 143
MUE 144
MUE 145
While the department strongly encourages both formal and informal ensemble
experience, only membership in the
Augsburg Concert Band, Augsburg
Chamber Orchestra, Augsburg Choir, or
Riverside Singers of Augsburg will satisfy
the major, minor, or general education
requirements. Some instruments are available for use by students.
MUE 111
These musical organizations exist not
only for the benefit of the music student,
but for any student who wishes to participate. Membership is determined by audition during the first week of fall semester
or by arrangement with the ensemble
director. Assignment to an ensemble is
then made at the discretion of the appro-priate faculty. For Jazz Ensemble membership, preference is given to Concert Band
members.
ENSEMBLES (MUE)
Music 21
-
Baritone
Tuba
Percussion
Organ
Harp
Improvisation
MUP 142-442
MUP 143-443
M UP 144-444
MUP 152-452
MUP 159a
MUP 161-461
MUP 171-471
MUP 181-481
MUP 191-491
MUP 192-492
MUP 122-422 Viola
MUP 123-423 Cello
MUP 124424 Bass
MUP 131-431 Oboe
MUP 132-432 Bassoon
MUP 133-433 Clarinet
MUP 134434 Saxophone
MUP 135-435 Flute
A student who cannot attend a scheduled
lesson is required to notify the teacher at
least 24 hours in advance; otherwise
except for illness immediately prior to
A semester of study is 14 weeks of
lessons and coaching.
Note carefully the following provisions:
Trombone
MUP 141-441
MUP 121-421 Violin
Credit is granted only for study with
members of the Augsburg
Department of Music.
the lesson, the student will forfeit the
right to a make-up lesson.
Guitar
Piano accompanying
Piano
Trumpet
MUP 137-437
Horn
are individualized to meet the experience,
ability, background and goals of the student. Students may register for 0.00 credits; 0.25 credits; or 0.5 credits in accordance with their specific degree requirements (see Music Department Student
Handbook for music degree and variable
credit performance studies requirements.)
MUP 111-411 Voice
H LESSONS
Performance Studies courses are available to music majors and non-majors and
Performance Studies at Augsburg
College provide a unique opportunity for
students to study on an individual basis
with artistlteachers who are active performers in this region and beyond.
PERFORMANCE STUDIES (MUP)
!12 Music
The State of Minnesota has specific
licensing requirements for teachers that
may differ slightly in emphasis from the
Augsburg major requirements. The state
requirements may also be subject to
change after publication of this catalog.
Students therefore should consult with the
Augsburg Department of Education to
identify current licensure requirements. All
upper division courses required for the
biology major must be completed before
student teaching.
Teaching Licensure Major
Coordinators
Karen Ballen (Biology), Sandra Olrnsted
(Chemist~y),Jeff Johnson (Physics)
Courses are designed to provide a
broad, basic background in science and
allow for specialization in an area. The following programs assume that the student
will meet the distributionlgeneral education requirements of the College, the
requirements for appropriate majors, the
courses required in the Department of
Education and, in the physical sciences,
have at least one year of calculus. Consult
with the Department of Education for
requirements in education. Early consultation with the major area coordinator is
essential.
he natural science licensure program
- for teachers is designed to provide smong
preparation for science teaching and to satisfy Minnesota licensure requirements.
T
Six other biology courses, including at
least one from each of the following
groups:
BIO 351 Invertebrate Zoology
or BIO 353 Comparative Vertebrate
Zoology
or BIO 473 Animal Physiology
BIO 361 Plant Biology
or BIO 440 Plant Physiology
BIO 367 Biochemistry
or BIO 476 Microbiology
BIO 355 Genetics
or BIO 481 Ecology
BIO 471 Advanced Cellular and
Molecular Biology
or BIO 474 Developmental Biology
CHM 351,352 Organic Chemistq I, I1
One math course: MAT 114, 122, 145, or
163
Biology Major
(for licensure in biology 5-12)
Broad base requirements, plus:
BIO 215 Introductory Cellular Biology
BIO 491 Seminar
Broad Base Requirements
GEO XXX Introductory Geology
PHY 101 Introductory Astronomy
PHY 106 Introductory Meteorology
BIO 113 Introductory Organisma1Biology
BIO 114 Introductory Genetics,
Evolution, and Ecology
PHY 116 Introduction to Physics
or PHY 121, 122 General
Physics I, 11
CHM 105, 106 Principles of Chemistry I, I1
or CHM 115, 116 General Chemistry I, I1
-
121,
See listing under Modem Languages.
NORWEGIAN
See listing under Interdisciplinary Studies.
One year of general physics-PHY
122
Two courses from:
CHM 364,367,464,470,481,482
Chemistry Major
(for licensure in chemistry 5-12)
Physical Science Broad Base Requirement,
plus Graduation major in chemistry:
CHM 105, 106 Principles of Chemistry I, I1
or CHM 115, 116 General Chemistry I, I1
CHM 351 Organic Chemistry I
CHM 352 Organic Chemistry I1
CHM 353 Quantitative Analytical
Chemistry
CHM 361 Physical Chemistry
CHM 363 Physical Chemistry Laboratory
CHM 491 Chemistry Seminar (4 semesters)
MAT 145, 146 Calculus I, I1
Physical Science Broad Base
Requirement
BIO 113, 114,215
PHY 101,106
Geology
One year of general chemistry-CHM
105,106 or CHM 115,116
Two additional physics courses above 122;
PHY 261 recommended
Physics Major (for licensure in physics
5-12)
Physical Science Broad Base Requirement,
plus Graduation major in physics:
PHY 121 General Physics
PHY 122 General Physics
PHY 245 Modem Physics
PHY 351 Mechanics I
PHY 362 Electromagnetic Fields I
PHY 363 Electromagnetic Fields I1
PHY 395 Comprehensive Laboratory
PHY 396 Comprehensive Laboratory
'14 Natural Science Teaching Licensures
Nursing Faculty
Cheryl Leuning (Chair), Ruth Enestvedt,
Meny Beth Gay, Sue Nash, Pamela Weiss,
Linda Holt, Beverly Nilsson (Emerita)
Augsburg's nursing program, leading to
a bachelor of science degree with a major
in nursing, is accredited by the National
League for Nursing. Graduates of the program are eligible to apply for public health
nurse registration in Minnesota. With two
additional courses, they are eligible to
apply for school nurse certification.
The bachelor's degree equips nurses
with a working knowledge of the biological, physical, social, behavioral, and nursing sciences. The nursing program at
Augsburg also provides educational opportunities to increase their skills in critical
thinking, clinical investigation, and decision-making that prepares them to handle
challenging new positions in today's health
care field.
The scope of nursing practice is changing and expanding. Nurses are being called
on to function in a variety of settings that
differ from those in the past. Today nurses
work in hospitals, clinics, corporations,
government agencies, schools, and community organizations, or in their own practices. Wherever they practice, nurses provide comprehensive health care through
the entire life span for people of diverse
cultures and socioeconomic levels.
he Augsburg Department of Nursing
is designed exclusively for registered nurses
who want to increase their opportunities in
the health care field.
T
Courses in the nursing major are
offered on weekends with practicum courses requiring additional weekday time.
More time may be required to complete the
total course of study depending on the
number of credits transferred from other
colleges or universities. Students in nursing may take non-nursing courses in both
day school and Weekend College. Students
interested in pursuing the nursing major
should consult with the program coordinator from the Department of Nursing for
program planning.
The program has been planned so that
the major can be completed within two
academic years; however, students may
pursue their studies at a slower pace.
A minimum grade of 2.0 in each nursing course and cumulative GPA of 2.5 at
the completion of Level I and Level I1
courses of study are required. Students also
must complete Augsburg's residence and
general education requirements.
Major
Nine courses including:
NUR 305 Contemporary Nursing I:
Communication
NUR 306 Contemporary Nursing 11:
Paradigms in Nursing
NUR 330 Trends and Issues in Nursing
NUR 350 Introduction to Nursing
Research
NUR 403 Contemporary Nursing 111:
Families
NUR 405 Leadership and Management:
Theory and Practice
NUR 410 Community Health Nursing I
NUR 411 Community Health Nursing 11:
Practicum
PHI 380 Ethics of Medicine and Health
Care
-
NUR 305
Nursing majors can complete the baccalaureate at the Minneapolis and
Rochester sites.
Students can complete their liberal arts
general education requirements by taking
courses in day school and Weekend
College. It is recommended that most liberal arts courses be taken before starting
the nursing major.
Nursing courses at Augsburg are
available only through Weekend College.
Classes usually meet on alternate weekends
for one 3 1/2 hour time block. Clinical
practice usually occurs on weekdays.
Augsburg recognizes that nurses have a
variety of time schedules, personal responsibilities, and work demands that must be
taken into account in any decision to work
toward a college degree. For this reason,
Augsburg offers full- and part-time sequential alternatives for pursuing this degree.
Options for Completing the Degree
6. Applicants must have their own malpractice insurance, current CPR certification, and an updated immunization record.
5. Current clinical practice: Applicants
must give evidence of current clinical nursing practice (within the past five years).
This may include graduation from a school
of nursing, work experience, completion of
a nursing refresher course, or an acceptable
equivalent.
Augsburg or at another accredited college
or university.
Contemporary Nursing I: Communication
Introduces 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.
4. Prerequisite course content: The following content must have been completed
with a minimum grade of Z.O-chemistry,
anatomy and physiology, microbiology,
English composition, sociology, and psychology. These courses may be taken at
3. Unencumbered RN licensure: The
applicant must be a registered nurse who is
licensed and currently registered to practice in Minnesota prior to beginning the
nursing major.
2. Graduation from an accredited nursing program: Applicants must have graduated from an NLN-accredited associate
degree or diploma nursing program with a
2.5 overall GPA.
1. Submit an application to Augsburg
College. All applicants must present a high
school diploma or equivalent and a 2.2
GPA.
The following steps may be taken in
any order, but all must be completed prior
to application for admission into the nursing major.
Admission to the honors major requires:
a GPA of at least 3.6 in the major and 3.3
overall, application to the department chair
by Nov. 1 of the senior year, recommendation by nursing faculty, and honors thesis
to be presented before a faculty committee
by April 15. Candidates register for NUR
499 to complete the honors requirement.
Departmental Honors
!16 Nursing
Introduction to Nursing Research
Emphasis on research process and methods in nursing. Ethical issues in nursing research are examined. Students critique nursing research for its value in
nursing practice and design a research proposal. (Prereq.: MPG 3)
Contemporary Nursing Ill: Families
Provides a theoretical basis for nursing interventions with culturally diverse
families and explores theories related to family structure and function
throughout the life span. The role of the nurse in family health care is
examined. (Prereq.: NUR 306, 350)
LeadershipIManagement: Theory and Practice
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.
Community Health Nursing I
Introduces the theory and methods that are essential to maintain or improve
the health of culturally diverse individuals, families, and communities.
Community Health Nursing II: Practicum*
Provides clinical experience in community-based health care delively systems.
Students will apply nursing process, teaching~learningtheory, and basic public
health principles with culturally diverse clients. (Prereq.: NUR 310)
NUR 350
NUR 403
NUR 405
NUR 410
NUR 41 1
Independent StudyIResearch
See description on page 92.
* This course involves an additional clinicalfee.
Note: I f NUR 41 1 is not taken immediatelyfollowing NUR 410, students are required to consult
withfaculty prior to registration regarding review of the theoretical content. Students who deceleratefor more thanfive years may be asked to audit courses already taken. There is afee to
audit courses.
NUR 499
Topics in Nursing
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.
Independent Study:
Trends and Issues in Nursing
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.
NUR 330
NUR 432
Contemporary Nursing II: Paradigms in Nursing
An introduction to the idea of theory-based nursing practice. Nursing theory
and conceptual models for nursing practice are studied and then utilized in a
patientlclient situation.
NUR 306
Nursing 21
P
Philosophy Major
Eight courses including:
PHI 241 History of Philosophy I:
Ancient Greek Philosophy
PHI 242 History of Philosophy 11:
Medieval and Renaissance
Philosophy
PHI 285 Intro. to Formal Logic and
Computation Theory
PHI 343 History of Philosophy 111: Early
Modem and 19-Century
Philosophy
PHI 344 Twentieth-Century Philosophy
Philosophy Faculty
David Apolloni (Chair), Markus Fuehrer,
Bruce Reichenbach
The philosophy major has been carefully planned so that students can easily graduate with two majors. Some majors continue on to graduate school in philosophy,
while others use the major to prepare for
other professional studies such as law,
medicine, the Christian ministry, or journalism.
Students learn to ask and answer these
and other similar questions for themselves
through the development and use of critical reasoning, assisted by philosophers
from the past and present.
hilosophy is in an important sense
the most fundamental of the disciplines.
All of the sciences and most other disciplines arose out of it. Moreover, it is concerned with asking and answering the
"big" questions that are the most basic. For
example, Is there a God? Is there life after
death? Are there absolute moral standards?
What kind of life is the best? What is
knowledge and what are its sources?
Philosophy Minor
Five courses, including two from
PHI 241,242,343, and 344.
Admission to the philosophy honors
program is by recommendation of the philosophy faculty. Such recommendations
will be made at the end of the junior year.
The program will consist of an honors thesis on an approved topic of the student's
choice that involves research above the
course level, and a defense of this thesis
before the faculty of the department.
Departmental Honors
In addition to a major and minor in
philosophy, the philosophy department
also offers a cross-disciplinary major in
conjunction with the computer science
department emphasizing areas of interest
in which philosophy and computer science
overlap: logic, artificial intelligence, cognitive science, philosophy of mind, and philosophy of language. The purpose of the
major is to augment the technical skills of
a computer scientist with the creativity and
liberal arts perspective of a philosopher.
The result is a degree that is very marketable in industry and that provides an
excellent logical and philosophical background for those wishing to pursue graduate study in philosophy. See course listing
on page 118.
Major in Computational Philosophy
A 400-level course (other than PHI 499)
Two elective courses in philosophy
Four courses must be upper division.
PHI 242
PHI 241
PHI 175
PHI 125
PHI 120
PHI 110
Introduction to Philosophy
studen& 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)
History of Philosophy II: Medieval and Renaissance Philosophy
Central philosophical questions that concerned the Greek philosophers 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, from Thales to Plotinus.
History of Philosophy I: Ancient Creek Philosophy
Issues such as the ethics of sex in relation to marriage, pornography, and
homosexuality are considered. Then consideration is given to the nature and
history of romantic love and its relationship to sex.
Philosophy of Love and Sex
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.
A philosophical study of the role of human understanding, emotions, and
Ethics and Human Identity
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. Christian ethics will inform the considerations. Students who
receive credit for PHI 120 may not receive credit for PHI 125.
Ethics
This course introduces students to typical philosophical questions (like 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
Philosophy 21
Philosophy and the Arts
Class discussion of philosophical issues raised and illustrated by painting,
sculpture, literature, music, architecture, and film: the truth and falsehood of
aesthetic judgment, the definition of "work 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.
PHI 365
PHI 355
PHI 350
PHI 344
PHI 343
PHI 300
The course explores what scientific knowledge is, whether the scientist's
knowledge of the world is profoundly different and better than that of the
non-scientist, and what degrees of certainty are yielded by scientific methods.
(Suggested prior course: PHI 399 or one course in natural science)
Philosophy of Science
A study of the basic concepts and philosophies that underlie Hinduism,
Buddhism, Confucianism and Taoism. We focus on analyzing diverse views of
reality, the self, and recommendations on how to live.
Asian Philosophy
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?
Philosophy of Religion
A survey of major philosophical schools in the twentieth century: analytic philosophy, phenomenology, existentialism, pragmatism, and post-modem philosophy.
History of Philosophy IV: Twentieth-Century Philosophy
The major rationalists of the 17' century (Descartes, Spinoza, Leibniz), the
major empiricists of the 18' century (Locke, Berkeley, Hume), Kant's synthesis
of rationalism and empiricism, and 19' century Idealism and the reaction to it
(Marx, Kierkegaard, Nietzsche).
History of Philosophy Ill: Early Modern and l%h-Century
Philosophy
Laws concerning property, contracts, agency, negotiable instruments and business organizations under the Uniform Commercial Code. Ethical concepts and
principles underlying individual rights and responsibilities in business.
Business Law and Ethics
An introduction to sentential and first-order logic including logical connectives, proof theory, and quantification. Formal models of computation inclueding finite state automata, pushdown automata, and Turing machines.
Incompleteness and uncomputability. (1.5-hour lab for PHI 385. Prereq. for
PHI 285: None. Prereq. for PHI 385: CSC 210 and one of MAT 122 or MAT
145 or MAT 171)
PHI 2851385 Introduction to Formal Logic and Computation Theory
PHI 260
220 Philosophy
Existentialism
The course lays out 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.
Ethics of Medicine and Health Care
Studies in the writings--both philosophical and literary-f
prominent existentialist authors. The course examines what it means to be a being-in-theworld and explore such themes as absurdity, freedom, guilt, despair, and paradox. (Suggested: one prior course in philosophy. Alternate years)
Topics in Philosophy
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, or consent
of instructor. Offered annually)
Internship
See description on page 92.
Independent StudyIResearch
See description on page 91.
Internship
See description on page 92.
Directed Study
See description on page 9 1.
See listing under Health and Physical Education.
PHYSICALEDUCATION
PHI 499
PHI 399
PHI 299
PHI 199
Internships and Independent Study Courses:
PHI 410
(See description for PHI 285/385)
PHI 3851285 Introduction to Formal Logic and Computation Theory
PHI 380
PHI 370
Philosophy 22
Recognizing the importance of physics
in contemporary life and the need to keep
abreast of rapid technological advances,
the department strives to give students not
only an understanding of basic concepts,
but also insights into recent developments.
A rigorous major provides students with
the preparation required for graduate study
in physics. It also provides flexibility, serving as a stepping stone to advanced work
in related areas such as astronomy, engineering, computer science, atmospheric
science and meteorology, oceanography,
biophysics, environmental science, and the
medical and health-related fields. The
department serves the liberal arts by offering courses for non-science students that
enable them to attain a general understanding of a particular area of science.
These courses provide the basis for
further study and enable students to
follow new developments with some
degree of comprehension.
p
hysicists
. . are a curious and ambitious
lot. Their aim is to understand the fundamental principles that describe and govern
all physical aspects of the universe.
Historically called "natural philosophers,"
physicists investigate by means of controlled experimentation and mathematical
analysis. Physics includes the study of systems ranging from sub-atomic particles to
the largest galaxies and from the relative
stillness of near absolute zero to the fiery
activity of stars. Physics plays an important
role in many of the liberal arts disciplines
and contributes to society's understanding
of such areas as energy, weather, medical
science, and space exploration.
Major
13 courses including:
PHY 121 General Physics I
PHY 122 General Physics I1
PHY 245 Modem Physics
BACHELOR OF ARTS
Jennifer Posch
Physics Research Staff
Stuart Anderson, Mark Engebretson,
Kenneth Erickson, William Jasperson,
Jeffrey Johnson, David Venne, J. Ambrose
Wolf
Physics Faculty
The department supervises the preengineering program, with degree programs available at cooperating universities
at both the bachelor's and advanced degree
levels, and administers Augsburg College's
portion of funds designated for the
Minnesota Space Grant College
Consortium, funded by NASA. It also
maintains active research programs
through its Center for Atmospheric and
Space Sciences and the Sverdrup
Laboratory for Solid State Physics, with
support from the National Science
Foundation, NASA, and other private and
public sources. Several students work as
research assistants in these efforts during
the academic year and in the summer.
Cooperative education, internship, and
undergraduate research programs provide
opportunities for students to apply their
knowledge and problem-solving skills in
practical situations in industrial, governmental, and academic settings.
One physics course above PHY 122
CHM 105, 106 Principles of Chemistry
or CHM 115, 116 General Chemistry
MAT 145, 146 Calculus I, I1
MAT 245, 247 Calculus 111 and Modeling
and Differential Equations
or MAT 245
Calculus 111
and PHY 327 Special Functions of
Mathematical Physics
Major
17 courses including:
PHY 121 General Physics I
PHY 122 General Physics I1
PHY 245 Modem Physics
PHY 261 Electronics
PHY 351 Mechanics I
PHY 352 Mechanics I1
PHY 362 Electromagnetic Fields I
PHY 363 Electromagnetic Fields I1
PHY 395 Comprehensive Laboratory I
PHY 396 Comprehensive Laboratory I1
PHY 486 Quantum Physics I
BACHELOR OF SCIENCE
PHY 351 Mechanics I
PHY 362 Electromagnetic Fields I
PHY 363 Electromagnetic Fields I1
PHY 395, 396 Comprehensive Laboratory
Two elective physics courses above PHY 122
MAT 145, 146 Calculus I, I1
MAT 245, 247 Calculus 111 and Modeling
and Differential Equations
or MAT 245
Calculus 111
and PHY 327 Special Functions of
Mathematical Physics
In planning their courses of study, students are encouraged to work closely with
members of the physics faculty. Normally,
students should have MAT 145, 146, and
PHY 121,122 during the freshman year,
and MAT 245 and 247 (or PHY 327) during the sophomore year.
A GPA of 3.5 in physics and 3.3 overall.
An original research project on a significant topic in physics with an oral presentation and written report. Project proposals
should be made to the department by Sept.
30 of the senior year.
Departmental Honors
A GPA of 3.7 in physics and 3.5 overall.
An original research project on a significant topic in physics with an oral presentation and written report. Project proposals
should be made to the department by Sept.
30 of the senior year.
Graduation with Distinction
Physics Major With Concentration in
Space Physics
18 course credits. It is the same as the
B.S. major, with the addition of PHY 320
and PHY 420, and the omission of the elective physics course.
18 course credits. It is the same as the
B.S. major, with the addition of PHY 330
and PHY 430, and the omission of the elective physics course.
Physics Major with Concentration in
Solid State Physics
BACHELOR OF SCIENCE
Physics 22
Introductory Astronomy
PHY 101
PHY 103
Natural Science II
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. Prereq.: SCI 110)
SCI 111
Conceptual Physics
An introductory course (with a hands-on intuitive approach) in which the
applications, problems, and experiments are selected to illustrate fundamental
principles of physics. (Two three-hour lectures/laboratories. Prereq.: MPG 3.
Fall, spring)
the course traces the development of scientific thought from early civilization
to the present day Night viewing is required. (Three one-hour lectures.
Prereq.: MPG 2. Fall, spring)
A descriptive course covering our solar system, stars, and galaxies. In addition
Natural Science I
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 threehour laboratory. Prereq.: MPG 3 )
Membership in the Augsburg chapter of
this national physics honor society is open
to those students who have completed the
equivalent of a minor in physics, have a
GPA of 3.0 in physics and overall, and
rank in the upper third of their class.
SCI 110
Three elective physics courses
above PHY 122
MAT 145, 146
Calculus I, 11
Minor
Seven courses including:
PHY 121 General Physics I
PHY 122 General Physics I1
The Augsburg chapter of the Society of
Physics Students provides students the
opportunities of membership in a national
physics society and of participating in the
physics community on a professional basis.
Membership in the society is open to all
students interested in physics.
The State of Minnesota has specific
licensing requirements for teachers that
may differ slightly in emphasis from the
Augsburg major requirements. The state
requirements may also be subject to
change after publication of this catalog.
Students therefore should consult with the
Augsburg Department of Education to
identify current Minnesota teacher licensure requirements.
Sigma Pi Sigma
Society of Physics Students
Teaching Licensure Major
- Physics
224
PHY 261
PHY 245
PHY 122
PHY 121
PHY 116
PHY 114
PHY 106
lntroductory Meteorology
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. Prereq.: PHY 116 or 122; and MAT 146.
Spring: cross-listed with computer science)
Electronics
An introduction to modem 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 one-and-one-half hour laboratory.
Prereq.: PHY 122. Fall)
Modern Physics
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. Prereq.: PHY
121, MAT 146 or concurrent registration. Spring)
General Physics II
A rigorous study of classical physics including mechanics and wave motion.
Designed for physics, pre-engineering, and other specified majors. (Three onehour lectures, one three-hour laboratory. Prereq.: MAT 145 or concurrent registration. Fall)
General Physics I
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.
Prereq.: MPG 3 . Fall)
Introduction to Physics
admitted to the elementary education program. Topics covered include the
solar system and the origin of Earth; the structure of Earth including plate tectonics, earthquakes, volcanoes, and minerals and rocks; the hydrologic cycle
and the effect of water on the planet; and the changing climate of Earth. (Two
three-hour laboratoflecture periods. Prereq.: elementary education major and
MPG 3 . Fall, spring)
A practical and hands-on approach to earth and space science for students
Earth Science for Elementary Education Teachers
A survey of the basic principles of the 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. Prereq.: MPG 2.
Fall, spring)
Physics 22
Introduction to Space Science
pheric, ionospheric, and upper atmospheric physics (solar dynamics, magnetic
storms, particle precipitation, aurora, and related topics). (Three one-hour lectures. Prereq.: PHY 245. Spring)
A survey of Earth's space environment including solar, planetary, magnetos-
PHY 363
PHY 362
Mechanics II
PHY 352
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.
Prereq.: PHY 362, MAT 247 or PHY 327. Spring)
Electromagnetic Fields II
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. Prereq.: PHY 122,
MAT 247 or PHY 327. Fall)
Electromagnetic Fields I
Classical mechanics in terms of Newtonian, Lagrangian, and Hamiltonian formalisms. Topics include dynamics of rigid bodies, systems of particles, and
noninertial reference frames. (Three one-hour lectures. Prereq.: PHY 122, PHY
351, MAT 247 or PHY 327. Spring)
Mechanics I
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 onehour lectures. Prereq.: PHY 122, MAT 247 or PHY 327. Fall)
the preparation of the thin films to their structural and magnetic characterization. Many different experimental techniques and methods will be discussed,
including Molecular Beam Epitaxy, Sputtering, Diffraction methods, finnel
and Force Microscopy and various magnetomew methods. (Three one-hour
lectures. PHY 245 and PHY 351. Spring)
A study of the physics of thin (magnetic) films, covering the entire range from
Thin Films: Preparation Techniques and Methods for Structural
and Magnetic Characterization
PHY 351
PHY 330
Special functions encountered in physics. Partial differentiation, Fourier series,
series solution of differential equations, Legendre, Bessel and other orthogonal
functions, and functions of a complex variable. (Three one-hour lectures.
Prereq.: PHY 122 or consent of instructor, MAT 245 or equivalent. Spring:
cross-listed with mathematics)
PHYIMAT 327 Special Functions of Mathematical Physics
PHY 320
!26 Physics
Plasma Physics
PHY 420
Introduction to Solid State Physics
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. Prereq.:
PHY 245,351. Spring)
Quantum Physics
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. (Three one-hour lectures. Prerequisite: PHY 351, PHY 362; PHY 486
strongly recommended. Fall)
PHY 499
PHY 399
PHY 299
PHY 199
See description on page 92. Open to juniors and seniors with departmental
approval.
Independent StudyIResearch
See description on page 91.
lnternship
See description on page 92.
Directed Study
See description on page 91.
lnternship
Internships and Independent Study Courses:
PHY 486
PHY 430
Comprehensive Laboratory 11 (.5 course)
A continuation of PHY 395. (One three-hour laboratory and one seminar hour
per week. Prereq.: PHY 395, junior or senior standing or consent of instructor.
Spring)
PHY 396
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. Prereq.: PHY 362,363 or concurrent registration)
Comprehensive Laboratory 1 (.5 course)
An emphasis on independent laboratory work and participation in physics
seminars. Experiments in mechanics, thermodynamics, vacuum physics, electronics, electricity, magnetism, optics, and modem physics. (One three-hour
laboratory and one seminar hour per week. Prereq.: junior or senior standing
or consent of instructor. Fall)
PHY 395
Physics 22
F
Providing work in several subfields of
political sciene, the major suppIies the
breadth appropriate for graduate work in
political science, public administration,
public policy analysis, law, and other professions. It also serves as a foundation on
which to develop careers in public service,
business, communications, and other
fields. Legislative and other internships, as
well as significant independent research
projects, are within easy reach of Augsburg
political science students in the Twin Cities
Political scientists use systematic
inquiry and analysis to examine political
reality. The student who majors in political
science will explore political ideas and values, investigate political cooperation and
conflict, analyze and compare political systems, and develop perspectives on international relations. In the process, the student
will be encouraged to relate insights from
other liberal arts disciplines such as philosophy psychology, economics, history, and
sociology to the study of politics.
irmly
in the liberal arts tra. grounded
dition, political science shares concerns
with the humanities, other behavioral sciences, and mathematics and the sciences.
The role and significance of authority in
human affairs establish the focus of political science. Augsburg political science students have the benefit of an experienced
faculty that offers courses in all major
areas of political science, and also possesses special expertise in the areas of campaigns and elections, comparative and
international politics, mass communications and other information technolgoy,
racial and ethnic politics, and American
public law.
The honors major in political science
includes the requirements listed above,
plus the following: The student's GPA must
be 3.5 in the major and 3.0 overall; the
student must take an honors independent
study and a seminar, and must submit an
Departmental Honors
Also at least five other upper division
courses in four out of five political science
areas. A seminar in one of the five areas
may be counted for that area. Only one
internship may count for an upper division
area. Also one other political science course
in any area, upper or lower division.
Required elective-ne
of the following:
POL 121 American Government and
Politics
POL 122 Metropolitan Complex
POL 160 World Politics
POL 170 Law in the United States
Political Science Major
Ten courses:
POL 158 Political Patterns and Processes
POL 483 PoliticaVStatistics/Methodology
POL 484 Political Analysis Seminar
Milda Hedblom (Chair), Andrew Aoki,
Mary Ellen Lundsten, William Morris,
Nonna Noonan, Joseph Underhill-Cady
Political Science Faculty
area. Combined with broad, balanced, and
flexible course offerings, these special
opportunities enhance the student's potential for graduate study and a successful
career.
Economics Courses:
ECO 112 Principles of Macroeconomics
(elective for social science core)
ECO 113 Principles of Microeconomics
(elective for social science core)
ECO 3 12 Intermediate Macroeconomics
or ECO 315 Money and Banking
ECO 313 Intermediate Microeconomics
One other upper division course
Total of 12 courses required: five courses in economics, five courses in political
science, and two courses in education.
ECO 112 or 113 and POL 121 also fulfill
requirements for the social studies core;
education courses also fulfill licensure
requirements for secondary educaiton.
Teaching Major in Political Science
and Economics
Five courses, including POL 121 or 122
or 170; POL 158; and at least three upperdivision courses in three out of five political science areas.
POL 483 may not usually be used
for a minor.
Minor
honors thesis to be defended before a faculty committee. Students may work with
any member of the department on their
honors thesis. For specific requirements,
consult the department chair. Students
should apply for the honors major no later
than the junior year.
See the class schedule for precise listing
of terms in which courses are offered.
Note: Students interested in secondary
education may take a political science
major or the teaching major in economics
and political science. Either option
requires that the student also take courses
required for the social studies core. For
more information, see the department
chair.
(I) American Government and Politics,
(11) Comparative Politics and Analysis,
(111) International Politics, (IV) Public Law,
and (V) Political Theory and Analysis. Any
course listed in more than one area may be
counted in only one area toward major or
minor requirements.
Political Science Areas
In addition, in order to graduate with this
major, a student must have been admitted
into the Department of Education.
Political Science Courses:
POL 121 American Government (social
science core course)
Two upper-level political science courses
(must be in two different areas)
Two other political science courses
Education Courses:
EDC 200 Orientation to Education
(required for licensure)
EDS 375 Social Studies Methods-capstone course (required for
licensure)
Political Science 22!
-
American Government and Politics
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.
Metropolitan Complex
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.
American Women and Politics
Investigates the roles women play in the political system. Political, economic,
and social issues will be explored from contemporary and historical perspectives.
Environmental and River Politics
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 Ostakeholders are trying to achieve sustainability in the watershed.
Social and Political Change
Examines interaction between cultural, social, and political change, looking primarily, but not exclusively, at the United States. Also looks at how
individuals can try to effect political change. (Prereq.: one previous course
in political science, or junior or senior status or consent of instructor)
Politics and Public Policy
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.
Political Parties and Behavior
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). (Prereq.: one
course in political science or consent of instructor. Fall term of election years)
Mass Communication in Society
Studies effects of new information technology (such as the Internet) and of the
traditional electronic media. Covers uses of technology and media for newsmaking, selling, entertainment, and public affairs. (Prereq.: Sophomore, junior,
or senior standing.)
POL 121
POL 122
POL 124
POL 241
POL 323
POL 325
POL 326
POL 342
I. AMERICAN GOVERNMENT AND POLITICS
!30 Political Science
Media Law
(See Section IV for description.)
Topics in American Politics
Topics include legislative, executive, or judicial politics, public policy, and
leadership. Can include focus on national, state, or local level. (Prereq.: one
course in political science or consent of instructor)
POL 375
POL 421
Topics In European Politics
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. (Prereq.: one course in political science
or consent of instructor)
Topics In Communist/Post-Communist Systems
Analysis of the former Soviet Union andlor other communist/post-communist
states in terms of political behavior, evolution, institutions, and political
processes. (Prereq.: one course in political science or consent of instructor)
Topics: Women in Comparative Politics
Various aspects of women in comparative politics will be explored. Themes
and countries valy. (Prereq.: one course in political science or consent of
instructor)
Topics in Comparative Politics
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. (Prereq.: one
course in political science or consent of instructor)
POL 350
POL 351
POL 359
POL 459
World Politics
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.
Russian and Chinese Foreign Policies
Analysis of theory and policy in the foreign policy process in Russia (and the
former USSR) and China. (Prereq.: one course in political science or consent
of instructor)
POL 160
POL 363
Ill. INTERNATIONAL POLITICS
Political Patterns and Processes
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.
POL 158
II. COMPARATIVE POLITICS AND ANALYSIS
Constitutional Law
(See Section IV for description.)
POL 370
Political Science 23
0
0
y.4 r
K
,aO
2
O
G
v,
- n
w
$
2 5. 8
s 3 2.
z0 zg g*
9%g
;gg.
2.2
E$Cn
zg 0g
g.,gg
-.g
Z g m 2
5'4 2
In 5'
n
5 $ w c
ail %
g 7 0
2g.g
3, 5' C
g 5g.z
m e - . ,
pl
F -EagB a,, ~ ~
,3
LI.
g- - %3w %0.gcron
, K?
& gCK5
5 . q g~
-'C
g m g 50
3 g.2
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. .(Prereq.: POL 158, POL 483, and two upper
division courses, or consent of instructor)
Political Analysis Seminar
Origins and evolution of Manrist theory and movements, emphasizing
Marxism as developed in Russia and China. Considers the political, social, and
economic dimensions, and changing role of Manrist doctrines in society.
(Prereq.: POL 158 or consent of instructor)
Marxist Theory
Selected topics including the emergence of political democracy in comparative
perspective and American political thought. Topic to be included in the
subtitle. (Prereq.: one course in political science or consent of instructor)
Topics in Democratic Theory
Lower Division Seminar
Selected topics. Consult department chair concerning terms and subject matter.
Seminar
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.
Seminar in Political Statistics and Methodology
Special topics. Consult department chair concerning terms and subject matter.
(On demand)
POL 499
POL 399
POL 299
POL 199
See description on page 92.
Independent Study/Research
See description on page 91.
lnternship
See description on page 92.
Directed Study
See description on page 91. P/N grading unless internship supervisor grants
exception.
lnternship
Internships and Independent Study Courses:
POL 495
POL 483
POL 295
VI. SEMINARS, INDEPENDENT STUDY, AND INTERNSHIPS
POL 484
POL 382
POL 381
Political Science 23
-
~
Bridget Robinson-Riegler (Chair),
Grace Dyrud, Emily Hause, David Matz,
Nancy Steblay
Psychology Faculty
Faculty members in the Department of
Psychology have varied professional specializations including clinical, counseling,
physiological, developmental, social, cognitive, and industrial/organizationalpsychology as well as expertise in psychological
applications to health, law, and public policy. Students may tap this expertise through
a variety of learning experiences including
group and individual projects, association
with Augsburg's active Psychology Club,
Psi Chi Honor Society, and faculty-student
research teams.
sychology is an exploration of
behavior and mental processes. As an integral part of a liberal arts education, psychology contributes to the understanding
of individual and group behavior. The
study of psychology equips students to
understand and use the scientific method
to think creatively and critically beyond
the classroom. To prepare students for
graduate study and work in psychology,
the major emphasizes the complementary
components of a strong foundation in
research and theoretical work with the
application of knowledge and skills in
coursework, research experiences, and
internships within the community The
curriculum's emphasis on the experiential
dimensions of learning and the integration
of liberal arts and professional domains
prepares students for careers in many settings including business, education, social
services, research, law, government,
church, and medicine.
P
Note: A minimum of five courses must be
from Augsburg. No more than two courses
from among PSY 299,399, and 499 may be
counted.
*For WEC students, PSY 360 is recommended, not required, hence the WEC
major is 10 courses not 10.5
Majors are strongly encouraged to take
more than the rninimuml0.5 required psychology courses; no more than 13 course
credits can count for graduation.
Electives (3 courses in psychology)
At least one course from the following:
PSY 357 Behavioral Analysis
PSY 359 Assessment
PSY 363 Sports Psychology
PSY 368 Behavioral Healthcare
PSY 373 Industrial/Organizational
Psychology
PSY 385 Counseling Psychology
Professional Perspectives (2 courses)
PSY 399 Internship
At least one course from the following:
PSY 491 Advanced Research Seminar
PSY 493 Seminar: Contemporary Issues
At least one course from the following:
PSY 325 Social Behavior
PSY 354 Cognitive Psychology
PSY 355 Biopsychology
Foundations of Psychology (5.5 courses)
PSY 105 Principles of Psychology
or PSY 102 The Individual in a Social
World
PSY 215 Research Methods: Design,
Procedure, and Analysis I
PSY 315 Research Methods: Design,
Procedure, and Analysis I1
PSY 360* Psychology Laboratory (.5)
The major is 10.5* courses
Major
The Individual in a Social World
A scientific investigation of social issues, with analysis of both individual and
group factors. Topics include media, prejudice, conformity, legal processes,
and consumer issues. Research participation is required. (This course does
substitute for PSY 105 as a prerequisite to upper division psychology courses.)
Principles of Psychology
An introduction to the methods and principles of psychology. Applications
of psychological concepts to everyday situations are emphasized. Research
participation is required.
PSY 105
Five courses, including PSY 102 or 105,
and four electives. A minimum of two
courses must be from Augsburg. No more
than two courses from among PSY 299,
399, and 499 may be counted.
Minor
PSY 102
Both the sociology and psychology
departments offer courses relevant to students with interests in social psychology.
The intent of the social psychology concentration is to provide students of either
major with a solid disciplinary foundation
along with specific coursework to strength-
Concentration in Social Psychology
GPA of 3.0 in the major and 3.5 overall,
and completion of a high-quality research
project culminating the major program.
Formal application must be made during
the junior year. Please consult the department chair for more detailed requirements.
Successful completion of departmental
honors in psychology automatically qualifies the student for graduation with distinction from the college.
Departmental Honors/Craduation
with Distinction
Teaching Licensure Major
The State of Minnesota has specific
licensing requirements for teachers that
may differ slightly in emphasis from the
Augsburg major requirements. The state
requirements may also be subject to
change after publication of this catalog.
Students therefore should consult with the
Augsburg Department of Education to
identify current Minnesota teacher licensure requirements.
en a cross-disciplinary social psychological
perspective. Students will participate in
internship and research experiences specific to their social psychology interest.
Coursework will emphasize research skills,
theoretical analysis, and applied work in
areas intended to prepare students for
careers in law, consulting, research, and
social policy, as well as many other areas.
In addition, the social psychology concentration is ideal for graduate school preparation. See department chair for specific
requirements.
Transfer-course policy for majors
and minors: All transfer courses, including ACTC courses, must be approved in
writing by the chair. Only those psychology courses successfully completed (2.0 or
above) within the last 10 years will be considered. In general, courses that meet the
transfer guidelines may only be applied to
elective or PSY 105 credit for the major.
WEC psychology courses are offered
only on an alternating year basis.
All psychology majors must have an
adviser in the psychology department.
Psychology 23'
-
PSY 355
PSY 354
PSY 353
PSY 352
PSY 351
Psy 335
PSY 325
PSY 315
PSY 215
PSY 201
Relationship between brain and behavior. Considers biological bases of learning and cognition, emotions, abnormal psychology, personality, normal and
altered states of consciousness. (Prereq.: PSY 215)
Biopsychology
Theory, data, and practical applications relevant to the following topics: attention, perception, pattern recognition, memory, mental imagery, problem-solving, decision-making, and language. (Prereq.: PSY 215)
Cognitive Psychology
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. (Prereq.: PSY 102 or 105)
Aging and Adulthood
Consideration of research and theory related to development during the adolescent and young adult years. (Prereq.: PSY 102 or 105)
Adolescent and Young Adult Development
Theory and scientific methods of examining development and behavior.
Practical implications of data and theory are stressed. (Prereq.: PSY 102 or
105)
Child Development
Application of psychological principles and research to legal processes, policy,
and problems. Emphasis on three content areas: eyewitness issues, courtroom
procedures, and forensic clinical practice. (Prereq: Psy 102 or 105)
Psychology and Law
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. (Prereq.: PSY 215)
Social Behavior
Part I1 of a two-term sequence. See PSY 215. PSY 315 should be taken in the
term immediately following PSY 215. PSY 215 may be taken for one course
credit without taking 315. (Prereq.: PSY 215 with a grade of 2.0 or higher,
ENG 111)
Research Methods: Design, Procedure, and Analysis I1
Part I of a two-term sequence. Scientific method as practiced in psychology.
This sequence emphasizes skills of bibliographic research, research design and
data collection, statistical analysis and interpretation, computer-assisted data
analysis, and APA-style presentation of research findings. PSY 215 must precede PSY 315. (Prereq.: PSY 102 or 105, MPG 3)
Research Methods: Design, Procedure, and Analysis I
Consideration of the impact of psychological, behavioral, social, and biological
interactions on health. (Prereq.: PSY 102 or 105)
Health Psychology
236 Psychology
Environmental Psychology
This course uses a cultural-ecological viewpoint to study the influence of the
physical environment, both natural and human-made, on behavior. (Prereq.:
PSY 102 or 105)
Behavior Analysis
Principles of lea&ing/behavior change and their application to self-management, family work, school, and clinic settings. ~ndihdualizedprojects.
(Prereq.: PSY 102 or PSY 105)
Assessment
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 validity, and legal and ethical issues. (Prereq.: PSY 215)
Psychology Laboratory (.5 credit)
Laboratory research experience under the supervision of a faculty member.
Concurrent enrollment in a full credit upper-level course (designated courses
will vary depending on the semester) and approval by the instructor are
required. (Prereq: Psy 102 or 105)
Personality/Cultural Context
Current scientifically-based approaches to description, dynamics, and
development of personality. Includes study of gender, social position, and
cross-cultural behavior. (Prereq.: PSY 102 or 105)
Abnormal Psychology
An introduction to psychological disorders and treatment. (Prereq.: PSY 102 or
105)
Sports Psychology
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.
(Prereq: Psy 102 or 105)
Behavioral Health Care
Application of psychological theory, research, and clinical principles to health
care practice. Emphasis on developmental health issues and a biopsychosocial
health model. (Prereq.: PSY 102 or 105)
Psychology of Gender
Emphasis on the social construction of gender and its impact on the lives and
behavior of individuals. (Prereq.: PSY 102 or 105)
Industrial/Organizational Psychology
The theoretical and applied study of organizations. Topics include personnel
selection and evaluation, career development, conflict and decision-rnaking, group processes, and organizational change. (Prereq.: PSY 102 or 105)
PSY 356
PSY 357
PSY 359
Psy 360
PSY 361
PSY 362
PSY 363
PSY 368
PSY 371
PSY 373
Psychology 23
Historical Perspectives
Discussion and exploration of contemporary professional issues and social
policy from a psychological viewpoint. Faculty-supervised student research.
(Prereq.: PSY 215 and junior standing)
Seminar: Contemporary Issues
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. (Prereq.: PSY 315 or comparable course approved by instructor)
Advanced Research Seminar
Specific topic will be published prior to registration. (Prereq.: PSY 215 and
consent of instructor)
Current Topics in Psychology
Principles and methods involved in the counseling process. Consideration of
goals and ethical guidelines for the counseling relationship. (Prereq.: Two PSY
courses plus PSY 102 or 105)
Counseling Psychology
Focus on the people in psychology's history their questions and positions,
from the early Greek period to the present. Emphasis on the 20thlcentury,
inclusions of women and minorities, and contextual histoly. (Prereq.: PSY
102 or 105)
PSY 499
PSY 399
PSY 299
PSY 199
See description on page 92. (Prereq.: PSY 330)
Independent StudyIResearch
See description on page 91. Participation in a concurrent seminar is required.
(Prereq.: PSY 330)
lnternship
See description on page 92. (Prereq.: PSY 102 or 105)
Directed study
See description on page 91. (Prereq.: PSY 102 or 105 and one other
psychology course).
Internship
Internships and Independent Study Courses.
PSY 493
PSY 491
PSY 490
PSY 385
PSY 381
,313 Psychology
~e1i~i;i.i111, 221, or 33 1is prerequisite to all other courses. REL 111 or 221
is expected to be taken in either the freshman or sophomore year at Augsburg.
Junior or senior transfer students who are
required to take two Christian Faith
Perspective courses may take REL 331 as
the prerequisite for other courses.
I
Prerequisites
The Religion Department offers two
majors: Religion ( E L ) and Youth and
Family Ministry (YFM).
Majors
Beverly Stratton (Chair),Janelle Bussert,
Nancy Going, Lori Brandt Hale, Bradley
Holt, Rolf Jacobson, Lynne Lorenzen,
Philip Quanbeck 11, Mark Tranvik
Religion Faculty
eligion asks fundamental questions
of life and meaning: Who are we as human
beings? Where did we come from? Where
did the world come from?What do good
and evil mean in this time and
place? Students will wrestle with these
questions and with responses from the
Christian traditions and from the perspectives of the other major world religions.
R
GPA of 3.5 in the major and 3.0 overall,
research project approved by the department, and colloquium with the department. Application must be received by the
department by Dec. 30 of the student's
senior year.
Departmental Honors
Graduation with Distinction requires
application to the department chair in the
junior year. Specific requirements are available from the chair.
Graduation with Distinction
All majors must have an adviser in the
department.
Advising
All h-ansfer courses for majors and
minors, including ACTC courses, must be
approved in writing by the chair. Only
courses successfully completed (2.0 or
above) within the last ten years will be
considered. In general, courses that meet
the transfer guidelines may only be applied
to elective or REL 111 credit for the major.
Transfer Courses
Courses designated REL and YFM are
offered by the religion department. A maximum of 13 total REL and YFM courses
may be applied toward the 32-course
requirement for graduation. Taking extra
electives in REL or YFM may require students to complete more than the minimum
32 courses required for graduation.
Graduation Requirements
A religion major encourages students to
seek their future in the world andlor
church through a sense of vocation, serving as pastors, associates in ministry, nurses,
youth and family ministry lay professionals
in congregations, and as social service and
human resource professionals in a wide
variety of settings.
Through the study of religion, students
will learn to understand, appreciate, and
articulate the Christian faith, as based in
the Bible, as lived in the Christian fellowship, as embodied in the Christian Church
and its history, and as interactive in the
contemporary world and with other world
religions. Students will also develop the
ability to read and interpret the Bible,
other religious texts, and various expressions and practices of faith, so that their
meaning for human life in relation to God
becomes evident. In addition students will
develop skills for becoming leaders in the
religious communities to which they
belong and for living as responsible citizens with others whose religious views and
practices differ from their own.
Note: Not all courses that meet
Christian Faith Perspectives are REL
courses and do not count toward the religion major or minor.
Five religion courses including REL 111 or
331. At least two upper division courses
must be taken at Augsburg College.
Students are required to have at least a 2.0
GPA in courses counted toward the minor.
Religion Minor
Note: Seminar, especially for majors,
should be taken in the junior or senior
year. One New Testament Greek course
may be applied to the major.
or Option B:
REL 221 Biblical Studies
and three additional religion courses, two
of which must be upper division.
Option A:
REL 301 Interpreting the Old Testament
REL 302 Interpreting the New Testament
and two additional religion courses, one of
which must be upper division.
and
Eight courses including:
REL 111 Introduction to Theology
REL 356 World Religions
REL 481 Contemporary Theology
REL 495 Religion Seminar
Religion Major
BACHELOR OF ARTS
REL 309
REL 308
REL 306
REL 302
REL 301
REL 231
REL 221
REL 111
Religions 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.
Religion at the Movies
A study of poetry from the Christian tradition and its interpretation, focusing
on biblical psalms and poems, religious poetry, and Christian hymns and
songs.
Psalms, Songs, and Religious Poetry
A study of Christian belief and paitice 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.
NonWestern Christianity
Historical, literary, and theological interpretation of Paul's letters, the gospels,
and other New Testament writings as persuasive literature for ancient and
modem communities. Prerequisite REL 111.
Interpreting the New Testament
An investigation of the Torah, Prophets and Writings, including forms, genres,
historical contexts, portrayal of God, and interpretation of these texts by
ancient and modem Jewish and Christian communities. Prerequisite REL 111
and entry level critical thinking.
Interpreting the Old Testament
An examination of selected topics related to the Black experience, e.g., African
backgrounds, religion under slavery, and evangelicalism.
Religion in African-American History
The origin, literary character, and transmission of the biblical documents; the
task of biblical interpretation; and the history of Israel and the emergence of
the church. Not accepted for credit for students who have taken REL 301 or
302.
Biblical Studies
An introduction to the academic discipline of theology and to the dialogue
between the church and the world that concerns Christian doctrine. Open
only to freshmen and sophomores. Not accepted for credit for students who
have taken REL 331.
Introduction to Theology
REL 111, 221, or 331 is a prerequisite for a17 other religion courses.
Religion 2
-
REL 363
REL 362
REL 357
REL 356
REL 353
REL 346
REL 343
REL 331
REL 320
REL 313
:42 Religion
Environmental Theology and Ethics
A study of the history of religion in America. Special attention to the rise of
religious liberty, revivalism, denominations, and the responses of religion to
the challenges of its environing culture.
Religion in America
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.
Theology of the Reformers
ures. Thinkers that may be studied include Augustine, Martin Luther,
Dorothy Day, and Martin Luther King, Jr.
Giants of Christian Faith
Christian history is examined through the lives and theology of notable fig-
An introductory survey of some of the major living religions of the world,
including Hinduism, Buddhism, Confucianism, Taoism, Shinto, and Islam.
World Religions
A study of the beliefs and worship practices of the major Christian
denominations and of many contemporary American religious groups.
Some controversial religious movements will also be considered.
Denominations and Religious Croups in America
This course examines the changing role of the church in the midst of political
transformations of Southern Africa. Students will meet with people representing a variety of religious perspectives and roles within churches and religious
organizations. Taught in Namibia semester program.
Religion and Social Change in Southern Africa
An examination of the nature of modem marriage and family relationships
within the context of the faith and practice of the Christian church.
Theology of Marriage and Family
An advanced introduction to the biblical and theological foundations of the
Christian faith, focusing on writing and advanced critical thinking skills.
Open only to advanced transfer students. Not accepted for credit for students
who have taken REL 111 or REL 221.
Foundations in Bible and Theology
An examination of Buddhism and the interface of Buddhism and Christianity
in Thailand, with attention to the plurality of religions, the role of Christian
mission, and religious responses to some of Thailand's contemporary problems
such as AIDS and the sex industry. Short-term travel seminar.
Buddhism and Christianity in Thailand
An overview of contemporary environmental theology and theologically-based
approaches to environmental ethics using case studies of environmental problems in Mexico and Central America. Taught in Mexico during spring semester program.
REL 471
REL 441
REL 425
REL 390
REL 386
REL 383
REL 374
REL 370
REL 366
The Church and Social Change in Latin America
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.
Jesusand His Interpreters
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.
Feminism and Christianity
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.
Christian Spiritual Practices
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 modem medical technology.
Theology of Death and Dying
An investigation of scholarship on Genesis and the role of interpretaton
through study of the characters and values portrayed in Genesis and related
biblical texts.
Speaking of Genesis
Influences of the relational world view of process philosophy on Christian
faith and ethical deliberations (including killing, abortion, human sexuality,
and euthanasia).
Process Theology
larly physics and biology, and the ethical implications of some of the technologies that have derived from these sciences.
A study of the implications for Christian theology of modem science, particu-
Science and Religion
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.: ENG 111, junior standing, and
REL 111, 221,' or 331)
American Indian Spirituality and Philosophical Thought
A study of the dominant theological perspectives that have shaped Latin
America culture and politics. Focuses on the relationship between theology
and sociavpolitical transformation. Taught in Mexico in short-term travel seminar or fall semester and in Central America fall or spring semester programs.
Religion 24
Paul the Apostle
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. (Prereq.: ENG 111. Fall)
Seminar
Selected topics in religion.
Topics in Religion
A study of current psychological views of religion in the context of the traditional Christian view of human nature. Special attention will be given to the
classics in the field by Freud, Jung, and William James, and to those Christian
theologians who have been influenced by them.
Religion in Psychological Perspective
The bases of Christian social responsibility, in terms of theological and sociological dynamics. Emphasis on developing a constructive perspective for critical reflection upon moral action.
Christian Ethics
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. (Prereq.: ENG 111and REL 111,
221, or 331)
Contemporary Theology
An introduction to the Jewish faith as the tradition has developed, as well as
attention to current issues facing the Jewish community
Judaism
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.
(Prereq.: Pass or waiver of critical thinking entry level skills test)
Internship
See description on page 92.
Independent StudyIResearch
See description on pages 91 and 246.
Internship
See description on page 92.
Directed Study
See description on page 91. Limited to special cases
Philosophy of Religion
Religion and Society
PHI 350
SOC 360
See department listing for a description of thefollowing approved elective:
REL 499
REL 399
REL 299
REL 199
Internships and Independent Study Courses:
REL 495
REL 490
REL 486
REL 483
REL 481
REL 475
REL 472
44 Religion
Youth and family ministry core:
YFM 207 Contextual Education
[required non-credit field experience]
YFM 232 Peer Ministry: Principles and
Leadership
YFM 235 Basics in Youth and Family
Ministry
YFM 358 Life and Work of the Church
or YFM 316 Church and Culture in
Context
Theology core:
REL 111 Introduction to Theology
REL 301 Interpreting the Old Testament
REL 302 Interpreting the New Testament
REL 362 Theology of the Reformers
REL 495 Religion Seminar
Eleven courses including
Youth and Family Ministry Major
This major requires 150 hours of supervised contextual education (YFM 207) as
preparation for a 150-hour internship
(YFM 399) with a congregation or ministry
organization. Students may satisfy the City
perspective by taking GST 209 in conjunction with either of these experiential education components.
Students are accepted into the program
through a two-step candidacy process. Contact the youth and family ministry coordinator in the religion department about
when and how to apply for candidacy
The major in youth and family ministry
prepares persons for faithful work as youth
and family ministers in Christian congregations and other ministry settings. This
major is interdisciplinary, combining a core
study of theology and Bible with supporting coursework in the social sciences. A
distinctive part of the major is the combination of practical and theological training,
using resources of the Youth and Family
Institute of Augsburg College.
Youth and Family Ministry Major
one formal, supervised field work experience:
YFM 207 Contextual Education (noncredit requirement)
YFM 399 Internship
or field work with youth and families,
supervised through another major and
approved by the Religion department
youth and family ministry coordinator.
one upper division YFM course from:
REL 343 Theology of Marriage and
Family
YFM 316 Church and Culture in Context
YFM 358 Life and Work of the Church
one Bible survey course from:
REL 221 Biblical Studies
REL 301 Interpreting the Old Testament
REL 302 Interpreting the New Testament
The minor consists of the following six
courses
REL 111 Introduction to Theology
YFM 235 Basics in Youth and Family
Ministry
YFM 232 Peer Ministry
Youth and Family Ministry Minor
Note: A student with a youth and family ministry major or minor may not also
major or minor in religion.
and three supporting courses
SOC 231 Family Systems: A CrossCultural Perspective
PSY 105 Principles of Psychology
or PSY 102 The Individual in a Social
World
PSY 351 Child Development
or PSY 352 Adolescent and Young Adult
Development
or SWK 260 Humans Developing
YFM 399 Internship
REL 343 Theology of Marriage and
Family
REL 425 Christian Spiritual Practices
-
YFM 399
YFM 358
YFM 316
YFM 235
YFM 232
YFM 207
Supervised practice of youth and family ministry during 150 hours in an
approved congregational setting. Students complete a formal internship agreement and projects. (Prereq.: Candidacy step #2)
Internship
faith through Christian education and cuniculum, youth and family ministry,
and parish life.
A study of the role of congregations and families in shaping and nurturing
Life and Work of the Church
situation in Norway. Emphasis will be on the role of congregations and families in both Norway and the United States in shaping and nurturing faith
through Christian education and curriculum, youth and family ministry, and
parish life. Short term travel seminar, offered in the summer.
A study of Norwegian culture and church life and the contemporary religious
Church and Culture in Context
Development of youth and family ministry in the U.S. Conceptual models and
basic skills for holistic approach to youth and family ministry in a congregation.
Basics in Youth and Family Ministry
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
listenerhelper. Peer ministry integrates the act of caring and serving others
within a Christian belief system.
Peer Ministry: Principles and Leadership
Students reflect upon and relate their learning of theology, the youth and family ministry model, and supporting social science courses to experiences during
150 hours in an approved congregational setting. They discuss ministry issues
with peers and supervisors and begin preparation of their professional portfolios. This is a non-credit requirement for the major. It may be done over two
to three semesters. (Prereq.: Candidacy step #1)
Contextual Education (.O course)
:46 Youth and Family Ministry
T
Adviser
Magda Paleczny-Zapp
Courses are offered at Augsburg
College, Harnline University, Macalester
College, the College of St. Catherine, and
the University of St. Thomas, thus drawing
on the faculty and resources of the five
ACTC institutions.
his major, offered through the
Associated Colleges of the Twin Cities
(ACTC), seeks to give the broadest possible exposure to the history, politics, economics, literature, and philosophy of
Central and Eastern Europe and Russia.
This interdisciplinary major offers an
opportunity to become well acquainted
with societies in socio-economical and
political transition as well as the rich literary and cultural achievements of the area.
Experience with the Russian language or,
through the University of Minnesota one of
the Eastern European languages, is
required. Russian, Central, and East
European studies is a sound liberal arts
major offering considerable flexibility and
career opportunities, especially when combined with another major or minor in business, economics, history, language, and literature or political science.
Major
Eleven courses, including language and
area studies courses:
A. Language Courses: Two years of
basic college Russian, Polish, SerboCroatian, Czech, Hungarian, or
equivalent competencies.
B. Area Studies Courses:
Track 1: Concentration in humanities
Five courses: Four courses from the list of
approved courses in Track 1,plus one
course from Track 2, as approved by adviser.
Track 2: Concentration in social sciences
Five courses: Four courses from the list of
approved courses in Track 2, plus one
course from Track 1, as approved by adviser.
C. Two other courses selected from either
Track 1 or Track 2.
D. Students are strongly recommended to
take a third year of Russian or any other
East European language. A program of
study abroad in Russia or one of the
Central or East European countries during
a semester, Interim, or during the summer
is strongly encouraged. All options should
be discussed with the student's adviser.
The current advisers are: Augsburg,
Magda Paleczny-Zapp, 612-330-1761;
Hamline, Karen Vogel, 651-523-2973;
Macalester, Gary Krueger, 651-696-6222;
and St. Thomas, Sr. Mary Shambour,
651-962-5164.
Students should consult an adviser regularly in order to secure a coherent and
effective program. Each ACTC institution
has a faculty member on the Russian,
Central, and East European Studies
Committee. These advisers can help with
selection of courses, recommendations for
study abroad, and consideration of career
options.
Faculty Advising
ECO 317 at Augsburg Comparative
Economic Systems is equivalent to:
ECON 25 M Comparative Economic
Systems
ECON 349 C Comparative Economic
Systems
ECON 349 T Comparative Economic
Systems
HIS 348 at Augsburg Russia and the Soviet
Union in the 20th Century is equivalent to:
HIST 333 T Eastern Europe, 1914 to the
Present
HIST 373 H The Heart of Europe: Central
& Eastern Europe in the 20th Century
HIST 351 C Russia: The Last of the
Romanovs, Bolshevik Interlude, and the
Russian Republic
See Nordic Area Studies under Interdisciplinary Studies.
SCANDINAVIAN STUDIES
(Lettersfollowing course numbers designate location: H=Hamline; MzMacalester;
C=St. Catherine; T=St. Thomas)
Students may not receive credit for the
same course taken on different campuses.
Since courses with similar content may not
always have similar titles, students are
strongly encouraged to pay careful attention to the list below. The following courses are considered to be equivalent to one
another:
Students may take other Eastern
European language courses that are offered
at the University of Minnesota through
ACTC. See the adviser or contact the
ACTC office for further information.
TRACK 2
SOCIAL SCIENCES CONCENTRATION
REL 420 The Russian Orthodox Church
ECO 317 Comparative Economic
Systems
EC0 495 Topics (Requires permission
of adviser)
POL 351 Topics in CommunistlPost
Communist Systems (Requires
permission of adviser)
POL 363 Russian and Chinese
Foreign Policy
TRACK 1
HUMANITIES CONCENTRATION
HIS 348 Russia and Soviet Union in the
20th Century
REL 420 The Russian Orthodox
Church
HIST 60 M State and Society in Tsarist
Russia is equivalent to:
HIST 337 H Modem Russia from the
Empire to Revolution
4 8 Russian, Central, and East European Studies
7
s
An interdisciplinary social studies
major is available for persons holding a
bachelor's degree and seeking licensure
only.
Plus a major in one of six fields-economics, history, political economics, political
science, psychology, or sociology.
Geography and anthropology are also
acceptable fields, although they are not
offered as majors on the Augsburg campus.
Social Studies Teaching Licensure
Broad base requirements:
ECO 112 Principles of Macroeconomics
or ECO 113 Principles of
Microeconomics
HIS 220 America to 1815
or HIS 221 19th-Century United States
or HIS 222 20th-Century United States
POL 121 American Government and
Politics
PSY 105 Principles of Psychology
SOC 121 Introduction to Human Society
SOC 241 Foundations of Cultural
Anthropology
One course in geography
(human or cultural)
Coordinator
Don Gustafson
tudents -preparing
- to teach social
studies at the secondary level must complete, in addition to the professional
requirements to be met within the
Department of Education, a program
designed to provide a broad foundation in
the social sciences.
The State of Minnesota has specific
licensing requirements for teachers that
may differ slightly in emphasis from the
Augsburg major requirements. Students
should consult with the Augsburg
Department of Education to identify current Minnesota teacher licensure requirements.
Teaching Licensure Major
Students considering a career in
social studies education should consult,
as soon as possible, the Augsburg
Department of Education and the social
studies coordinator.
T
Augsburg College's motto, "Education
for Service," exemplifies the philosophy of
the Department of Social Work. The Twin
Cities area provides both a variety of field
placements for social work students and
extraordinary community resources for the
classroom. The social, cultural, ethnic, and
economic diversity in this metropolitan
area enriches opportunities for social work
students to learn to understand, appreciate,
respect, and work with people different
from themselves.
Augsburg's social work major provides
a strong foundation for graduate studies in
a variety of fields. Since 1991 Augsburg
has offered a full-time Master of Social
Work (M.S.W.) degree on a weekend
schedule.
he social work major prepares graduates for entry-level generalist practice in
the field of social work. The baccalaureate
social work (B.S.W.) program is accredited
by the Council on Social Work Education
and leads to a bachelor of science degree.
Graduates are prepared to work with individuals, families, groups, organizations, and
communities building on strengths, and to
develop, analyze, and influence social policy. The mission of the department is to
develop social work professionals for practice that promotes social justice and
empowerment towards the well-being of
people in a diverse and global society.
Anthony Bibus (Chair), Vern Bloom, Laura
Boisen (MSW Field Coordinator), Lois
Bosch (MSW Program Director), Francine
Chakolis, Sumin Hsieh, Barbara Lehmann,
Rosemary Link, Sharon Patten, Curt
Paulsen, Karen Robards, Nancy Rodenborg
(BSW Program Director), Glenda
Dewbeny Rooney, Michael Schock (BSW
Field Coordinator), Maryann Syers (Field
Education Coordinator)
Social Work Faculty
The social welfare minor and electives
in the department allow students from
other majors to gain knowledge about
human needs and growth, human services,
global social welfare, and the methods of
effective citizenship. Using this knowledge,
students are encouraged to apply their talents and skills to address the needs of society, always emphasizing social justice and
the central importance of diversity in the
social fabric of our world.
and seven supporting courses:
BIO 101 Human Biology
PSY 105 Principles of Psychology
SOC 121 Introduction to Human Society
SOC 231 Family Systems:
A Cross-Cultural Perspective
SOC 265 Race, Class and Gender
SWK 257 Exploring Human Services
SWK 260 Humans Developing
A minimum grade of 2.0 is required for
each core course and a 2.0 GPA is required
in the supporting program. A statistics
course is recommended for students planning on graduate school.
Major
Ten core courses:
SWK 301 History and Analysis of
Social Policy
SWK 306 Social Work Practice I:
With Individuals
SWK 307 Field Work I:
Integrative Seminar
SWK 316 Social Work Practice 11:
With Families and Groups
SWK 317 Field Work 11:
Integrative Seminar
SWK 402 Research I: Fundamentals of
Social Work Research and
Evaluation (.5)
SWK 403 Research 11: Evaluation of
Social Work Practice and
Programs (.5)
SWK 406 Social Work Practice 111:
With Communities and Policies
SWK 407 Field Work 111:
Integrative Seminar
SWK 417 Field Work IV
Integrative Seminar
SWK 419 The Social Worker as
Professional
and one course from:
POL 121 American Government
and Politics
POL 158 Political Patterns and Processes
POL 325 Public Administration
Six courses including:
SWK 257 Exploring Human Services
SWK 260 Humans Developing
SWK 301 History and Analysis of
Social Policy
SWK 406 Social Work Practice 111:
With Communities and Polices
SOC 265 Race, Class and Gender
Social Welfare Minor (for other
majors)
Consult the social work department
student manual for graduation with distinction requirements.
Graduation with Distinction
Social work majors must be granted
candidacy status before the beginning of
the first practicum in the junior year.
Certain 300- and 400-level courses list
candidacy as a prerequisite. A written selfstatement, reference letters, and the completion or planned enrollment in all core
and supporting program courses below the
400 level are necessary for candidacy.
Candidacy
Social Work 251
-
Suggested c o u r s e ~ h o o s four:
e
REL 231,263,342,343,353,360,363,
366,370,415,441, and 483.
Social Ministries Minor in Religion
Required course+hoose one:
REL 111 Introduction to Theology or
REL 221 Biblical Studies
SWK 403 Research 11: Evaluation of
Social Work Practice and
Programs (.5)
SWK 406 Social Work Practice 111:
With Communities and Policies
SWK 407 Field Work 111:
Integrative Seminar
SWK 417 Field Work IV
Integrative Seminar
SWK 419 The Social Worker as
Professional
Global Peace and Social Development
This course offers a framework of non-violent social change and development
in the global context. It also identifies the focus of social work in addition to
many other disciplines that are vital to fostering peace.
Exploring Human Services
This experiential learning course is designed to help students learn about
themselves in relation to a possible major or future career in social work.
Students must arrange to perform 60 hours of work in a human service
agency and must attend the weekly seminar. The course also critically examines how economic and political structures affect diverse groups.
Humans Developing
This course provides an understanding of human growth through life and of
the sociocultural, biological and psychological factors that influence the
growth of individuals and families. Growth related to diverse populations and
groups or special stresses is also a focus.
SWK 230
SWK 257
SWK 260
ELECTIVE COURSES ARE OPEN TO ALL STUDENTS.
This concentration helps to focus social
workers on work in church congregations
or church-sponsored social programs and
projects. The concentration was designed
by the Departments of Religion and Social
Work. The concentration is achieved by
completing the following course of study:
SWK 257 Exploring Human Services
SWK 260 Humans Developing
SWK 301 History and Analysis of
Social Policy
SWK 306 Social Work Practice I:
With Individuals
SWK 307 Field Work I:
Integrative Seminar
SWK 316 Social Work Practice 11: With
Families and Groups
SWK 3 17 Field Work 11:
Integrative Seminar
SWK 402 Research I: Fundamentals of
Social Work Research and
Evaluation (.5)
Social Ministries
252 Social Work
History and the Analysis of Social Policy
This course focuses on social change through community organization and
influencing policies. Students build an understanding of communities, human
service agencies, and policy practice in the local community. (Prereq.: senior
standing or consent of instructor)
Social Work Practice Ill: With Communities and Policies
This course describes the historical and contemporary systems of human service. The values and social movements that form charitable and governmental
responses to human needs and the contribution of social workers historically
will be explored. (Prereq.: junior standing or consent of instructor)
Social Work Practice I: With Individuals
Field Work II: lntegrative Seminar
SWK 317
SWK 402
Social Work Practice 11: With Families and Croups
This course builds skills in the problem-solving model with diverse populations through lecture, classroom exercise, and regular class work focusing on
generalist practice in group and family work. (Prereq.: SWK 306, SWK 307,
and candidacy status)
SWK 316
This is the first part of a sequence introducing students to basic research
methods that social workers commonly use in their practice. Students learn
not only to become knowledgeable consumers of social work research but also
to develop beginning skills in evaluating social work practice and social service programs using quantitative and qualitative methods.
Research I: Fundamentals of Social Work Research and Evaluation
(.5 course)
Progressively-responsible, s u p e ~ s e dprofessional social work experience
including work with individuals, families, groups, and communities in a social
service agency. A total of 120 hours, continuing SWK 307, plus an integrative
seminar. (Prereq.: candidacy status; concurrent with SWK 316. P/N grading
only)
Field Work I: lntegrative Seminar
Beginning supervised professional practicum experience in a social work
agency that focuses on interviewing experience and relationship building. A
total of 120 hours, plus a small-group integrative seminar. (concurrent &th
SWK 301 in day program and SWK 306 in day and WEC. P/N grading only)
This course covers the basic features of the helping process, theoretical foundations, principles, and techniques of social work with individuals, and development of relationship building skills. Includes video-taping laboratory sessions. (Concurrent with SWK 307 Integrative Seminar and with SWK 301 in
the day program, and junior standing)
SWK 307
SWK 306
H COURSES RESERVED FOR SOCIAL WORK MAJORSONLY
SWK 406
SWK 301
Social Work 25
This course reviews professional ethical practice, organizational analysis,
strategies for agency change, and client empowerment, and social work career
planning. (Prereq.: Senior and candidacy status)
The Social Worker as Professional
Continuation of SWK 407; a total of 120 hours plus integrative seminar.
(Prereq.: Senior and candidacy status. P/N grading only)
Field Work IV: lntegrative Seminar
Field work practicum, a total of 120 hours plus integrative seminar. (Prereq.:
Senior and candidacy status. P/N grading only)
Field Work Ill: lntegrative Seminar
This is the second part of a sequence in which students learn to use evidence
in evaluating whether their practice and programs are helping or harming
clients. Since these courses cover the graduation skill of Quantitative
Reasoning, students learn to apply techniques of statistics and data analysis in
research and evaluation. (Prereq.: SWK 402 and MPG 3)
Research II: Evaluation of Social Work Practice and Programs
(.5 course)
SWK 499
SWK 399
SWK 299
SWK 295
SWK 199
See description on page 92.
lndependent StudyIResearch
See description on page 91.
lnternship
See description on page 92.
Directed Study
Special themes in social work specified in subtitle.
Topics:
See description on page 91.
lnternship
Internships and lndependent Study Courses:
SWK 419
SWK 41 7
SWK 407
SWK 403
!54 Social Work
s
Diane Pike (Chair), Eric Buffalohead,
Lars Christiansen, Gany Hesser,
Michael O'Neal, Tim Pippert, James
Vela-McConnell
Sociology Faculty
Students are encouraged to select as
electives some of the non-traditional learning models available, such as internships,
independent study, and field studies. The
department urges students to use
Augsburg's metropolitan setting as a laboratory for learning. Internships, service
learning, and cooperative education enable
majors to apply the theories and research
skills of sociology while they explore
career alternatives. Augsburg alumni who
have majored in sociology are currently
employed in the human resources departments of both government and private corporations, in the criminal justice field, and
as professors of sociology. Others have
used their majors as preparation for
advanced study in areas such as law, the
ministry, social work, urban planning, and
human services.
The goal of the department is to guide
students in gaining knowledge of the social
order, how it affects them in their daily
lives, and how it can be applied to their
vocation. Sociology majors develop an
understanding of the theories of society
and social groups, learn to create and use
scientific tools of analysis, and practice the
application of sociological concepts to the
solution of social problems.
ociology is the study of society as a
whole and of human social organization in
groups. The sociological perspective provides a way to better understand the social
world and how human beings come to
think and act as they do.
Students interested in community
crime prevention as well as the traditional
aspects of criminal justice-courts, prisons, probation, and law-will be served by
this concentration in the major. Additional
courses required for the concentration are:
SOC 211, SOC 231, SOC 265, SOC 277
and an upper division Internship approved
by the department. See Diane Pike for
advising and visit the department Web site
for details.
Concentration in Crime and
Community
This concentration is designed to give
sociology majors a concentration in urban
community studies, which includes an
applied sociology focus emphasizing city
and community planning with a required
internship. In addition to the seven core
courses, students are required to take four
additional courses: SOC 211, SOC 381,
SOC 399 and one additional elective. See
Gany Hesser for advising and visit the
department Web site for details.
Concentration in Community Studies
Note: SOC 399 is highly recommended.
Majors must have a 2.0 or better in each
required course to receive credit in the
major.
Major
Ten courses including:
SOC 121 Introduction to Human Society
SOC 349 Organizational Theory
SOC 362 Statistical Analysis
SOC 363 Research Methods
SOC 375 Social Psychology
SOC 485 Sociological Theory
SOC 495 Senior Seminar
and three additional sociology courses.
-
A course of study designed for students
who plan to work in organizational settings including corporate, government, and
non-profit sectors. Students will learn how
organizations are structured, function, and
change, how people relate in organizational settings, and how organizations succeed
and why they sometimes fail. The concentration both theoretically and experientially equips students with skills to effectively
lead and manage organizations, and to succeed within organizations while achieving
their personal career and professional
goals. Courses required beyond the core
major requirements are: Work and Society
(SOC 222), a practicum in Advanced
Organizational Analysis and Development,
and three courses in related fields-one
from BUS 242 or ECO 113, one from
PSY 373 or BUS 340, and one from
SPC 345 or SPC 410. See Professor Lars
Christiansen for advising and visit the
department Web site for details.
Concentration in Organizational
Analysis and Development
This concentration offers sociology
majors an opportunity to examine and
develop the methods and theoretical perspectives used by cultural anthropologists
to study and understand the dynamics of
culture. To complete the concentration, the
sociology major must complete five additional courses beyond the seven core
courses. Two of those courses must be
SOC 241 and SOC 499. The remaining
three courses must be selected one each
from three course groupings: World
Cultures, Anthropological Research, and
Theoretical perspectives. See Eric
Buffalohead for advising and visit the
department Web site for details.
Concentration in Cultural
Anthropology
256 Sociology
To complete departmental honors in
sociology and graduate with distinction
from the college, the student must have a
minimum GPA of 3.5 in the major and
overall. In addition, students must: (1)
successfully complete an internship, independent study, or cooperative education
experience; (2) submit a portfolio including an honors essay and completed papers
and projects. See department chair and
website for specific requirements. An appli-
Departmental Honors/Craduation
with Distinction
The State of Minnesota has specific
licensing requirements for teachers that
may differ slightly in emphasis from the
Augsburg major requirements. The state
requirements may also be subject to
change after publication of this catalog.
Students therefore should consult with the
Augsburg Department of Education to
identify current Minnesota teacher licensure requirements.
Teaching Licensure Major
The intent of the social psychology
concentration is to provide sociology
andlor psychology students with a solid
disciplinary foundation along with specific
coursework to strengthen a cross-disciplinary social psychological perspective.
Coursework will emphasize research skills,
theoretical analysis, and applied work in
areas intended to prepare students for
careers in law, consulting, research, and
social policy, as well as many other areas.
In addition to the seven required sociology
major courses, students must take:
PSY 105, PSY 325, SOC 399, and PSY 491.
See James Vela-McConnell for advising and
visit the department Web site for details.
Concentration in Social Psychology
Introduction to Human Society
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. (Fall, spring)
Community and the Modern Metropolis
How is community possible in the context of multicultural, social, and
ideological forces that are characteristic of urban life? The cultural and
structural dynamics of the Twin Cities are a basis for exploring this theme.
(Fall, spring)
Work and Society
Through a sociological analysis of the social and technical organization of
work in capitalist society, this course explores the various meanings of work,
the work ethic, the functions and schools of management, social relations at
work, and the character of past and contemporary occupations and industries.
Family Systems: A Cross-Cultural Perspective
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 modem cultural and social
patterns. (Fall, spring)
Foundations of Cultural Anthropology
Course objectives include giving students 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. (Fall, spring)
Race, Class and Gender
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.
(Fall, spring)
SOC 21 1
soc 222
SOC 231
SOC 241
SOC 265
Five courses including SOC 121 and at
least two upper division courses taken at
Augsburg College. Students are required to
have at least a 2.0 GPA in courses counting
toward the minor.
Minor
SOC 121
cation for departmental honors/graduation
with distinction must be completed by
spring of the junior year. Successful completion of
honors in socioloqualifies
the student for
gy
graduation with distinction from the college.
Sociology 25
Cultures of Violence
What are the dynamics underlying different forms of violence? This course
takes violence in its many forms as a topic for sociological analysis and concludes with an examination of non-violent alternatives to conflict. (Offered on
rotating schedule)
SOC290
Organizational Theory
What is the nature of these modem organizations in which we spend so much
of our daily lives? Organizations as corporate actors are analyzed with respect
to their goals, culture, technology and structure, as well as corporate deviance.
(Prereq.: SOC 121 or consent of instructor. Spring)
Religion and Society
An examination of the interaction of religion and society in tenns of sociological analysis with particular emphasis on contemporary sociological research on
religious movements and institutions in American society. (Prereq.: SOC 121
or consent of instructor. Fall)
Statistical Analysis
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. (Prereq.:
MPG 3. Fall)
Research Methods
Good research40 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.
(Prereq.: SOC 362 or consent of instructor. Spring)
Social Psychology
How does society construct the individual? How does the individual construct
society? This course analyzes the dynamic tension between the self and
society, as well as the major questions, issues, perspectives, and methods of
the field. (Prereq.: Soc 121 or consent of instructor. Fall, spring)
The City and Metro-Urban Planning
Emphasis centers on alternative theories and approaches to planning and
shaping metropolitan areas. Readings, simulations, outside speakers, and walking research field trips in a seminar format. (Prereq.: SOC 121 or 211 or consent of instructor. Spring)
SOC 349
SOC 360
SOC 362
SOC 363
SOC 375
SOC 381
SOC 300, 301, 302, 303, 304 Special Topics in Sociology
A variety of topics offered periodically depending on needs and interests that
are not satisfied by regular course offerings. (Prereq.: consent of instructor)
Introduction to Criminology
What do we know about crime in American society? How can we explain
crime sociologically? Topics include: theories and patterns of crime, police,
courts, corrections, and criminal policy. (Fall)
SOC 277
258 Sociology
-
Topics: Senior Seminar
This capstone 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. Seniors only. (Spring)
SOC 495
Directed Study
See description on page 92.
lnternship
See description on page 91.
lndependent Study-Metropolitan Resources
An independently designed course a student (or group of students) develops,
making extensive, systematic, and integrated utilization of resources available
in the metropolitan community, supplemented by traditional College
resources. (Prereq.: SOC 121 or 211 andfor consent of instructor. Fall, spring)
lndependent StudyIResearch
See description on page 92. (Prereq.: SOC 121, consent of instructor and
department chair. Fall, spring)
SOC 299
SOC 399
SOC 498
SOC 499
See listing under Modem Languages.
SPANISH
lnternship
See description on page 91.
SOC 199
Internships and Independent Study Courses:
Modern Sociological Theory
An examination of the major theoretical traditions within sociology, tracing
the course of their development in the 19th and 20th centuries. (Prereq.:
Two courses in sociology including SOC 121 or consent of instructor. Fall)
SOC 485
Social Problems Analysis
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. (Prereq: Soc 121 or consent of instructor)
Sociology 259
O
Speech/Communication and Theatre
Arts Faculty
Martha Johnson (Chair), Julie Bolton,
Michael Burden, Darcey Engen, Robert
Groven, Daniel Hanson, David Lapakko,
Deborah Redmond
Prospective majors should meet with a
departmental adviser as early as possible to
design an approved major program, preferably by the end of the sophomore year.
The Augsburg communication major
focuses on competency in both speech and
writing, as well as effective use of media.
Since the study and practice of communication is grounded in both the humanities
and the social sciences, majors are encouraged to include such related subjects as
aesthetics, ethics, philosophy, logic, literature, statistics, and research methods in
their programs.
Since communication careers demand a
broad educational background, the department strongly encourages a second major
or two minors in fields such as business,
economics, English, history, international
relations, political science, psychology, religion, social work, sociology, or theatre arts.
ur quality
.
. of life, both personally
and professionally, depends in large part
upon the quality
of our communication. A
.
.
communication major at Augsburg is
designed to enhance understanding of
communication in a variety of contexts
and to improve communication skills.
Five additional electives from the following:
SPC 329, SPC 345, SPC 399, SPC 495, SPC
499; THR 350, THR 360; BUS 301. BUS
302; PHI 120, PHI 241, PHI 260; POL 380,
POL 326, POL 342, POL 370, POL 375;
PSY 325, PSY 371; REL 383; SOC 362,
SOC 363
Professional Communication Studies
Emphasis
Required of all communication majors:
SPC 111 Public Speaking
or SPC 112 Contest Public Speaking
SPC 188 Forensics Practicum
(non-credit)
SPC 321 Business and Professional
Speaking
or THR 350 Voice for Speech, Stage, and
Screen
or THR 360 Interpretive Reading
SPC 351 Argumentation
SPC 352 Persuasion
SPC 354 Interpersonal Communication
SPC 355 Small Group Communication
One of the following: ENG 223, 225,
226,227
12 courses overall-seven required core
courses and five courses within one of
seven emphases. For transfer students, at
least six of these 12 courses must be upper
division courses offered at Augsburg.
Communication Major
BACHELOR OF ARTS
Five electives from: BUS 242, 340, 440;
INS 325; MIS 175,379; PSY 373; SOC 349;
SPC 329,345,399,410
Supervisory Management Emphasis
Five electives from: INS 325; PSY 373,485;
SOC 231,265,349,375; SPC 329,345,
399,410,480
Human Relations Emphasis
Five electives from: BUS 252, 352, 355,
357,450; SPC 329,399,410,480; POL
342
Marketing Communications Emphasis
Five electives from: ART 132, 224, 225;
BUS 242,252,355; MIS 379; PSY 373;
SOC 349; SPC 345,399,410,480; POL
342
Students interested in this emphasis are
strongly urged to take ENG 227
Journahsm as part of the major.
Public Relations and Advertising
Emphasis
Mass Communication and journalism
Emphasis
Five electives from the following: SPC 343,
347,348,399,495,499; ART 132,225,
330; ENG 226,227,241,327,347; POL
342,375; THR 232,325,350,360;
SPClTHR 333
Five additional electives from the following: SPC 329,345,399,410,480,495,
499; ART 132,225,330; SPC 345; BUS
340,355 or 450; CSC 160; INS 325; PSY
325,371,373; SOC 265,349,375
Organizational Communication
Emphasis
The honors major is designed to
encourage overall excellence as well as
outstanding achievement on a specific project of special interest to the student.
Honors majors must maintain a 3.5 GPA in
the major and a 3.0 GPA overall, and, as
part of their major program, complete a
substantial independent project of honors
quality (SPC 499 registration). Honors
candidates should meet with their departmental adviser prior to their senior year to
develop a proposal for the honors project.
Departmental Honors
Students may petition the department
to include as part of their major concentration other Augsburg courses not listed
above. Such requests must be submitted in
writing to the departmental adviser for
prior approval. Also, students may petition
to include up to three courses from other
ACTC schools as electives, with prior
approval of the adviser or depament chair.
All day majors should plan to include
at least one internship (SPC 399) as one of
their electives.
We encourage all majors to participate
in Augsburg's interscholastic forensics program. Day students are required to attend
at least two interscholastic speech tournaments. Registering for and completing SPC
188 (Forensics Practicum) is required to
document participation. Students should
be aware that the tournament season is
essentially from October through midMarch, and should plan schedules accordingly
For All Seven Emphases
Option #2: A 20 page research paper with
complete documentation (using M U
Handbook as a style sheet)
Option #1: A 30-40 page research paper
with complete documentation (using M U
Handbook as a style sheet)
The project must result in one of the following options:
Criteria for project: the graduation with
distinction project must:
be centered on a topic in the SCT majors
be original and distinguished "by depth
of insight, by thoroughness of research,
by creativity;"
build on previous coursework in the
major as well as demonstrate proficiency
in General Education graduation skills of
writing, critical thinking, and speaking;
have an outcome made public through
public forum, symposium or performance;
result in the product or copy of the product retained by the college and archived
in the library
Eligibility: Students graduating with distinction in SCT must:
be a senior
maintain a 3.5 GPA in the major;
maintain a 3.5 GPA overall;
complete an individual project that is
departmentally approved according to
departmental criteria for graduation with
distinction;
have appropriate coursework for this
project;
register for 499 either in the fall or
spring of their senior year.
Please consult with your department
adviser regarding guidelines and procedures.
Graduation with Distinction
Six courses including:
SPC 111 Public Speaking
or SPC 112 Contest Public Speaking
POL 342 Mass Communication in
Society
or SPC 343 Broadcast Production I
SPC 351 Argumentation
or SPC 352 Persuasion
SPC 354 Interpersonal Communication
SPC 345 Organizational Communication
or SPC 355 Small Group Communication
ENG 223,225,226 or 227
Communication Minor
Note: The department will make
attempts to provide some budget and
resources (equipment, space) for graduation with distinction candidates on a firstcome, first-serve basis. However such
arrangements must be made early and are
purely up to discretion of the department,
depending on resources available at the
time. Availability of equipment, supplies,
budget and other resources cannot be guaranteed.
AND:
the carrying out of a substantial directing
project with a director's notebook, or
the execution of a substantial stage or
lighting design project including design
renderings and models, or
the execution of a substantial acting
recital including role analyses; notebook,
or
the execution of a substantial video or
film project including video scripts, story
boards of video/film project
Contest Public Speaking
Theory and practice of speaking in formal contest situations. Students must
attend three interscholastic speech tournaments in at least two of the following: informative speaking, persuasive speaking, Lincoln-Douglas debate,
speaking to entertain, andlor communication analysis. (Note: Students may
take either SPC 111 or 112 for credit, but not both.)
Forensics Practicum
SPC 112
SPC 188
SPC/THR 216 Introduction to 16 mm Film
This course demonstrates the basics of 16 mm. filmmaking. The student will
make short films that demonstrate the art and process of shooting in B/W.
A non-credit experience in forensics. Students must attend two interscholastic
forensics tournaments between October and March. (Fall, spring)
Public Speaking
The course focuses on speech preparation, organization, audience analysis,
style, listening, and overcoming speech fright. (Note: Students may take either
SPC 111and 112 for credit, but not both. Fall, spring)
This major, which includes secondary
education coursework and student teaching requirements in the education department, offers students the preparation necessary to become teachers of communication arts and literature in public schools
and allows them to become licensed to
teach at the middle school through the secondary level. Recommendation for teacher
licensure is granted only to students who
complete the requirements for this program with a minimum grade of 2.0 in
major courses and with a minimum cumulative GPA of 2.5 in the major. All requirements in the major must be completed
prior to student teaching. The course
requirements for this program are listed in
the Department of English section of the
catalog.
Communication Arts/Literature
Teacher Licensure Major
SPC 111
Note: For transfer students, at least
three of these six courses must be upper
division courses offered at Augsburg.
Prospective minors must obtain prior
approval from a communication faculty
adviser.
Plus one of the following:
SPCJTHR 295 Topics: Screenwriting
THRIENG 325 Playwriting
THR 328 Stage Design
SPC 347 Documentary Video
SPC 348 Broadcast Production I1
THR 366 Stage Direction
Six courses including:
ENG 241 Introduction to Cinema Art
SPCJTHR 216 Introduction to 16mm Film
SPCJTHR 333 Acting for Camera
SPC 343 Broadcast Production I
SPCJTHR 420 Issues in Contemporary
Cinema
Film minor
Business and Professional Speaking
This course explores cultural differences and their implications for communication, including differences in values, norms, social interaction, and code systems. (Fall: alternate years)
Intercultural Communication
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. (Prereq.: SPC 111 or
112)
SPC 352
SPC 351
SPC 348
SPC 347
SPC 345
SPC 343
Examination of the process of influence in a variety of social contexts, paying
special attention to the psychological aspects of persuasion. (Prereq.: SPC 111
or consent of instructor. Spring)
Persuasion
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. (Prereq.: SPC
111 or consent of instructor. Fall)
Argumentation
This course combines studio and field production with special emphasis on
post-production editing. Students work in production teams to create and produce a one-hour magazine format news program and music video. (Prereq.:
SPC 343 or 347)
Broadcast Production II
A video production course that integrates lecture and criticism with hands-on
experience dealing with non-fiction subjects.
Documentary Video
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. (Fall alternate years)
Organizational Communication
Introduction to video production with an emphasis on creative concept development, script-writing, directing, and producing for video. Should be taken
concurrently with THR 333. (Fall)
Broadcast Production I
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. Students are strongly encouraged to take SPC 343 concurrently or prior to taking this course. Alternate
years. Prereq: THR 232
SPCITHR 333 Acting for Camera
SPC 329
SPC 321
Interpersonal Communication
The Self and the Organization
Understanding through 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. Collateral readings, open dialogue, and individual projects. (WEC only)
,A
leadership styles and conflict management. (Spring)
A study of g o u p dynamics and leadership with emphasis on decision making,
Small Croup Communication
messages; emphasis on factors that build relationships and help to overcome
communication barriers. (Spring)
A study of the dynamics of human interaction through verbal and non-verbal
Communication Topics
Selected topics in communication with emphasis on the use of primary
sources and methodology of research.
SPC 495
lnternship
See description on page 91.
Directed Study
See description on page 92.
lnternship
See description on page 91.
Independent Study/Research
See description on page 92.
SPC 199
SPC 299
SPC 399
SPC 499
Internships and Independent Study Courses.
Public Relations/PromotionaI Communication
Public relations in the modem 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. (WEC only)
SPC 480
SPC/THR 420 Issues in Contemporary Cinema
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 film as texts and
to interpret the cinema's larger societal value and impact. (Prereq: ENG 241
and JR/SR standing)
SPC 410
SPC 355
SPC 354
See department listings for the following
approved electives:
ART 132
ART 224
ART 225
ART 330
BUS 242
BUS 252
BUS 340
BUS 352
BUS 355
BUS 440
BUS 450
CSC 160
ENC 226
ENC 241
ENC 347
INS 325
MIS 379
PHI 120
POL 342
POL 375
PSY 325
PSY 371
PSY 373
PSY 485
SOC 231
SOC 265
SOC 349
SOC 362
SOC 375
THR 232
THR 325
THR 350
THR 360
T
In addition to learning skills specific to
theatre, students in theatre arts learn valuable skills applicable to other professions:
collaboration, verbal and non-verbal communication, organization, critical thinking,
leadership, creativity, and self-expression.
Involvement in theatre arts can help prepare students for such careers as law, education, business, communication, and jour-
Augsburg's location in the heart of a
major theatre center makes it an ideal
place to study theatre. At Augsburg we
seek to create every opportunity for students to grow both as theatre artists and
scholars, by encouraging connections
between our campus and the greater arts
community while also exploring connections between theory and application.
Student opportunity to make these connections includes course study, theatrical production work, participation in the Artist
Series (an annual series of events featuring
visiting theatre professionals from the Twin
Cities community who work closely with
students,) and attendance at numerous
professional productions in the Twin
Cities. Augsburg theatre productions are
treated as unique learning laboratories
where students can enter into creative collaboration with faculty and professional
artists-in-residence.
he study of theatre is firmly
grounded
. in the liberal arts, integrating knowledege
and principles from many academic and
artistic disciplines, including speecWcommunication, art, music, history, English,
literature, business, philosophy, and religion. Both the curriculum and dramatic
productions by the Theatre Arts Program
offer valuable cross-disciplinary connections for the campus while also providing
a solid base in classical, modern, contemporary, and multicultural theatre.
Ten theatre practicum units distributed as
follows: 1-5 Practicum Units in the performance area from THP 111 or THP118; 4-8
Practicum Units in the production area
from THP 112, THP 113, THP 114, THP
115 or THP 116; 1-2 Practicum Units in
the artistic area from THP 117, THP 119 or
THP 120.
Two electives from:
THR 116 Creative Drama
THR 350 Voice for Speech, Stage, and
Screen
THR 360 Interpretive Reading
THR 365 Advanced Acting
Eight core courses:
THR 222 Introduction to Theatre
THR 228 Introduction to Stagecraft
THR 232 Acting
THR 245 Introduction to Asian and
Asian American Theatre
THR 328 Theahical Design
THR 361 Theatre History and Criticism I
THR 362 Theatre History and Criticism
I1
THR 366 Stage Direction I
Ten THR courses-eight required core
courses and two courses chosen from THR
electives, plus 10 theatre practicum units
taken as THP courses.
Theatre Arts Major
BACHELOR OF ARTS
nalism, as well as prepare theatre students
for careers in professional or academic theatre, television, and film. In order to prepare the student for graduate school or the
workplace, the department strongly
encourages a second major or minor in
such fields as speecWcommunication, art,
English, education, music, or religion.
Designed to encourage overall excellence as well as outstanding achievement
on a specific project of special interest to
the student. Honors majors must maintain
a 3.5 GPAin the major and a 3.0 GPA
overall and, as part of their major, complete a substantial independent project of
honors quality (THR 499). Honors candi-
Departmental Honors
Majors must participate in two out of
three dramatic productions every year.
Students must maintain an overall 2.0 GPA
to have major participation in productions.
Note: Some courses are offered alternate years only.
Freshmen planning to major in theatre
arts should begin with courses THR 116,
222, 232; sophomores: THR 228, 245, 361,
362; juniors: THR 325,328,350,360,361,
365; seniors THR 365,366.
Unless you are a transfer student, all
eight core courses must be taken at
Augsburg; therefore, careful, early planning
is required.
Students may take a maximum of 13
credits in the major.
The following cross listed and capstone
courses are encouraged, but not required:
THRIMUS 235 Skills of Music Theatre
THRENG 325 Playwriting
THRISPC 333 Acting for the Camera
THR 399 Internship
THR 499 Independent Study
THR 002 or 005 is recommended to fulfill
one of the lifetime sports requirements.
Please note that all Theatre Practicum
courses count as one theatre practicum
unit except for THP 116, Stage
Management (3 practicum units) and THP
115 Assistant Stage Managements (2
practicum units), because of the exceptional time requirement of these two practicum
areas.
Theatre Arts
Plus one of the following:
SPCITHR Topics 295: Screenwriting
THRENG 325 Playwriting
THR 328 Stage Design
SPC 347 Documentary Video
SPC 348 Broadcast Production I1
THR 366 Stage Direction
Six courses including:
ENG 241 Introduction to Cinema Art
SPCrrHR 216 Introduction to 16mm Film
SPC 343 Broadcast Production I
THRISPC 333 Acting for Camera
SPCrrHR 420 Issues in Contemporary
Cinema
Film Minor
Five theatre practicum units including
THP 111plus 4 theatre practicum units
from THP 112, 113, 114, 115, or 116. See
note above about THP 1151116.
Five courses including:
THR 222 Introduction to Theatre
THR 228 Introduction to Stagecraft
or THR 328 Theatrical Design
THR 232 Acting
THR 361 Theatre History Criticism I
or THR 362 Theatre History
Criticism I1
THR 366 Stage Direction I
Theatre Arts Minor
Transfers: Transfer students are
required to take a minimum of three
Augsburg upper division theatre arts
courses.
Please refer to departmental guidelines
and procedures under Speech/Communication.
Graduation with Distinction
dates should meet with their departmental
adviser prior to their senior year to develop
a proposal for the honors project.
11 required theatre (THR) courses (nonpracticum) :
THR 116 Creative Drama
THR 222' Introduction to Theatre
THR 228 Introduction to Stagecraft
This major, combined with secondary
education coursework and student teaching requirements in the education department, offers students the preparation necessary to become teachers of theatre and
dance in public schools and allows them to
become certified to teach at the elementary
through the secondary level. The major is
limited to licensure for teachers of dance
and theatre arts with a theatre specialization and does not include licensure with
dance specialization. All theatre courses
are taught in Day School only. Recommendation for teacher licensure is granted
only to students who complete the requirements for this major with a minimum
grade of 2.0 in major and practicum courses, and with a minimum cumulative GPA
of 2.5 in the major. All theatre requirements must be completed prior to student
teaching. For additional education requirements, see the secondary education section
of this catalog and consult with the education department.
Dance and Theatre Teacher Licensure
Major
Five courses:
THR 222 Introduction to Theatre
THR 325 Playwriting
THR 361 Theatre History Criticism I
THR 362 Theatre History Criticism I1
A directed studies course in dramaturgy or
theatre criticism or theatre history
Theatre History and Criticism
Dramaturgy Minor
One recommended, but not required, theatre course:
THR'h4US 235 Skills of Music Theatre
'THR 222 is linked to an AUG SEM course,
but may be taken separately
'THR 295 has the following two prerequisites: THR/HPE, 002, Introduction to
Dance and THR/HPE 005, Modem Dance
and Improvisation (non-credit Lifetime
Sports classes) or an approved ACTC
dance course or consent of instructor.
For secondary education licensure coursework, see the secondary education section
of thls catalog and consult with the education department.
Also required:
ESE 320 Special Methods in Teaching
Theatre and Dance
Five total practicum units:
THP 111, 112, 113, 114 (light board operator); and one of the following: THP 115,
116, 117 (Assistant Director, Choreographer or Assistant Choreographer), or 120.
THR232 Acting
THR 245 Introduction to Asian and
Asian American Theatre
THR 2952 Topics: Modem Dance,
Improvisation and
Choreography
THR/ENG 325 Playwriting
THR 328 Theatre Design
THR 361 Theatre History and Criticism I
THR 362 Theatre History and Criticism
I1
THR 366 Stage Direction
Theatre Arts 26
Creative Drama
A study of theatrical movement, voice, mime, mask, acting with an emphasis
on active participation and reflective writing. Teaching and instructional methods of creative drama are included in course content.
lntroduction to Theatre
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. Students attend and review live productions. (Spring)
Acting
Introduction to the backstage world of the theatre; its organization, crafts,
magic, and art. Technical production experience, practical projects and theatre
tours. Open to all students. Lab required. (Fall)
lntroduction to Stagecraft
An introduction to dramatic art including major historical periods, plays,
artists; dramatic structure; basic concepts and techniques of the play production process. Students attend and review stage productions. (Fall)
An interdisciplinary approach to the topic using music and theatre techniques
to develop the student's basic skills of Music-Theatre. Concepts of diverse
music-theatre 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.
THRIMUS 235 Skills of Music Theatre
THR 232
THR 222
This course demonstrates the basics of 16 rnm. filmmaking. The student will
make short films that demonstrate the art and process of shooting in B/W.
THRISPC 216 lntroduction to 16 mm Film
THR 116
Dance and Improvisation
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. (Prereq.: THR/HPE 002, 003, or instructor's permission. NOTE: Students are allowed to use only one of THR/HPE 002,003, 004,
or 005 to fulfill the lifetime sports requirement.)
THRIHPE 005 Lifetime Sports-Modern
(.O course)
to Dance (.O course)
This course offers an overview of various exercises and gives an introduction
to a variety of movement styles, cultures of dance, and stretches. Each class
includes a rigorous, physical warm-up, mixing yoga, pilates, and modem
dance.
THRIHPE 002 Lifetime Sports-Introduction
!70 Theatre Arts
Introduction to Asian and Asian American Theatre
A survey of the theatrical performance styles, aesthetic theories, and plays of
traditional Asia and Asian American cultures. The course includes lectures,
films, videos, and demonstrations by visiting performers. (Fall: alternate years)
Introduction to scenery and lighting design for the stage. Each student will
execute two design projects dealing with stage design process. Class will take
theatre tours, have visiting designers, and practical involvement with the
Augsburg spring production. (Lab required, materials needed. (Prereq.: THR
228 or permission of instructor. Spring)
Theatrical Design
Voice for Speech, Stage, and Screen
Theatre History and Criticism II
THR 362
An overview of theatre history, dramatic literature, and criticism from the
Elizabethan through the contemporary theatres. Reading of several plays and
attendance at local theatre productions are required. Need not be taken
sequentially with THR 361. (Spring: alternate years)
Theatre History and Criticism I
An overview of theatre history, dramatic literature, and criticism from the classical Greek through the Medieval period. Reading of several plays and attendance at local theatre productions are required. Need not be taken sequentially
with THR 362. (Prereq.: ENG 111. Fall: alternate years)
Basic principles of oral interpretation of prose, poetry, and drama. Study written analysis, discussion, practice, and performance of readings before small
and large groups. (Prereq.: ENG 111. Spring)
Interpretive Reading
A study of vocal skills including tone production, breathing, placement, relaxation, resonating, articulating, listening, introduction to phonetics, and the
vocal mechanism. Theory and practice are combined in oral projects, reports
and papers, voice tapes, and individual coaching. (Alternate years)
THR 361
THR 360
THR 350
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. Students are strongly encouraged to take SPC 343 concurrently or prior to taking this course. Alternate
years. Prereq: THR 232
THRISPC 333 Acting for Camera
THR 328
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. (Prereq.: ENG 111 and one
literature course. ENG 226 also recommended. Alternate years)
THRIENC 325 Playwriting
THR 245
Theatre Arts 27
Stage Direction
Basic directorial techniques: play analysis, production organization, technical
collaboration, casting, rehearsals, blocking, and characterization. Direction of
two pieces required, the latter for public recital. Permission from instructor
required. (Prereq.: THR 361, or 362, or 328, or consent of instructor. Spring,
alternate years)
THR 366
Theatre Topics
Selected topics in theatre.
Directed Study
See description on page 92.
lnternship
See description on page 91.
THR 299
THR 399
THP courses involve practicum teaching and learning in the 'Ontext of play Productions and are required for the Theatre
Arts Majorminor and the Dance-Theatre
Licensure Major. All THP Theatre
Practicum Courses are taken for non-credit
with Pass/No Pass grading. Evaluation by
the faculty mentor will be based on: 1. successful and timely completion of practicum
area for which student is registered, 2. pos-
THP courses require:
' Supervision by theatre faculty
' C ~ n ~ eof
n tinstructor
itive and professional attitude and work
ethic demonstrated by the student and 3.
demonstrated competency in practicum
area. The positive evaluation of each of the
areas must be sufficient enough to lead to a
minimum grade of 2.0 in order to receive a
P grade.
Independent StudyIResearch
See description on page 92.
lnternship
See description on page 91.
THR 199
Internships and Independent Study Courses:
THR 495
THRISPC 420 Issues in Contemporary Cinema
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. Prereq: ENG 241
and JWSR standing
Advanced Acting
This course explores the elements of characterization through character analysis and extensive scene, monologue study. Emphasis is on a variety of roles
from the classics (Shakespeare, French neocl&sicism,~estorationcomedy, realism, and non-realism), culminating in public recital. (Prereq.: THR 222 and
THR 232. Fall or spring)
THR 365
!72 Theatre Arts
Theatre Practicum: Acting/Performance
1 Practicum unit (.O course)
Participation as performer (or as orchestra member) in a main stage theatrical
production; in a main stage dance performance or recital (for DancdLicensure
majors only); or substantial participation as an actor in a Senior Directing
Project, in final scenes for Stage Direction (THR 366), or in interpretive presentations at 2 Forensics tournaments (at least 20 hours coaching and competition).
Theatre Practicum: House Management
1 Practicum unit (.O course)
Substantial participation (20 hour minimum) in house management, ushering,
or box office.
Theatre Practicum: Set, Lights, Costumes
1 Practicum unit (.O course)
Set or costume building, light hanging, for main stage production.
Theatre Practicum: Running Crew
1 Practicum unit (.O course)
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.
Theatre Practicum: Assistant Stage Management
2 Practicum units (.O course)
Assistant stage management for main stage production.
Theatre Practicum: Stage Management
3 Practicum units (.O course)
Stage management for main stage production.
THP 112
THP 113
THP 114
THP 115
THP 116
tively because of the extraordinary
amount of time required of the student.
All other THP courses count as one
practicum unit each.
Transfer students are still responsible for
the full unit requirements (10 major/5
minor.) Six practicum units (major) or
three units (minor) must be completed
while at Augsburg, and units to be credited from previous schools should have
program verification or a letter from a
previous theatre adviser.
THP 111
Please note:
THP courses may be repeated.
Crew work required for classes/coursework does not count towards Practicum.
Work-study hours do not count towards
Practicum.
Completion of THP 115 and 116 count
as two and three practicum units respec-
A minimum of 20 hours of assessed participation by the student
Registration for THP course for semester
when practicum is completed
Registration for practicum before deadline dates set by the registrar's office
Theatre Arts 27
-
Theatre Practicum: Senior Directing Project
1 Practicum unit (.O course)
Must be taken with THR 499.
See Metro-Urban Studies listing under Interdisciplinary Studies.
URBAN
STUDIES
THP 120
Theatre Practicum: Senior Design Project
1 Practicum unit (.O course)
Must be taken with THR 499. A senior design project may be done in the area
THP 119
of scenery or lights in collaboration with another student's Senior Directing
Project if the student carries the design project out as a THR 499TTHP 119
combination.
Theatre Practicum: Senior Acting Recital
1 Practicum unit (.O course)
Must be taken with THR 499.
Assistant to the designer (scenery, lights, costumes, sound), assistant to the
director (dramaturgy, choreography/assistant choreography for main stage production).
Theatre Practicum: Artistic Assistance
1 Practicum unit (-0 course)
THP 118
THP 117
274 Theatre Arts
Cass Dalglish (Coordinator),Kristin M.
Anderson, Janelle Bussert, Candyce
Clayton, Jacqueline devries, Grace B.
Dyrud, Darcey Engen, Doug Green, Milda
Hedblom, Sophia Jacobsen, Barbara
Lehrnann, Lynne Lorenzen, Anita
Luttennan-Aguilar, Kathleen McBride,
Norma Noonan, Michael O'Neal, Timothy
Pippert, Judy Shevelev, Beverly J. Stratton,
Kathryn Swanson,Joan Thompson, James
Vela-McConnell
Women's Studies Faculty
The Women's Studies Program offers
both a major and a minor, and provides
students with academic preparation for
careers in human services, education, and
social work as well as graduate study.
he Women's Studies Program provides students with the oppo&nityto
examine critically women's contributions
and experiences in various historical and
cultural contexts. his is an inter-college
program with course offerings at Augsburg
College, Hamline University, the College of
St. Catherine, and the University of St.
Thomas. Courses are drawn from many
disciplines and combine theoretical, practical, and research components that focus
not only on gender, but also acknowledge
that race, class, and sexual identity are crucial aspects of women's experiences.
T
Five courses that must include WST
201; three electives, one of which must be
upper division; and WST 495 or 499.
Courses may be taken from the other
ACTC colleges as well as Augsburg. Each
student's program must have the written
approval of the women's studies program
coordnator.
Minor
Both majors and minors are encouraged
to participate in one of the gender-focused
semester study abroad programs offered
through Augsburg's Center for Global
Education. Two programs have been preapproved for women's study credit:
Crossing Borders: Gender and Social
Change in Mesoamerica (offered fall
semester) and Gender and the
Environment: Latin American Perspectives
(offered spring semester).
Ten courses that must include WST 201
Foundations in Women's Studies, WST 495
(Seminar), and WST 199 or WST 399
(internships). The remaining seven electives are to be selected from approved
women's studies courses, and should
include at least two courses in the social
sciences, two in the humanities, and one in
cross-cultural studies. At least three courses must be upper division courses.
Students may take courses at any of the
colleges participating in the Women's
Studies Program. However, at least three
courses must be completed at Augsburg.
The writing component of the graduation
skills requirements for the women's studies
major must also be completed at Augsburg.
Each student's program must have the
written approval of the women's studies
program coordinator.
Major
Foundations in Women's Studies
WST 481
WST 366
WST 359
WST 341
INS 320
WST 313
Gender, Health, and Development
WST 311
in Latin America
Topics in Women's Studies
(CGE Course. See International Studies, Crossing Borders: Gender and Social
Change in Mesoamerica.)
The Church and Social Change in Latin America
(CGE Course. See International Studies, Crossing Borders: Gender and Social
Change in Mesoamerica.)
Women in Comparative Politics-Women
(CGE Course. See International Studies, Social and Environmental Justice in
Latin America.)
Environmental Issues in Latin America: Environmental Politics
(See American Indian Studies for course description.)
American Indian Women
(CGE Course. See International Studies, Social and Environmental Justice in
Latin America.)
Environmental Issues in Latin America: Environmental Theology
and Ethics
(CGE Course. See International Studies, Crossing Borders: Gender and Social
Change in Mesoamerica.)
Topics in Women's Studies
U.S. culture including various disciplinary perspectives and theory. The course
includes guest speakers, a service-learning component at local glbtlsupporting
agencies, and some travel and experiences in the T e n Cities, including an
immersion experience outside of class time. Required experiential education
fee. Prerequisites: WST 201 or prior coursework in related fields (history, sociology, psychology) or consent of the instructor(s).
A study of basic issues surrounding sexual orientation in the contemporary
lssues in Cay and Lesbian Studies
This course will examine a variety of issues concerning the lives of women in
non-Western societies, including their economic, political and social contributions, familial roles, and status in society. Emphasis will be placed on the comparative roles of women in different cultures.
Women: A Cross-Cultural Perspective
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.
WST 281
WST 305
INS 233
WST 201
276 Women's Studies
Women's Studies Seminar
This advanced course will include student research and presentations that
incorporate feminist theory. The seminar is required of all majors and minors
who do not elect to do an independent study (499). It is offered at a different
college each year.
lnternship
See description on page 91.
Independent Study/Research
See description on page 92.
WST 399
WST 499
Women and Art
Women and Fiction
Criticism
Topics in Women's History
History of Women t o 1870
History of Women Since 1870
Human Sexuality
American Women and Politics
Topics in American Politics
Topics in Comparative Politics
Psychology of Gender
Family Systems
Gender, Race, and Ethnicity
Feminism and Christianity
ART 352
ENC 236 or
436
ENC 480
HIS 311
HIS 380
HIS 381
HPE 316
POL 124
POL 421
POL 459
PSY 371
SOC 231
SOC 265
REL 441
See department listingsfor descriptions of thefollowing approved electives:
Any must be approved in writing by the women's studies coordinator
Directed Study
See description on page 92.
WST 299
Internships and Independent Study Courses:
WST 199
lnternship
See description on page 91.
WST 495
women's Studies 277
1
Campus Maps - 301,302
Faculty Emeriti - 298
Faculty and Administration - 282
Officers - 282
Administration - 282
Faculty - 284
ELCA, Division for
Education - 281
Board of Regents - 280
Treasurer
Ron Nelson '68
Vice Chair
James E. Haglund
"Philip Sty'lmd '79 (2006)
MVP-Channels, ADC Telecommunications,
Minneapolis, MN
Dean C. Kopperud (2004)
Senior Vice President, National Sales:
Director for Oppenheimer Funds, New
York, NY
"Jean M. Taylor '85 (2006)
President, ~ a ~ l Corporation,
or
Eagan, MN
Glen J. Skovholt (2006)
President, Government and Community
Strategies, St. Paul, MN
*Dr. Ruth Johnson '74 (2006)
Assistant Professor of Medicine, Mayo
Clinic; Mayo Breast Clinic, Rochester, MN
David J. Larson (2002)
Retired Businessman, Golden Valley, MN
*Glen E. Person '47 (2005)
Retired Businessman, Eden Prairie, MN
Ronald J. Peltier (2004)
President and CEO, Edina Realty Home
Services, Edina, MN
*Ronald G. Nelson '68 (2002)
Vice President and Controller, 3M
Company, Minneapolis, MN
*Julie R. Nelson '83 (2002)
Executive Director, The Dwight D.
Opperman Foundation, Minneapolis, MN
Jennifer Martin (2007)
Senior Vice President Corporate and
Human Resources, Lutheran Brotherhood,
Minneapolis, MN
Rev. Jose Antonio Machado (2004)
Pastor, El Milagro, Minneapolis, MN
Gloria C. Lewis (2005)
Director, Office of Minority and
Multicultural Health, Minnesota
Department of Health, St. Paul, MN
Beverly Thompson Hatlen (2005)
Founder and Board Chair, Minnesota Life
College, Richfield, MN
James E. Haglund
PresidentIOwner, Central Container
Corporation, Minneapolis, MN
"Michael R. Good '71 (2007)
Executive Vice President, NRT, Parsipanny,
NJ
,
*H. Theodore Grindal'76 (2002)
AttorneyFartner, Lockridge Grindal Nauen
EL.L.P, Minneapolis, MN
Michael 0.Freeman (2006)
Attorney, Lindquist & Vennum,
Minneapolis, MN
*Tracy Lynn Elftmann '81 (2002)
President, Customized Employer Solutions,
LCC, Edina, MN
*Rev. Gary E. Benson '70 (2002)
Directing Pastor, Zumbro Lutheran
Church, Rochester, MN
The year in parentheses after each name is the expiration date of current term. An asterisk
before a name indicates the person is an Augsburg graduate.
Secretary
Joan Volz '68
Chair
Kathryn H. Tunheim
*Joan L. Volz '68 (2006)
Welch, MN
Rev. Harold Usgaard ex oficio (2002)
Bishop, Southeastern Minnesota Synod
ELCA, Rochester, MN
Executive Director
Leonard G . Schulze
Secretary, Board of Directors
Dr. Dean Baldwin
Chair, Board of Directors
Raymond E. Bailey
Asst. Director for Colleges and
Universities
Sue Edison-Swift
Director for Colleges and Universities
Dr. Arne Selbyg
Director for Administration and
Planning
Vacant
DIVISION
FOR HIGHER
EDUCATIONAND SCHOOLS
THEEVANGELICALLUTHERAN
CHURCH
IN AMERICA
(ELCA)
Kathryn H. Tunheim (2004)
President and General Manager, GCI
Tunheim, Minneapolis, MN
"Dr. P. Dawn Taylor '78 (2002)
Des Moines, IA
Board of Regents 28
Came Carroll (1997). Co-director, Weekend College Admissions. B.A., Hamline
University.
Peggy Cemto (1991). Director of Academic Enrichment. B.A., University of Minnesota;
M.A., Hamline University.
Emiliano C h a d (2000). Director, HispanicLatino Student Services. M.A., St. Paul
Seminary School of Divinity-University of St. Thomas.
Nadia M. Christensen (1991). Director, International Partners. B.A., Augsburg College;
M.A. University of Minnesota; Ph.D.; University of Washington.
Sally Daniels (1979). Director, Undergraduate Admissions. B.A., Augsburg College.
Robert Doljanac (1999). Director, Center for Learning and Adaptive Services. B.A., Indiana
University; M.A., Western Michigan University; Ph.D., University of Michigan.
Barbara A. Edwards (2000). Associate Dean for Faculty Affairs. Associate Professor of
Business Administration. B.A., College of Saint Benedict, M.B.A., Ph.D.,
University of Minnesota.
Marilyn E. Florian (1980). Women's Athletic Director. Assistant Professor of Health and
Physical Education. B.A., Augsburg College; M.S., St. Cloud State University.
Ann L. Garvey (1998). Associate Dean for Student Affairs. B.A., College of St. Catherine;
M.A., Loyola University;J.D., University of Minnesota.
Orval J. Gingerich (2001). Associate Dean for International Programs. B.A., University of
Iowa; M.Ed., University of Colorado; Ed.D., University of Virginia.
Paul H. Grauer (1979). Men's Athletic Director. Instructor of Health and Physical
Education. B.S., Concordia College-Seward, Neb.; M.Ed., University of Nebraska;
M.A., Ph.D., University of Minnesota.
Administration
William V. Frame (1997). President. B.A., M.A., University of Hawaii; Ph.D., University of
Washington.
Richard S. Adamson (1989). Vice President for Finance and Administration. B.A.,
University of St. Thomas; Certdied Public Accountant.
Christopher W. Kirnball (1991). Vice President for Academic and Learning Services and
Dean of the College. Associate Professor of History. B.A., McGill University; M.A.,
Ph.D., University of Chicago.
Susan J. Klaseus (2001). Vice President for Institutional Advancement and Community
Relations. B.A., Metropolitan State University; M.P.A., John F: Kennedy School of
Government, Haward University; M.A., Hamline University.
Thomas E Morgan (1983). Vice President for Enrollment and Market Development.
Professor of Business Administration. B.S., Juniata College; M.B.A., University of
Denver; M.S., University of Oregon; Ph.D., University of Minnesota.
Betty A.Wade (2000). Chief Operating Officer. Director of Human Resources. B.A., M.P.A.,
Hamline University.
Officers of the College
Beginning year of service of faculty is indicated with parenthesis.
AND
Nancy Guilbeault (1980). Director, Counseling and Health Promotion. B.A., M.A., Ph.D.,
L.P., University of Minnesota.
Herald A. Johnson (1968). Director, Financial Aid. B.A., Augsburg College.
Daniel E Jorgensen (2000). B.A., M.S., South Dakota State University.
Wayne Kallestad (2000). Registrar. B.S., University of Minnesota; M.S., University of
Southern California.
Adrienne Kaufmann (2000). Program Director, Academic Program Development, Center
for Global Education. B.S., Mundelein College; M.A., Antioch University; Ph.D.,
George Mason University.
Benjamin G. Kent (1996). Director, Academic Advising. B.A., University of WisconsinMadison; M.S., University of Oregon.
Ann M. Klamer (1993). Director, Residence Life. B.S., University of Wisconsin-Stevens
Point; M.S., Ohio University
Liz Knight (1994). Co-director, Weekend College Admissions. B.A., Augsburg College.
Mark Lester (1987). Co-site director, Central America, Center for Global Education. B.A.,
St. Pius X Seminary; M.A., Mt. St. Mary Seminary.
Ann Lutterman-Aguilar (1993). Co-site director, Mexico, Center for Global Education.
B.A., Earlham College; M.Div., Yale University.
Janeen McAllister (2001). Program Director, International Travel Seminars, Center for
Global Education. B.A., Macalester College, M.A., University of Minnesota.
Kathleen McBride (1988). Co-site director, Central America, Center for Global Education.
B.A., George Mason University; Ed.M., Harvard University.
Regina McGoff (1992). Director of Marketing and Administration, Center for Global
Education. B.S., University of Minnesota; M.B.A., University of St. Thomas.
Phoebe Milliken (2001). Acting site director, Namibia, Center for Global Education. B.A.,
Bates College; M.A., George Washington University.
Barbara E Nagle (1998). Director, Marketing. B.S., Ohio University.
Jane Ann Nelson (1999). Director of Library Services. B.A., University of Sioux Falls; M.A.,
University of Minnesota.
Julie A. Olson (1991). Director, Enrollment Center. B.A., Augsburg College.
Lois A. Olson (1985). Director, Center for Service, Work, and Learning. B.S., University of
Minnesota; M.S., Mankato State University.
Cindy G. Peterson (1981). Director, American Indian Student Services. B.A., University of
Minnesota.
John S. Schmit (1990). Associate Dean for Adult Programs. Associate Professor of English.
B.S., St. John's University; M.A., University of New Orleans; Ph.D., University of
Texas.
Frankie B. Shackelford (1990). Associate Dean for Professional Development. Professor of
Modem Languages. B.A., Texas Christian University; Ph.D., University of Texas.
Judith Shevelev (1991). Co-site director, Mexico, Center for Global Education. B.A.,
University of California at Davis; M.A., Columbia University.
Bao L. Thao (1998). Director, Pan-Asian Student Services. B.A., Colgate University.
Richard J. Thoni (1972). Assistant to the President. Director, Rochester Program. B.A., St.
Olaf College; Ph.D., University of Minnesota.
Augsburg College Administration 28
-
Nancy J. Baker (2000). Consulting Medical Director, Assistant Professor, part-time,
Physician Assistant Studies. B.A., St. Olaf College; M.D., University of MissouriColumbia.
Karen G. Ballen (1998). Assistant Professor of Biology. B.A., Kalamazoo College; Ph.D.,
University of Minnesota.
Matthew C. Barber (1992). Studio ArtistRercussion, part-time, Music. B.M., University of
Michigan.
Carol E. Barnett (2000). Studio Artist/Composition, part-time, Music. B.A., M.A.,
University of Minnesota.
Joy E. Bartlett (2000). Assistant Professor of Education. B.A., West Virginia State College;
M.A., University of Minnesota.
B
Phillip C. Adamo (2001). Assistant Professor of History. B.A., SUNY-Albany; M.A. and
Ph.D., Ohio State University.
Duane L. Addison (1994). Instructor, part-time, Religion. B.A., University of Minnesota;
B.D., Luther Theological Seminary; M.A., Ph.D., Yale University.
Sandra J. Agustin (1997). Instructor, part-time, Speech, Communication and Theatre Arts.
B.S., University of Wisconsin-Madison.
Beth J. Alexander (2000). Assistant Professor, part-time, Physician Assistant Studies. B.S.
and D.Pharm., University of Minnesota.
Thomas M. Allen (2001). Instructor, part-time, Art. B.EA., Wayne State University; M.EA.,
University of Minnesota.
Brian R. Ammann (1988). Instructor of Health and Physical Education. Men's Basketball
Coach. B.A., Augsburg College; M.S., North Dakota State University.
Kristin M. Anderson (1984). Associate Professor of Art. A.B., Oberlin College; M.A.,
University of Minnesota; M.A., Luther-Northwestem Seminary.
Sheldon M. Anderson (1988). Instructor, part-time, History. B.A., Augsburg College; M.A.,
College of St. Thomas; Ph.D., University of Minnesota.
Trudi J. Anderson (1990). Studio ArtistFlute, part-time, Music. B.M., Augsburg College;
M.M., Northwestern University.
Andrew L. Aoki (1988). Associate Professor of Political Science. B.A., University of
Oregon; M.A., Ph.D., University of Wisconsin-Madison.
David B. Apolloni (1989). Assistant Professor of Philosophy. B.A., University of Minnesota;
M.Div., Luther-Northwestem Seminar; Ph.D., University of Minnesota.
A
Faculty
Jim Trelstad-Porter (1990). Director of International Student Advising. M.A., The
American University.
Donald M. Warren (1978). Director, StepUP Program. B.A., M.A., University of Minnesota.
David T. Wold (1983). Director, Campus Ministries. College Pastor. B.S., St. Olaf College;
M.Div., Luther Seminary.
Joe Young (1998). Director, Pan-African Center. B.A., University of Minnesota.
284 Augsburg College Faculty
William C. Capman (1994). Assistant Professor of Biology. B.A., University of IllinoisChicago; Ph.D., University of Illinois at Urbana-Champaign.
Tami M. Carpenter (2001). Instructor, part-time, Mathematics. Two B.S. degrees,
University of Minnesota.
C
Aroti G . Bayman (1996). Instructor, part-time, Education. B.S., University of Minnesota;
M.A., University of Edinburgh.
Anthony A. Bibus, 111 (1992). Associate Professor of Social Work. B.A., University of St.
Thomas; M.A., University of Virginia; Ph.D., University of Minnesota.
William I! Bierden (1997). Instructor, part-time, Education. B.S., M.S., Mankato State
University.
Vern M. Bloom (1965). Assistant Professor of Social Work. B.A., M.S.W, University of
Minnesota.
Jeanne M. Boeh (1990). Associate Professor of Economics. B.S., M.A., Ph.D., University of
Illinois.
Laura S. Boisen (1996). Assistant Professor of Social Work. B.A., Wartburg College; M.S.,
University of Wisconsin-Madison; M.P.A., Iowa State University; Ph.D., University
of Minnesota.
Lynn Allen Bollman (1991). Instructor, part-time, Art. B.A., Augsburg College; M.A.,
University of Northern Colorado; MIA., University of Minnesota.
Julie H. Bolton (1975). Professor of Speech, Communication, and Theatre Arts. B.S.,
M.EA., University of Minnesota.
Lois A. Bosch (1997). Assistant Professor of Social Work. B.A., Northwestern College;
M.S.W., University of Iowa; Ph.D., University of Illinois at Urbana-Champaign.
Christine A. Bosquez-Heman (1999). Assistant Professor of Physician Assistant Studies.
A.N., College of St. Catherine; B.H.S., Wichita State University; M.P.A.S.,
University of Nebraska.
Nora M. Braun (1997). Assistant Professor of Business Administration. B.S.B.A., University
of Missouri-Columbia; M.B.A., University of Minnesota.
Stanley H. Brown (1997). Instructor, part-time, Education. B.A., Iona College; M.Ed.,
Boston College.
Eileen M. Bruns (2000). Instructor, part-time, Modem Languages. B.S., M.S., Florida State
University.
Eric L. Buffalohead (1997). Assistant Professor of Sociology, Director of American Indian
Studies. B.A., M.A., A.B.D., University of Minnesota.
Michael R. Burden (1990). Associate Professor of Speech, Communication and Theatre
Arts (Designer and Technical Director). B.A., Augsburg College; M.EA., University
of Minnesota.
Janelle M. Bussert (1995). Assistant Professor of Religion. B.A., Luther College; M.Div.,
Yale University.
Ralph J. Butkowski (2001). Instructor, part-time, Biology. B.S., St. Cloud State University;
M.S., PbD., University of Minnesota.
Marcia M. Byrd (2000). Instructor, part-time, Nursing. A.A., Mount St. Mary's College;
B.S., M.S., University of Minnesota.
Augsburg College Faculty 28
-
Cathleen A. Dalglish (1986). Associate Professor of English. B.A., College of St. Catherine;
MIA., Vermont College; Ph.D., The Union Institute.
Robert J. Danforth (2001). Instructor, part-time, Sociology, American Indian Studies. B.A.,
M.S., M.A., Ph.D., University of Wisconsin-Madison.
Jill A. Dawe (1994). Associate Professor of Music. B.M., Memorial University of
Newfoundland; M.M., D.M.A., Eastman School of Music.
Donna K. DeGracia (1998). Instructor, part-time, Physician Assistant Studies. B.A., Ohio
State University; PA., Bowman Gray School of Medicine.
Jacqueline R. deVries (1994). Associate Professor of History. Director of A.C.T.C. Women's
Studies. B.A., Calvin College; M.A., Ph.D., University of Illinois-Urbana.
Bridget A. Doak (1996). Instructor, part-time, Music. B.M., University of Dayton; M.A.,
Saint Mary's University.
Jay D. Dobberstein (2000). Assistant Professor of Business Administration. B.A.,
University of St. Thomas; M.B.A., University of Minnesota.
Suzanne L. Donsky (1997). Instructor, part-time, English. B.A., Macalester College; M.A.
coursework completed, University of Minnesota.
D
John C. Cemto (1983). Assistant Professor of Business Administration. B.A., Rhode Island
College; M.S., University of Wisconsin-Stout.
Margaret M. Cemto (1991). Instructor, part-time, Business Administration. Director of
Academic Enrichment. B.A., University of Minnesota; M.A., Hamline University.
Francine Chakolis (1983). Assistant Professor of Social Work. B.S., Augsburg College;
M.S.W., University of Minnesota.
Steven D. Chapman (1991). Instructor, part-time, Art. B.A., Augsburg College; M.A.,
Hamline University.
Nina N. Chenault (2000). Instructor, part-time, Health and Physical Education. B.A.,
University of Minnesota.
Lars D. Christiansen (2001). Assistant Professor of Sociology. B.A., Clark University; M.S.,
Ph.D., Florida State University.
Tara K. Christopherson (1992). Assistant Professor, part-time, Art. B.S., University of
Wisconsin-Stout; M.EA., Minneapolis College of Art and Design.
C. Lee Clarke (2000). Assistant Professor of Business Administration. B.A., Capital
University; M.Div., Trinity Lutheran Seminary; M.B.A., University of St. Thomas.
Candyce L. Clayton (1990). Instructor, part-time, English. B.A., Macalester College. M.A.,
Ph.D., University of Minnesota.
Joseph R. Clubb (1994). Instructor, part-time, Social Work. B.S.W., St. John's University;
M.S.W., University of Minnesota.
Nicholas A. Coult (2000). Assistant Professor of Mathematics. B.A., Carleton College;
M.S., Ph.D., University of Colorado.
Robert J. Cowgill (1991). Instructor, part-time, English. B.A., M.A., Ph.D., University of
Minnesota.
Lany J. Crockett (1985). Professor of Computer Science. B.A., M.A., Pacific Lutheran
University; M.Div., Luther Theological Seminary; Ph.D., University of Minnesota.
286 Augsburg College Faculty
Suzanne I. Doree (1989). Assistant Professor of Mathematics. B.A., University of Delaware;
M.A., Ph.D., University of Wisconsin-Madison.
Sally Gibson Dorer (1998). Studio ArtistJCello, part-time, Music. B.M., New England
Conservatory of Music.
Linda A. Dorschner (2000). Instructor, part-time, Health and Physical Education. B.S.,
Mankato State College; M.A., Mankato State University.
Steven A. Draheim (2001). Assistant Professor of Speech, Communication, and Theatre
Arts. B.EA., University of Minnesota-Duluth; M.EA., University of Minnesota.
Susan Sacquitne Dmck (1993). Studio Artisnoice, part-time, Music. B.A., Iowa State
University; M.A., University of Iowa.
Rebekah N. Dupont (1995). Assistant Professor of Mathematics. B.A., University of
Wisconsin; M.S., Ph.D., Washington State University
Grace B. Dyrud (1962). Professor of Psychology. B.A., M.A., Ph.D., University of
Minnesota.
Barbara A. Edwards (2000). Associate Dean for Faculty Affairs. Associate Professor of
Business Administration. B.A., College of St. Benedict; M.B.A., Ph.D., University
of Minnesota.
Catherine A. Egenberger (2000). Instructor, part-time, Art. B.S., St. Cloud State University;
M.A., University of Massachusetts-Amherst.
David L. 0.Ehren (2001). Instructor, part-time, Mathematics. B.A., Macalester College;
M.S., University of Wisconsin-Milwaukee.
Ruth C. Enestvedt (1999). Assistant Professor of Nursing. B.S.N., St. Olaf College; M.A.,
Ph.D., University of Minnesota.
Mark J. Engebretson (1976). Professor of Physics. B.A., Luther College; M.Div., Luther
Theological Seminary; M.S., Ph.D., University of Minnesota.
Darcey Engen (1997). Assistant Professor of Speech, Communication and Theatre Arts.
B.A., Augsburg College; MIA., University of Wisconsin-Madison.
Carol A. Enke (1986). Instructor of Health and Physical Education. B.S., M.Ed., University
of Minnesota.
Joseph A. Erickson (1990). Associate Professor of Education. B.A., M.A., College of St.
Thomas; M.A., Luther-Northwestern Theological Seminary; Ph.D., University of
Minnesota.
Kenneth N. Erickson (1964). Professor of Physics. B.A., Augsburg College; M.S., Michigan
State University; Ph.D., Colorado State University.
Lynn M. Erickson (1991). Studio Artist~Tmmpet,part-time, Music. B.A., Bethel College;
M.EA., D.M.A., University of Minnesota.
Marilyn L. Erickson (1999). Instructor, part-time, Education. B.A., Concordia CollegeMoorhead; M.S., St. Cloud State University.
Mindy S. Eschedor (1999). Studio ArtistlFiano, part-time, Music. B.EA., B.A., Central
Michigan University; M.M., University of Minnesota.
Mary L. Ewert-Knodell (1998). Instructor, part-time, Health and Physical Education. B.A.,
M.A., Mankato State University.
E
-
Augsburg College Faculty 287
-
Stephen M. Gabrielsen (1963). Professor of Music. B.A., Augsburg College, M.A., Ph.D.,
University of Minnesota.
Meny Beth Gay (1998). Assistant Professor of Nursing. A.L.A., Bethel College; A.N.,
Anoka Ramsey Community College; B.S., Metropolitan State University; M.S.,
University of Colorado.
Annette M. Gerten (1997). Instructor, part-time, Social Work. B.A., College of St.
Catherine; M.S.W., University of Michigan; Ph.D., University of Minnesota.
Jennifer L. Gerth (1994). Studio ArtistlClarinet, part-time, Music. B.A., St. Olaf College;
M.M., Northwestern University.
Sandra E Gilbert (1997). Instructor, part-time, Business Administration. B.A., St. Olaf
College;J.D., William Mitchell College of Law.
Keith E Gilsdorf (2001). Assistant Professor of Economics. B.S., Moorhead State
University; M.A., North Dakota State University; Ph.D., University of NebraskaLincoln.
Nancy Schmidt Going (2001). Assistant Professor.of Religion. B.A., Valparaiso University;
M.A., Covenant Seminary.
Janet L. Goldstein (1997). Instructor, part-time, Social Work. B.S.W., Hebrew University,
Jerusalem; M.S.W., Yeshiva University.
C
Cherie L. Farseth (2001). Instructor, part-time, Education. B.A., St. Olaf College; M.A.,
College of St. Thomas.
Ronald L. Fedie (1996). Assistant Professor of Chemistry. B.A., University of St. Thomas;
Ph.D., University of Minnesota.
Anita L. Fisher (1991). Instructor of Modem Languages. B.A., M.A., University of
Montana.
Phillip E Fishman (1988). Instructor, part-time, Political Science. B.S., University of
Wisconsin-Madison;J.D., Washington University; M.S.W., St. Louis University.
Richard M. Flint (1999). Instructor, part-time, Mathematics. B.A., St. Olaf College; M.S.,
Iowa State University.
Marilyn E. Florian (1980). Assistant Professor of Health and Physical Education. Women's
Athletic Director. B.A., Augsburg College; M.S., St. Cloud State University.
Bruce D. Forbes (1990). Instructor, part-time, Religion. B.A., Morningside College; M.Th.,
Perkins School of Theology; Ph.D., Princeton Theological Seminary.
Stacey R. Freiheit (2000). Instructor, part-time, Psychology. B.A., University of Central
Florida; M.A., Ph.D., Case Western Reserve University.
Janet Gottschall Fried (1998). Studio ArtistNoice, part-time, Music. B.M., Aquinas
College.
Mark L. Fuehrer (1969). Professor of Philosophy. B.A., College of St. Thomas; M.A., Ph.D.,
University of Minnesota.
Leola E. Dyrud Furman (2001). Instructor, part-time, Social Work. B.A., Augsburg
College; M.S.W., University of Chicago; Ph.D., The Fielding Institute.
288 Augsburg College Faculty
Matthew J. Haines (2001). Assistant Professor of Mathematics. B.A., St. John's University;
M.S., Ph.D., Lehigh University.
Lori Brandt Hale (1998). Assistant Professor of Religioin. B.A., University of Iowa; M.A.,
University of Chicago.
Anthony R. Hansen (1990). Instructor, part-time, Physics. B.A., University of MinnesotaMoms; M.S., Ph.D., Iowa State University.
Daniel S. Hanson (1988). Assistant Professor of Speech, Communication and Theatre Arts.
B.A., Augsburg College; M.A., University of Minnesota.
John A. Hanson (1991). Instructor, part-time, Psychology. B.S., University of WisconsinEau Claire; M.S., University of Wisconsin-Stout; M.S.Ed., University of
Wisconsin-Oshkosh; Ph.D., University of Toledo.
Philip L. Harder (2000). Instructor, part-time, Speech, Communication and Theatre Arts.
B.A., University of Wisconsin-Eau Claire.
H
Paul H. Grauer (1979). Men's Athletic Director, Instructor of Health and Physical
Education. B.S., Concordia College-Seward, Nebraska; M.Ed., University of
Nebraska; M.A., Ph.D., University of Minnesota.
Karen M. Graves (1991). Instructor, part-time, Education. B.A., St. Cloud State University;
M.A., University of St. Thomas.
Nansee L. Greeley (1996). Instructor, part-time, Education. B.A., M.A., University of
Minnesota.
Douglas E. Green (1988). Professor of English. B.A., Amherst University; M.A., Ph.D.,
Brown University.
William D. Green (1991). Associate Professor of History. B.A., Gustavus Adolphus College;
M.A., Ph.D., J.D., University of Minnesota.
Bradley L. Greenwald (1998). Studio ArtistNoice, part-time, Music. Music studies at The
University of Minnesota.
John C . Gregg (2001). Assistant Professor of History. B.A., Stanford University; M.A.,
Ph.D., University of Iowa.
Jeanine A. Gregoire (1996). Assistant Professor of Education. B.S., M.A., Ph.D., University
of Minnesota.
Richard A. Gresczyk, Sr. (1990). Instructor, part-time, Modem Languages. B.S., M.Ed.,
University of Minnesota.
Joan L. Griffin (1986). Professor of English. A.B., Washington University; M.A., Ph.D.,
Harvard University.
Robert C . Groven (1997). Assistant Professor of Speech, Communication and Theatre Arts.
B.A., Concordia College-Moorhead; M.A., J.D., University of Minnesota.
Nancy J. Grundahl (1993). Instructor, part-time, Music. B.M., St. Olaf College; M.EA.,
University of Minnesota.
Satya I?Gupta (1976). Professor of Economics. B.S., M.S., Agra University, India; M.S.,
Ph.D., Southern Illinois University.
Donald R. Gustafson (1961). Professor of History. B.A., Gustavus Adolphus College; M.A.,
Ph.D., University of Wisconsin.
Arlin E. Gyberg (1967). Professor of Chemistry. B.S., Mankato State University; Ph.D.,
University of Minnesota.
Augsburg College Faculty 289
-
L
John U. Harkness (2001). Instructor, part-time, English. B.A., University of Minnesota;
Ph.D., Harvard University.
Lee Ann Hartmann (2001). Instructor, part-time, Computer Science. B.A., Augsburg
College.
Kathryn M. Hathaway (1997). Instructor, part-time, Psychology. B.A., Macalester College;
M.A., Ph.D., Northern Illinois University
Emily L. Hause (1995). Assistant Professor of Psychology. B.A., University of WisconsinMadison; M.A., Ph.D., Ohio State University.
Robert G . Hazen (1995). Instructor, part-time, Education. B.A., Macalester College; B.S.,
M.Ed., University of Minnesota.
Milda K. Hedblom (1971). Professor of Political Science. B.A., Macalester College; M.A.,
J.D., Ph.D., University of Minnesota.
Peter A. Hendrickson (1993). Associate Professor of Music. Director of Choral Activities.
B.A., Augsburg College; M.A., Macalester College; M.A., Columbia University;
D.M.A., Manhattan School of Music.
Robert S. Herforth (1966). Professor of Biology. B.A., Wartburg College; M.S., Ph.D.,
University of Nebraska.
Garry W. Hesser (1977). Professor of Sociology. Director of Metro-Urban Studies. B.A.,
Phillips University; M.Div., Union Theological Seminary; M.A., Ph.D., University
of Notre Dame.
Angela K. Hochhalter (2001). Instructor, part-time, Psychology. B.A., University of
Minneso ta-Winona.
Stella K. Hofrenning (2000). Assistant Professor of Economics. B.S., University of
Maryland; Ph.D., University of Illinois.
Norman D. Holen (1964). Professor of Art. B.A., Concordia College-Moorhead; M.EA.,
University of Iowa.
David R. Holmes, 111 (2001). Instructor, part-time, Computer Science. B.A., Carleton
College.
Bradley P Holt (1981). Professor of Religion. B.A., Augsburg College; B.D., Luther
Theological Seminary; M.Phil., Ph.D., Yale University.
Linda M. Holt (2000). Instructor, part-time, Nursing. B.S.N., University of Minnesota;
M.N., University of Washington-Seattle.
James M. Honsvall (1997). Instructor, part-time, Business Administration. B.S., Bemidji
State University; M.B.T., University of Minnesota.
Marilyn B. N. Horowitz (1988). Instructor, part-time, Business Administration. B.A.,
M.B.E., University of Minnesota.
Mary A. Budd Horozaniecki (1988). Studio ArtistNiolin and Viola, part-time, Music. B.M.,
Indiana University.
Sumin Hsieh (1999). Assistant Professor of Social Work. B.A., M.A., Tunghai University,
Taiwan; Ph.D., University of Minnesota.
Lee (Charles L.) Hurnphries (2001). Instructor, part-time, Business Administration. B.M.,
M.M., C.Ph., Indiana University
Mary A. Hunt (2000). Studio Artistmian0 Accompaniment, part-time, Music. B.A., Fort
Wright College of the Holy Names; M.M., Boston University; D.M.A., University
of Wisconsin-Madison.
290 Augsburg College Faculty
Amin E. Kader (1974). Associate Professor of Business Administration. B.Comm.,
University of Cairo, Egypt; M.B.A., University of Michigan.
Roberta S. Kagin (1974). Associate Professor of Music (Music Therapy). B.A., Park
College; B.Music Ed., M.Music Ed., University of Kansas.
Kenneth S. Kaminsky (1987). Professor of Mathematics. A.B., M.S., Ph.D., Rutgers State
University.
Jane A. Kammerman (1986). Instructor, part-time, Business Administration. B.A.,
University of California;J.D., University of Minnesota.
Ned D. Kantar (1999). Assistant Professor of Music. B.S., M.A., University of Minnesota.
Ashok K. Kapoor (1998). Assistant Professor of Business Administration. B.A., M.A.,
University of Delhi; M.A., M.B.A., University of Minnesota; Ph.D., Temple
University.
Robert A. Karlen (1973). Professor of Music. B.M., New England Conservatory; M.A.,
University of Minnesota.
W. James Kattke (1999). Assistant Professor of Business Administration. B.A., Augustana
College; M.B.A., University of South Dakota; M.S., Rensselaer Polytechnic
Institute.
Deborah D. Katz (2001). Instructor, part-time, Education. A.B., Stanford University;
Ed.M., Haward Graduate School of Education; Ed.D., National-Louis University
K
Lisa E. Jack (1994). Instructor, part-time, Psychology. B.A., Occidental College; M.A.,
Ph.D., University of Southern California.
Mary J. Jacobson (1999). Assistant Professor of Education. B.S., University of North
Dakota; M.A.Ed., Hamline University.
Rolf A. Jacobson (2000). Assistant Professor of Religion. B.A., University of St. Thomas;
M.Div., Luther Seminary; Ph.D., Princeton Theological Seminary.
Sophia J. Jacobson (1999). Instructor of Sociology (American Indian Studies). B.A.,
Metropolitan State University; M.A., University of St. Thomas.
William H. Jasperson (1990). Instructor, part-time, Physics. M.B.A., University of
Minnesota. B.S., M.S., Ph.D., University of Wisconsin.
Jeffrey E. Johnson (1985). Associate Professor of Physics. B.S., M.A., Ph.D., University of
Minnesota.
Kathleen A. Johnson (1999). Instructor, part-time, Education. B.S.. University of
Wisconsin-Eau Claire; M.S., Mankato State University.
Martha B. Johnson (1988). Associate Professor of Speech, Communication, and Theatre
Arts. B.A., M.A., Ph.D., University of Wisconsin-Madison.
Daniel E Jorgensen (2001). Instructor, part-time, English. B.A., M.S., South Dakota State
University.
J
Gretchen Kranz Irvine (1993). Assistant Professor of Education. B.S., College of St. Teresa;
M.S., University of Wisconsin-River Falls; Ph.D., University of Minnesota.
Mark D. Isaacson (1998). Instructor, part-time, Business Administration. B.A., St. Olaf
College; M.S., Rensselaer Polytechnic Institute.
I
-
Augsburg College Faculty 291
-
Stephanie L. A. Lach (2001). Instructor, part-time, Nursing. A.A., Rochester Community
College; B.S., Augsburg College; M.B.A., M.S.N., University of Texas-Austin.
Bonita S. LaDuca (1989). Instructor, part-time, Education. B.A., Mercyhurst College; M.S.,
Ohio University.
Steven J. LaFave (1991). Associate Professor of Business Administration. B.A. Michigan
State University; M.A., University of Michigan; M.B.A., University of Minnesota.
David V. Lapakko (1986). Associate Professor of Speech, Communication, and Theatre
Arts. B.A., Macalester College; M.A., PbD., University of Minnesota.
Velma J. Lashbrook (2000). Instructor, part-time, Master of Arts in Leadership. B.S., Iowa
State University; M.S., Illinois State University; Ed.D., West Virginia University.
Barbara A. Lehmann (2001). Assistant Professor of Social Work. B.A., Knox College;
M.S.W., Tulane University; Ph.D., Case Western Reserve University.
Caroline M. Lemen (1991). Studio ArtistFrench Horn, part-time, Music. B.A., Potsdam
College of Arts and Science, SUW, M.M., Northwestern University.
Cheryl J. Leuning (1996). Instructor, part-time, Nursing. B.A., Augustana College; M.S.,
University of Minnesota; Ph.D., University of Utah.
Susan Rector Li (2001). Instructor, part-time, Business Administration. B.S.N., Duke
University; J.D., University of North Carolina.
Dallas H. Liddle (1999). Assistant Professor of English. B.A., Grinnell College; Ph.D.,
University of Iowa.
Lynn E. Lindow (1985). Instructor, part-time, Education. B.S., Mankato State University;
M.S., North Dakota State University; Ph.D., University of Minnesota.
Rosemary J. Link (1986). Professor of Social Work. B.A., University of Southampton;
C.Q.S.W., London University; Ph.D., University of Minnesota.
Roseann Lloyd (1995). Instructor, part-time, English. B.S., M.A., University of Minnesota.
Lori L. Lohman (1990). Associate Professor of Business Administration. B.A., M.B.A.,
Ph.D., University of Minnesota.
L
Anne M. Kaufman (1987). Associate Professor of Education. B.S., M.A., Ph.D., University
of Minnesota.
Hazel K. (Kathy) Kienzle (1999). Studio ArtistHarp, part-time, Music. B.M., The Juilliard
School; M.M., University of Arizona.
Mary A. Kingsley (1965). Associate Professor of Modem Languages. B.A., St. Olaf College;
M.A., Middlebury College.
Merilee I. H e m p (1980). Assistant Professor of Music. B.A., Augsburg College; M.A.,
University of Minnesota.
Alvin L. Kloppen (1976). Assistant Professor of Health and Physical Education. B.S.,
Augustana College; M.A., University of South Dakota.
Boyd N. Koehler (1967). Associate Professor, Librarian. B.A., Moorhead State College;
M.A., University of Minnesota.
Joan C. Kunz (1987). Associate Professor of Chemistry. B.S., University of Missouri-St.
Louis; Ph.D., University of Wisconsin-Madison.
292 Augsburg College Faculty
Sara G. MacDonald (2001). Instructor, part-time, Music. B.A., Augsburg College.
Sharon B. Mahowald (2001). Instructor, part-time, Psychology. B.S., University of
Wisconsin-River Falls; M.S., Emporia State University; Ph.D., Forest Institute of
Professional Psychology.
David C. Matz (2001). Assistant Professor of Psychology B.A., Bemidji State University;
M.S., North Dakota State University; Ph.D., Texas A & M University.
Paul K. McAlister (2001). Instructor, part-time, Philosophy. B.A., Minnesota Bible College;
M.Div., Lincoln Christian Seminary; Ph.D., Bethel Theological Seminary.
John C. McCaffrey (2000). Assistant Professor of Art. B.EA., University of WisconsinMadison; M.EA., University of Miami-Coral Gables.
Esther G. McLaughlin (1989). Associate Professor of Biology. B.A., Ph.D., University of
California-Berkeley.
Mary Lee McLaughlin (1993). Assistant Professor, Librarian. B.A., Western Michigan
University; A.M.L.S., University of Michigan; M.A., Michigan State University.
Jane C. Melton (1999). Instructor, part-time, Modern Languages. B.A., Lindenwood
College; M.A., Tulane University.
Laurie H. Merz (2001). Studio ArtistBassoon, part-time, Music. B.M., Eastman School of
Music; M.M., University of Minnesota.
Cynthia J. Meyer (1994). Instructor, part-time, Psychology. B.A., Macalester College; M.A.,
Ph.D., University of Minnesota.
Fekri Meziou (1987). Associate Professor of Business Administration. B.A., University of
Tunis; M.A., Ph.D., University of Minnesota.
Diane M. Mikkelson (1997). Instructor, part-time, Modern Languages. B.A., California
State University; M.A., California State University-Northridge.
Jeannette H. Milgrom (1992). Instructor, part-time, Social Work. B.S.W., Christian Social
Academy, Groningen, Netherlands; M.S.W., University of Minnesota.
Kinney G. Misterek (1989). Instructor, part-time, Business Administration. B.S., M.B.A.,
University of South Dakota; M.B.T., University of Minnesota.
John R. Mitchell (1968). Associate Professor of English. B.A., Maryville College; M.A.,
University of Tennessee.
M
J. Lynne E Lorenzen (1988). Associate Professor of Religion. B.A., University of Iowa;
M.Div., Northwestern Lutheran Theological Seminary; M.A., Ph.D., The
Claremont Graduate School.
Dawn B. Ludwig (1995). Director, Assistant Professor of Physician Assistant Studies. B.A.,
University of Colorado, Denver; M.S., PA. Certification, University of Colorado
Health Science Center; Ph.D., Capella University.
Steven F! Lund (1982). Studio Artisflrombone, part-time, Music. B.S., University of
Minnesota.
Kyle M. Lundby (2000). Instructor, part-time, Education. B.A., University of Minnesota;
M.S., San Diego State University; Ph.D., University of Tennessee.
Dee A. Lundell (2001). Instructor, part-time, Education. B.A., St. Olaf College; M.A.,
Ph.D., University of Wisconsin-Madison.
Augsburg College Faculty 29
-
-
Magdalena M. Paleczny-Zapp (1986). Associate Professor of Business Administration. B.A
M.A., Central School for Planning and Statistics, Warsaw; Ph.D., Akademia
Ekonomiczna, Krakow.
Ronald G. Palosaari (1965). Professor of English. B.A., Bethel College; B.Div., Bethel
Seminary; M.A., Ph.D., University of Minnesota.
Sharon K. Patten (1991). Associate Professor of Social Work. B.A., St. Olaf College;
M.S.W., M.A., Ph.D., University of Minnesota.
Curtis Paulsen (1990). Associate Professor of Social Work. B.A., St. Olaf College; M.S.W.,
University of Minnesota; Ph.D., The Fielding Institute.
Richard W. Pearl (1992). Instructor, part-time, Education. B.A., M.A., College of St.
Thomas.
Dale C. Pederson (1992). Associate Professor of Biology. B.A., Augsburg College; Ph.D.,
University of Minnesota.
Rick A. Penning (1993). Studio ArtistNoice, part-time, Music. B.A., Luther College; M.M.,
University of Cincinnati.
P
Celeste M. O'Brien (1975). Studio Artisfliano, part-time, Music. B.A., Hamline University
Susan E. O'Connor (1994). Associate Professor of Education. B.S., University of
Minnesota; M.S., Ph.D., Syracuse University.
Michael E. O'Neal (1989). Assistant Professor, part-time, Sociology. B.A., University of
Missouri; M.A., Ph.D., University of Minnesota.
Sandra L. Olmsted (1979). Associate Professor of Chemistry. B.A., Augsburg College; M.S.
University of Wisconsin; Ph.D., University of Minnesota.
Vicki B. Olson (1987). Associate Professor of Education. B.S., M.A., Ph.D., University of
Minnesota.
Jack Osberg (1991). Head Football Coach. Instructor, Health and Physical Education. B.A.
Augsburg College.
Paul H. Ousley (1993). Orchestra Director, Instructor of Music. B.M., University of
Wisconsin - Eau Claire; M.M., Eastman School of Music.
0
Susan K. Nash (1998). Assistant Professor of Nursing. B.S.N., M.S.N., Ed.D., University of
Minnesota.
Julie D. Naylor (2001). Instructor, part-time, Business Administration.
Eliawira N. Ndosi (1990). Instructor, part-time, Economics. B.A., Carleton College; M.A.,
University of Minnesota.
Norma C. Noonan (1966). Professor of Political Science. B.A., University of Pennsylvania;
M.A., Ph.D., Indiana University.
N
James B. Moen (1998). Assistant Professor of Computer Science. B.S., Ph.D., University of
Minnesota.
William B. Monsma (1987). Instructor, part-time, Physics. B.A., Calvin College; M.Div.,
Calvin Seminary; Ph.D., University of Colorado.
William D. Morris (1987). Assistant Professor, part-time, Political Science. B.A., Oakland
University; Ph.D., Carnegie-Mellon University.
294 Augsburg College Faculty
-
Larry C. Ragland (1985). Professor of Computer Science. B.S., M.A., Central Missouri
State College; Ph.D., University of Texas at Austin.
0.Nicholas Raths (1987). Studio ArtisdGuitar, part-time, Music. B.M., M.M., D.M.A.,
University of Minnesota.
Deborah L. Redmond (1981). Assistant Professor of Speech, Communication, and Theatre
Arts. B.A., M.A., University of Minnesota.
Bruce R. Reichenbach (1968). Professor of Philosophy B.A., Wheaton College; M.A.,
Ph.D., Northwestern University.
Kathy J. Reinhardt (1997). Instructor of Modern Languages. M.A., Middlebury College.
Karen Robards (2002). Assistant Professor of Social Work. B.A., Beloit College; M.S.W.,
Ph.D., Washington University.
Mary K. Roberts (1994). Instructor, part-time, Education. B.A., Mount Marty College;
M.A., University of St. Thomas.
M. Bridget Robinson-Riegler (1994). Associate Professor of Psychology B.S., Indiana
University; M.S., Ph.D., Purdue University.
Nancy A. Rodenborg (2000). Assistant Professor of Social Work. B.S., Indiana University;
M.S.W, University of Minnesota; Ph.D., Arizona State University.
Glenda Dewberry Rooney (1992). Associate Professor of Social Work. B.S., University of
North Texas; M.S.W., University of Illinois; Ph.D., University of Minnesota.
David A. Ross (2001). Instructor, part-time, English. B.A., Yale University; A.B.D., Oxford
University, St. Anne's College.
R
Philip A. Quanbeck, I1 (1987). Assistant Professor of Religion. B.A., St. Olaf College;
M.Div., Luther Theological Seminary.
Q
Noel J. Petit (1984). Professor of Computer Science. B.A., St. Olaf College; M.S., Ph.D.,
University of Minnesota.
Ronald W. Petrich (1980). Assistant Professor of Education. B.A., Augsburg College; M.A.,
United Theological Seminary.
Pary Pezechkian-Weinberg (1994). Associate Professor of Modern Languages. B.A.,
National University, Tehran; M.A., University of Nice; Ph.D., U.C.L.A.
Joyce M. Pfaff (1966). Associate Professor, part-time, Health and Physical Education. B.A.,
Augsburg College; M.Ed., University of Minnesota.
Clayton A. Pharr (1996). Instructor, part-time, Social Work. B.S., Claflin University;
M.S.W, Barry University.
Diane L. Pike (1981). Professor of Sociology A.B., Connecticut College; Ph.D., Yale
University.
Timothy D. Pippert (1999). Assistant Professor of Sociology B.A., M.A., Ph.D., University
of Nebraska-Lincoln.
Augsburg College Faculty 29
Milo A. Schield (1985). Professor of Business Administration. B.S., Iowa State University;
M.S., University of Illinois; Ph.D., Rice University.
John S. Schmit (1990). Associate Dean for Adult Programs. Associate Professor of English.
B.S., St. John's University; M.A., University of New Orleans; Ph.D., The University
of Texas.
Michael D. Schock (1993). Assistant Professor of Social Work. B.A., University of
Washington; M.S.W.,University of Minnesota; Ph.D., University of Washington.
Sandra Nei Schulte (1987). Designer-in-Residence, part-time, Speech, Communication,
and Theatre Arts. B.A., M.A., M I A , University of Minnesota.
David G. Schwain (1995). Assistant Professor of Business Administration. B.B.A.,
University of Cincinnati; M.B.A., Harvard University.
Kathryn A. Schwalbe (1991). Associate Professor of Business Administration. B.S.,
University of Notre Dame; M.B.A., Northeastern University; Ph.D., University of
Minnesota.
Frankie B. Shackelford (1990). Associate Dean for Professional Development. Professor of
Modern Languages. B.A., Texas Christian University; Ph.D., University of Texas.
Timothy J. Shaw (1995). Instructor, part-time, Physician Assistant Studies. B.A., St. Mary's
College; Ph.D., University of Minnesota.
Charles M. Sheaffer (1995). Assistant Professor of Computer Science. B.A., Metropolitan
State University; M.S., Ph.D., University of Minnesota.
Trygve R. Skaar (2000). Studio Artist/, part-time, Music.
Katharine E. Skibbe (2001). Instructor, part-time, Education. B.A., Augsburg College;
M.A., Saint Mary's College.
Richard J. Spratt (1996). Instructor, part-time, Social Work. B.S.W., Augsburg College;
M.S.W., University of Minnesota.
Robert J. Stacke (1990). Associate Professor of Music. Band and Jazz Director. B.A.,
Augsburg College; M.A.C.I., College of St. Thomas; Ph.D., University of
Minnesota.
John J. Stangl (1991). Instructor, part-time, Education. B.S., M.A., University of
Minnesota.
Nancy K. Steblay (1988). Professor of Psychology. B.A., Bemidji State University; M.A.,
Ph.D., University of Montana.
John P: Stein (1992). Instructor, part-time, Economics. B.S., University of Detroit; M.A.,
University of Illinois.
Donald B. Steinmetz (1968). Professor of Modern Languages. B.A., M.A., Ph.D., University
of Minnesota.
Linda Lee Stevens (1999). Assistant Professor of Education. B.A., University of Northern
Colorado; MS., Mankato State University.
Stuart M. Stoller (1986). Associate Professor of Business Administration. B.S., M.S., Long
Island University.
Beverly J. Stratton (1986). Associate Professor of Religion. B.A., M.A., Boston University;
M.A., D.Th., Luther Seminary.
S
296 Augsburg College Faculty
-
-
-
Anthony R. Wagner (1993). Instructor, part-time, Social Work. B.A., M.S.W., University of
Minnesota.
David B. Washington (1997). Instructor, part-time, Business Administration. B.A., B.L.,
J.D., University of Pittsburgh.
Pamela J. Weiss (1983). Associate Professor of Nursing. B.S.N., University of Nebraska;
M.F!H., Ph.D., University of Minnesota.
Patricia E Weiss (1991). Associate Professor, part-time, Education. Paideia Associate-inResidence. B.A., Boston College; M.Ed., Ph.D., University of North Carolina,
Chapel Hill.
Barbara A. West (1997). Instructor of Education. Faculty Coordinator of Teacher
Placement Licensing. B.S., St. Cloud State University; M.S., Syracuse University
Jean H. Whalen (1995). Instructor, part-time, Education. B.S., M.A., University of
Minnesota.
W
Joseph Underhill-Cady (1998). Assistant Professor of Political Science. B.A., University of
California-Berkeley; M.A., San Francisco State University; Ph.D., University of
Michigan.
Eileen Kaese Uzarek (2001). Assistant Professor of Health and Physical Education. B.A.,
Gustavus Adolphus College; M.S., Mankato State University
James A. Vela-McConnell (1997). Assistant Professor of Sociology B.A., Loyola University;
Ph.D., Boston College.
David E. Venne (1992). Instructor, part-time, Physics. B.S., University of Minnesota; Ph.D.,
Iowa State University
Joseph M. Volker (1993). Instructor, part-time, MAL Program. B.A., University of
California-Irvine; M.A., Ph.D., University of Minnesota.
U-v
Joan E. Thompson (1997). Assistant Professor of English. B.A., Fort Lewis College; M.A.,
Ph.D., University of Minnesota.
Sonja K. Thompson (1993). Assistant Professor of Music. B.M., University of Minnesota;
M.M., The Juilliard School.
Mark D. Tranvik (1995). Assistant Professor of Religion. B.A., Luther College; M.Div., Yale
University; Th.D., Luther Seminary.
Cynthia K. Troy (1991). Instructor, part-time, Psychology B.A., University of California,
Santa Cruz; Ph.D., University of Minnesota.
T
Grace K. Sulerud (1966). Associate Professor, Librarian. B.A., Augsburg College; M.A.,
University of Minnesota.
Karen T. Sutherland (1999). Associate Professor of Computer Science. A.B., Augustana
College; two M.S. degrees; Ph.D., University of Minnesota.
Kathryn A. Swanson (1985). Professor of English. B.A., St. Olaf College; M.A., Ph.D.,
University of Minnesota.
Maryann Syers-McNairy (1998). Assistant Professor of Social Work. B.A., Arizona State
University; M.S.W., Ph.D., University of Minnesota.
Augsburg College Faculty 29
-
-
'
Ruth L. Aaskov. Professor Emerita of Modern Languages. B.A., Augsburg College; M.A.,
Middlebury College; Ph.D., University of Wisconsin.
Earl R. Alton. Professor Emeritus of ChemistryDean Emeritus. B.A., St. Olaf College; M.S.,
Ph.D., University of Michigan.
Lyla M. Anderegg. Professor Emerita of Psychology. B.A., University of Minnesota; M.A.,
Northwestern University.
Barbara L. Andersen. Professor Emerita of English. B.A., Northwestern College; M.A.,
Northwestern University.
Charles S. Anderson. President Emeritus. B.A., St. Olaf College; M.A., University of
Wisconsin; B.Th., Luther Theological Seminary; Ph.D., Union Theological
Seminary, New York.
Ernest W. Anderson. Professor Emeritus of Health and Physical Education. B.A., Augsburg
College; M.Ed., University of Minnesota.
Margaret J. Anderson. Professor Emerita, Library. B.S., M.A., University of Minnesota.
Oscar A. Anderson. President Emeritus. B.A., St. Olaf College; B.D., Luther Theological
Seminary; L.L.D., Concordia College, Moorhead.
Raymond E. Anderson. Professor Emeritus of Speech, Communication and Theatre Arts.
B.S., M.A., Ph.D., University of Minnesota.
John E. Benson. Professor Emeritus of Religion. B.A., Augsburg College; B.D., Luther
Theological Seminary; M.A., Ph.D., Columbia University.
Richard A. Borstad. Professor Emeritus of Health and Physical Education. B.A., M.A.,
Ph.D., University of Minnesota.
Maria L. Brown. Professor Emerita of Social Work. B.A., M.A., American University;
M.S.W., University of Minnesota.
L. Gracia Christensen. Professor Emerita of English. B.A., Hunter College; M.A., Radcliffe
College.
John W. Yaeger (2001). Instructor, part-time, Social Work. B.A., University of Wisconsin;
M.S.W., Loyola University.
Larry J. Zimmerman (2000). Studio Artist, part-time, Music. B.A., St. Olaf College; M.M.,
Boston University.
Steven M. Zitnick (2000). Instructor, part-time, Business Administration. B.A., Shimer
College; M.S., University of Utah.
X-Y-z
Marcus A. Wing (1995). Instructor, part-time, Education. B.S., Moorhead State University;
MS., Winona State University; Ph.D., University of Minnesota.
J. Ambrose Wolf (1999). Assistant Professor of Physics. B.S., MS., University of Muenster;
Ph.D., University of Cologne and KFA-Julich, Germany.
Angela J. Wyatt (1981). Studio ArtistISaxophone and Clarinet, part-time, Music. B.A., St.
Olaf College; M.M., Northwestern University.
Robert D. Wykstra (1989). Instructor, part-time, Business Administration. B.A., Calvin
coliege; M.B.A., Western ~ i c h i ~ University.
an
298 Augsburg College Faculty
Robert W. Clyde. Professor Emeritus, Institutional Research Analyst. B.A., Coe College;
M.A., Rockford College; Ph.D., University of Iowa.
Ailene H. Cole. Professor Emerita of Speech, Communication and Theatre Arts. B.A.,
Gustavus Adolphus College; M.A., Ph.D., University of Minnesota.
Beverly C. Durkee. Professor Emerita of Mathematics. B.A., B.S.L., B.S.Ed., M.A.,
University of Minnesota; Ph.D., Arizona State University.
Norman B. Ferguson. Professor Emeritus of Psychology. B.A., Franklin and Marshall
College; M.S., Ph.D., University of Wisconsin.
Henry G. Follingstad. Professor Emeritus of Mathematics. B.E.E., M.S., University of
Minnesota.
Jerry Gerasimo. Professor Emeritus of Sociology. B.A., Lake Forest College; M.A., Ph.D.,
University of Chicago.
Orloue Gisselquist. Professor Emeritus of History. B.A., M.A., Ph.D., University of
Minnesota.
Theodore J. Hanwick. Professor Emeritus of Physics. B.E.E., MS., Polytechnic Institute of
Brooklyn; Ph.D., New York University.
Katherine Hennig. Artist-in-Residence Emerita of Music. M.A., University of Minnesota.
Edwina L. Hertzberg. Professor Emerita of Social Work. B.A., Cedar Crest College; M.S.W.,
Ph.D., University of Minnesota.
John R. Holum. Professor Emeritus of Chemistry. B.A., St. Olaf College; Ph.D., University
of Minnesota.
Irene Khin Khin Jensen. Professor Emerita of History. B.A., Rangoon University, Burma;
M.A., Bucknell University; Ph.D., University of Wisconsin.
Duane E. Johnson. Professor Emeritus of Psychology. B.A., Huron College; B.A., University
of Minnesota; M.E., South Dakota State University; Ph.D., University of
Minnesota.
Marie 0 . McNeff. Professor Emerita of EducationIDean Emerita. B.S., M.Ed., Ed.D.,
University of Nebraska.
Erwin D. Mickelberg. Professor Emeritus of Biology. B.A., Augsburg College; M.A.,
University of Minnesota.
Mildred "Mike" Mueller. Professor Emerita of Education. B.A., M.A., Central Michigan
University; Ed.D., University of Minnesota.
Edor C. Nelson. Professor Emeritus of Health and Physical Education. B.A., Augsburg
College; M.Ed., University of Minnesota.
Gordon L. Nelson. Professor Emeritus of Sociology. B.A., M.A., University of Minnesota;
B.D., Luther Theological Seminary; M.A., Ph.D., University of Chicago.
Richard C. Nelson. Professor Emeritus of History. B.A., University of Nebraska; M.A.,
Ph.D., University of Minnesota.
Catherine C. Nicholl. Professor Emerita of English. B.A., Hope College; M.A., University
of Michigan; Ph.D., University of Minnesota.
Beverly J. Nilsson. Professor Emerita of Nursing. B.S., M.S., Ph.D., University of
Minnesota.
Patricia A. Parker. Associate Academic Dean ~fnerita.B.A., Eastern Michigan University;
M.A., Ph.D., University of Michigan.
~ a c d t yEmeriti 29
-
Lauretta E. Pelton. Professor Emerita of Education. M.Ed., Marquette University.
Philip A. Quanbeck, Sr. Professor Emeritus of Religion. B.A., Augsburg College; B.D.,
Augsburg Theological Seminary; M.Th., Th.D., Princeton Theological Seminary.
Gunta Rozentals. Professor Emerita of Modern Languages. B.A., M.A., Ph.D., University of
Minnesota.
Edward M. Sabella. Professor Emeritus of Economics. B.S., University of Rhode Island;
Ph.D., University of Minnesota.
Marianne B. Sander. Dean of Students Emerita. B.A., Valparaiso University; M.A.,
University of Minnesota.
Leland B. Sateren. Professor Emeritus of Music. L.H.D., Gettysburg College; D.Mus.,
Lakeland College.
Edwin J. Saugestad. Professor Emeritus of Health and Physical Education. B.A., Augsburg
College; M.A., University of Minnesota.
Marjorie H. Sibley. Professor Emerita, Library. B.A., M.A., University of Illinois; M.A.,
University of Minnesota.
Eugene M. Skibbe. Professor Emeritus of Religion. B.A., St. Olaf College; B.Th., Luther
Theological Seminary; Th.D., University of Heidelberg, Germany.
Clarice A. Staff. Professor Emerita of Social Work. B.A., Augsburg College; M.S., D.S.W.,
Columbia University.
Myles C. Stenshoel. Professor Emeritus of Political Science. B.A., Concordia College,
Moorhead; Concordia Theological Seminary; M.A., Ph.D., University of Colorado.
Ralph L. Sulerud. Professor Emeritus of Biology. B.A., Concordia College, Moorhead; M.S.,
Ph.D., University of Nebraska.
Philip J. Thompson. Professor Emeritus of Art. B.A., Concordia College, Moorhead; M I A . ,
University of Iowa.
Joel S. Torstenson. Professor Emeritus of Sociology. B.A., Augsburg College; M.A., Ph.D.,
University of Minnesota.
Rita R. Weisbrod. Professor Emerita of Sociology. B.A., M.A., University of Minnesota;
Ph.D., Cornell University.
Mary Louise Williams. Professor Emerita of Social Work. B.EA., M.S.W., University of
Pennsylvania.
7
300 Faculty Emeriti
COLLEGE M A P INFORMATION
1. Admissions Weekday Program
2. Admissions Annex and Wcckcnd
Admissions
3. Air Structure Entrance
(November through March)
4. Edor-Nelson Athletic Field
and Seasonal Air Struchlic
5 . Christensen Center
6. East Hall
7. Faculty Guest House
8. Foss, Lobeck, Miles, Center forWorship, Drama and Communication
9. Sverdrup Ilnll
10. Husby-Strom~nenTennis Courts
11. Icc Arena
12. Dcvclopment, PR/Comrnunications,
and Alumni/Parent Relations
13. Lindell Library
14. Maintennnce and Grounds Shop
15. Mortenscn Hall
16. Murphy Place
17. Murphy Park
18. Music Hall
19. Ncw Rcsidence Hall
20. Old Main
D. Faculty/Staff/Commutcr/Residcnt Parking
E. Resident Parking
F. Resident Parking
G. Admissions/Faculty/S taff Parking
H . Faculty/Staff Parking
I. Visitor Parking
J. FacultylStaff Parking
K. FacultylStaff Parking
L. Visitor Parking
M . Faculty/Staff/Commuter Parking
N. Faculty/Staff/Commuter Parking
0. Fairview-University Parking Ramp
PARKING INFORMATION
A. Visitor Parking
B. Resident Parking
C . Commutcr Parking
21. Anderson Hall
22. Quad
23. Scicncc Hall
24. Security Dispatch Center
25. Shipping and Receiving
26. Melby Hall
27. Sverdrup-Oftedal Memorial Hall
28. Urness Hall
Street parking on campus is posted for
one-, two-, or four-hour limits. For certain
major events on campus during evenings
and weekends, parking is also available in
the commuter and visitor lots.
I-35W from the NorthTake Washington Avenue exit and turn left
on Washington (curves right to become
Cedar Avenue), turn left at Riverside
Avenue, right at 21st Avenue South.
I-35W from the SouthFollow the 1-94 St. Paul signs (move to
right lane after each of two mergers). Take
25th Avenue exit and turn left at Riverside
Avenue, turn left at 21st Avenue South.
1-94 West from St. PaulTake Riverside exit, turn right at Riverside
Avenue, turn left at 21st Avenue South.
1-94 East from MinneapolisTake 25th Avenue exit, turn left at 25th
Avenue, turn left at Riverside Avenue, turn
left at 2lst Avenue South.
PUBLIC PARKING
DIRECTIONS TO CAMPUS
4 MINNEAPOLIS
d
Augsburg College, as affirmed in
its mission, does not discriminate
on the basis of race, color, creed,
religion, natlonal or ethnic
origin, age, gender, sexual
orientation, marital status, status
with regard to public assistance,
qr disability in its education
~olicies,admissions policies,
scholarship and loan programs,
athletic and/or school
administered programs, except
in those instances where religion
is a bona fide occupational
qualification. Augsburg Collegt
is committed to providing
reasonable accommodations t c
its employees and Its students.
A
About Augsburg 10, 18
Academic and Achievement Scholarships
31-32
Academic Advising 56
Academic Calendar 4-7, 54
Academic Divisions 56
Academic Information 53
Academic Internships 66
Academic Policies and Procedures 69
Academic Progress, Probation and
Dismissal 85
Academic and Learning Services 44
Academic Skills Center 44
Access Center 45
Accessibility 18
Accounting 104, 110-1 12
Accreditation and Memberships 11, 17, 18
Activities 43
Admissions 14, 20-24
Administrative Officers of the College 282
Advanced Placement Program Test (AP) 83
Advanced Transfer Students 74
African American Student Services (see
Pan-Afrikan Student Services) 47
Air Structure 44
Alumni Center 15
American Indian Studies 166-167
American Indian Student Services 47
American Sign Language 191
AmeriCorp Scholarship 32
Anderson Hall 14, 50
Application Procedures 20, 31
Applied Economics 131
Architecture Minor 94
Art 93-97
Art History 93, 96-97
Asian American Student Services (see Pan
Asian Student Services) 47
Asian Studies (see East Asian Studies) 128-129
Assessment of Previous Learning (APL)
Program 83-84
Associated Colleges of the Twin Cities
(ACTC) 59, 62
Associated Support Organizations 16
Athletic Affiliation 18
Athletic Training Internship 155
Athletics 43
Audit Fee 26
Auditing Courses 82
Augsburg Echo 43
Augsburg Experiences 73
Augsburg Seminar 73, 98
Augsburgian, The 43
Calendar 4-7, 54
Campus Location 14, 18, 301-302
Campus Map 301-302
Campus Ministry 42
Campus Tours 20
Canadian Program 69
Career Services 67
Carlson (JeroyC. Carlson) Alumni Center 1
Center for Global Education 15, 63, 176-18
Center for Global Education Courses 63-65,
177-181
Center for Learning and Adaptive Student
Services (CLASS) 44
Center for Service, Work, and Learning 66
Change of Program 71
Chemistry 118-123
Chinese 191
Chapel 15,42
Choir 43, 203, 21 1
Christensen Center 14
Class Schedule 90
Classification (Class Year) 82, 85
Coaching Endorsement 155
College Costs 2002-03 26
College Level Examination Program
(CLEP) 83
College of the Third Age 16, 69
Commencement 86
Commons 51
Communication 260-266
Communication ArtsILiterature Teacher
Licensure 147
Community Service-Learning 66
Community Studies Concentration
(Sociology) 255
Computational Economics 124
Computational Philosophy 125, 218
Computer Science 123-127
Concert Band 43, 203, 21 1
Continuing Education Program 69
Cooperative Education 67
Costs 26-27
Counseling 48
Counseling and Health Promotion 48
Course Descriptions 90-277
Credits 90
C
Biology 99-103
Board of Regents 280-281
Books and Supplies 27
Business Administration 104-109
Business Administration and
Economics Major 106, 131
B
Early Admission of Freshmen 21
East Asian Studies 128-129
East European Studies 247-248
East Hall 14
Echo 43
Economics 130-134
Economics/Business Admin. Major 106, 131
Economics/Political Science Teaching Major
229
Edor Nelson Field 14
Education 135-144
Education for Service 11
Education (Master of Arts) 68
Elementary Education 136-137, 139-140
Emotional/Behavioral Disabilities 142-143
Employment 35
Engineering 144-145
English 146-152
English as a Second Language (ESL)
Program 84-85
English Placement Test 148
Enrollment 18
Enrollment Center 8, 70
Enrollment Deposit 27
Ensembles 203, 21 1
Entry-level Skills 74
Ethnic Studies 168
Evaluation and Grading 79, 82
Evangelical Lutheran Church in America
(ELCA) 18, 281
E
Dance and Theatre Teacher Licensure Major
269
Dean's List 85
Degrees Offered 18, 54
Departmental Comprehensive Exams 83
Departments and Programs 90-277
Deposits 27
Development 8
Directed Study 92
Directory 8
Directory Information 87-88
Dismissal 85
Discrimination Complaints 52
Divisions and Departments 56
Dormitories 14, 50-51
Dual Degree Programs 59, 68, 144-145
D
Crime and Community Concentration
(Sociology) 255
Crossover Registration 71
Cultural Anthropology Concentration
(Sociology) 256
Gage Family Endowment (CLASS) 45
General Education Curriculum 72-78
General Education Requirements 72-78,
80-81
General Studies 153
German 190, 193-194
Gift Assistance 33
Global Education Center 15, 63, 176-181
Global Education Program
Courses 63-65, 177-181
Grade Point Average 73, 82
Grading 79, 82
Graduate Programs 67
Graduation (Applying for) 72
Graduation Level Skills 75-76
Graduation Requirements 72-78, 80-81
Graduation With Distinction 86
Grants 33
Gymnasium (Melby Hall) 15
C
Facilities and Housing 14, 50-51
Facts and Figures 18
Faculty 18, 55, 284-298
Faculty Emeriti 298-300
FAFSA (Free Application for Federal Student
Aid 31
Family Educational Rights and Privacy Act
(FERPA) 51-52, 87-88
Federal Work Study Program 35
Fees 26-27
Film Minor 263, 268
Finance Specialization (Business
Administration) 106
Financial Aid 18, 30-40
Financial Policies 28-30
Fine Arts 43
Fitness Center 49
Food Service 51
Foreign Languages (See Modern Languages)
Forensics 261
Former Students 23, 72
Foss, Lobeck, Miles Center for Worship,
Drama, and Communication 15
Four-Year Assurance Program 86
French 190-192
Freshmen 20, 21
F
Experiential Education Programs 66-67
Explanation of Grades 79
Exploring Our Gifts 42
Index 30
Language Courses 190-197
Leadership (Master of Arts) 67-68
Leadership Studies Minor 168-169
Leadership, Service, and Performance
Scholarships 32-33
L
Karen M. Housh Tutor Center 44
K
Japanese 190, 194
JeroyC. Carlson Alumni Center 15
john Evans Learning Laboratory 44
J
Ice Arena 15
Incomplete Grade 79, 82
Independent Studies 91, 92
lnformation Technology Resources 55
Inter-Institutional Programs 62
Inter-Race 16
Intercollegiate Athletics 43
Interdisciplinary Studies 165-173
lnternational Baccalaureate Program (IB) 83
lnternational Business Minor 107
lnternational Business Specialization
(Business Administration) 106
lnternational Partners 176
lnternational Relations 174-175
lnternational Relations (International
Business) 174
lnternational Student Advising 49
lnternational Student Services 24, 49
lnternational Students 24, 49
lnternational Studies 175-183
Internships 66-67, 91
Intertribal Student Union 47
Intramural Athletics 43
I
Health and Physical Education 154-158
Health Clinic Services 49
Health Education 154-156
Health Insurance 49
Health Promotion 48
HECUA Courses 65, 181-183
Higher Education Consortium for Urban
Affairs (HECUA) 62, 65, 176, 181-183
HispanicILatino Student Services Program
48
History 159-164
History of Augsburg College 10
Honors Program 61-62, 164-165
Housing 14-16, 26, 50-51
Hoyt Messerer Fitness Center 49
H
306 Index
-
Majors and Minors 56-59, 89-277
Management lnformation Systems 113-11
Management Specialization (Business
Administration) 106
Maps 301, 302
Marketing 116-117
Master's Degrees 54, 67-68
Math Placement Group (MPG) 75, 185-18
Mathematics 184-189
McNair Scholars Program (TRIO) 45-46
Medical Refund 30
Melby Hall 15
Membershi~s17. 18
Memorial i a l l (sverdrup-~ftedalMemorial
Hall) 16
~ e t r o b r b a nStudies 170-171
Middle East Studies Minor 172
Minnesota Indian Teacher Training
Partnership (MNIlTP) 47
Minnesota Minority Education Partnership
(MMEP) 16
Minnesota Work Study Program 35
Minors 56-59, 89-277
MIS Courses 113-115
Mission Statement 10
Modern Language Skill 75
Modern Languages 190-197
Mortensen Hall 15, 50
Murphy Place (2222 Murphy Place) 15
Murphy's 51
Music 198-212
Music Business Minor 202
Music Education Major 199-200
Music Ensembles 203, 21 1
Music Hall 15
Music Performance Major 200
Music Re~ertoireTests 204
Music ~ h ' e r ~a~~u~i v a l e n ~ ~ l ~ e r t i f i c a t
202-203
Music Therapy Major 201, 209-210
M
Learning Disabilities Program 44-45
Legacy Scholarship 32
Liberal Arts Perspectives 76-78, 80-81
Library and lnformation Technology
Center 15, 18, 55-56
Licensure (Teaching) 60, 135-144
Lifetime Sports 76
Lindell Library 15, 18, 55
Loan Assistance 34-35
Location 14, 18, 301-302
Lutheran Leader Scholarships 33
Q
Paired Resources in Ministry and
Education (PRIME) Awards 32
Pan-Afrikan Student Services 47
Pan-Asian Student Services 47
Part-Time Students 26-27
Pass/No Credit 73, 79
Pastor 42
Payments 28
Performance Studies 203, 212
Performing Arts Scholarships 32
Perspective Requirements 76-78, 80-81
Philosophy 218-221
Phi Theta Kappa Scholarships 32
Physical Disabilities Program (Access Center)
45
Phvsical Education 155. 157-158
~hisicalScience ~ e a c h i nLicensure
~
119,
214
Physician Assistant Studies (Master of
Science) 68
Physics 222-227
Piano Proficiency Test 204
Policies 17, 18, 51-52, 87-88
Political Science 228-233
Political Science/Economics teaching major
229
PortFolio Assessment Program 83-84
Pre-Professional Programs 60-61
Prerequisites 91
P,
Off-Campus Programs 18
Officers of the College 282
Official Notices 51
Ojibwe 190, 196
Old Main 15
Orchestra 43, 203, 21 1
Organizational Analysis and Development
Concentration (Sociology) 256
Orientation (AUG) 73, 98
0
NASA Scholarship 33
Natural Science Teaching Licensures
21 3-214
New Hall 15, 50
No-Credit Grades 79
Nordic Area Studies 172-173
Norwegian 190, 194-195
Notification of Admissions Decision 21, 22
Number Grades 79
Numbering of Courses 90
Nursing 215-21 7
Nursing (Master of Arts) 68
N
Scandinavian Studies (See Nordic Area
Studies)
Scandinavian Urban Studies 65, 181
Scholarships 31-33, 35-40
School Year 4-7, 18
Science Hall 15
Science Scholarship 32
Secondary Education 137-138, 140-141
Service-Learning 66
Sigma Pi Sigma 224
Skills Requirements 74-76
Smiley's Point 16
Social, Cultural, Recreational Activities 43
Social Psychology Concentration 235, 256
Social Studies 249
Social Welfare Minor 251
Social Work 250-254
Social Work (Master of Social Work) 68
Society of Physics Students 224
Sociology 255-259
Solid State Physics 223
Space Physics 223
Spanish 190, 196-197
Special Education 142-144
Special Interest Housing 51
Special Students (Non-Degree or Second
Degree) 23
Speech/Communication and
Theatre Arts 260-274
Sponsored Scholarships 35-40
Sports 43-44
5
Re-Admitted Students 72
Refunds 28-30
Regents 280-281
Regents' Scholarships 32
Registration 69-72
Religion 239-244
Religious Affiliation 18
Residence Life Program (see also
Housing) 50-51
Residence Requirements 74
Rochester Program 13, 70
~oom'bndBoard 26
ROTC 62
Russian, Central, and East European Studies
247-248
R
President's Greeting 2
President's Scholarships 31
PRIME Scholarship 32
Probation 85
P~y~h010gy
234-238
Public Relations and Communication 15
Index 30
308 Index
Teaching Licensure (see also individual
majors) 60, 135-144
Test Scores 20
Theatre Arts 267-274
Theatre History and Criticism Dramaturgy
Minor 269
T
StepUP Program 46-47
Student Activities 43
Student Affairs (see Academic
and Learning Services) 44
Student-Designed Major 57
Student Educational Loan Fund (SELF) 35
Student Employment 35
Student/Faculty Ratio 18
Student Government 42
Student Life 41 -52
Student Newspaper 43
Student Project for Amity Among Nations
(SPAN) 18
Student Publications 43
Student Rights 51-52
Student Standards of Behavior, Complaints,
Records 50
Student Support Services (TRIO) 46
Student Teaching Abroad 65, 135
Studio Art 93-96
Study Abroad 63-65, 175-183
Summer Session 8
Support Programs 44-49
Sverdrup Hall 16
Sverdrup-Oftedal Memorial Hall 16
7
Yearbook 43
Youth and Family Institute 16
Youth and Family Ministry Major 245-246
Youth and Family Ministry Partner
Scholarship 32
x, y, z
Weekend College 12-13, 21, 27-28, 70-71
Withdrawal From College 30, 72
Women's Studies 275-277
Work Study Program 35
W
Veterans 86
Vocation 42
v
Upper Midwest Association of Intercultural
Education (UMAIE) 18
Urban Studies 169-171
Urness Hall 16, 50
U
Theatre Practicums 272-274
Transcripts 20, 21, 28
Transdisciplinary Major 57-58
Transfer Regents' Scholarship 32
Transfer Students 22-23
TRIO Programs 45-46
Tuition, Fees, Room and Board 26-27
Tutor Center 44
C O L L E G E
AUGSBURG
SUPPLEMENT WITH ADDITIONS
AND CHANGE
2 0 0 2
T O
2 0 0 4
C A T A L O G
Minneapolis, Minnesota
C O L L E G E
AUGSBURG
I
I
I
Although information was current at the time of publication, it is subject to change
without notice.
It is the responsibility of each student to know the requirements and academic
policies contained in this publication and the 2002-2004 Catalog. If you have
questions about anything in this supplement or the Catalog, consult a faculty adviser,
the dean of the College, or the registrar.
Supplement information is listed under the same headings in the printed Catalog,
followed by page numbers in parentheses. Refer to these pages in the Catalog for
complete information.
This catalog supplcmun t amends inrormatiou given in the 2002-2004 Augsburg
Catalog. OnIy those sections that havc srths~rentinlchni~gesare included. Coust~ltthe
registrar's of~icror the Augsburg C a l a l online
~~
at cww.augshur~.eriu/catal~)g>
[or
inronnaltion im ncw or deleted courses, changes in course titlcs, or descriptions.
Checklist and Summary of Requirements for Graduation (page 80) . . . . . .12
. . . . . . . . . . . . . . . . . . . . . . . . . . . . .7. .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6. .
Graduation Requirements (page 72)
Transfer Students (page 22)
5
. . . . . . . . . . . . . . . . . . . . . . . . 4. .
Academic Calendar. Weekend College (page 7) . . . . . . . . . . . . . . . . . . . . . . .
Academic Calendar. Day Program (page 5)
Table of Contents
Spring Term 2004
Jan. 12Non. ................................ Classes begin
Jan. 19/Mon. .............................
Martin Luther King Day-no classes
Mar. 15/Mon. ............................. .Mid-term break begins
Mar. 22/Mon. ............................... Classes resume
.Early registration for fall
Apr. 5-16/Mon.-Fri. ....................
Apr. 9/Fri. ....................................Easter break
Apr. 23/Fri. ..................................Classes end
Apr. 26-29Non.-Thurs. .............Final exams
May M a t . ................................ .BaccalaureatdCommencement
Fall Term 2003
Summer...................................Freshman registration
Aug. 31-Sept. 2/Sun.-Tues. .........New student orientation
Sept. 3fWed. ............................... Classes begin
Oct. 24/Fri. ............................... Mid-term break (one day only)
Nov. 17-Dec. 5Non.-Fri. ............Spring term registration
Thanksgiving recess begins
Nov. 271Thurs. .............................
Classes resume
Dec. l/Mon. .................................
,.,,.Classes end
Dec. 12/Fri. ............................
Dec. 15-18/Mon.-Thurs. ..............Final exams
The academic calendar is subject to change. Refer to the registrar's Web page
for updated calendar and registration information at
~www.augsburg.edu/enroll/registrar>.
Spring Term 2004
Class weekends: Apr. 16-18, Apr. 23-25, May 7-9, May 21-23, June 4-6, June 11-13,
June 25-27
Winter Term 2004
Class weekends: Jan. 9-11, Jan. 23-25, Feb. 6-8, Feb. 13-15, Feb. 27-29, Mar. 12-14,
Mar. 26-28, Apr. 2-4
Fall Term 2003
Class weekends: Sept. 5-7, Sept. 19-21, Oct. 3-5, Oct. 17-19, Oct. 31-Nov. 2, Nov. 14-16,
Nov. 21-23, Dec. 5-7
The academic calendar is subject to change. Refer to the registrar's Web page
for updated calendar and registration information at
cwww.augsburg.edu/enrolI/registrar>.
Students transferring from the Minnesota
State College and University System who
have completed the Minnesota Transfer
Curriculum, have earned the Associate of
Arts degree from MNSCU, and have a 2.5 (on
a 4.0 scale) cumulative GPA or higher will be
given transfer status as outlined below.
Acceptance of courses submitted for
transfer is done by the registrar's office based
upon the official student transcript(s1.
Acceptance of courses presented for a major
or minor also requires approval of the
department. The major or minor department
may require certain courses or a minimum
number of courses be taken at Augsburg.
A cumulative grade point average (GPA)
of 2.5 (on a 4.0 scale) or better is required on
previous college work for admission to the
College.
Augsburg College limits transfer
coursework from two-year colleges once a
student has reached junior status. Students
may transfer a maximum of 64 semester
credits (96 quarter credits) from two-year
colleges. Once a student reaches junior
status, no additional credits will transfer
from two-year institutions toward the
minimum of 32 Augsburg credits required
for a baccalaureate degree. These courses
can, however, be used to meet Augsburg
Core Curriculum and major requirements.
Augsburg College welcomes students who
wish to transfer from other accredited
colleges or universities. College credit is
granted for liberal arts courses satisfactorily
completed at accredited institutions. The
College reserves the right not to grant credit
for courses where it considers the work
unsatisfactory, to grant provisional credit for
work taken at unaccredited institutions, and
to require that certain courses be taken at
Augsburg.
TRANSFER STUDENTS
Replaces "ALL TRANSFER STUDENTS"
on pages 22-23 of current catalog
&
Note: No student who falls below the
standards for automatic admission to the
College will be considered for admission by
the Admissions Committee after August 15
for entry in fall semester or December 15 for
entry in spring semester.
Admission to a major, as well as
admission to the College, is sometimes
necessary. Please check with the Office of
Undergraduate Admissions and consult the
departmental section of this catalog.
3. Courses with D grades will not be accepted as
prerequisites or for application to majors. Some
Augsburg majors require additional prerequisite
coursework beyond the A.A. degree. Students
are advised to consult major departments for
major requirements upon transfer.
One Foundations of Fitness or activity
course if the student has transferred
an equivalent Foundations course.
This requirement is waived for
students who have transferred in two
equivalent courses.
College algebra or Math Placement 3
One graduation skill writing course in
the major
One course that meets the Quantitative
Reasoning Graduation Skill
requirement
The Modern Language requirement
One Augsburg Experience
Senior Keystone Course
REL 300 Bible, Christian Theology, and
Vocation Course
2. All Augsburg Core Curriculum
requirements will be waived except:
1. Admission will be with junior standing
following the Minnesota Transfer
Curriculum. A maximum of 17 Augsburg
equivalent courses (64 semester credits or 96
quarter credits from a community college)
will be accepted once junior status is reached.
No additional courses may be transferred
from a community college.
The following applies only to the
MNSCU A.A. graduate:
1. Completion of 32 course creditsNo more than 13 course credits may be in
one department, except in certain approved
majors: accounting (B.A.) - 14; music
education (B.M.) - 17; music performance
(B.M.) - 20; music therapy (B.S.) - 17; and
social work (B.S.) - 15.
Degree requirements include completion of
a minimum number of credits, a major, the
Augsburg Core Curriculum, a minimum GPA
in major(s)/minor(s) and in total course work,
and residence.
Requirements f o r Undergraduate
Graduation:
All degree and course requirements must
be completed and verified in the registrar's
office prior to the anticipated date of
graduation (there may be no incompletes or
open courses on the academic record).
Students should apply before the start of
their last academic year to confirm remaining
graduation requirements. Application forms
are available at the Enrollment Center.
Each student must apply for graduation
at the end of his or her junior year.
Students who enter an academic program
with a baccalaureate or higher degree should
contact the registrar's office about specific
requirements for a second baccalaureate
degree or for the equivalent of a major. See
page 23 in the printed catalog in
Undergraduate Admissions-Special Students
(Second Degree).
Faculty advisers, the Academic Advising
staff, department chairs, and the registrar staff
are available for counsel and assistance in
program planning.
The responsibility for seeing that all degree
requirements are satisfied rests with the
student. All students are required to file a
graduation application with the registrar's
office one year prior to graduation.
Replaces "GENERAL EDUCATION
CURRICULUM" on pages 72-78 of
current catalog
-7
An Augsburg Experience integrates
experiential learning with academic learning.
It demonstrates enhanced learning and
reflects research and best practices in
experiential education. Approved Augsburg
Experiences meet two criteria: ( I ) Integrates
experiential learning with academic learning
and (2) Links on-campus learning to the
goals, mission, needs, or ideas of off-campus
people, organizations and/or communities,
either through community partners,
4. Augsburg Experiences-All student
must complete at least one approved
Augsburg Experience as a requirement for
graduation. Augsburg Experiences highlight
the College's commitment to experiential
education and active participation in the
broader community, both locally and globally
Five categories of approved experiential
learning opportunities are recognized as
Augsburg Experiences: internships, facultystudent research, community service, study
abroad, and off-campus immersion
experiences.
3. Completion of t h e Augsburg Core
Curriculum-Requirements for the Ausburg
Core Curriculum are listed in the next section
2. Completion of a MajorRequirements for each major are listed under
the departmental headings.
No more than these maximums may be
applied toward the 32 total course credits
required: two courses by independent1
directed study; four courses of internship; an
six course credits with a grade of Pass (P). To
graduate with Latin honors, students may
take no more than two P/N graded courses.
Each department sets its own limitations on
the number of P/N graded courses that may
be applied toward the major and minor
programs, but normally students may apply
no more than two course credits with P
grades toward a major and no more than one
course credit with a P grade toward a minor.
The Departments of Education and Social
Work are examples of departments that allow
students to apply more than two course
credits with P grades within the major
program (two in major field courses plus
student teaching or field work practicums).
Cultivates the transformative discovery of,
and appreciation for, one's place of leadership
and service in a diverse world-vocatio and
caritas.
Calls for common inquiry into questions of
Christian faith and the search for meaning;
and
-Provides a liberal arts foundation and
promotes the acquisition of intellectual and
professional skills:
The Augsburg Core Curriculum is designed
to prepare students to become effective,
informed, and ethical citizens through their
engagement in a curriculum that:
THE AUGSBURG CORE CURRICULUM
6 . Residence-The last year of full-time
study or equivalent (no less than 7 of the last
9 creditslrequirements) must be completed at
Augsburg or within an approved ACTC
exchange program. No less than a total of 9
credits are to be taken at Augsburg College.
Contact the registrar's office if an official
inlerpretation is needed. Some departments
have a minimum number of courses that are
required to be taken in residence within the
major and minor. Consult the catalog
description of the majorlminor or the
chairperson of the department.
5. Grade Point Average-2.0 for most
majors. A minimum grade point average of
2.0 is required for all courses taken and
specifically for all courses that apply toward a
major or special program. Some majors,
licensure, and certification require higher
grades in each course or a higher grade point
average. (For example, see licensure in
education, music education, music
performance, music therapy, nursing, and
social work.) See the departmental section for
details.
professional activities, and/or travel. Augsburg
Experiences may be embedded in designated
courses that are part of the regular class
schedule or may be completed for zero credit
outside of the regular class schedule. The
length of time required, creditlno-credit
status, and grading options for approved
Augsburg Experiences will vary
All students must complete at least one
approved Augsburg Experience as a
requirement for graduation. Augsburg
Experiences highlight the College's
commitment to experiential education and
active participation in the broader
community, both locally and globally Five
categories of approved experiential learning
opportunities are recognized as Augsburg
Experiences: internships, faculty-student
research, community service, study abroad,
and off-campus immersion experiences.
Augsburg Experience
Transfer students entering with advanced
transfer status will take one Search for
Meaning course: REL 300 Bible, Christian
Theology, and Vocation.
In these courses students articulate and
critically reflect upon Augsburg's concept of
vocation and ils meaning; Christian
theological concepts as well as concepts from
other religious traditions; and the meaning of
the Bible in Judeo-Christian thought, its
cultural contexts, and concepts of human
identity and vocation.
Two Search for Meaning course credits are
required except for the following:
Augsburg's Signature Curriculum is centered
on its identity as a college of the Evangelical
Lutheran Church in America. As a college of
the Church, Augsburg accepts as a basis for
its educational program the doctrines of the
Christian faith as revealed in scripture and
the creeds affirmed by the Lutheran Church.
It consciously affirms that all students should
reflect upon the Christian scriptures,
theological concepts, ethical values, their
own faith and values, and religious concepls
outside of the Christian faith as part of
becoming educated.
Search f o r Meaning
THE AUCSBURG SIGNATURE
CURRICULUM
Skills Requirements
The Liberal Arts Foundation
The Augsburg Signature Curriculum
The curriculum has three major components:
The Liberal Arts Foundation courses
THE LIBERAL ARTS FOUNDATIOL
Engaging Minneapolis courses are specially
designed courses that make intentional and
substantial use of the resources of the Twin
Cities as they orient first-year weekday students
to the community where they will be studying,
living, and working during their college careers.
Most Engaging Minneapolis courses also fulfill
an Augsburg Core Curriculum or major
requirement. They normally are taken during the
first year, but may be taken in the second year.
Engaging Minneapolis
All students who enter the College as first-year
students in the weekday schedule program
must satisfactorily complete fall orientation
and the Augsburg Seminar. The Seminar is
attached to a first-semester major or Augsburg
Core Cuniculum course. Its purpose is to
introduce students to what it means to have
an Augsburg education and to help them
make the transition to college work.
Augsburg Seminar
In order to help them make the transition to
college and their new community, first-year
weekday program students are required to
take Augsburg Core Curriculum and
introductory major courses containing the
following components:
The Augsburg First Year
The Senior Keystone course connects the
broad liberal arts foundation with the
professional skills and in-depth study of the
major. It thus asks graduating students to
think critically, reflectively, and ethically
about their place in the world as leaders and
servants.
The Senior Keystone course provides a final
opportunity for exploring the central themes
of an Augsburg education- vocation and the
search for meaning in a diverse and
challenging world. Students will reflect upon
the meaning of their educational experiences
and consider issues of transition as they
prepare for their lives after Augsburg.
Senior Keystone
Writing
*Mathematics
Placement in writing, math, modern
languages, and critical thinking courses is
determined by the assessments. These tests
are a prerequisite for (not completion of) core
and graduation skills course requirements.
*Modern Languages
*Critical Thinking
There are entry level skills assessments in:
Entry Level Skills Assessments
SKILLS REQUIREMENTS
Art, Music, Speech/Communications and
Theatre Arts.
Two courses or approved activities from two
different departments:
Fine Arts
Note: The signature Search for Meaning
courses do not count as Humanities Liberal
Arts Foundation requirements.
English, History, Philosophy, Religion,
Modern Language (literature courses)
Two courses from two different departments:
Humanities
Economics, Political Science, Psychology,
Sociology
Two courses from two different departments:
Social and Behavioral Sciences
One course must be a lab science course.
Two courses from two different departments:
Biology, Chemistry, Mathematics, Physics.
Natural Sciences and Mathematics
Students choose two courses from two
different departments in each domain.
(Exceptions may be made for specially
designed interdisciplinary Connections
courses.) The list of courses meeting the
Liberal Arts Foundation requirement is
available online and from the registrar's office.
introduce students to knowledge and modes
of inquiry across a wide range of disciplines
and subjects. The course offerings in the
traditional liberal arts provide the opportunity
for students to acquire a broad and solid
foundation for their specialized study and
professional preparation.
,
Based on the math assessment result,
students will be enrolled in the
appropriate courses or advised on
preparation for retaking the math
placement exam. Students may retake the
Math Placement Exam once during their
first term of enrollment. Students are
required to take the Math Placement
Exam before registering for the first term
and should achieve MPG 3 by the end of
their first year at Augsburg.
u
All students are required to have their
math placement group (MPG)
determined. In some cases, students who
have transferred a mathematics course
taken at another college may have their
MPG determined by the registrar's office.
All other students must take the
Augsburg Math Placement Exam, which
is administered by the Academic Advising
Office. The exam is given during college
registration sessions and at other
announced times during the year.
Practice questions and other information
are available from Academic Advising.
Mathematics Requirement
Students who have college credit for a
critical thinking or logic course are
exempt from the critical thinking
assessment.
Students who do not achieve the
minimum entry score on the placement
exam are reauired to take GST 100
Critical Thinking.
Critical Thinking
- Requirement
The Mathematics assessment and
requirement as described below.
The Modern Language assessment as
described below.
The Writing assessment and
requirement as described below.
Advanced transfer students (who enter
with 1 3 course credits or more or an A.A.
degree accepted in transfer) take only the
following entry level skills assessments and
fulfill the following requirements:
Freshmen (all students entering with fewer
than seven Augsburg course credits) and
sophomore transfer students with fewer than
1 3 course credits are required to take entry
level skills assessments and satisfy all skills
requirements.
~n
Students should complete ENG 111 by
the middle of their sophomore year since
it is a prerequisite for Writing Graduation
Skill courses.
ENG 111 Effective Writing or the
equivalent with a grade of 2.0, ,'F or
higher, is required. Attendance the first
day of class is required.
Students should complete ENG 111 by
the middle of their sophomore year since
it is a prerequisite for Writing Graduation
Skill courses.
Effective Writing
Core Skills
Students who have transferred in an
equivalent course to ENG 111 are
excused from the entry level exam.
The entry level assessment determines
readiness for ENG 111 Effective Writing.
Students who do not satisfy the entry
level skill in writing will be required to
take ENG 101 Developmental Writing
before ENG 111.
Writing Requirement
The BW-CAPE language assessment is
offered to students who have had at least
a year of Spanish, French, or German
language studies in high school. It is
designed to assess and place students at
the appropriate course level for language
study Students may waive the modern
language requirement by completing this
assessment and placing at the 311 level
or above.
Modern Language Requirement
Students are encouraged to advance
their MPG as soon as possible. Students
must achieve Math Placement Group
(MPG) 3 or higher to graduate. In
addition, many courses require MPG 2, 3 ,
or 4 as a prerequisite.
Students in MPG 1 must take MAT 103
to advance to MPG 2. Students in MPG 2
must take MAT 105 to advance to MPG
3 . Students in MPG 3 must take MAT
114 to advance to MPG 4. No other MAT
course changes a student's MPG. A grade
of Pass or 2.0 or higher is required to
advance to the next math level.
Two Foundations of Fitness courses are
required. HPE 001 Foundations of
Fitness (or a transfer equivalent) is
required of all students. The second
course may be chosen from a variety of
different lifetime activities. Students who
are not health and physical education
majors or intercollegiate athletes may test
out of one lifetime activity course.
Students may demonstrate proficiency
from a selected list of lifetime activities.
There is a fee to take the lifetime activity
proficiency test.
Foundations of Fitness
Students whose first language is not
English and whose score is below the
minimum on the ESL placement test
must fulfill the English as a Second
Language (ESL) requirement. The
requirement is satisfied by successfully
completing the ESL course(s) and
achieving a score above the minimum on
the ESL placement exam. Students who
complete the ESL requirement fulfill the
Modern Language Graduation Skill
requirement. Contact Academic Advising
or the English Department for additional
information.
Students who have demonstrated
competence in American Sign Language
by passing an approved course sequence
will have fulfilled the Modern Language
Skill.
There is a seven-year time limit on
language courses presented for transfer
and automatic waiver.
Requirements for the Modern Language
Skill are determined by placement test.
For a language previously studied,
successful completion (minimum grade of
2.0 or P) of one language course at your
placement level (112 or higher) satisfies
the requirement. For a language not
previously studied, successful completion
of a two-course sequence in the same
language with the minimum grade of
2.0P in both courses is required. Students
whose placement test is at 31 1 or higher
will be exempted from further language
study
Modern Language
All Writing Skill courses have the
prerequisite of ENG 111 or its equivalent. All
Quantitative Reasoning Skill courses have the
prerequisite of Math Placement Group 3 , and
all Critical Thinking Skill courses have the
prerequisite of passing the entry level Critical
Thinking Assessment or GST 100.
Graduation skill requirements typically
are embedded in required courses in the
major. Some departments, however, designate
courses outside the major or elective courses
in the major that fulfill this requirement.
Academic advisers will provide a list of these
courses.
An Augsburg education includes enhancement
of certain skills during the years in college.
Critical thinking, quantitative reasoning,
speaking, and writing skills are deliberate
components of certain courses. Students are
required to have one course each with Critical
Thinking, Quantitative Reasoning, and
Speaking skill components, and two courses
with a Writing Skill component. These
requirements are modified for advanced
transfer students (see page 10).
Graduation Skills Requirements
Foundations of Fitness courses are
non-credit courses and are not included in the
32-course graduation requirement.
Complete at least one Augsburg
Experience
Complete the Augsburg First Year
requirements. (Sophomore transfer
students are exempt from these
requirements.)
Complete the Signature Curriculum:
Complete two (2) Search for
Meaning courses.
Complete a Senior Keystone course.
Complete the Augsburg Core
Curriculum.
Complete a major.
Maintain minimum cumulative grade
point average in major, minor, and in
total courses completed.
Social Work (B.S.) . . . . . . . . . . . . 15
Other maximums are described on page 7
Music Therapy (B.S.) . . . . . . . . . . 17
Music Performance (B.M.) . . . . . . 20
Music Education (B.M.) . . . . . . . . 17
Accounting (B.A.) . . . . . . . . . . . . 14
All new freshmen and all freshman and
sophomore transfer students must complete
the following requirements prior to graduation
(transfer credit may apply to these
requirements):
Complete 32 course credits. Of these: no
more than 13 courses may be in any one
department, with the following exceptions:
This quick reference checklist is an
abbreviated version of the requirements for
graduation. As a summary, it is not
comprehensive and cannot substitute fully for
the complete degree requirements that begin
on page 7. Students are advised to read
carefully the full graduation requirements and
to consult frequently with their advisers to
ensure that all requirements for graduation are
met.
Replaces "CHECKLIST AND SUMMARY
OF GENERAL EDUCATION
REQUIREMENTS FOR GRADUATION"
on pages 80-81 of current catalog
One course with a Quantitative
Reasoning component.
One course with a Critical Thinking
component.
One course with a Speaking
component.
One course with a Critical Thinking
component.
Two courses with Writing
components.
Complete courses designed to fulfill the
following Graduation Skills with a
minimum grade of 2.0 or F! (Courses
meeting these requirements are designated
by the major.)
Complete HPE 001 Foundations
of Fitness and one HPE activity
course.
Complete Modern Language
requirement (0-2 courses,
depending on initial assessment.)
Complete Eng 111
Achieve a Math Placement Group
score of three.
Modern Language Assessment
Critical Thinking Assessment
Writing Assessment
Mathematics Assessment
Fine Arts
Complete Entry Level Skills Assessments
and Core Skills Requirements:
Humanities
Social and Behavioral Sciences
Natural Sciences and Mathematics
Complete the Liberal Arts Foundation
requirements: Complete two courses
from two different departments in each
domain. (Exceptions may be made for
specially designed interdisciplinary
Connections courses.)
2. Complete an Engaging
Minneapolis course.
1. Complete the fall orientation
and Augsburg Seminar.
...........
14
Complete Modern Language
requirement (0-2 courses,
depending on initial assessment.)
Achieve a Math Placement Group
score of three.
Complete Entry Level Skill Assessments
and Core Skills Requirements:
Satisfy entry level skill requirements
in writing.
Fine Arts
Humanities
Social and Behavioral Sciences
Natural Sciences and Mathematics
Complete the Liberal Arts Foundation
requirements: Complete two courses from two
different departments in each domain.
(Exceptions may be made for specially
designed interdisciplinary Connections
courses.)
Complete one Augsburg
Experience
Complete REL 300 Bible,
Christian Theology, and Vocation
course
Complete a Senior Keystone course.
Complete the Signature Curriculum:
W Complete the Augsburg Core Curriculum.
Complete a major.
W Maintain minimum cumulative grade
point average in major, minor, and in
total courses completed.
Social Work (B.S.) . . . . . . . . . . . . 15
Other maximums are described on page 7.
Music Therapy (B.S.) . . . . . . . . . . 17
Music Performance (B.M.) . . . . . . 20
Music Education (B.M.) . . . . . . . . 17
Accounting (B.A.) .
All advanced transfer students (those
entering with 13 or more credits) must
complete the following requirements prior to
graduation (transfer credit may apply to
these requirements):
W Complete 32 course credits. Of these: no
more than 13 courses may be in any one
department, with the following exceptions:
Complete one Augsburg Experience
Complete a Senior Keystone course.
Complete REL 300 Bible, Christian
Theology, and Vocation course.
Complete the Signature Curriculum:
W Complete the Augsburg Core Curriculum
W Complete a major.
W Maintain minimum cumulative grade
point average in major, minor, and in
total courses completed.
Other maximums are described on page 7.
Social Work (B.S.) . . . . . . . . . . .15
Music Therapy (B.S.) . . . . . . . . . 17
Music Performance (B.M.) . . . . . 20
Music Education (B.M.) . . . . . . . 17
Accounting (B.A.) . . . . . . . . . . . 14
W Complete 32 course credits. Of these: no
more than 13 courses may be in any
one department, with the following
exceptions:
One course with a Quantitative
Reasoning component.
Students entering under the Minnesota
Transfer Curriculum with an A.A. degree
must complete the following requirements
prior to graduation:
One course with a Speaking
component.
One course with a Critical Thinking
component.
One course with a Writing
component.
Complete courses designed to fulfill the
following Graduation Skills with a minimum
grade of 2.0 or P. (Courses meeting these
requirements are designated by the major.)
Complete HPE 001 Foundations of
Fitness or one HPE activity course
(depending on transcript
assessment.)
All students are required to file a
graduation application with the registrar's
office one year prior to graduation.
One course with a Quantitative
Reasoning component.
One course with a Writing
component.
Complete courses designed to fulfill the
following Graduation Skills with a
minimum grade of 2.0 or P (Courses
meeting these requirements are
designated by the major.)
Complete HPE 001 Foundations of
Fitness or one HPE activity course
(depending on transcript
assessment)
Complete Modern Language
requirement (0-2 courses, depending
on initial assessment.)
Complete Entry Level Skills Assessments
and Core Skills Requirements:
Complete one college algebra course
course or achieve a Math Placement
Group score of three.
AucssuR~
\IV\IVW aunchurn d
u
22 1l Riverside Avenue
Minneapolis, MN 55454
C O L L E G E
Show less
2002-2005
My life-changing experience in the Augsburg MAL Program has
provided me with a strong foundation to pursue a leadership role in
both my personal and professional life. In addition to being a strong,
challenging program, it is also geared toward flexibility to accommodate
the adult... Show more
2002-2005
My life-changing experience in the Augsburg MAL Program has
provided me with a strong foundation to pursue a leadership role in
both my personal and professional life. In addition to being a strong,
challenging program, it is also geared toward flexibility to accommodate
the adult learner. A program in my opinion that goes unmatched!
-Ann Dejongh 02
1
MASTER OF ARTS
Attaining the MAL degree was a
transforming experience both
personally and professionally. It
increased my self-confidence, enabled
me to recognize and develop my
strengths, and also provided a
valuable networking opportunity with
fellow students and faculty.
-Luann Watson '02
IN LEADERSHIP
INTRODUCTION
The primary mission of the Center for Leadership Studies (CLS) at Augsburg
College is to develop leaders for organizations and the community. The core
program of the center is the Master of Arts in Leadership (MAL). The
program, which was launched in 1987, responds to the leadership
development needs of both profit and not-for-profit organizations. While
different in structure and purpose, most organizations seek leaders with the
following qualities: a vision that is ethically and morally responsible,
extending beyond immediate concerns; an understanding of how change
occurs and affects the immediate environment; a sensitivity to the complex
problems organizations face and an ability to achieve solutions consistent
with an organization's mission; the ability to motivate and inspire individuals
and groups to work toward a common goal; and the ability to effectively
represent the organization both internally and externally. The MAL program
provides a means by which individuals may discover and refine these and
other abilities fundamental to effective leadership.
ACCOMMODATING THE FULL-TIME WORK SCHEDULE
Designed to meet the needs and preferences of working adults, the MAL
program is based on the assumption that the students who enroll are careeroriented, self-disciplined, and well-motivated individuals, seeking a balance
of classroom experience, group interaction, and individual study. Most
courses are organized as seminars with the opportunity for discussion and
dialogue. Classes meet on alternate Saturdays for four hours.
COMMUNITY OF LEARNERS
Essential to the goals of the MAL program is participation in a community of
learners gathered together on the Augsburg campus. This community is
enriched by the students, who have a variety of work and life experiences. To
facilitate community interaction, students are encouraged to make use of the
Augsburg library, computer labs , and Christensen Center. The Center for
Leadership Studies also offers some special colloquia and seminars each year
to supplement and complement the course work of the master's program.
A SAMPLE CLASS SCHEDULE IN THE MAL PROGRAM
PERIOD I
Saturday
8:00 a.m . to 12:00 noon
PERIOD II
Saturday
1:00 p.m. to 5:00 p.m.
Note: Each class taken commits a student to either Period I or Period II;
on average two meetings a month.
LEADERSHIP DEVELOPMENT MODEL-AUGSBURG COLLEGE
The MAL program promotes leadership as a process that
1) inspires cooperation among people who must compete for limited resources, 2) promotes productivity within and
beyond the organization, and 3) works toward progress for the individual and the organization. To accomplish this,
individuals aspiring to positions of leadership must possess three key attributes: a sense of vision, the ability to
persuade, and the ability to direct action. Underlying these attributes are a broad range of abilities and awareness,
outlined in the Leadership Development Model, that serve as specific outcomes for the MAL program. Augsburg's
model of leadership development is designed to assess , promote, enhance, and refine these capabilities within the
individual.
Leadership
Orientation
Toward Action
Sense of Vision
Ethical
• Social awareness
• Environmental awareness
• Tolerance of religious and
philosophical differences
• Appreciation of situational
complexity
Creative
•
•
•
•
Long-term perspective
Flexibility
Adaptability
Innovativeness
Facility for
Persuasion
Communicative
•
•
•
•
•
•
Risk Assumptive
• Curiosity
• Achievement motivation
• Self-esteem
-
Effective listener
Effective speaker
Effective writer
Diplomatic ability
Effective team member
Interpersonal sensitivity
Decisive
•
•
•
•
•
Self-confidence
Analytical ability
Ability to think critically
Understanding of research
Ability to manage conmct
Culturally Aware
• Appreciation for
cultural differences
• World-view perspective
• Tolerance of individual
differences
There are two ways to complete the MAL degree. In the Thesis/Leadership Application Project (Thesis/ LAP) Option,
students complete a thesis or a major leadership application project and 10.5 credits. In the Non-Thesis Option,
students must complete 11 credits, two papers, but no thesis.
Augsburg uses a course system rather than a credit system in its curriculum. An Augsburg course is equivalent to
four semester credits or six quarter credits. Each course includes two or more liberal arts disciplines, encourages
pursuit of the designated outcomes and uses a variety of learning techniques appropriate to adult learners.
Instructional techniques include case studies, debate, written and oral presentations, and group activity. These
techniques develop targeted leadership abilities and understanding. Students are encouraged to see abilities and
understandings as cross-disciplinary and to view content areas as integrated. The program reflects the view that the
world in which we operate is complex and that dealing with it successfully requires well-developed integrative
abilities.
THESIS/LAP OPTION
Students who select the Thesis/LAP Option are required to develop and carry out an in-depth study of some aspect of
leadership or of a leadership-related topic. This research-based study gives the student the opportunity to "tie
together" what has been learned from the study of leadership and course-related activities.
The principal distinction between the thesis and the Leadership Application Project lies in their underlying
orientation. A thesis has a more theoretical orientation, while the Leadership Application Project is based on practical
application. Both require similar rigor and preparation. For either alternative, the student must register for ML 592,
593, and 594. Differences between these two options will be explored in ML 514 Research Methods and in ML 593
Leadership Research Seminar I.
For more information regarding the Thesis/LAP option, refer to the Information and Guidelines for the Thesis and
Leadership Application Project booklet.
Students who do not complete their thesis or Leadership Application Project while enrolled in ML 594 Leadership
Research Seminar II are required to pay a continuation fee.
-
NON-THESIS OPTION
An alternative to the thesis is the successful completion of two major papers, as described below. The first of these
papers will be written in conjunction with ML 580. The second paper will be written while enrolled in ML 597 NonThesis Independent Project. The independent research projects approved each year will be presented in an annual
colloquium. Students who do not complete their independent project while enrolled in ML 597 are required to pay a
continuation fee.
For more information regarding the Non-Thesis option, refer
Project booklet.
to
the Information and Guidelines for the Non-Thesis
CORE COURSES FOR THESIS/LAP OPTION:
(3.5 course credits)
The following core courses are required for all Thesis/LAP students in the MAL program:
ML 510
Visions of Leadership
ML 514
Research Methods
ML 592 Thesis/LAP Consultation (0.5 course)
ML 592 is taken in conjunction with ML 594.
ML 593
Leadership Research Seminar I (0.5 course)
ML 594
Leadership Research Seminar II (0.5 course)
(ML 592, 593, and 594 are to be taken in a student's last two
consecutive terms or after the student has completed at least five
electives and ML 510.)
CORE COURSES FOR NON-THESIS OPTION:
(4.0 course credits)
-
Ml 510
Visions of Leadership
ML 514
Research Methods
ML 580
Contemporary Theories of Leadership
Ml 597
Non-Thesis Independent Project
ELECTIVE COURSES FOR BOTH OPTIONS: (at least 7.0 course credits)
The MAL program requires that seven elective courses be selected from the following course list:
ML 511
Creativity and the Problem-Solving Process
ML 520
Self-Identity, Values, and Personal Growth
ML 521
Methods of Critical Thought
ML 525
Personality and Systems Theory: Perspectives on Leadership
ML 527
Spirituality and Leadership in the Workplace
ML 530
Ethics in Communication
ML 531
The Dynamics of Change
ML 535
Organizational Theory and Leadership
ML 540
Political Leadership: Theory and Practice
ML 545
Decision Making and Leadership
ML 550
Communication, Decision Making, and Technology
ML 557
Language of Leadership
ML 560
Developing a Multicultural Perspective
ML 565
Women and Leadership
ML 580
Colloquium on Contemporary Theories of Leadership (elective for Thesis/ LAP Option students)
ML 598
Independent Study
ML 599
Special Topics
ML 500
Leadership Practicum
The MAL program sponsors professional development workshops
and seminars. These workshops are offered to students and
alumni who desire more applied case studies or wish to address
topics not included in the courses. (Offered occasionally)
ML 510
Visions of Leadership: A Historical and Literary journey
(1.0 course)
Introduction to selected concepts of leadership, providing a
historical and philosophical framework for the program. This
course views the nature and purpose of leadership from a variety
of disciplines and perspectives.
ML 511
Creativity and the Problem-Solving Process (1.0 course)
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 world view.
ML 514
Research Methods (1.0 course)
Evaluation and documentation of programs, projects and ideas as they relate to leadership theories and practice.
Qualitative and quantitative tools will be discussed.
ML 520
Self-Identity, Values and Personal Growth (1.0 course)
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 of learning and
leadership strategies.
ML 521
Methods of Critical Thought (1.0 course)
Investigation of the processes of critical thinking, drawing from philosophy as well as natural and social science. The
course will survey a variety of contemporary approaches to critical thinking, including the use of logic and analytical
reasoning, the relationship of evidence to the confirmation of theories and the value of appeals to scholarly studies. A
special focus of the course will be an assessment of the ways in which natural and social sciences can (and cannot)
assist leaders in addressing problems and seeking solutions.
ML 525
Personality and Systems Theory: Perspectives on Leadership (1.0 course)
Study of leadership in the dual context of personality theory and systems theory. Contributions of Jung, Fromm,
Maslow, May, and others to personality theory are considered as are the systems theories of von Bertalanffy and Bateson.
The theories are applied to the concrete realities of leadership in a variety of settings.
-
ML 527 Spirituality and Leadership in the Workplace (1.0 course)
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.
ML 530
Ethics in Communication (1.0 course)
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.
ML 531
The Dynamics of Change (1 .0 course)
This course offers an exploration of the context of social change and varying responses to diverse human needs. Ways
of achieving well-being may be viewed differently by leaders in public and private domains and across cultures. The
course explores these various perspectives, including areas of conflict and opportunities for leadership in social and
organizational change. Sociological, human development, and economic theories are applied to contemporary public
and private sector issues for social change.
ML 535
Organizational Theory and Leadership (1.0 course)
In-depth exploration of organizational 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.
ML 540
Political Leadership: Theory and Practice
(1.0 course)
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.
ML 545
Decision Making and Leadership (1.0 course)
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.
-
ML 550
Communication, Decision Making, and Technology (1.0 course)
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.
ML 557
Language of Leadership (1.0 course)
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.
ML 560
Developing a Multicultural Perspective (1.0 course)
This course focuses on the ability to function and lead in culturally diverse contexts within the U.S. 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.
ML 565
Women and Leadership (1.0 course)
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.
ML 580
Colloquium on Contemporary Theories of Leadership (1.0 course)
Selected contemporary theories of leadership presented by instructors
who participate in the seminar. Emphasis on critical thinking,
discussion, written analysis. Prerequisite: One-year coursework in
MAL program and ML 510.
ML 592
Thesis/LAP Consultation (0.5 course)
A series of meetings with a faculty thesis/project adviser, taken
simultaneously with ML 594 Leadership Research Seminar II. Graded
on PIN basis. Students not completing the thesis/application project
during the same term in which they are enrolled in ML 594 are
required to pay a continuation fee for each subsequent term until the
Thesis/LAP is completed.
ML 593
Leadership Research Seminar I (0.5 course)
First half of a two-course thesis capstone sequence for the MAL program to be taken in a student's last two consecutive
terms or after the student has completed at least five electives and ML 510. This course provides each individual the
opportunity to develop a research topic, to synthesize previous study and work experience, and to demonstrate an
understanding of the program's principles. Graded on a PIN basis.
ML 594
Leadership Research Seminar II (0.5 course)
Continuation of the "capstone" seminar, taken following the student's registration in ML 593 Leadership Research
Seminar I. This seminar focuses on the methods of inquiry and results of individual projects. By the completion of the
seminar, students should have made significant progress on their thesis or Leadership Application Project. Graded on a
PIN basis.
ML 597
Non-Thesis Independent Project (1.0 course)
Major written project to be completed in an area of the student's choice, in consultation with an adviser and a reader.
The research is presented in a colloquium in partial fulfillment of requirements for the non-thesis option. Students
who do not complete the project during the term in which they are enrolled are required to pay a continuation fee for
each subsequent term until the project is completed.
ML 598
Independent Study* (1.0 course)
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 professor. Proposals must be approved by the MAL program director prior to registration for the
course.
ML 599
Special Topics (1.0 course)
Study of selected topics in leadership that are not
treated extensively through current course
offerings. Specific topics will be published prior to
registration.
*A student may count only one of the following
for credit toward the MAL degree: ML 597 or ML
598, except with permission of the MAL program
director.
Please refer to the Thesis/LAP and Non-Thesis
Project booklet for additional information.
Applicants to the program must hold a baccalaureate degree from an accredited four-year college or university and must
have a minimum cumulative undergraduate grade point average of 3.0 (on a scale of A= 4.0) and a minimum
cumulative grade point average of 3.0 for graduate courses completed at an accredited college or university. Applicants
holding a master's or other advanced degree from accredited colleges or universities are admissible. Should an applicant
not meet the minimum admission requirements, a conditional admission may be possible as decided on a case-by-case
basis. Applicants to the program must have three years of experience (or equivalent) with one or more organizations in
a position of leadership or position demonstrating leadership potential.
Decisions about admission to the program will be made on an individual basis by the MAL Admissions Committee.
Admission to each entering graduate class will be given to the most highly qualified individuals. Admissions are
handled on a "rolling" basis, with students admitted at the beginning of the fall, winter, and spring terms. Selection of
candidates will be made on the basis of an evaluation of each applicant's:
I Previous college record
I Letters of recommendation
I Experience and organizational background
I Written statement
I Interview, if requested
To apply, the following materials must be submitted to the MAL Program Office:
I Completed application form
I $35.00 non-refundable application fee
I A 1-3 page statement relating the applicant's career and life goals to leadership aspirations
I Recommendation letter and checklist from an immediate supervisor, assessing leadership potential
I Recommendation letter and checklist from a work colleague (at the same level) describing the applicant's work-style
leadership potential
I Official transcripts from all undergraduate institutions attended, listing all courses taken and any degree(s) conferred
I Official transcripts from all graduate institutions attended, listing courses taken and degree(s) conferred, if any.
Applicants may be asked to participate in an interview with graduate program faculty and/or staff members.
-
The Augsburg College MAL Program Office encourages qualified applicants from other countries. International
applicants should keep in mind that classes meet on alternate Saturdays and that students can take only two classes for
a yearly total of six classes. With this schedule students can complete the required course work in less than two years.
See Admission Requirements for a description of the admission process, selection criteria, and work experience
requirements.
Application materials required for international applicants are:
I Completed application form
I $35.00 application fee (non-refundable) payable in U.S. dollars
I A 1-3 page statement relating the applicant's career and life goals to leadership aspirations
I Completed Declaration of Finances (see below for further information)
I Letter of recommendation in English from an immediate supervisor, assessing leadership potential
I Letter of recommendation in English from a work colleague (at the same level) describing the applicant's work style
and potential as a leader
I Official mark-sheets with certified translations from all undergraduate institutions attended listing all courses taken,
marks earned, dates attended, and degree(s) or diploma(s) conferred, if any; plus, a U.S. evaluation from an
evaluation center
I Official mark-sheets with certified translations from all graduate institutions attended listing all courses taken,
marks earned, dates attended, and degree(s) or diploma(s) conferred, if any; plus, a U.S. evaluation from an
evaluation center
I Official results on the Test of English as a Foreign Language (TOEFL) with a minimum score of 590
Applicants may be asked to participate in an interview with graduate program faculty and/or staff members, if the
applicant is in the United States.
Students and their financial sponsor must complete
a Declaration of Finances as part of the application
for admission, along with appropriate certifications.
In accordance with federal regulations, students on
F-1 visas must provide reliable documentation that
they have financial resources adequate to meet
expenses while studying at Augsburg.
NOTE: Additional information may be needed to
issue an I-20 or J-1 for students admitted to the
MAL program. Information requested for the I-20
or J-1 will not be used to make an admission
decision.
-
-
EVALUATION STANDARDS
Evaluation of academic performance in the MAL program will
be based on number grades using a 4.0 point scale and as defined
below.
Courses not offered on the numbered grading system are noted in
the course descriptions in this catalog as being graded on PIN basis.
In order to receive a grade of P, a student must achieve at least a
grade of 2.0. No more than two courses with a grade below 3.0 will
count toward the degree. No more than two courses with a grade of
or below 2.5 can be repeated. Only the credits and grades earned the
second time are counted in the grade point average.
4.0
Achieves highest standards of excellence
3.5
3.0
Achieves above basic course standards
2.5
2.0
1.5
Achieves the minimum passing standard
1.0
Performance below basic course standards
0.5
0.0
Unacceptable performance (no credit for the course)
P
Achieves at or above the 2.0 level (not computed in grade point average)
N
Does not meet minimum course standards (no credit and non-punitive-not computed in grade point average)
W
Grade given when a student withdraws from a course after the deadline without notation on the record
Incomplete grade given when student is unable to complete course requirements for reasons beyond the
student's control. (To receive an incomplete, a student must file a petition with the MAL Program Office
stating reasons for the request, the plan
and date for removing the incomplete
grade, the signature of the instructor, and
any other necessary documentation.)
ATTENDANCE POLICY
Because leadership issues are presented, discussed
and analyzed in the classroom, regular attendance is
highly important and should be considered a
responsibility, not only to one's self, but to one's
classmates and course instructor.
ACADEMIC PROBATION AND
DISMISSAL POLICIES
Students must maintain a 3.0 cumulative grade point
average. If a student falls below a 3.0 average, the
student will be placed on probation for the following
term. A 3.0 cumulative grade point average must be
restored in order for a student to be removed from
probation. If a student receives a grade of N or 0.0 in a
course, the student must petition successfully with the
MAL Advisory Committee before being allowed to
continue in the program. A plan for the student to
follow would be outlined at that time. If a second
grade of N or 0.0 is received , the student may be
dismissed from the program by the MAL Advisory
Committee. Students may also be dismissed by the
MAL Advisory Committee for behavior detrimental to
the program, such as a gross violation of college policy
(as published in the Student Guide). Dismissal would
occur only after established procedures were followed.
CREDIT FOR PRIOR EDUCATION
Due to the interdisciplinaiy nature of the courses in the
MAL program, it is unlikely that courses taken
elsewhere may be substituted for a particular course in
the curriculum. Students may petition the MAL program
director for approval of any variation in the curriculum
including the transfer of credit. Transfer credits will be
evaluated on an individual basis.
The only courses that will be considered for transfer
credit are those earned from accredited colleges and
universities, whose course content is comparable to
those in the MAL program. No more than two courses
will be accepted for transfer credit.
CREDIT AND CONTACT HOURS
Each full-credit graduate course in the MAL program is
the equivalent of four semester credits or six quarter
credits. Students meet in class a total of 28 hours and
are responsible for a significant amount of individual
study and preparation.
ENROLLMENT POLICY/ LEAVES OF ABSENCE
Students may take either one or two courses per
trimester. Enrolling in two courses per trimester
enables a student to complete the coursework in the
program within two years. All students are required to
complete all components of the program within five
years. Extensions beyond five years will be considered
on the basis of petition to the MAL Advisory
Committee. Students who leave the program for more
than one trimester must request a leave of absence in
writing from the MAL program. A leave of absence may
be granted for one calendar year. Time spent on an
official leave of absence will not count toward the fiveyear deadline for degree completion.
LAST DAY TO WITHDRAW FROM CLASS
The last date on which students may withdraw from a
class and receive a "W" on their records is published
annually in the MAL Supplement.
STUDENT RIGTHS
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 College
-
Catalog and the Student Guide. Students have a right to experience
education without discrimination.
The Family Educational Rights and Privacy Act (FERPA) of 1974, as
amended, provides certain rights to students regarding their education
records. Each year Augsburg is required to give notice on the various
rights accorded to students pursuant to FERPA. A copy of Augsburg's
policy is published in the Augsburg College Catalog and in the
Studertt Guide distributed to students.
Augsburg College understands that no information other than
"directory information" can be released without the written
permission of the student. Students must give permission in writing
for educational information to be released to anyone outside of the
official personnel (faculty and administration) at Augsburg. This
means that faculty or others cannot write letters of
support/recommendation or nominate students for awards unless
explicit written permission is given by the student to release non"directory information." It is not sufficient to ask for letters of
recommendation.
Complete information about Augsburg's procedures with regard to
FERPA are available from the registrar's office.
ACCREDITATION AND AFFILIATIONS
Students who successfully complete Augsburg's leadership program will receive a Master of Arts degree. Augsburg is
accredited by The Higher Leaming Commission, North Central Association* and is a member of the Associated Colleges of
the Twin Cities (ACTC), Lutheran Education Council in North America, and the Minnesota Private College Council.
Augsburg College is registered with the
Minnesota Higher Education Services
Office. 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.
*The Higher Leaming Commission,
North Central Association
1-800-621-7440 or 312-263-0456
www.ncahigherleamingcommission.org
-
A schedule of fees is published separately in the MAL
Catalog Supplement. Tuition is determined annually.
ML 592, ML 593, and ML 594 are half-credit courses
and are charged half of the current full credit tuition. A
continuation fee is charged to students who do not
complete their capstone project during the terms they
are enrolled.
PAYMENT OPTIONS
Various payment plans are available:
1)
2)
Payment in Full:
Due after registration and before the beginning of
the trimester. No finance charge or administrative
fee. Late payment fee $25 . Finance charge of 8%
APR will apply toward any unpaid balance after
the start of the term.
Payment Plan:
A three-payment plan is available each trimester
upon application and after College approval.
Payment plans will be approved only if previous
plans have been satisfactorily completed.
Payments for each trimester are due in three equal
installments. There is an administrative fee of $35
per trimester. No finance charge if paid in full by
end of payment plan. Late payment fee $25.
Finance charge of 8% APR will apply if not paid in
full by the end of the payment plan period.
3)
Company Reimbursement:
Full courses, or equivalent, that are company
reimbursed, require a deposit of $100 per course
reimbursed, with full payment due within 50 days
after the end of the term. An application for
Employer Reimbursement Payment Plan must be
filed once each academic year. Student is
responsible for payment if employer does not pay
for any reason. Finance charge of 8% APR will
accrue on the deferred balance once the term has
begun.
Registration is permitted only if the student's account
for a previous term is paid in full as agreed. Augsburg
College will not release diplomas or academic
transcripts until a student's account is paid in full. This
also applies to student loans administered by the
College (e.g., Perkins Student Loan). They must be
current according to established repayment schedules.
REFUND SCHEDULE
Students who withdraw from Augsburg College may be
eligible for a refund of a portion of their charges based
on the appropriate refund schedule (except for the
minimum charge of $100 to cover administrative
costs) . Financial aid may also be adjusted for those
students who withdraw from the College or drop one
or more courses and receive financial assistance.
[NOTE: Tuition refunds and financial aid
adjustments are not necessarily made on a one-to-one
basis. For example, you could receive a 60% tuition
refund but have 80% of your financial aid returned.
Be sure you understand the financial consequences of
making adjustments to your registration.]
Students are responsible for canceling courses through
the Enrollment Center in order to be eligible for any
refund. Students who unofficially withdraw (stop
attending) but do not complete the drop/add form are
responsible for all charges. Financial aid may be
adjusted based on the student's last recorded date of
attendance. Refund calculations are based on the date
that the drop/add form is processed.
The refund schedule is effective whether or not a
student has attended classes. All refunds of charges will
be applied to the student account and all adjustments
for aid, loans, fines, deposits, etc. will be made before
eligibility for a cash refund of any resulting credit
balance is determined. Please allow two weeks for
a refund.
-
The refund is a percentage of the full tuition charged,
not a percentage of any deposit paid toward tuition,
e.g. deposits made under the employer reimbursement
payment plan.
For information about refunds and the refund
schedule, see the Payment Information Booklet or visit
<www.augsburg.edu/enroll ..
A per-course tuition refund will be made on the
following basis:
I Through the first scheduled class meeting - 100% of
tuition (less a $100 administration fee if
withdrawing from current term entirely).
I Prior to the second scheduled class meeting - 80% of
tuition.
I Prior to the third scheduled class meeting - 60% of
tuition.
I Prior to the fourth scheduled class meeting - 40% of
tuition.
I No refund after the fourth scheduled class meeting.
Financial assistance is available to degree-seeking
students enrolled in the MAL program. Non-degreeseeking students are not eligible for any type of
financial aid through Augsburg College. Two full-credit
courses per trimester are considered full time. One
course is considered half-time enrollment. The
Enrollment Center, 612-330-1046, or 1-800-458-1721,
or <www.augsburg.edu/enrolb, assists students in
assessing financial aid eligibility and offers financial aid
from available alternatives, including the following:
SPONSORED SCHOLARSHIPS
Augsburg actively pursues non-Augsburg funding for
special scholarships. The availability of such
scholarships may enable the participation of
individuals of limited financial means as well as
individuals working for volunteer agencies and other
organizations not likely to provide tuition
reimbursement.
COMPANY TUITION ASSISTANCE PROGRAMS
Many companies, agencies, and corporations offer full
or partial tuition assistance to employees who
participate in work-related or degree-related college
programs. Augsburg College offers a payment plan by
which employees may handle tuition reimbursement.
Students should contact the Enrollment Center to
make payment arrangements using the company
reimbursement payment plan.
BUREAU OF INDIAN AFFAIRS, TRIBAL, AND
STATE INDIAN SCHOLARSHIPS
American Indian students who meet federal, state, or
tribal requirements may apply for these scholarships.
Indian grants generally supplement other sources of
financial aid. For assistance in application, please
contact Augsburg's American Indian Student Services
Program director at 612-330-1144 or your tribal
agency
FEDERAL STAFFORD LOAN PROGRAM
Common Loan Provisions
Borrowing Limits: Graduate students may borrow up
to $18,500 per year with an aggregate of $138,500
(undergraduate and graduate).
A student may borrow from either the unsubsidized or
subsidized programs or a combination of both but
cannot exceed the annual loan limits.
Interest Rates: The annually variable interest rate is
determined by the 91-day T-Bills +2.3%, capped at
8.25% and changes eachJuly 1. For example, the
interest rate from July 1, 2002 to June 30, 2003 is
4.06% for repayment.
Repayment Terms: Repayment begins six months after
you cease to be enrolled at least half time in an eligible
program leading to a degree or certificate. Repayment
may extend up to 10 years.
Deferments: In most cases, deferments are granted for
continued education, disability, and unemployment.
Contact your lender if you think you are eligible for a
deferment.
FEDERAL AND STATE AID PROGRAMS
The Enrollment Center uses standard, nationally
accepted methodology to determine eligibility for
federal and state financial aid programs.
-
-
FEDERAL PERKINS LOAN PROGRAM
A joint Augsburg College-federally funded program
administered through the College for students who
demonstrate financial eligibility No checks are issued,
but the student is required to sign a promissory note at
least once per term. Funds are put on the student
account after the note is signed.
Borrowing Limits: You may borrow up to $6,000 per
year as a graduate student with a $40,000 maximum.
Interest and Repayment: Simple interest of 5% and
repayment of principal begin nine months after you
graduate or leave school. Partial or total loan
cancellation privileges exist for certain types of
teaching, disability and, in certain circumstances,
military service.
Deferments: No interest accrues nor do payments need
to be made at any time you are enrolled at least half
time or for serving three years in the military, Peace
Corps, or VISTA. Contact the Enrollment Center if you
think you are eligible for a deferment.
SELF (Student Educational Loan Fund)
The SELF is administered through the Minnesota
Higher Education Services Offices. Applications are
available from the Enrollment Center and should be
completed by the borrower and co-signer and returned
to the Enrollment Center for further processing. Loan
proceeds are released through electronic funds transfer.
Borrowing Limits: Graduate
students may borrow up to $9,000
per year minus any other student
loan indebtedness. Maximum
graduate borrowing cannot exceed
$40,000 including undergraduate.
The minimum annual loan is $500.
Interest and Repayment: The interest rate is variable.
Interest payments begin 90 days after the loan is
disbursed and continue quarterly thereafter while the
student is enrolled. Principal payments begin in
the 13th month after you leave school.
Deferments: There are no deferments. Contact the
Minnesota Higher Education Services Office regarding
special circumstances and repayment.
TO APPLY FOR FINANCIAL AID
Financial aid application materials are available at
<www.augsburg.edu/enrolb. Applicants must be
admitted to Augsburg as regular students or be
returning students in good academic standing.
The financial aid application will be processed when
the following documents are received:
1)
The Free Application for Federal Student Aid
(FAFSA) or the renewal FAFSA. Apply online at
<www.fafsa.ed.gov>.
2)
Augsburg Financial Aid Application (for new
students)
3) Federal income tax return(s) .
FOR FURTHER INFORMATION, CONTACT
Enrollment Center 612-330-1046, 1-800-458-1721,
enroll@augsburg.edu, or <www.augsburg.edu/enrolb.
ABOUT AUGSBURG
HISTORY
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, Wisconsin,
and moved to Minneapolis in 1872.
CAMPUS LOCATION
Augsburg's campus is located in the heart of the Twin Cities,
surrounding Murphy Square, the first of 155 parks in the "City
of Lakes." The University of Minnesota West Bank campus and
one of the city's largest medical complexes-Fairview
University Medical Center-are adjacent to Augsburg, with the
Mississippi River and the Seven Corners theatre district just a
few blocks away.
ACCESSIBILITY
Augsburg College has made a major effort to become one of the
most accessible campuses in the region. Skyways, tunnels, and
elevators provide accessible connections among major
buildings-student housing towers, the Christensen Center,
main academic and administrative halls, the library, and the
music building. In addition, there are programs for students
with learning, physical, and psychiatric disabilities.
CHURCH AFFILIATION
Augsburg is a college of the Evangelical Lutheran Church
in America. It has a diverse community with many strong
religious traditions represented among the students, faculty,
and staff, including Lutheran, Protestant, Roman Catholic,
Jewish, American Indian spirituality and thought, Buddhist,
and Islamic faiths.
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, marital status,
status with regard to public assistance, or disability in its
education policies, admissions policies, scholarship and loan
programs, athletic and/or school administered programs, except
in those instances where religion is a bona fide occupational
qualification. Augsburg College is committed to providing
reasonable accommodations to its employees and students.
Any questions concerning Augsburg's compliance with federal
or state regulations implementing equal access and opportunity
can be directed to the Office of Human Resources, CB 79,
Augsburg College, 2211 Riverside Avenue, Minneapolis, MN
55454, or 612-330-1023.
-
LEADERSHIP STUDIES FACULTY
Faculty who teach in the MAL program are predominantly full-time senior faculty with doctorates or appropriate
professional degrees. Some courses are team taught by faculty from different disciplines or occasionally by combining
a faculty member with professionals from relevant fields. All of the program's faculty have extensive experience
teaching adult learners.
ANDREW AOKI, Associate Professor of Political
Science B.A., University of Oregon; M.A., Ph.D.,
WILLIAM D. MORRIS, Assistant Professor of
Political Science B.A., Oakland University; Ph.D.,
University of Wisconsin.
Carnegie-Mellon University. President, Decision
Resources, Ltd.
JOHN BENSON, Professor of Religion B.A., Augsburg
College; B.D., Luther Theological Seminary; M.A., Ph.D.,
Columbia University.
NORMA NOONAN, Professor of Political Science;
Director of the Center for Leadership Studies and
the MAL Program B.A., University of Pennsylvania;
CASS DALGLISH, Associate Professor of English B.A. ,
M.A., Ph.D., Indiana University.
College of St. Catherine; M.FA., Vermont College; Ph.D.,
The Union Institute.
JOSEPH A. ERICKSON, Associate Professor of
Education B.A., M.A., College of St. Thomas; M.A.,
Luther Northwestern Theological Seminary; Ph.D.,
University of Minnesota.
MAGDALENA PALECZNY-ZAPP, Associate Professor
of Business Administration B.A. , M.S., Academy of
Economics, Warsaw; Ph.D., Academy of Economics,
Krakow, Poland.
CATHERINE PAULSEN, Instructor of Psychology
B.A., St. Olaf College; M.A., Lone Mountain College.
ROBERT C. GROVEN, Assistant Professor of Speech/
Communication and Theatre Arts B.A., Concordia
College-Moorhead; M.A.,j.D., University of Minnesota.
CURTIS PAULSEN, Associate Professor of Social
Work B.A., St. Olaf College; M.S.W, University of
Minnesota; Ph.D., Fielding Institute.
GARRY HESSER, Professor of Sociology and Director
of Metro-Urban Studies B.A., Phillips University;
DIANE PIKE, Professor and Chair, Department of
Sociology A.B., Connecticut College; Ph.D. , Yale
M.Div., Union Theological Seminary; M.A., Ph.D. ,
University of Notre Dame.
University.
DAVID LAPAKKO, Associate Professor of Speech/
Communication, and Theatre Arts B. A., Macalester
MILO A. SCHIELD, Professor of Business
Administration B.S., Iowa State University; M.S.,
College, M.A., and Ph.D., University of Minnesota.
University of Illinois; Ph.D., Rice University.
VELMA J. LASHBROOK, Instructor
JOHNS. SCHMIT, Associate Professor of English and
Associate Dean for Adult Programs B.S., St. john's
B.S. , Iowa State University; M.S., Illinois State University;
Ed.D., West Virginia University. President, Strategy
Implementation Associates.
ROSEMARY LINK, Professor of Social Work, BA.,
B.A., University of Southampton, Post graduate diploma
& C.Q.S.W , University of London; Ph.D., University of
Minnesota.
THOMAS MORGAN, Professor of Business
Administration and Vice President for Enrollment
and Market Development B.S.,juniata College; M.B.A.,
University of Denver; M.S., University of Oregon; Ph.D.,
University of Minnesota.
University; M.A., University of New Orleans; Ph.D., The
University of Texas-Austin.
KATHRYN SWANSON, Professor and Chair,
Department of English B.A., St. Olaf College; M.A.,
Ph.D., University of Minnesota.
JOSEPH VOLKER, Instructor of Psychology B.A.,
University of California-Irvine; M.A., Ph.D., University of
Minnesota. Licensed psychologist at MDA Associates.
AUGSBURG
LOCATION MAP
+
AUGSBURG CAMPUS MAP
6th Street S.
Master of Arts in Leaderhip offices
Visitor Parking
Augsburg campus buildings
Student /Staff Parking
Butler Place
~Interstate 94 West
Interstate 94 East ~
Show less
augsburg in the summer
Augsburg College offers a varied summer curriculum
that includes courses in 18 academic disciplines
as well as internships and independent studies.
A detailed listing of courses begins
o n page 8.
-
summer session I
May 27 to June 27
summer session I
July 7 to Augu... Show more
augsburg in the summer
Augsburg College offers a varied summer curriculum
that includes courses in 18 academic disciplines
as well as internships and independent studies.
A detailed listing of courses begins
o n page 8.
-
summer session I
May 27 to June 27
summer session I
July 7 to August 7
summer session info
Course loads in Summer Session:
Students may take up to two courses in
each session. However, W E C students
taking two or more classes in the spring
trimester are not eligible to take classes
in Summer Session I. Unless otherwise
indicated, all courses carry a value of
one course credit. O n e Augsburg course
credit is the equivalent of four semester
credits and six quarter credits.
Augsburg general education:
Courses fulfilling Augsburg's Liberal
Arts Perspectives and Graduation Skills
requirements are so noted along with
the description of the course.
Course levels: The first digit of the
about
augsburg
Augsburg College is a fouryear, liberal arts college located in the heart of
Minneapolis, and affiliated with the Evangelical Lutheran Church in America.
Augsburg is accredited by the North Central Association of Colleges and Schools.*
The small college environment, about 3,000 students during the academic year, is
enriched by the many opportunities found in this vibrant metropolitan area.
Augsburg's setting allows students to participate in a host of cultural and recreational
activities.
three-digit course number indicates the
course level. Course numbers beginning
with a "1" or "2" are lower division
courses and are intended primarily for
freshmen and sophomores; course
numbers beginning with a "3" or "4"
are upper division and are primarily for
juniors and seniors.
Independent study: Independent
studies may be arranged in consultation
with individual faculty members.
Employer reimbursement: Students
who qualify for reimbursement by their
employers may use their reimbursement
to pay for Summer Session courses.
Housing: Students who need housing
may contact the Residence Life Office
at 612-330-1488.
information
Additional information may be
obtained at:
www.augsburg.edu/summer
Augsburg College
Campus Box 143
2211 Riverside Avenue
Minneapolis, MN 55454
For registration or financial questions:
612-330-1046 (Enrollment Center)
For questions related to courses:
612-330-1025 (Academic Advising)
eligibility
Persons in good standing at regionally
accredited colleges and universities,
graduates of such institutions, and
students admitted for the next fall term
are eligible to attend Augsburg Summer
Session. Good standing implies that the
student has been admitted and not
subsequently dropped by that
institution.
Internships: In addition to those listed,
' N o ]th C s ~ t ~Association
ul
of Colleges and Schools, Cor~anissionoil h~stittitionsof Highel Ed~icutini~,
312-263-0456. Web site <wtmu.i~cociheerg>
internship opportunities may be
arranged individually during the
summer. Academic internships are
carefully planned work-based learning
experiences, supervised and evaluated
by a faculty member. Consult the
Center for Service, Work, and Learning
at 612-330-1148 for more information.
Students accepted for Summer Session
are not automatically granted admission
as regular students of Augsburg College.
Those wishing to begin a degree
program at Augsburg should apply to
the Office of Undergraduate
Admissions, 612-330-1001, or the
Weekend College Admissions Office,
612-330-1743.
-
calendar
I1 students may begin to register for
>ummer ~ e s s i h ncourses o n April 7.
Web registrarion will remain open
until May 2 (Session I) and June 13
(Session 11). Web registration hours
will be 9 a
p.m. daily. Augsburg
students are encou;aged to use Web
registration. Non-Augsburg stud--+.
must reglster In person at tfieF
Enrollment Center between 8:31
a.m.-4:30 p.m. M-F (extended hours to
6 p.m. o n the first and secona.day of
#classes for each session; open .Thursdays
12-4 p.m.). The Enrollment Center is
located in Sverdrup Hall. We
recommend that you schedule your
courses as early as possible.
;*
3-
If a discrepancy is found between this
catalog and course information found
through AugNet, AugNet should be
considered the most current, and thus,
correct.
Students registering for Summer
Session I must complete their
registration by May 27.
Students registering for Summer
Session 11 must complete their
registration by July 7.
Augsburg students will be billed through
Student Accounts. Non-Augsburg
students must pay 50 percent of tuition
at the time of registration. All students
must be paid in full by May 9 for
Summer Session I and June 20 for
Summer Session 11. Tuition must be
paid in full (see calendar), or you will
be dropped from your course(s).
Augsburg students who have unpaid
balances from previous terms must
pay these balances before they may
register for Summer Session.
Change in Registration: Many courses
fill early and courses with low
enrollments will be canceled one week
before the first day of the session.
Students who cancel their registration
prior to the first day of the session must
complete a drop/add form at the
Enrollment Center (this must be done
in person). There is a charge of $100.
For refund information please see
schedule of refunds o n next page.
A late fee of $75 will be assessed for
students who register after the first day
of the term. No Session I registrations
will be accepted after May 30. No
Session I1 registrations will be accepted
after July 10.
m
rn
ummer ruu3
sessZon I session I 1
map of augsburg
:UUJ aummer
Session courses is:
$1320 for full-credit courses
$660 for half-credit courses
Audits are charged at the tuition rates
listed abov
financial aid
F
No aid is given iur a u l u l l l r l Session I as
it runs concurre
with the WEC
spring trimester
dl!
led in Summer
WEC stude
Session I1 may be eligible for financial
aid if their course load is at least 1.0
-a
Eligibility for SummLL
Session attendees
Students who maintain half-time status
(as defined by the program in which they
are enrolled) are eligible to apply for
financial aid.
Day program
Students enrolled in either Session I or
11, or both sessions combined may be
eligible to apply for financial aid if their
course load is at least 1.5 credits over the
two sessions.
..b
Lig!?
---A:-
TO
*
avvlv
-- .
L
The only forms of financial aid available
for Summer Session attendees are the
Federal Pell Grant (for students who
meet eligibility requirements) and
student loans. The financial aid priority
deadline for Summer Session is April
15, 2003. Visit the Enrollment Center
Web site to download an application
form at <www.augsburg~edu/enro~~>.
COLLEGE MAP INFORMATION
1. Admissions Weekday Program
2. Admissions Annex and Weekend
Admissions
3. Air Structure Entrance
(November through March)
4, Edor-Nelson Athletic
Field and Seasonal Air Structure
5. Christensen Center
6. East Hall
7. Faculty Guest House
8. Foss. Lobeck, Miles, Center for
Wonhip. Drama &Communication
9. Sverdrup Hall
10. Husby-Slmmmen Tennis Couris
I I. Ice Arena
12. Development, PR/Communications.
and Alumnimarent Relations
13. Lindell Library
14. Maintenance and Grounds Shop
15. Moriensen Hall
16. Murphy Place
17. Murphy Park
18. Music Hall
19.New Residence Hall
20. Old Msin
21. Anderson Hall
22. Quad
23. Science Hall
24. Security Dispatch Center
25. Shipping and Receiving
26. Melby Hall
27. Sverdrup-Ofledal Memorial Hall
28. Umess Hall
campus location
PARKING INFORMATION
A-Visitor Parking
B. Resident Parking
C. Commuter Parking
D. FacullylStafflCommuter/Resident
Parking
E. Resident Parking
F. Resident Parking
G. Admissions/Faculty/StaffParking
H. FacultyIStaff Parking
I. Visitor Parking
J . FacultyISlaff Parking
K. FacultyIStaff Parking
L. Visitor Parking
M. Faculty/Staff/Commuter Parking
N. Faculty/Staff/Commuler Parking
0. Fairview-University Parking Ramp
3 5 W from the NorthTake Washington Avenue exit and turn left o n
Washington (turns right onto Cedar Avenue), turn left
at Riverside Avenue, right at 21st Avenue South.
1-94 East from MinneapolisAugsburg College, as affirmed in its mission, does not dtniminote o n the basis of race, color, creed, religion,
national o r ethnic origin, age, gender, sexual orientation, marital status, status with regard to public msistance, or
disability in its education policies, admissions policies, scholarship a n d loan programs, athletic andlor school
administered pmgrams, except in those instances where religion is a bonafide occupational qualification. Augsburg
College is committed to providing reasonable accommodations to its employees a n d its students.
Any questions concerning Augsburg's compliance with federal o r state regulations implementing equal access a n d
opportunity can be directed to Betty Wade, affirmative action coordinator, Office of Human Resources, C B 79,
Augsburg College, 221 1 Riverside Ave , Minneapolis, M N 55454. She can be reached by telephone,
612-330-1023; or by e-mail, <wadeb@augsburg.edu>.
Take 25th Avenue exit, turn left at 25th Avenue, turn
left at Riverside Avenue, turn left at 2lst Avenue
South.
1-94 West from St. PaulTake Riverside exit, turn right at Riverside Avenue,
turn left at 2lst Avenue South.
3 5 W from the SouthFollow the 1-94 St. Paul signs (move to right lane after
each of two mergers). Take 25th Avenue exit and turn
left at Riverside Avenue, turn left at 2lst Avenue
South.
session I
Please refer t o
may 27 to june 27
http:llaugnet.augsbu~~g.edu
for
the m o s t c u r r e n t classroom i n f o n n a t i o i ~ .
Kapoor
ECO 1 1 3 - S
Principles o f Microeconomics
location
An introduction to microeconomics: the theory o f
perspcctivdskill:
and
the household, f i r m , market structures, a n d income
6-9:30
BUS 3 3 1 3
Financial Management
ART 132-S
Topicr related to theory acclulsiti
Photography
Raschke
.,<.., ~ visual
r
T h e camera u... ,
,,
,
,
,
,black a n d white
creativity and expression
and nianagcment, SOL
lncl 11:
short-term funds, can
,sts/huogetin:.,
Ieueragc,
distribution. Application o f elementary economic
Z O 112 o r 113, a n d MPC; 3)
independently o f E C O 110 o r 112. E C O 112 and
(Prereq.: A C C 221,
35 m n i , single-lens reflex camera. Estimated cost o f
6-9:30 11.m
MWF
O l d M a i n 26
113 may b e taken in either order.
(Prereq.: M P G 2 )
f i l m , etc.: $200
Perspcctive/SI
6-9:30 p i n
Old Maill 4
BUS 3794
Quantitativ
Isaacson
A n i n t r o d u c t ~ o nt o quantitative
reasoning
PerspcctivJSkill:
Social W o r l d 1, 2
8:30 a . m -noon
?; TI1
Suerdnrp 201
to assist
students i n reading and interpreting clnta Topics
Life Drawing
include descriptive measures, probability, sampling
-
T h i s course w ~ l ~l n t r o d u c et l ~ estuclent t o the
distributions, estimation, and I~ypotliesistesting
EDC 2 2 0 3 (.5 c r e d i t course)
w i t h emphasis o n a~>l>licdp r o b l c ~ n sin business and
E d u c a t i o n a l Technology
eC,IllOIlIICS.
Y o u w i l l be cxposed to basic theories o f
ART 247-S
methods anti tcchniqucs o f drawing the humar
form through tlie use o f live moilels Emphasis w i l l
bc placed o n dc\,clopnicnt o f perceptual drawing
( P r ~ r c i ~ .M: I S
skills to accurately render tlie h u m a n form i n a
6-9:30 p.m.
spatial e ~ l v i r o n m c n tTopics covered w i l l include:
MKT 2 5 2 3
gesture, prnportio11, foreshortening, skeletal and
~nusculatureanatomy, s l i a ~ l i n gand rendering, and
composition. N O T E : There w i l l be a $50 fee
model.
M, W
Erickson
Become skilled in some o f tlie digital tools used in
today's schools. Learn h o w t o choose appropriate
Meziou
Principles o f basic policy and strategy issues i n
M,W
O l d M a i r ~18
H i s t o r y o f U.S. F o r e i g n R e l a t i o n s
8:30 a m -noon
M, W
Suerd?up 2 0 4
Kader
emphasizing changing definitions o f war a n d peace,
tensions between internationalism a n d
isolationism, the emergence o f the U.S as a n
ENG 2 2 5 - S
Swanson
I n t r o i l u c t i o n to business activities, basic concepts
and f u ~ i d a m e n t a l so f accounting, the accounting
cycle, a n d preparation o f financial statements
8:30 u.111 -11uor1
M, W
O l d M o i r ~2 9
BUS 2423
Principles o f Management
Cerrito
D e w l o p n i e n t u f the theory o f management,
organization, staffing, planning, a n d control. T h e
stresses style a n d organization, the process o f
Gilsdorf
A n i n t r o J u c t i o n t n macroeconumics: national
income analysis, monetary and fiscal policy,
~ n t c r n a t i i n i a tmde.
l
Application o f clcmcntary
ecc~nomict l i e o ~ yto current economic prohlerns.
May be taken indcpendcntly o f E C O 113 o r 110.
Staff
A survey o f U.S. foreign relations f r o m the
American Re\,olution through the C o l d War,
Effective W r i t i n g ( E N G 111). Its workshop format
Principles o f Accounting I
I
H I S 33223
T h i s course builds o n the practices a n d methoils o f
..
112.
Principles o f Macroeconomics
evaluate their learning w i t h tlie Director o f tlie
Center for Service, W o r k , a n d Learning.
Satisfactory conipletion fulfills the Augsburg
Experience (AE).
educational settings.
a n d technological factors as they affect proiluct,
O l d M a i n 17
A C C 221-S
Old M a i n 23
G S T 009-S
Cooperative Education
Olson
Cooperative Education is a w o r k experience related
to a student's m a j o r / ~ n i n o r o r career interests, b u t
n o t done f o r academic credit. T h e goal is f o r
applications o f theories a n d tcchniqi~esfor
Intermediate Expository W r i t i n g
. .
?: T I \
communication, selection, e\nluation, a n d researcl~.
Suerdl.~ip 2 0 6
Principles o f M a r k e t i n g
6-9:30 p,nl.
western
it^^^
stuLlcnt\ t o n1lp.y t l i c ~ ~ rr,)) pr.I.rlLc III 1111i~~)pr<)vc.l
\vc,rk seulng. Sru.lunt> ser tmrn.ng peen ~tn.1
1
price, p r o m o t i o n a n d distribution decisions.
Perspective: Aesthctics
6-9:30 p m.
)0 o r 370 a n d M P G 3 )
marketing. Legal, ethical, competitiue, economic
payable o n tlie first day o f class for the cost o f the
to American thought by w o m e n and people o f
color.
theory t o market policy. M a y b e taken
and dividend policy
photographic processes. Students need access t o a
Stein
revision, self a n d peer evaluation, a n d the
M,W
O l d M a i n 13
0
Studies
Rrspective/Skill: W r i t i n g
T
6-9:30 p.m
I N S 105-S
Introduction to American Indian
relationship henveen reading a n d writing.
(Prcreq.: E N G 111)
4-7:30 p.m.
economic a n d military power.
TI1
Old Main 26
Weston
T h i s course is intended t o intrucluce students to
American I n d i a n Studies. Concepts and topics t o
E C O 112 a n d I 1 3 may he taken i n c ~ t l i eo~r ~ l e r
ENG 2 5 1 - S
(Prcrcq.: M P G 2)
Readings in A m e r i c a n L i t e r a t u r e
Perspecti\-e/Skill: Western Heritapc
An introduction t o selected texts o f literary and
contemporary issues, a n d tlie arts Minnesota
historical importance that yield a n ~ ~ n d e r s t a n c l i n g
Indians w i l l bc emphasized where appropriate.
1 4 3 0 p.111.
M, W
Soerdrlil~202
be covered include, alnong others, history,
Clayton
language, culture, literature, policy, images,
nature o f a u t l ~ o r i ~ accountability,
y,
responsibility,
o f o u r Western heritage a n d contemporary
Perspective/Skill: Intercultural Awareness I
a n d analysis o f thc professiunal manager
American worldviews Themes could include the
6-9:30
6-9:30 p . m
T; Th
Music 2 4
emergence o f a national identity, the shaping o f a
collective American memory, a n d the contributions
pm
M, W
Old M a i n 23
b
session
I may 27 to june 27
r
W S 1991399-S
Internship
hallenge of balancing economic development,
~ ~ I C I . Lharmony,
I
and envi~onmentalsustainability.
faculty sponsor, and site supervisor design a
learn~ngagleenient plan that links classroon~
theory, the liberal arts perspectives and graduation
skills with the opportunities inhcrent in the
internship. The student must complete a lear~iing
portfolio based on the internship. Student should
consult with the faculty sponsor regarding
requirements and get permission to register. P/N
grading
4ASL 101-S
Beginning Sign Language I
Mikkelson
An introduction to denf culture and the signs and
syntax of ASL Students obscrve the demonstration
of signs, practice their own signing, and learn the
facial expressions and hociy langi~ageneeded to
co~uniunicateclearly with denf and har<i.of.hcaring
people.
Perspective/Skill: Inrerculturnl Awareness
6 4 : 3 0 p.11~.
?; W Th
Old Maill 2 9
SPA I l l - S
Kingsley
Beginning Spanish I
Aims to develop four basic skills: understanding,
speaking, reading, and writing of elementary
Spanish, introduction to tlic culture of the Spanishspeaking world.
Perspccti\.dSkill: Intercultural Awareness
8:30 a in.-! 1 a.m.
T; K( TI1
Old Mnit~2 6
There will be weekly excursions to explore the river
in the Twin Cities and meet with local policy
~nakersand stakeholders. Students will report to
the class on a research project on a topic of their
choosiny.
Perspectiw/Skill:
linking, Social World 1 or 2
6-9:30 p.m.
Old Main 2 7
n
!
i
SWK 699(D)-S
Comparing Family Practice, Child
Welfare & Social Services i n the U S N K Link
This is a n international travel experience. T h e
course provides both an overview of social policy,
family, and child welfare services in England and
an opporti~nityto observe the approach to social
work practice with families and children. Students
pal ticipate in an orientation to the European
Union and British social services at Augshurg then
PSY 362.!
Abnormal Psychology
Hanson
An introduction to psychological disorders and
treat~nent.
"SY 105)
(Prereq.: PT" '^'
6-9:30 p.m
,
ww ,
Old Main
25
REL 3 7 0 3
American Indian Spirituality
and Philosophical Thought
Jacobson
Religious beliefs, spiritual customs, and philosophy
of North Anierican Indians arc studied. Tribal
similarities and differences are explored, as are tribal
relationships with nature, religious o\rersight of life
cycles, sacrcd ritual ceremonies, and beliefs in an
afterlife.
(Prereq.: ENG I l l , junior standing, and REL 111,
221, or 331)
Pcrspectivc/Skill: Intercultural Awareness 1 or
Christian Faith 3, Writing
6-9:30 p,nl.
T TI1
M~rsic22
travel to Bristol University, England, for tlie
program. Participants work with American and
British students, faculty, and community
practitioners. The course inclu~lcslccturcs and
visits to a variety of agencies and student have
British tutors for in-depth analysis of policy and
practice in (their choice): healthcare, child welfare,
and family service Orientation in June, travel to
UKJuly 2-17, August debriefing. Undergraduate
students !nay apply to their department chair to
take this course as a n independent study. For Inore
information contact Rosemary Link at 612.3301147.
S P C 329-S
Intercultural Communication
implications for conimunication, including
differences in values, norms, social interaction, and
code systems.
6-9:30 p.m.
POL 2 4 1 8
Environmental and River Politics Underhill-Cady
This coursc explores thc politics and policies
relating to the communities and ecosystem5 of the
Upper Mississippi River watershed Issues co\rerecl
include controversies about river pollution, tlie lock
and clam system, rcgional water supply, flood
control, cconomic development in the river
corri~lor,farming practices, and energy production.
In r e ~ a r dto each of these, the class will examine
REL 4 9 0 3
Topics: Vocation and the Christian Faith Tranvik
What are lily gifts! What are the needs of the
comniunity! What am I called to do? In this course
we will reflect on these questions using the Bible,
the Cl~ristiantradition, literature, film, and popular
culture as our guides.
(Prereq.: REL 111, 221 or 331)
Pcrspecti\,e/Skill: Christian Faith I, 2, or 3
Lapakko
This coursc explores cultural differences and their
7: Tit
Old Main
13
S P C 4803
Public Relations/PromotionaI
Com~nunication
Hanson
Public relations in the modern world of
communication, marketing, government, and
business. An overview of public relations as a career
and a survey of basic promot~onalcommunication
in profit and non-profit organizations.
6-9:30 p m.
M,
W
Old Mair~16
session I 1 july 7 to august 7
Please refer to http:llaugnet.augsburg.edufor the most current classmom information.
'
A R T 33023
Graphic Design ,
Allen
This course is a n advanced study of the graphic
Bollman
Irawing course. Students work
This is a first
with a variety of traditional and non-traditional
drawing media and explore important concepts of
drawing. Slide lectures, demonstrations, and
design of typography and visual imagery for print
~ r o d u c t i o nusing the comuuter. Studies include
identification of
blems and presentation
B U S 4 9 5 N A L 599-S
Topics: Leadership through
Influence: Coaching and Consulting Lashbrook
The purpose of this course is to explore how to
lead through influence rather than authority. We
to client.
will examine consulting and coaching models to
determine appropriate processes and practices. You
(Prereq.: A K
will have opportunities to apply these models
critiques complete I
lrning experience.
through both consulting and coaching assignments.
Perspective/Skill A
.ire
(Prereq.: senior or graduate student status)
6-9:30 p.m
6-9:30 p.m.
A R T 11823
Painting
.S
Bollman
In this first level painting course, students learn
Principles of Accounting 11
Kader
A continuation of ACC 221. Introduction to cost
M,
W
Suerdrup 206
MIS 1 7 5 3
Principles of Computing for Business Isaacson
An introductory course to develop understanding
basic understanding of the science behind issues
present and in the future.
(Prereq,: MPG 2)
Perspective/Skill: Natural World 2
8:30 a.m.-noon
D
I
7; Th
Science 3 15
@
E D C 2061566-S
DiversityNinnesota American Indians Gresczyk
This course examines human diversity and Iiunian
relations. It fulfills the Education Department
human relations and Minnesota American Indian
requirements and is a n option within the licensure
program.
important concepts of painting. Most class time is
spent painting. Slide lectures, demonstrations, and
accounting for manufacturing. Basic concepts and
of basic computing concepts and specific skills in
fundamentals of managerial accounting, planning
using microcomputer software (Windows, Word,
critiques complete the learning experience.
and controlling processes, decision-making, and
Perspective/Skill: Aesthetics
behavioral considerations.
Excel, Access, Power Point, e-mail and the Internet).
Emphasis o n solving business related problems
E D C 4801580-S
School and Society
using software.
(Prereq.: MPG 3)
Emphasis on points of view about the role of
school in modern society, relationships with
T; Th
6-9:30 p.m.
A R T 225-S
Graphic Design
Old Main 17
(Prereq.: ACC 221)
8:30 a.m.-noon
I
Allen
1; Th
Old Main 29
6-9:30 p,m
This course is a n introduction to the principles and
B U S 24023
Personal Finance
techniques of graphic design using page layout
Introduction to personal financial planning and
software. Emphasis will be placed on designing
with text and image.
budgeting, credit management, income taxes,
Perspective/Skill: Aesthetics, Speaking
estate planning.
6-9:30 p m
M ,W
Foss 22B
Kapoor
insurance, real estate, investments, retirement, and
6-9:30 p.m
M,
W
Old Main 2 6
This course addresses the designed environment,
the intentionally designed laces in which we live.
We will investigate arcliitecture, landscape
architecture, and urban design; class sessions
consist almost exclusively of walking tours and site
visits to prominent examples of design excellence.
(Prereq.: for upper division-an art, history, or
urban studies course, and E N C 111)
Perspective/Skill: Aesthetics or City; Writing (upper
division only)
1 4 3 0 p.m.
M, W
Science 123
Foss 22A
marketing. Legal, ethical, competitive, economic,
and technological factors as they affect product,
price, promotion, and distribution decisions.
T; Th
Old Main 2 7
B U S 34023
H u m a n Resource Management
Cerrito
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.
(Prereq.: BUS 242)
6-9:30 p.m.
M, W
Music 2 4
of operating functions taught from a managerial
viewpoint with examples from various industries
and sectors.
(Prereq.: BUS 242)
T; TI1
Meziou
This thought-provoking course examines those
issues and activities unique to marketing in an
international setting. Emphasis is placcd o n
adaptation of a marketing nix according to the
B U S 4403
Cerrito
Strategic Management
Concepts and principles related to the management
6-9:30 p m
M K T 466-S
International Marketing
Music 2 4
international markcting environment.
(Prereq.: MKT 252)
6-9:30 p.m.
M, W
M, W
Suerdrup 1
Erickson
parents and community, collaborative models,
leadership, and professional development. Serves as
final theoretical preparation for student teaching
Fieldwork experience.
Principles of basic policy and strategy issues in
6-9:30 p in
A R T 2491349-S (with H I S 2491349-S)
Designed Environment
Anderson
T; Th
MKT 2 5 2 3
Principles of Marketing
6-9:30 p.m.
(Prereq.: PPST and admission to department)
Perspective/Skill: Social World 1 and 2 , Writing
8:30 a in -nooil
CHM 100-S
Chemistry for Changing Times
Gyberg
This course introduces basic chcmistry concepts in
the context of numerous science-hnsed issues in our
everyday lives with the goal of students having a
Svrrdrup 17
EED 2 0 0 3
Elementary Education Earth Science
Stangl
This course is designed for elementary cclucation
majors and includes earth science "hands-on"
inquiry based activities that model the teaching and
learning process of scientific inquiry. Meets basic
earth science subject matter standards for initial
licensu re.
5:30-9 p.m.
Old Main 2 7
M, W
M, W
Old Main 4
B
E N G 2821482-S
1 9 t h Century British Novel:
Investigating the Victorian Thriller
Liddle
This course studies the novel of suspense, mystery
and terror i n ~ ~ t h . c e n t l l B
ry
~fron, ~
~
~~~~k~~~~~~~
in
century to ~~~~~l~ a t its
~
~
~
ften challenging and sometimes subversive,
vels drew intense public scrutiny by raising
issues that politer domestic fiction hardly hinted at.
We will read several of the best of these thrillers,
investigate the culture that produced them, and
work to determine why they have continued to
appeal to successive generations of readers.
(Prereq.: ENG 111)
Perspective/Skill: Wester
+r
1+:3(
HIS 2 4 9 1 3 4 9 3
1
A R T 2491349.;
Designed Environment
.cimball
This course addresses the designed environment, the
INS 2 6 0 3
Contemporary American Indians
Weston
This course examines the situation of American
intentionally designed places in which we live. We
Indians in the United States since the Indian
will investigate architecture, landscape architecture,
and urban design, both in class and in site visits to
prominent examples of design excellence.
Reorganization Act of 1934. Emphasis is o n current
Underhill-Cady
A n introduction to the workings of the course
issues such as tribal sovereignty, treaty rights,
system in the United States, focused on the concepts
reservation economics and Indian education.
of power, justice, rights, and freedom. Topics include
studies course, and ENG 111)
Perspective/Skill: Intercultural Awareness
leducation.
war on terrorism, criminal and civil law, torts,
Perspective/Skill: HIS 349-City or nesrurtics;
6-9:30
(Prereq.: for upper division-an ar
.itage
^
:rdrup 206
POL 1 7 0 4
Law i n the United States
ory, or urban
p m.
M,
W
Old Main 13
Writing (Upper division only)
civil rights and civil liberties in the context of the
racism and discrimination, and environmental law.
Guest speakers will include local lawyers, judges,
civil rights activists, and police
Perspective/Skill: Social World 2 or 3
M A L 5 9 9 B U S 495-S
Topics: Leadership through Influence:
Coaching and Consulting
Lashbrook
G S T 00923
Cooperative Education
Olson
Cooperative Education is a work experience related
6-9:30
p m.
?; Th
Old Main 23
The purpose of this course is to explore how to lead
not done for academic credit. The goal is for
Internship
Olson
A work or service experience in which the student,
students to apply theory to practice in a n approved
faculty sponsor, and site supervisor design a learning
examine consulting and coaching models to
work setting. Students set learning goals and
agreement plan that links classroom theory, the
determine appropriate processes and practices. You
evaluate their learning with the Director of the
liberal arts perspectives and grnduation skills with
will have opportunities to apply these models
through both consulting and coaching assignments.
This course surveys the most important
(Prereq.: senior or graduate student status)
religiousness and spirituality. Topics include the
relationship between science and religion; the nature
to a student's majodniinor or career interests, but
Center for Service, Work, and Learning. Satisfactory
completion fi~lfillsthe Augsburg Experience (AE).
the opportunities inherent in the internship. The
student must complete a learning portfolio based o n
the internship. Student should consult with the
through influence rather than authority. We will
6-9:30
M, W
p.m.
Sverdrup 206
INS 225-S
for the abuser. Includes information about school
Introduction to Islam
Kader
The course covers the ideological foundations of
health education and services.
Islam, its basic concepts and tenets, Islamic law
p.m,
M only
Music 22
Shariff
A survey focusing on the nation's adjustment to
industrialization and urbanization, the emergence of
ASL 1023
Beginning Sign Language 11
over the life course; conversion; religion and coping
with stressful life events; religiousness, physical
Mikkelson
motivations and attitudes; forgiveness; meaning-in-
(Shariah), Islamic economic and political systems,
syntax of ASL. Students observe the demonstration
of signs, practice their own signing, and learn the
life; and gratitude.
(Prereq.: PSY 102 or PSY 105)
and lsla~nicpatterns of life.
Perspective/Skill: Intercultural Awareness I
facial expressions and body language needed to
communicate clearly with deaf and hard-of-hearing
1 4 3 00m
p m.
M,W
I N S 255-S
Paideia Seminars
Music 23
64:30
p.m
T W( TI1
Old Main 2 9
Kaufman
SPA 11223
Beginning Spanish 11
the U.S. as a world power, the rise of a strong federal
government, the implications of increasing racial
developed by Mortimer Adler. Seminar topics
and ethnic diversity, and the impact of affluence.
Perspective/Skill: Western Heritage, Critical
emphasize selections that help students to think
Kingsley
Aims to develop four basic skills: understanding,
speaking, reading, and writing of elementary
critically, understand timeless ideas, listen carefully,
and question thoughtfully.
Spanish, Introduction to the culture of the Spanishspeaking world.
Perspective/Skill: Critical Thinking
Perspective/Skill: Intercultural Awareness
6-9:30
p.m.
7; T h
Old Main 18
8:30
a.m.+ p.m.
July 21-25
Old Main 18
7; TII
Old Main 25
people.
Perspective/Skill: Intercultural Awareness
Students will participate in a series of seminar
discussions following the Paideia seminar format as
Thinking
health, and well-being; religion as culture; religious
An introduction to deaf culture and the signs and
6-9:30
HIS 2 2 2 3
2 0 t h Century United States
psychological theory and research related to personal
religiousness and spirituality; religious development
permission to register. P/N grading only.
6-9:30
Tix
and nurture of religiousness; the neuropsychology of
faculty sponsor regarding requirements and get
H P E 1153
Chemical Dependency (.5 credit)
Broek
An analysis of chemical abuse and what can be done
PSY 2953
Topics: Psychological Research o n
Religion and Spirituality
8:30-11:OO a.m.
?; W Th
REL 1 1 1 3
Introduction to Theology
Staff
An introduction to the academic discipline of
Old Main 2 6
theology and to the dialogue between the church
and the world that concerns Christian doctrine.
(Not accepted for credit for students who have taken
REL 331).
Perspective/Skill: Christian Faith 2 or 3
6-9:30
p.m.
?; Th
Old Main 10
'
center for
global education
REL 3 2 0 4
Buddhism a n o L n
(See full descriptior
nlry m 1 nailand
Holt
:r offerings through Center
for Global Educatic
:he end of this section)
SWK 6 9 9 3
Assessment a n d U~agnosisi n
Mental Health Practice
BoisenByers
T h ~ course
s
examines assessment and d~apnnslsof
rl nn
mental health in individuals. Emphasis is
--
understanding mental health disorders fr,
systems and ecological perspective as well as
understanding bio/psycho/social influences o n
incidence and course.
6-9:30 p.m.
M,W
SPC I l l - S
Introduction to Public Speaking
~ r d n r pLUL
Groven
This course teaches both the theory and practice of
creating public speeches. It focuses o n preparation,
organization, audience analysis, style, listening, and
overcoming speech anxiety.
1 4 3 0 p.m
7; TI1
SPC 3 5 1 3
Argumentation
Swcrdrup 202
Groven
Develops critical thinking skills by study of the
summer II:international courses
upcoming program:
REL 320: Buddhism and Christianity in Thailand
During this course the focus will be primarily o n the encounter of these two
world religions, Buddhism and Christianity. A special opportunity o n this
course will be participation in the international conference, "Religion and
Globalization." Representatives of many world religions will consider the
implications of globalization for religion and vice versa. We will have lectures,
class discussions, readings, and conversations with Thai people, visits to
amazing Buddhist temples, and some other experiences just for fun. As a
result of this course, students will encounter a culture and religious situation
very different from the Upper Midwest, and have a n opportunity to think
C
critically about the meaning of being Chris$n, Buddhist, or any other
*
8
tradition in a religiously and culturally plur'al worl
(Prereq.: REL 111, 221 or 331)
Perspective/Skill: Christian Faith
theory and practice of argument, evidcnce, fallacies,
and refutation. Includes how to build and analyze
arguments in everyday life.
Perspective/Skill: Critical Thinking
6-9:30 p.m,
7; TI1
For information and other possible
for Global Education at
-
summer session
application form
Summer Session applications are available online at:
<~~~.augsburg.edu/enroll/registrar~
then click o n
"Download Registrar Forms."
Show less
......................2
Options ......................4
Visiting Students ................5
About This Catalog................. 5
Calendar ........................6
Interim Courses ...................7
Lifetime Sports ...................36
Interim Abroad .................. 38
Other Courses ... Show more
......................2
Options ......................4
Visiting Students ................5
About This Catalog................. 5
Calendar ........................6
Interim Courses ...................7
Lifetime Sports ...................36
Interim Abroad .................. 38
Other Courses ...................39
Introduction
Introduction to Interim
The College follows a 4- 1-4 calendar, with fall and spring
semesters of approximately 14 weeks separated by a four-week
January Interim. Interim is intended to be a time for both
students and faculty to employ styles of teaching and learning
and to investigate questions and topics in places and ways not
possible during the regular term. The College is changing its
calendar next year to a 4-4 calendar so January Interim 2002
will be the last opportunity to take an Interim course.
Freshmen are required to take an Interim course their first
year. All other current students are expected to complete the
two interims required for graduation.
Interim is an opportunity for intense concentration on a
single course of study. Since one Interim course equals a fulltime load, students should plan to spend the same amount of
time in class and preparing for class as they would for a fourcourse load during fall or spring semesters. Students should
be prepared for at least 40 class hours during the Interim and
should anticipate the equivalent of the normal two hours of
study for each class hour. Since the course length is only 3 112
weeks, attendance at every class is imperative. While it is
expected that students will attend every class period,
instructors will establish the precise attendance policy for
their courses. Students can register for only one course credit
during Interim. There is no tuition refund for a student who
chooses not to enroll in an Interim course.
Most Interim courses are graded traditionally on a 4.0 to 0.0
scale. Students generally have the option to register on a
PassINo credit basis. A few Interim courses are graded only on
the PIN system; this is indicated in the course description.
Some courses are offered for either upper or lower division
credit. Such Interim courses have two numbers listed and
students must select which is most appropriate for their
needs. Students registering for upper division credit should
anticipate additional assignments and a more rigorous
grading standard. Some courses, especially courses with travel
requirements, have additional fees associated with them.
These fees, although intended to be accurate, may change and
students should check with the instructor to verify the final
costs.
Day school students (3.0 credits or more for fall) can take a
total of 1.0 course credit. They may take two half-credit
classes. They may also take a lifetime sport (zero credit). The
lifetime sport is at no additional charge if they are full-time
students (fall term). If less than full time, they will be charged.
Weekend students can take 1.0 course credits in Interim as a
cross registration and will be charged WEC tuition $1321 per
course credit and a $25 technology fee. If they do so, they may
petition to take an additional 1.0 course credit in Weekend
College for winter trimester.
Augsburg College, as afirmed in its mission, does not
discriminate on the basis of race, color, creed, religion, national
or ethnic origin, age, gender, sexual orientation, marital status,
status with regard to public assistance, or disability in its
education policies, admissions policies, scholarship and loan
programs, athletic andlor school administered programs, except
in those instances where religion is a bona fide occupational
qualification. Augsburg College is committed to providing
reasonable accommodations to its employees and its students.
Any questions concerning Augsburg's compliance with federal or
state regulations implementing equal access and opportunity can
be directed to Betty Wade, afirmative action coordinator, Ofice
of Human Resources, CB 79,Augsburg College, 221 1 Riverside
Ave., Minneapolis, M N 55454. She can be reached by telephone,
(612) 330-1023; or by e-mail, <wadeb@augsburg.edu>.
Options
International Interim-Students are invited to participate in
the international Interim courses offered by the Upper
Midwest Association for Intercultural Education (UMAIE)
and other consortia. These course opportunities are listed on
page 38. Some courses have early registration deadlines.
Internships deadline-Friday, December 7. January Interim
internships must be planned in advance. Students electing an
internship must meet departmental requirements and present
a signed internship-learning agreement plan to the Center for
Service, Work, and Learning (1st floor Memorial) by the first
day of Interim classes. The learning-agreement forms are
available in the same office. Internships during Interim must
involve full-time work placements for approximately four
weeks. Assistance for planning internships is available in the
Center for Service, Work, and Learning.
Independent studylresearch or directed study-Students
may elect a program of independent study (upper division
499) or directed study (lower division 299) for Interim.
Faculty members are strongly discouraged from accepting
responsibility for more than one independent study per
Interim. Students choosing to pursue independent or directed
study must:
1. Meet departmental requirements
2. Present to the registrar a copy of the proposed study
plan approved by the supervising faculty member and
the directedlindependent study registration form.
These forms must be submitted by December 1.
Appropriate study proposal and registration forms can
be obtained in the Office of the Registrar.
Interims at other schools-Augsburg students may enroll at
any other 4-1-4 institution that offers a reciprocal Interim
arrangement. Catalogs of these Interim programs are available
in the registrar's office. Registration for Interims at the other
ACTC colleges will be at Augsburg during the regular
registration period. Most courses taught during the Interim at
other 4-1-4 schools are accepted for credit by Augsburg, but
may not necessarily be accepted as meeting Augsburg's
general education requirements or major requirements.
Visiting Students
Augsburg College welcomes students from other 4- 1-4 schools
for the January Interim without tuition charges, provided the
student's home institution agrees not to charge tuition to
Augsburg students for the January term. The waiver of tuition
does not include special fees, housing, or board costs. Other
students will be charged $1,844 for the Interim course plus a
$25 technology fee. Students interested in registering for an
Augsburg Interim should write to the Office of the Registrar
for application forms or use the forms provided by the Interim
office at their own school. There is an application processing
fee of $25. Students are welcome to stay on campus but are
not required to do so. Requests for Interim housing should be
made to the Office of Residence Life.
It should be noted that neither ACTC exchange students nor
visiting students may register for 199,299,399, or 499 courses.
About This Catalog
The catalog lists courses by departments in alphabetical order.
At the end of the book are listings of other courses not
offered by Augsburg but recognized by the College for Interim
credit. Students may also register for one of the lifetime sports
listed at the end of the catalog. Courses that include travel are
marked with an airplane.
Interim Calendar 2002
November 13 to December 1
January 3
. . . . . . . . . . Interim registration
..........................First day of Interim
Time I-9:00 a.m. (first day)
Time 11-1:15 p.m
January 4
. . . . . . . . . . . . . . Last
. day to register or add a class
January 7
. . . . . . . . . . . . . . . . . . . . . . .Last day to drop a class
without notation on record
January 16 ..................... Last day for determining
grading option with registrar
January 16
.........Last day for withdrawing from courses
January 2 1. . . . . . . . . . . . . Martin Luther King Day-no
class
January 25.
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Interim ends
January 29.
. . . . . . . . . . . . . . . . . . . . . . Spring semester begins
February 1 . . . . . . . . . . . . . . . .Interim grades due to registrar
The time, number, and length of meetings as well as the
beginning time will be arranged the first day of class. The daily
schedule for Interim is divided into two blocks of time:
Time I: 8:00 to 11:45 a.m. (Note:on the first day, Time I classes
will begin at 9:00 a.m.)
Time 11: 1:15-5:00 p.m.
Note: Martin Luther King Day-no
class
For More Information
For more information contact Barbara Pappenfus in the
Interim Office at 612-330-1 150.
h f e Drawing
ART 247-J
Instructor: John McCaffrey
A study of undraped figures for art students and non-art
students. The figures will be depicted with a variety of
drawing media. Students will study form, structure, skeletal
and surface anatomy, proportion, rendering techniques, and
composition. There will be a $45 fee to be paid on the first
day of class
Liberal Arts Perspective: Aesthetics
Maximum Enrollment: 20
Tme: I
Room: Old Main 17
/Topics: Watercolor Painting: Art of the
French Table
ART 300-J
Instructor: Tara Christopherson
A
!r'
Aim
What Arles cafe seated Van Gogh on the yellow chair he
immortalized? What Provencal traditions produced the
inspiration for Cezanne's still life, Fruit Bowl, Glass and
Apples? How did the region's pottery and glass artisans
influence the dramatically modern Leger and Picasso? The
wallpaper in Matisse's tableau, Harmony in Red-did it hang
in his studio on the outskirts of Nice? And FragonardProvencal romantice, what perfumes from his native Grasse
inspired his flower-filled paintings? In this course, students
learn transparent watercolor techniques and experience the
art of the French table by painting on location-subject
matter, conversation, locations, and traditions that inspired
masters.
For more information, contact Prof. Tara Christopherson,
612-330-1232.
Maximum Enrollment: 15
Marine Biology of the Florida Keys
BIO 140-J
BIO 340-J
Instructor: William Capman
dLm
The Florida Keys provide an excellent site for study of natural
history and ecology of marine, coastal, and sub-tropical
communities. This class will spend about two weeks in
Florida at the Newfound Harbor Marine Institute located on
Big Pine Key. The institute offers laboratory facilities, oceangoing research platforms, housing, and a dining hall. Field
trips to coral reefs (Looe Key National Park), tide pools, turtle
grass flats, mangrove islands, and upland hammocks will be
led by professional naturalists from the institute. Organisms
and communities will be studied on site and in the
laboratory. Research projects will be initiated shortly after
arrival at the station in order to provide opportunities to
gather data over a period of several days. Visits to Pennicamp
State Park, Key West, and the Everglades will be included.
Evaluation will be based on:
BIO 140: (1) field and laboratory records, (2) personal
journal, (3) quizzes at Marine Institute, and (4) final exam.
Prerequisite for BIO 140: Any one of the following courses or
their equivalents-BIO 101, 102,103,113, 114, or consent of
instructor.
BIO 340:(l)field and laboratory records, (2)personal journal,
(3)quizzes at Marine Institute, (4)written report of the
research project, and (5)final exam.
Prerequisite for BIO 340: BIO 351 or BIO 481 or consent of
the instructor.
Estimated cost of the course: $2,500 (includes airfare, all
ground transportation, housing, and meals while at the
institute). Contact the instructor for details.
Prerequisite: See Above
Maximum Enrollment: 12
Time: II
Room: Science 225
Rhe Biology of Aging
BIO 185-J
Instructor: Bob Herforth
With the aging of the Baby Boom generation, interest in, and
research on, the biological basis of the aging process has
taken on an air of urgency, compared with an earlier more
leisurely approach. This course surveys functional changes
which occur in the body with age and diseases associated
with aging, such as osteoporosis, Alzheimer's disease, and
cardiovascular disease. The major theories that have been
proposed to explain what causes aging will be presented,
including findings on the cellular and genetic basis of aging.
Attention will also be focused on the results of attempts to
slow the aging process in experimental animals and humans.
Prerequisite: None
Liberal Arts Perspective: Natural World 2
Maximum Enrollment: 25
Time: I
Room: Science 315
/personal Finance
BUS 240-J
Instructor: Ashok Kapoor
This is an introductory course in personal financial planning.
Students will be introduced to budgeting, credit, income
taxes, insurance, real estate, investment and retirement
planning. Evaluation: Quizzes and exams.
Prerequisite: None
Maximum Enrollment: 25
Time: II
Room: Foss 43
Responding to the Challenge of Japan
BUS 368-J
Instructor: Steven LaFave
This course provides an examination of current Japanese
business practices using a cultural perspective. A multimedia
approach will be employed involving film, television
documentaries, radio speeches, and readings from current
periodicals in addition to text materials. A seminar model will
be used with substantial participation expected on the part of
the students. Evaluation will be based on a paper, two 20minute sessions of seminar leadership, class participation, and
mid-term and final examinations. This class should be of
interest to anyone majoring or minoring in international
business or any field of business administration, as well as
anyone interested in Japan. Students who cannot attend every
class should not enroll in this course.
Prerequisite: Junior standing or consent of the instructor
Liberal Arts Perspective: Intercultural Awareness I
Maximum Enrollment: 25
Time: I
Room: Old Main 29
Introduction to Polymer Chemistry and
American Plastic
CHM 104-J
Instructor: Ron Fedie
Previously there was the Stone Age, Iron Age, and Bronze Age.
Now we live in the Age of Polymers (and Plastics). Without
this innovative technology, life as we know it would be much
different. The variety of polymer molecules and their
properties make up many, diverse plastics and the variations
are endless. Many items and materials in the areas of
coatings, adhesives, leisure/sports equipment,
building/construction, automobiles, furniture, clothes,
medical supplies, cosmetics, and others that are used everyday
come from different polymeric materials made from polymer
molecules. In this course we will explore and discuss the
world of polymer chemistry. Polyethylene is one of the most
commonly used synthetic polymers in "plastic" wrap and
trash bags. A common natural polymer, polyisoprene, is
collected from the sap of rubber trees and tires, golf balls, and
latex gloves are just some of the many uses. The class will
focus on two books. One, American Plastic: A Cultural
History, by Jeffrey Meikle, for the historical perspective of our
world of polymers. Themes from the book, the different
types of polymers used, and recent themes such as the
recycling of plastics will be discussed. A second book, Giant
Molecules, by Grosberg and Khokhlov, will help with the
previously mentioned themes and give more depth to the
broad world of polymers not covered in Meikle's book. There
will be six lab periods in which some polymer molecules will
be made and several of their interesting properties will be
explored. Students will be graded on 25 group worksheets,
six quizzes, six reflection papers, six lab periods, and an
individual project and presentation.
Prerequisite: Math Placement Group 2
Liberal Arts Perspective: Natural World 1 or 2
Maximum Enrollment: 22
Time: II
Room: Science 315
States of Maiter (.50 Credit)
CHM 114-J
Instructor: Joan Kunz
CHM 114 provides an overview of the main states of matter,
examining the laws governing the behavior of gases, liquids,
solids, colloids, and solutions. The course connects chemical
theory and models of matter with real world behavior and
application. CHM 114 is a required transitional course for
students needing one year of general chemistry who enter at
the CHM 105 level and intend to take CHM 116 in the
spring. CHM 106 will not be offered in the spring of 2002; all
students needing two semesters of general chemistry must
take either CHM 1151116 or CHM 10511141116.
Prerequisite: CHM 105
Time: I
Room: Science 212
Introduction to Computer Science and
Communications
CSC 160-J
Instructor: Charles Sheaffer
This course introduces the major areas of computer science
and computer communications. These areas are: algorithms,
algorithm design, algorithm efficiency, hardware, logical
circuit design, computer organization, software and operating
systems, programming languages, operating systems, theory
of computation, mathematical foundations of computer
science, Turing machines, computer communications and the
Internet, packet switching, Internet services, and operation.
This course will consist of lecture/discussion times with
frequent in-class lab exercises on the topics above. Grading
will be based on examinations, labs, and homework. This is
not a course in computer applications or how to use
computers, although we may touch on these topics.
Prerequisite: Math Placement Group 3
Maximum Enrollment: 25
Tune: I
Room: Sverdrup 202
UNlX and C
CSC 272-J
Instructor: Karen Sutherland
Study of UNIX operating system and the C programming
language. It is assumed that the student has knowledge of
programming methods and has done programming in some
other language. Grading will be based on examinations and
programming assignments.
Prerequisite: CSC 170 or programming in some other language
Maximum Enrollment: 20
Time: II
Room: Sverdrup 202
School and Society
EDC 480-J
Instructor: Joe Erickson
-l'l~iscrmrse will rxanainc. the rr~lcof schools and ducatinn in
two cultures: the United States and Nicaragua. Participants
will have an opportunity to see how these two contrasting
cultures and social systems view the role of schools within
their societies. Every system of learning has both
opportunities and defects. Those in leadership roles within
each system make choices about how to educate. The goal of
the course is to enhance participants' understanding of the
role of teaching and learning within a society, both in the
formal elementary and secondary educational systems and in
non-formal educational structures such as adult literacy
campaigns. For more information, contact Prof. Joe Erickson,
612-330-1647.
Prerequisite: Sophomore-standing education majors & completed PPST &
admitted to the education department
Liberal Arts Perspective: Social World 1 or 2
Graduation Skill Requirement: Writing (If taken in conjunction with EDC 200.)
Time: WEClDay
1
Topics: Live Theatre Here and Abroad:
The Best of Two Worllds
ENG 282-2
Instructor: Ron Palosaari & Darcey Engen
W f/F , ~
I
London, an exciting city to visit, has the best live theatre in
the world. MinneapolisISt. Paul is one of the best places for
drama in America. We will spend 10 days enjoying London
theatre, nightlife, and cultural opportunities. Then we will
return and study Twin Cities theatre, which has its own
strengths. Students will also be assigned several museums
and art gallery visits, hear guest speakers that will include
directors, actors, and stage managers. Our course will be
especially good for those students who want to travel abroad
but are looking for a shorter or less expensive trip. Any
interested student, however will find this course a rich
educational experience. For more information, contact Prof.
Ron Palosaari, 612-330-1005, or Prof. Darcey Engen,
612-330-1549.
Prerequisite: None
Liberal Arts Perspective: Aesthetics
Topics: Investigating the Victorian
Thriller
ENG 282-D
ENG 482-D
Instructor: Dallas Liddle
This course will study the phenomenon in 19-century Britain
of the popular novel of suspense, mystery, and terror. From
Frankenstein early in the century to Dracula at its end, the
nightmares imagined by novelists of Great Britain have
continued to interest and horrify readers throughout the 20th
century. Early in the century these tales were generally either
"Gothic" (stories of horror and the supernatural set in Italy
or Spain) or "Newgate" novels (true-crime stories about the
lower classes). By the 1860's however, popular novelists
including Charles Dickens, Mary Braddon, Eliza Wood, and
Wilkie Collins were producing a stunningly successful series
of works in which the action was set in the everyday world of
the Victorian middle classes, and the villains (as one reviewer
remarked) seemed like people the reader might meet at
dinner. Often challenging and sometimes subversive, these
novels drew intense public scrutiny by raising issues that the
politer genre of domestic fiction could hardly hint at
including gender roles and sexual transgression, class and
race oppression, obsession and madness, and the dark sides
of urban life, industrial poverty, and empire. We will read
several of the best of these thrillers, at the same time actively
investigating the culture that produced them. We will read
original reviews and responses, including parodies, and learn
about the context of newspaper and magazine journalism in
which several of the novels appeared. While we investigate
the power of the Gothic and Sensation genres for their
original audiences, however, we will also work to determine
why these novels have continued to appeal to successive
generations of readers. Course grades will be based on class
attendance and participation, two short papers, a group
presentation, and a final exam. Upper-level students will read
one additional novel, write a research-based paper on it, and
share the results of their research with the class.
Prerequisite: ENG 111
Liberal Arts Perspective: Western Heritage
Maximum Enrollment: 25
Time: II
Room: Foss 20
Topics in History: Minnesota History
HIS 195-J
Instructor: Bill Green
This course will cover the early racial, ethnic, political, and
economic history of Minnesota, focusing on the Ojibway and
Dakota, the explorations of the French and British, the U.S.
territorial era, and statehood. We also will look at how
European immigration impacted Minnesota, and how the
rise of various political movements influenced the
governance of the state.
Prerequisite: None
Maximum Enrollment: 25
Time: I
Room: Old Main 23
Dance (men only) (0.5 course credit)
HPE 232-M
Instructor: Carol Enke
Theory and practice in teaching and performing American
heritage and international folk dances. The majority of the
course grade is based on dance practicals, a teaching
assignment, and a written test.
Maximum Enrollment: 12
Time: I- 1~,118,119,1110,1111,1114,1115,1116
Room: Melby Gym - center court
Dance (women only)
(0.5 course credit)
HPE 232-W
Instructor: Carol Enke
Theory and practice in teaching and performing American
heritage and international folk dances. The majority of the
course grade is based on dance practicals, a teaching
assignment, and a written test.
Maximum Enrollment: 12
Time: I - 1~,118,119,1110,1111,1114,1115,1116
Room: Melby Gym - center court
Instructional Materials & Methods in
Health Education
HPE 390-J
Instructor: Eileen Uzarek
This course will cover principles and methods of instruction
applied to health education(5-12). Emphasis upon
teachingllearning strategies and student assessment.
Development and delivery of lessonslactivities is included.
Students are evaluated by their peers and the instructor on
their ability to create, deliver, and assess health education
lessons in a "real"c1assroom. Evaluationlgrading is also based
upon the completion of a "technology project:' resource file,
and exam.
Prerequisite: HPE 110
Maximum Enrollment: 25
Time: I
Room: Melby 202
Sailing in the Virgin Islands
HPE 455-J
Instructor: Joyce Pfaff
1'1
e>m
Designed for the beginning and intermediate sailor interested
in the art and practice of sailboat cruising. The course will
take the participant to a competent level of sailboat handling
(anchoring, mooring, helming, and crewing). The student will
live aboard a 43'-46' fixed-keel sailboat with five to six other
people and will function as an active crew member. Actual
on-the-water instruction will be the major part of the course.
Sailing will include cruises to the various islands and cays in
the British and American Virgin Islands. Snorkeling and wind
surfing will be available on an optional basis. Some classes
will be held in December prior to leaving for the Virgin
Islands in January.
The course cost is $3,500, which includes airfare for Augsburg
day students and qualifying Interim exchange students.
Others will have to pay regular Interim tuition in addition to
this course cost in order to receive academic credit. PIN
ONLY. Applications may be picked up from the office of Joyce
I
Pfaff, Melby Hall 121, Augsburg College. They must be
turned in with deposit and appropriate signature before final
acceptance is given.
Prerequisites: Permission from Joyce Pfaff, health and physical education
department, 612-330-1247; no smoking is allowed; basic swimming skills;
Graduation Skill Requirement: Lifetime Sport, also one course credit upper
division
Maximum Enrollment: 10 ( A waiting list will be kept after the original 10 spots
are filled)
Introduction to Islam
INS 225-J
Instructor: Amin Kader
This course is designed by a practicing Muslim to present his
perception of Islam to non-Muslims. The course will cover
the ideological foundations of Islam, its basic concepts and
tenets, Islamic law (Shari'ah), Islamic economic and political
systems, and Islamic patterns of life. There will also be
discussions on the differences between the Islamic sects
(Sunnis, Shi'its, Sufis, etc.). Some effort will be made to deal
with the similarities and differences between Islam and both
Christianity and Judaism. Students will also visit one of the
mosques in the Twin Cities. Evaluation is based on two tests
and a paper.
Liberal Arts Perspective: Intercultural Awareness 1
Maximum Enrollment: 25
Time: I
Room: Old Main 27
Paideia Seminars
INS 255-J
Instructor: Anne Kaufman
Students will participate in a series of seminars following the
Paideia seminar format as developed by Mortimer Adler and
Paideia Associates. Students will also view selected films for
seminar discussions; develop and lor hone skills of mature,
intellectual talk; observe seminars conducted in a St. Paul
public school; evaluate their own behaviors during seminars,
and lead seminars. Students will be assessed on journal
entries including evidence of seminar preparation, reflection,
peer and self-evaluation, as well as a final summary paper.
Graduation Skill Requirement: Critical Thinking
Maximum Enrollment: 20
Time: I
Room: Old Main 18
Topics: I've Been Working on the
Railroad
INS 268-J
Instructor: Noel Petit
An overview of the history, technology, economics, and future
of railroading in the United States. Includes visits to rail and
transportation facilities here in the Twin Cities as well as a
rail trip to Chicago on Amtrak to experience intercity and
commuter rail systems. Designed to give the student an
understanding of the significance of this hidden part of the
U.S. economy. The student will learn how significant
Minnesota has been in the development of rail systems where
we are going in this growing industry. We will have a special
emphasis on the development of the towns of the Midwest.
Students will complete four papers (one each week) and
present their paper to the class (with multimedia images and
videos) each week. Students will critique each presentation.
Trip Fee: $300. Note: This fee will be placed on your student
account when you register for this course.
Prerequisites: Effective Writing English 111
Maximum Enrollment: 25
Liberal Arts Perspective: The City
Graduation Skill Requirement: Speaking
Time: I
Room: Sverdrup 201
Work in the City Externship: Linking
Education and the World of Work
INS 298-K
Instructors: Lois Olson & Lynda Olson
This course introduces students to the nature of work, and its
role and value to the individual and to society. Seminar
format will focus on work as viewed by this generation and
the requirements to succeed both now and in the future. A
special emphasis will be on self-discovery learning activities,
visits to Twin Cities businesses and community organizations,
and discussions with panels of professionals. Students will be
expected to research employment trends and career options,
complete a portfolio of reflections, exercises and selfassessments, and give individual and group presentations.
Students will also explore various organizations of the Twin
Cities and understand their role and impact in a major
metropolitan area. PIN grading only.
Liberal Arts Perspective: The City
Maximum Enrollment: 20
Time: II
Room: Lindell 16
Native American Storytelling
INS 332-J
Instructor: Sophia Jacobsen
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 learn
how the art of storytelling is integral to story content.
Liberal Arts Perspective: Aesthetics or Intercultural Awareness 1
Maximum Enrollment: 25
Time: II
Room: Music 23
Topics: The Czech Republic: Social and
Cultural Impact of the Emerging Free
Market Economy
INS 495-C
Instruclor: Stu Stoller
This intensive experience in contemporary Czech culture and
society will allow you the opportunity to develop an
appreciation for the many diverse cultures that intersect in
Central Europe. Students will reflect critically on how their
own life experiences have shaped their perspectives in the
world, and how this differs from people in other countries.
During week one, there will be excursions and field trips that
will explore the environs of Olomouc and study the history,
culture, art, and architecture of the Czech Republic. Week
two will focus on the Czech Republic's recent membership of
NATO. Students will study the roots of the divisions of
modern Europe, the concerns of the Czech government as it
approaches membership in the EU. The final week will
concentrate on developing a capitalist enterprise in the excommunist world, looking at how models are succeeding, and
how different sectors of Czech society are responding to the
changes in social norms and values, which underlie these new
economic initiatives. For more information contact Stu
Stoller at 612- 330-1772
Applied Algebra
MAT 105-J
Instructor: Su Doree
Concepts of linear, exponential, logarithmic, and other
models with an emphasis of applications to the social and
natural sciences, business, and everyday life.
Prerequisite: Math Placement Group 2
Maximum Enrollment: 25
Time: I
Room: Sverdrup 1
I '
Math of lnterest
MAT 173-J
Instructor: Nick Coult
Learn how to determine the monthly payments on a house or
car. Find out how much you need to be socking away now to
have a million when you retire. Learn how annuities,
perpetuities, and life insurance work, and more. Evaluation
will be based on classroom participation, quizzes, and a final
examination.
Prerequisite: Math Placement Group 3 or consent of instructor
Graduation Skill Requirement: Quantitative Reasoning
Maximum Enrollment: 25
Time: I
Room: Science 205
Math of lnterest
MAT 173-K
Instructor: Ken Kaminsky
Learn how to determine the monthly payments on a house or
car. Find out how much you need to be socking away now to
have a million when you retire. Learn how annuities,
perpetuities, and life insurance work, and more. Evaluation
will be based on classroom participation, quizzes, and a final
examination.
Prerequisite: Math Placement Group 3 or consent of instructor
Graduation Skill Requirement: Quantitative Reasoning
Maximum Enrollment: 25
Time: I
Room: Science 108
I
Topics: Sounds and Sights of Europe
w
M U 5 179-J
Instructors: Roberta Kagin & Gabe Gabrielsen
d m\,/I
' I ' h i ~cnlirse provides an opl~nrtiir~ity
t1-r visit sonw of tlw
F
Great Eurclpeau c~~ltural
ccfilers that ~~rovidcd
the impctits f i l l I
development of cultural life in the New World. For more
information you may call Prof. Roberta Kagin, 612-330-1273.
Liberal Art Perspective: Aesthetics
Maximum Enrollment: 15
Survey of Rock History and Musical
Style, 1951-1971
MUS 204-J
Instructor: Ned Kantar
An introduction to the fundamentals of music and
musicology as they occur within the context of rock's
inception (1950s) and maturation (1960s) periods. This
course will examine the historical background, musical
content, and methods of selected artists and their work.
Evaluation will be based on class participation, written
assignments, exam, and a group project. For non-music
majors.
Liberal Arts Perspective: Aesthetics
Maximum Enrollment: 25
Time: II
Room: Music 3
.
Skills of Music Theatre
MUS 235-J
THR 235-J
Instructors: Sonja Thompson & Darcey Engen
Music-theater exists in every culture, stemming from the basic
human impulse to dance, sing, and express oneself. Come join
theatre professor Darcey Engen and music professor Sonja
Thompson as we explore this interdisciplinary art form, and
assist you in developing your own performance skills. In
addition to memorizing, analyzing, and performing your own
scene from an opera, operetta, or a musical, you will also be
introduced to music-theater from China, Japan, India, and
other cultures. The course includes writing and research, class
discussion and exercises, improvisation, and small and large
group instruction. Performers of all levels are welcome,
though some singing and acting ability is required. Interested
students will be auditioned in December and appropriate
material will be assigned. Course may be repeated with
permission from the instructors.
Liberal Arts Perspective: Aesthetics
Maximum Enrollment: 30
Time: I
Room: Sateren Auditorium
Beginning Norwegian I
NOR I l l - J
Instructor: Becky Hegstad
This course is for students with no previous background in
Norwegian. It aims to develop basic skills in speaking,
listening, reading, and writing as tools for communication
and for understanding Norwegian culture. Classroom practice
focuses on both presentation of vocabulary and structures
and the use of the language in everyday contexts. Evaluation
will be based on participation, daily assignments, quizzes, and
a final exam.
Liberal Arts Perspective: Intercultural Awareness 2
Maximum Enrollment: 25
Time: I
Room: Old Main 26
The Philosophy of Socrates
PHI 231-J
Instructor: David Apolloni
We shall examine the historical and intellectual background
of Socrates and what our sources allow us to say about his
person and teachings. We shall clarify and critically examine
Socrates' key teachings: that virtue is a form of knowledge
and that all virtues are somehow one; that evil is ignorance;
whether or not virtue can be taught; that it is impossible for
wrong doer to be happy; and that being a citizen requires
obedience to the state's laws, even if that means accepting
one's own death. There will be take-home written
assignments and weekly quizzes.
Prerequisite: None
Liberal Arts Perspective: Western Heritage
Maximum Enrollment: 25
Time: I
Room: Old Main 13
Existentialism
PHI 370-J
Instructor: Bruce Reichenbach
We begin with the philosophical background of
Existentialism in Kierkegaard, Nietzsche, Husserl, and
Heidegger. We then consider what it is to be beings-in-theworld by focusing on central themes such as freedom,
absurdity, guilt, despair, paradox, risk, and the presence and
absence of God in the philosophical and literary works of
individuals like Sartre, Camus, Kafka, Beckett, and deBouvoir.
Prerequisite: One prior course in Philosophy
Maximum Enrollment: 25
Time: I
Room: Music 22
Introduction to Space Science
PHY 320-J
Instructor: Ken Erickson
This course provides 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). Evaluation
will be based on two exams, class assignments, one research
paper, and at least one class presentation.
Prerequisite: Phy 245 or permission of instructor
Maximum Enrollment: 15
Time: I
Room: Sverdrup 206
Environmental and River Politics
POL 241-J
Instructor: Joe Underhill-Cady
We live and work on the shores of the largest river in North
America. It is the reason the Twin Cities are located where
they are, and it continues to define the city, as human
settlement here in turn has profoundly shaped the river
ecosystem. Of late in cities across America there has been "a
return to the river," and in this class we will be doing the
same. The river stands as a remarkable symbol for the
community, of continuity and change, of cycles and
transformation, of the power and beauty of the natural
world, and there is much to be learned from studying it.
Using the Mississippi as the focus, this course looks at the
changes in thinking about the relationship between humanity
and the natural world, as the relationship has been expressed
in literature, law, science, religion, political philosophy, and
popular culture. Particular attention will be paid to legal and
cultural conceptions of the natural world, including the ideas
of property and ownership. We will explore the distinction
between wilderness and civilization and the political function
of the line dividing those two realms.
We will cxplott. the ~bivorlhrt>ughthc cycs and cxpcrienccs c b f
those whv have wr-rkerl ancl lived their lives along il, anrl
through sitc visits to Incatio~lsalong thc river, speakers in
class, nnd on the Internet. S!~tdentswill t~avi.iln opportui~ity
to explow thcir own inttresrs in tl~criver through i n d i v i d u a l
projects, ranging rrom boat building, lo Inhlying at the Stutc
Ct~pital,In rhe vnrinlrs Mississippi Honds, tn river wolcl~yand
"green consumerism." There will bc o p p o r t u n i l i e s to work
will1 Incrll river-relatctl groups 011 thasc projccts,'~h~.ou~liont
thc coursc s ~ t ~ d e nwill
t s he encousngctl to drcnm, and to worlc
o t ~talcing that vision and ~ i ~ a k i nit gn i.e:~li~y,
in building
wip port lor n projccr, in netwnrlritls, in hilvinp, palicnce, in
fclllnw ing rhrouph, in working hartl, R I I ~ at
! tlir enrl, 11;lving
sornr~l~i~ig
concrete to show for thtir effilrrs. T11esc pmjcc~s
can h~ B j~rtjtntypcfor the f ~ ~ t ~pt ur ~
r s r ~nf
i l a vnratiori lo
cnntribute lo thc*jrworld in whntcvor wny one is celled to tic1
SO.
Liberal Arts Perspective: Social World 1 or 2
Graduation Skill: Critical Thinking
Maximum Enrollment: 25
Time: I
Room: Old Main 25
Understanding Asian America: The
Politics of Identity
POL 282-J
Instructor: Andrew Aoki
This course focuses on Asian Pacific Americans (APAs) and
thcir chilnging p o s i l i o n in Amcrican socie~y,Innking a t
history ns ~ c l as
l contcinpnr:lry ile\~cloymcnls. L l x n ~ i ~ i n c s
Elnw hltAs hnvc hccn idcn~ificdhy olliers, ar~rlhow Asian
An~cricar~s
itlcntify thcrusrlvcs. Will Al+'ir fi~llnwa "'racial"
pailern Isii~~ibr
to Al'laicnnAmcricarts), or will they follow nn
"eihnic" pattern (similar lo I'uropean Arnoricans)? Tc, what
cxtcrit rrrill those not nf E u r o p c a n dcqccnt be sccn as part CII
the mainstream rather than the margins? These questions are
relevant not just for APA affairs, but also for the larger social
changes that are sweeping America at the beginning of the
Science and Religion
J .9.
-- 7
-
REL 374-J
Instructors: Larry Crockett & Mark Engebretson
For somc in our sncicty, scie~lccir t l ~ driving
c
enainc ofa
l)cttcr, inore scclrre l i f t i ~ n dthe hasis h r a philosopl-ty of life.
I:or n~hers, scici~ura nrl irs assaciatecl ~cchnologieq,n long wit11
its inviratinn tn hecomc n glnbal wnrltlview, constilcitc a gl-nvc
tlircal. Smne Cl~rislinnspart irulnsly iccl thrcntencrl by
science. Tlris coarse will adclrcss ~ h c s rlnatters in two ways.
Firs!, it will I~cginwiih a historica! nvcrview nS tlie relatioi~s
bstwecn scicncc and tllc Chrisiinn f6~itll,
empl~wsizills~lircc
periods: he clrigins o f the Clrrisiian faith, thu clevcl~ipmentof
"morlern" sciencc ant! ~~~cclianistic
~diilrrsal~liy,
and thr recvilluat ion [tf scicncc anil natulnchirr Ihc 201h rcnt~rry.Scconci,
it will stlldy systematically the wnrlctvictm of scicncc and
religion to see how they compare.
Class tilnc will hc tlivirlud ,lmnng a variety of artivitics
including lectures, wliolc class tlisctrssicms, snlall Rruilp
IU rorials, arrrl an oxtended simtr Intion cxercisu in dcvclnpirrg a
space cillol~y,itlrawitig from thr ide;is rlcvclopcll in ihr coiirse.
(hurse cv:tluatic~nwill I>c hnsurl un two sl~ortexams,
participation in small group tutorials based on assigned
readings, a group project presentation, and a major synthesis
paper based on the group project and course materials.
Prerequisite: Religion 111, 221, or 331
Liberal Arts Perspective: Christian Faith 2 or 3
Maximum Enrollment: 30
Time: II
Room: Science 205
Topics: Heaven, Hell and the End of
the World: Interpreting Biblical
Apoca!yptic Liferature
REL 490-J
Instructor: Philip Quanbeck I 1
This course is a study of the apocalyptic literature of the Bible
with emphasis on the book of Daniel in the Old Testament
and the book of Revelation in the New Testament, as well as
apocalyptic themes elsewhere in the New Testament, such as
the letters of the Apostle Paul. The apocalyptic literature of
the intertestamental period will also be examined. This course
will also address the legacy of apocalyptic literature in the
history of Christian thought and experience including an
examination of contemporary apocalypticism. This will
include the role of biblical apocalyptic imagery in art,
literature, film, and popular culture. Coursework will include
group presentations, two exegetical papers on biblical texts,
and a final project.
Prerequisite: Religion 111, 221, or 331
Liberal Arts Perspective: Christian Faith 1 or 3
Maximum Enrollment: 25
Time II
Room: Old Main 25
Cultures of Violence
SOC 290-J
Instructor: James Vela-McConnell
Street gangs and warfare. Police brutality and genocide.
Domestic abuse and terrorism. What are the dynamics
underlying these and other forms of violence? What do they
have in common? How do they differ? This course takes
violence in its many forms as a topic for sociological analysis
and concludes with an examination of non-violent
alternatives. With this in mind, we will compare different
theoretical perspectives on violence, such as psychological,
social psychological, and socio-cultural perspectives. The
course will involve a combination of lecture and discussion
based on readings and videos, debate of current issues in the
field, and guest speakers from and field trips to local
organizations dealing with problems of violence. Students
will be expected to research, write about, and present on the
sociological dimensions of a particular form of violence. In
addition, there will be short reaction papers based on the
readings, and classroom participation will be an important
part of grading. This course has a lab fee of $25 payable the
first day of class to the instructor.
Prerequisite: None
Maximum Enrollment: 25
Time: II
Room: Old Main 13
Topics: The Sociology of Social
Movements
SOC 295-J
Instructor: Lars Christiansen
Scores of social movements have shaped and challenged the
social, political, and economic institutions of the United
States. Many of these protest movements seek to change the
established social order; some seek its defense and
preservation. This course offers the sociological study of
social movements in the United States within the last two
centuries. We will explore important question such as: Why
do people engage in protests at certain times, while at other
times reamin silent? Why are people willing to risk their lives
to create social change? How do social movements form, and
what causes their decline? Is the use of violence an effective
means of establishing social change? We will address these
and other crucial questions through a systematic study of
several social movements including labor, civil rights,
feminist, environmentalist, and anti-global capital
movements.
Prerequisite: Soc 121 or permission of professor.
Maximum Enrollment: 25
Time: II
Room: Old Main 29
Documentary Video
SPC 347-J
Instructor: Deb Redmond
Documentary video is a video production course that
integrates lecture and criticism with hands-on experience
dealing with non-fiction subjects. Students will work in
production teams, gaining experience in field production and
editing. The production teams will produce a 30-minute
documentary piece. Evaluation will be based upon student
journals, critiques, and a paper. This course requires
additional lab time for editing.
Prerequisite: None
Maximum Enrollment: 16
Time: I
Room: Science 123
Exploring Human Services
SWK 257-A
SWK 257-B
Instructors: Glenda Rooney & Francine Chakolis
Experiential learning occurs as students volunteer 60 hours in
a service agency or institution that they select. The placement
must be approved by course faculty and supervised by agency
staff. The course is designed to introduce the fields of practice
in social work and to help students explore a possible major
in social work or future career in the human services.
The three-hour weekly seminar is devoted to discussions that
assist students in integrating agency experiences and readings
that explore the historical development of social welfare as an
institution and the nature and value system of social work as a
profession. Students will also examine and critique the
manner in which social, economic, and political structures
impact diverse groups in society. Students will focus on their
own responsibilities in society, as well as examine their
personal value system in relation to special concerns, such as
poverty and the "isms." Detailed information will be sent to
students at the close of Interim registration.
Liberal Arts Perspective: The City
Maximum Enrollment: 60, 2 sections
Time: I
Room: Foss 21 A and B
Field Work I: Integrative Seminar
SWK 307-A
SWK 307-B
Instructor: Curt Paulsen & Joe Clubb
Junior social work majors are required to have 240 hours of
supervised professional experience in a social work agency.
This small group seminar supports the first 120 hours of this
placement and is facilitated by the faculty member who serves
as liaison to the student's practicum field agency. The course
provides structure and process for students to integrate
learning from their practicum and academic coursework
focusing on generalist practice with individuals.
Prerequisites: Candidacy status, SWK 301, and SWK 306
Maximum Enrollment: 12
Time: I
Room: Murphy 111
Introduction to Dance
(0.0 credit)
THR 002-T
HPE 002-T
Instructor: Sandra Agustin
With each session beginning with a rigorous physical warmup, this class offers an overview of various forms of dance,
including modern, ballet, Asian, and Latin forms. Each class
includes a rigorous physical warm-up, mixing yoga, pilates,
and modern dance.
Graduation Skill Requirement: Lifetime Sport
Prerequisite: None
Maximum Enrollment: 15
Time: 12:OO-1:00 M, T, W, Th, F
Room: Sateren Auditorium
Modern Dance/lmprovisation
THR 004-J
HPE 004-J
Instructor: Sandra Agustin
Students will learn various phases of movement incorporating
floor exercise and will learn to travel through space using
level, volume, and floor pattern, culminating in the creation
of short, improvisational pieces.
Graduation Skill Requirement: Lifetime Sport
Prerequisite: THRIHPE 002 or instructor's permission.
Maximum Enrollment: 15
Time: 1:OO-2:00 M, T, W, Th, F
Room: Sateren Auditorium
Skills of Music Theatre
THR 235-JIMUS 235-J
Instructors: Sonja Thompson & Darcey Engen
See course information listed under MUS 235-J.
Resources for Youth and Family
Ministry
Y FM 201-J
Instructor: Nancy Going
The Twin Cities are home to many youth and family
organizations and parachurch ministries. This course in an
unbelievable opportunity to visit many of them, and to get to
know many of the creative people who have conceived and
given shape to significant resources for the church. In
addition, students will have hands-on opportunities to review
and use the printed, music, media, and Web resources that are
shaping ministry in the church today. Finally, students will
learn a process for planning, and develop their presentation
skills by providing leadership for a two-day retreat. Retreat
costs: $30. We will pool transportation for site visits and the
retreat.
Prerequisite: REL 111, 221, or 331
Maximum Enrollment: 25
Time: II -January 3, 4, 7 - 11, 17, 18, 22, & end with retreat on January 23-24
from 9:00 a.m. on January 23 to 8:00 p.m. on January 24.
Room: Sverdrup 1
Peer Ministry: Principles and
Leadership
YFM 232-J
Instructor: Lyle Griner
Students will be instructed 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 listenerlhelper. Peer ministry integrates the act of
caring and serving others within a Christian belief system.
Prerequisite: REL 111, 221, or 331
Liberal Arts Perspective: Christian Faith 3
Maximum Enrollment: 15
Time: 9 a.m. - 11:30 a.m. on January 3,8, l0,22, & 24; and 9 a.m. - 5 p.m. on
January 14, 15, 16 & 17
Room: Sivertsen
Lifetime Sports
The following activities are available to students during
Interim, and students may register for these classes as well as
for a regular course. These activities do not carry course
credit but do meet the lifetime sports requirement for
graduation.
Lifetime Sport: Badminton/Pickleball
HPE 002-B
Instructor: Brian Ammann
Practice and playing of badminton and pickleball.
Grading: PIN only.
Graduation Skill Requirement: Lifetime Sport
Maximum Enrollment: 20
Time: 12:OO-1:00 M, T, W, Th, F
Room: Melby Gym-northlsouth courts
Lifetime Sport: Ultimate Frisbee
HPE 002-F
Instructor: Paul Grauer
Practice and playing of ultimate frisbee. Grading: PIN only
Graduation Skill Requirement: Lifetime Sport
Maximum Enrollment: 20
Time: 12:OO-1:00 M, T, W, Th, F
Room: Air Structure
Lifetime Sport: Golf
HPE 002-G
Instructor: Brian Ammann
Practice in the various shots used in the game of golf.
Grading: PIN only
Graduation Skill Requirement: Lifetime Sport
Maximum Enrollment: 16
Time: 1:00-2:00 M, T, W, Th, F
Room: Air Structure
Introduction to Dance
HPE 002-T/THR 002-T
Instructor: Sandra Agustin
See course information listed under THR 002-T.
Graduation Skill Requirement: Lifetime Sport
Maximum Enrollment: 15
Time: 12:OO-1:00 M, T, W, Th, F
Room: Satern Auditorium
Modern Dance/lmprovisation
HPE 004-JTTHR 004-J
Instructor: Sandra Agustin
See course information listed under THR 004-J.
Graduation Skill Requirement: Lifetime Sport
Maximum Enrollment: 15
Time: 1:00-2:00 M, T, W, Th, F
Room: Satern Auditorium
Interim Abroad
UMAIE
SPP 201-J
Augsburg is part of a consortium called UMAIE, Upper
Midwest Association for Intercultural Education, that offers
overseas learning experiences during the Interim. Further
information about the following
- courses can be obtained
from Cynthia Truitt Lynch at the Center for Global
Education, CB 307, Augsburg College, 221 1 Riverside Ave.,
Minneapolis, MN 55454,612-330-1650. These courses are
offered on a PIN basis only and generally carry a lower
division number.
Africa e5 the Middle East
African Stories: Philosophical Ideas in Literature
Crossroads Africa: Arts and Culture in Morocco
The Natural History of Tanzania
Australia and the South Pacific
Sustainable New Zealand: Ecology, Economy and Society
Australia: The Economy and its Social Context
Europe
Introduction to Peace and Conflict Studies: The Northern
Ireland Context
The Czech Republic: Social and Cultural Impact of the Emerging
Free Market Economy
Tltr 13rrcqlish Srlrard nnrl l:rrt~riiy:A Cot?~parrrtiveStudy
in Nirt', Id~*tlr),
and Paris
Frct~rhI,nri,vra,qc rrrtd Culrr~n~
?t~~errnl?rli~rrr
.'ipnrrisi~C n ~ r g i r g rrrlrri Ctrl/rri-cin Southern Spain
Live Theatre In and Around London
The Lost Generation: Americans in Paris
Spain: The Influence of a National Culture on Organizational
Practices
Theatre in England
Watercolor Painting: Art of the French Table
The European Union in the 21st Century
Latin America and the Caribbean
School and Society .
Other Interim Abroad Courses
HECUA
Development and Community in Bangladesh
ACTC
Peace and Conflict Resolution in Northern Ireland
ACTC Creative Writing Workshop at
Hamline: Transforming Genres
Course will carry upper division English credit
Instructor: David Mura
David Mura will teach the ACTC 2002 advanced creative
writing course at Hamline University. His topic will be
"transforming genres." Mura, a poet, creative nonfiction
writer, critic, playwright, and performance artist, will
encourage students to write in one genre to explore shifting
their work to another genre. The total class size will be
limited to 2-3 recommended students from each college.
Prerequisites: Eng 226, or other introductory creative writing course, and
recommendation of the creative writing faculty. To apply for this course,
contact Professors Cass Dalglish and Doug Green.
Maximum Enrollment: Three student writers from each of the ACTC colleges.
Other Courses
These courses are offered by institutions or groups not
connected with Augsburg College but have been approved for
credit by the College. Most carry a tuition cost plus other
expenses that are the responsibility of the student. They are
offered only on a PIN basis.
Inside Washington 2002:
Academic seminars
Politics and the Media
Politics, Power, and the Presidency
January 6-1 8, 2001
Pol 398-A(l.O Credit)
January 2002 marks the end of President Bush's first year in office
and the beginning of the race for the congressional midterm
elections that may mean a party switch in the House or Senate.
Much is also at stake at the state level as numerous gubernatorial
races may determine who will run for president in 2004. Many
retirements and new seats as a result of reapportionment and
redistricting means that the political deck is being reshuffled.
Who will be advantaged? What are the likely outcomes? What
main forces will be at play? How will President Bush's policy
agenda affect the political landscape and what role does the
media play in the political and policy games of Washington, D.C.?
Inside Washington 2002 is an exceptional opportunity for
students to step into the fire of politics and gain a unique insight
into these and many other issues. Through site visits, tours,
briefings, and lectures, politicians, media personalities, policy
makers, and scholars will take students on a behind-the-scenes
journey through the halls of power. Don't miss this special
opportunity to go inside Washington!
The first week, "Politics and the Media:' will examine how the
relationship between politicians and the media shapes political
news.
The second week, "Politics, Power, and the Presidency:' will
explore the first year of the Bush Administration, and the
influences that affect the public policy agenda of any new
presidential administration.
For further information about the program see Professor
Hedblom in Memorial Hall 117A, call her at 330-1197, or email:
hedblom@augsburg.edu.There are four scholarships available to
cover registration and tuition costs based on priority in
registration through the political science department.
Show less
augsburg in the summer
summer session info
Augsburg College offers a varied sulnlner curriculunl
that includes courses in more than 13 academic
disciplines as well as internships and illdependent studies.
Summer Session I runs from
May 28, 2002, to June 28, 2002.
S u ~ l l ~ nSession
er
I... Show more
augsburg in the summer
summer session info
Augsburg College offers a varied sulnlner curriculunl
that includes courses in more than 13 academic
disciplines as well as internships and illdependent studies.
Summer Session I runs from
May 28, 2002, to June 28, 2002.
S u ~ l l ~ nSession
er
I1 runs from
July 8, 2002, to August 8, 2002.
A detailed listing of courses begins
on page 8.
Course loads i n Summer Session:
Students may take up to two courses in
each session. However, WEC students
taking two or more classes in the spring
trimester are not eligible to take classes
in Summer Session I. Note: WEC
registration for Summer Session I will
not be available via the Web. Unless
otherwise indicated, all courses carry a
value of one course credit. O n e
Augsburg course credit is the
equivalent of four semester credits and
six quarter credits.
Employer reimbursement: Students
who qualify for reimbursement by their
employers may use their reimbursement
to pay for Summer Session courses.
Augsburg general education:
Courses fulfilli~lgAugsburg's Liberal
Arts Perspectives and Graduation Skills
requirements are so noted along with
the description of the course.
Augsburg College
Campus Box 136
221 1 Riverside Avenue
Summer Se
w
May 28 to June 28
Summer Session I
July 8 to August 8
about
augsburg
Augsburg College is a four-year, liberal arts college located in the heart of
Minneapolis, and affiliated with the Evallgelical Lutheran Church in America.
Augsburg is accredited by the North Central Association of Colleges and Schools.*
T h e small college environment, about 3,000 students during the academic year, is
enriched by the many opportunities found in this vibrant metropolitan area.
Augsburg's setting allows students to participate in a host of cultural and
recreational activities.
* North Cer~t~ul
Associatio~lof Collc~esand Scl~ools,G~ilanissi~~it
011 l~~stitutior~s
of Hi,ql~erEdiict~ti~l~,
312-263-0456 Weh site <wcuw.l~cocihearc>
Course levels: T h e first digit of the
three-digit course number indicates the
course level. Course numbers beginning
with a "1" or "2" are lower division
courses and are intended vrimarilv for
freshmen and sophonlores; course
numbers beginning with a "3" or "4"
are upper division and are primarily for
juniors and seniors.
Independent study: Independent
studies may be arranged in consultation
with individual facultv members.
Internships: In addition to those listed,
internship opportunities may be
arranged individually during the
summer. Academic internships are
carefully planned work-based learning
experiences, supervised and evaluated
by a faculty member. Consult the
Center for Service, Work, and Learning
at 612-330-1 148 for more information.
Housing: Students who need housing
may contact the Residence Life Office
at 612-330-1488.
information
Additional information may be
obtained at:
www.augsburg,edu/sum~ner
Minneapolis, MN 55454
For registration or financial questions:
612-330-1046 (Enrollment Center)
For questions related to courses:
612- 330-1025 (Academic Advising)
eligibility
Persons i n good standing at regionally
accredited colleges and universities,
graduates of such institutions, and
students admitted for the next fall term
are eligible to attend Augsburg Summer
Session. Good standing implies that the
student has been admitted and not
subsequently dropped by that
institution.
Students accepted for Su~nmerSession
are not automatically granted
admission as regular students of
Augsburg College. Those wishing to
begin a degree program at Augsburg
should apply to the Office of
Undergraduate Admissions, 612-3301001, or the Weekend College
Admissions Office, 612-330-1 743.
to register for
Web registration will remain open
until May 3 (Session I) and June 14
(Session 11). Web registration hours
will be 6 a.m. to 10 p.m. daily, with the
exception of April 8, which will be
.
C
person at the Enrollnlent Center
hetween 9 a.111.-4 p.m. M-F ~xtencied
hours to 6 p.m. on the first a&&econd
day of classes for each se:
Thursdays 12-4 p.m.).
Students registering for
Summer Session I must complete
their registration by May 28.
Students registering for
Summer Session I1 must complete
their registration by July 8.
Augsburg students will be hilled
through Student Accounts. NonAugsburg students nus st pay 50 percent
of tuition at the time of registration. All
s t ~ ~ d c nmust
t s be paid in f~11lby May 10
.
be dropped fr
course (s)
Augsburg stu, 3 who have unvaid
balances from
pay these ball
lmmer Session.
n Registration: Many courses
11 early and eourses with low
Students who decide to cancel their
registration prior to the first day of the
sessi~nnus st c ~ m p l e t ea dropladd for111
at the Ellroll~nentCenter (this must be
done in person). There is a charge of
$100. For refund information please see
schedule of refunds on next page.
A late fce of $75 will be assessed for
students who register after the first Jay
of the term. No S e s s i o ~I ~registrations
will be accepted after May 3 1. No
Sessioll I1 registratioils will be accepted
after July 12.
Registration begins
Web registration closes
Balance of tuition due
Classes begin
April 8
May 3
May 10
April 8
June 14
June 21
May 28
July 8
Last day to:
Register (without late fee)
May 28
*Register (added late fee of $75)
May 31
(no registrations will be accepted after this date)
Change grading option
June 7
Last day to withdraw from class
Classes end
Grades due in Registrar's Office
July 8
July 12
July 19
June 14
June 28
July 26
August 8
July 8
August 16
schedule of refunds
100% of the refundable portion of tuition (less $100 administrative fee):
If cancellation at the Enrollment Center is no later than
May 28 (Session I) and July 8 (Session 11)
75% of the refundable portion of tuition:
If cancellation at the Enrollment Center is no later than
May 3 1 (Session I) and July 12 (Session 11)
50% of the refundable portion of tuition:
-
If cancellatio~lat the Enrollment Center is no later than
I
map of aug~hurg
-
A
casts
T h e tuitioil clla!
.-.--
-
-
-
$625 for 1-
t courses
R
Audits al
listed ah01
c it courses
t the tuition rates
course load is
the two scssic
1.5 credits over
1
financi-
1
Eligibility for I
Session attend
Fi11$7Kal aid is available to students
er~rollsdin day or weekcnd progra#
from most federal and state ijpancial aid
programs. Institutional sc
lips and
grants are available only
regular academic year. St
maintain half- time status
the program in which they are enrolled)
are eligible to apply for financial aid.
WEC v:
No a
i
. r S ~ n cm ~nI as
..-..rrently with the WEC
m e s ter.
W E C stuc
enrolled in Summer
Session I1 ma
eligible for financial
J
aid it' their course load is at least 1.0
credit.
To apply
You must notify the E n r o l l m e ~ Center
~t
if you wish to apply for financial aid for
Suminer Session. To do so, visit
< www.augsh~~rg.edu/enroIl>.
The financial aid dcadline for
Summer Session is April 15, 2002.
COLLEGE M A P I N F O R M A T I O N
Adnli,\inns \Vcakd;ty Pn,g~%n~
13- Li~iclclll,ib~%~ry
2. Ad~~li,\iorirAnnc* and Wcckcnd
14.,Ma11ilc11a11cc
;111clCjmond.; Shop
Ad~~lisi~o~ls
l s . l M ~ ~ r l ~ Rtlll
~l~c~l
3. A i r Slruclorc Elllr;l~lcc
(No\,cmbcr I l i n , ~ ~ gM;lrcll)
ll
4* Eddt-Ncl\on Alhlclic
Picld imd Sc;~ul~idl
AirSIr~~~lurc
C l ~ ~ i u l c ~ l sC*.lltiv
cn
6, EA$I Hall
F,!cully Cioecl Ho11,c
8. Prrss, Lohcck. Milt,, Ccnlcrtr,C
Wonllil), Dril~liil& C < I I I I I I I ~ I I I ~ U ~ I ~ I , , I I
% Svcrylrup H;III
10. H u s b y - S ~ ~ ~ I I ~Tc111iib
I ~ I I COIII 15
Hi111
I I. Ice Alcnn
17. Dc\clopmcnl. PR/Cor~inlul~~c;~lio~n,
;aid Alumnifi';!rcnl I l e l n l ~ o ~ r
!.
>.
7.
A.VliiIoeP.~rkillg
B;Rc\~clc~ll P.I&III~
C. C o ~ n n l ~ ~P,ld~n;
ler
D. F;~cuIly/St;~IY/Com~nt~tc~/Rc<irlcnI
Parking
[S,Rc&~~le~lt
Pdkillg
F,, Rec~cle~~r
Pil~kilig
Ci. Adtni~rio~~c/F,su~lI)~/SInfl
P.r~li~lg
t i - , F ; ~ u l l ~ / S ~ Pn&i~ig
;~If
1. Vih'itoPP.!~hing
S, P,~cuIlylSrotf P i ~ l k i ~ l g
K.F;~cull):/Sl;~frPi~rhi~l:.
L.:Y~\ilo~.P,~kt~lg
M. F,tcully/Sl;~h/C,>~l~n~ololl
PIII%III~
N.,~;suI~y/St;~tI;iConln~~~lcrP,~k~~~g
0. Fi~ifiicw-LlnivchilyI';uking Rnnlp
Visit the Enrollment Center Web site to
downloa~lapplication materials.
1-94 East fro111 Minneapolis%kc 2 5 t h A\,~IIIIC exit, l u n l 1ck.a~2.5111 Avenllc, turn
Icft ;lr RrvcMclc AVCIILI~,[ u r n l c f l at 2 1 i t A\,cnr~c
Sil\~th.,
1-94 West fro111 St. Pault c ~ i l c l cA v c u ~ l c ,
31kc R ~ v e r s i ~csil,
l c t11in l i ~ h ,t ~ RI\
SOLILII.
l l l r n I c f ~; ~ 2r lct ALVIILIC
35W from thc SoutliFollrne thc 1-94 St. P.1111 SI~IL~T
(III\*S
t o ~'idht Innc :tftcr.
~ n c r ~ c n )'liikc
.
25th AVL.IIUC ex11 2nd r u l n
cncli id~\r.il
lefi a r ~ i w r : ~ i c lAc w n ~ l c l, u t n l c l l a r 2 l a r A v c n 1 1 c
S,lll~l.
,
T h e ca111era w
creativity and
photographic
1
-~
35m1u,single-lens rt
film, etc.: $200-$22
Pel spectivelsk
6-9:30 p.n~.
~
r visual
and white
llts need access to a
:all~era.Estimated cost of
L,,OL<
o l d M~~~~
4
ACC 22
Principles of Accountinl
Intyduction to business :
and fundamentals of accounting, the accounting
cycle, and preparation of finanr:-' -.aternents.
T B Th
Mttsic 24
8 3 0 ~.III.-II~OII
BUS 2 4 2 3
Principles of Management
Cerrito
Development of the theory of I ....c...,- ~ u e n t ,
organiznticin, staffing, planning, and control. T h e
nature of authority, accountability, ~es~onsihility,
and analysis of the pnifessional manager.
6-9:30 p.171,
TBTh
Mlisic 24
B U S 331-S
Financial Management
Kapoor
Topicurrlated t(1 theory acquisition, fund
allocation and nlanagcmcnt, sources and uses of
Ic~ng.and short-term fi~nds,capital
costs/budgctiny, levcragc, and dividend policy.
(Prereq.: ACC 221, ECO 112 or 113, and MPG 3)
6-9:30 p.111.
M,W F
Olrl Moil1 29
EDC 2 2 0 3
Educational Technology (0.5 Credit)
Erickson
You will be expoaed to basic thcorics of
communicatio11, selection, evaluati<in and
research. Become skilled in some of thc digital
tc~<ilsused in today's schools. Learn how to clioose
apprc~priateapplicatin~isof thcorics and techn~ques
for educational settings.
9-1 1:30 ir.111.
M, W F
S v e r d ~ ~204
rl~
Introaucar
A n initiation i u t
formal study of fictjon,
poetry, and drama, urawing on works from several
periods, difierent cultures and races, and male and
fe~nalewriters. This course aims in
to
develop students' critical and analytical skills as
the prerequisite for all upper level courses In
literature. PerspectiveiSkill: Aesthetics
4-7:30 0 ni.
Old Moil1 26
G S T 200,S
Quantitative Reasonmg
Schield
Critical thinking about statistics as evidence in
:
lents involving predictions and explanations.
i include reading and evaluating tahles,
:raphs, and statistical models. E~nphasison
nterpretation, evaluation, and communication.
PerspectiveISkill: Quantitative Reasoning
(Prereq.: MPC 3)
6-9:30 p.111
T €4 Th
Old Muin 18
ASL 101-S
Beginning Sign Language I
Mikkelson
A n introduction to deaf culture and the signs and
syntax of ASL. S t ~ ~ d c nobserve
ts
the
denlonstration 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.
PerspectiveISkill: Intercultural Awareness 2
SPA 111-5
Beginning Spanish I
Reinhardt
Aims to de\,elop four basic skills: understanding,
speaking, reading, and writing of elementary
Spanish. I n t r o d u c t i o ~to~ the culture of the
Spanish-speaking \vorld.
Perspective/Skill: I n t e r c ~ ~ l t i ~Awareness
ral
2
8:30-1 I a.m.
T 1R TI1
Old Moin 26
1- '..: -. .
I N S 105-S
Intro, to American Indian Studies
Weston
This coLlrse is intended to introduce students to
Anlcrican Indian S t ~ ~ d i eConcepts
s.
and topics to
be covered include, among others, history,
language, culture, literature, policy, iinages,
contemporary issues, and the arts. Minnesota
Indians will be eluphasized wherc appropriate.
PerspectiveISkill: Intercultural Awareness 1
6-9:30 p . n ~
TBTh
Old M r ~ i t25
~
I N S 199-S1399-S
Internship
Olson
A work or service experiencc in which the
s t ~ ~ d e nfaculty
t,
aponsor, and aite supervisor design
a learning agreement plan that links classroo~ll
theor): the liberal arts perspcctivcs, and graduation
skills with the opportunities inherent in the
internship. T h e student 111i1stc o ~ i ~ p l eat elearni~ig
~portfciliobased o n the internship. Student should
consult with the faculty sponsor reganling
requirements and get permission to registel: PIN
grading only.
3,
.....
PSY 352-S
Adolescent and Young
Adult Development
Hanson
Consideration of research and theory related to
development during adolescent and young adult
years.
(Prereq.: PSY 102 or 105)
6:00-9:30 P.m.
M BW
Old Mail1 2 5
REL 3 7 0 3
America11 Indian Spirituality
& Philosophical Thought
Jacobson
Religious beliefs, spiritual customs, and philsophy
of North Alnericau Ind~ansare 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.
PerspectivelSkill: Christian Faith 3 , \Writing
(Prereq.: ENG 1 11, Jr. Standing and REL 11 1 ,
221, or 331)
6-9:30 11.11
M€4W
Old Main 18
POL 2 4 1 3
Environmental
Upper Mississippi River watershed. Issues covered
include controversies about river pollution, the
lock and dam system, rcgiunal water supply, floc~d
control, economic clevelop~uentin the rive1
corridor, farming practicca, and enerby production.
In regard to each of these, the class will examine
thc challenge c~fbolancung econoniic dcvclopmcnt,
social har~non):and environmental sustainahility
Thcrc will be weekly excursions to explore the
river in the Twin Cities and meet with local policymakers and stakeholders. Students will repclrt to
the class o n a research project o n a topic of their
cho(ising.
PerspectiveISkill: Critical Thinking, Social \Vorld 1
6-9:30 11,tn
M&
? \v
0111 Moir~2 7
S P C 351-S
Argumentation
Lapakko
Develops critical thinking bkills by study of the
theory and practice of argument, evidence,
fallacies, and refi~tation.Includes how to build and
analyze public argulnents that c o n f r ~ n stt~dents
t
in
their everyday lives.
PerspectivelSkill: Critical Thinking
(Prereq.: SPC 111 or 112 or consent of instructor)
6-930 ~ , I I I ,
T 8 TI1
Old Main 2 9
session I 1 july 8 to august 8
ART 1 0 7 3
Drawing
This is a first level drawing course. Studelits work
with a varlety of traditional and non-traditional
drawing media and explore important colicepts of
drawing. Slide lectures, dernonstrations, and
critiques coniplete the learning expel ience.
PerspectiveISkill: Aesthetics
6-9:30 p,nl,
TBTh
Old Maill 17
ACC 2 2 2 3
Principles of Accounting I1
Kader
A continuation of A C C 221. I~ltroductionto
business activities and accounting for corporations.
Basic concepts and fundan~e~ltals
of nlanagerial
accounting, p l a ~ l ~ l i and
~ l g controlling processes,
decision-making, and behavioral considerations.
(Prereq.: A C C 221)
8 3I I
T GI Th
Music 22
A R T 118-S
Painting I
Bollmao
In this first level painting course, students learn
important concepts of painting. Most class time is
spent painting. Slide lectures, demonstrations, and
critiques complete the learning experience.
PerspectiveISkill: Acsthetics
6-9:30 p.111.
T B TI1
Old M ~ I 17
I
BUS 2 4 0 3
Personal Finance
Kapoor
Introduction to personal financial planning and
budgeting, credit management, income taxes,
insurance, real estate, investments, retirement,
and estate planning.
Old Main 10
6-9:30 I J , I ~
M&W
ART 2 2 5 3
Staff
Graphic Design I
A n intrc~d~lctioll
to the principles and t e c h n i q ~ ~ c s
of graphic design using page layout software.
Emphasis o n designing with text and ilnagc
PerspectiveISkill: Aesthetics, Speaki~lg
6-9:30 p.111
T B TI1
Fuss 22B
A R T 2491349-S (with H I S 24913493)
Designed Environment
Anderson
This course addresses die designed environment,
the i~ltentio~ially
designed places in which wr live.
We will investigate architecture, landscape
architecture, and u r h a ~ design,
l
b o t l ~in cl;~ssand
in site visits and walking tours to proluinent
cxa~nples~f desiyn excellence.
PerspectiveISkill: Aesthetics or City; Writing
(upper division only)
(Prereq.: For upper divisiu~~-an art, history, or
urban sti~diescourse, and ENG 11 1)
1 4 : 3 0 [LIII,
M B W
Scie~~ce
123
ART 3 3 0 3
Graphic Design I1
Staff
A n advanced study of the graphic design of
typography and visual imagery fnr print production
using the computer. Includes idcntihcatic~liof
design problen~sand presentation to client.
PcrspectivclSkill: Aesthetics
(Prereq.: ART 225)
6-9:30 p.ln.
TBTh
Filss 22B
BUS 3 4 0 3
H u m a n Resource Management
Cerrito
Personnel filnction in business, accl~~isitic)n,
and
utilizatio~iof human resources; desirable working
relationships; effective intcgrotion of the worker
with the goals uf the firm and society.
(Prcreq.: BUS 242)
6-9:30 p . ~ n ,
M B W
BUS 4 4 0 3
Strategic Management
Cerrito
Concepts and principles related to the
management (if operating fi~~ictions
caught from a
~lla~lagerial
viewpoint with examples from various
industries and sectors.
(Prereq.: BUS 242 or consent of instructor)
6-9:30 p.ln
TBTh
Mtrsic 24
MKT 2 5 2 3
Principles of Marketing
Meziou
Principles of hasic policy and stratcw issues in
marketing. Legal, ethical, competitive, economic
; ~ u dtechnological factors as they affcct pro~luct,
prona~tion,and distribution decisions
6-9:30 11.111
M B W
S v e n b ~ ~202
p
This course examines t h o k
unique to ~llarketingin a<in
Emphasis is placed o n a d a z
mix according to the i r b - - ellvLroLinlent.
(Prereq.: MKT 252)
Clayton
120th centurv
ErnC
r
C H M 100-S
Chemistry for Changing Times
This course int~oducesb a s ~ cche~uistrycon-.
the context of numerous science-based i s s ~
our everyday lives with the goal of student I
:
a basic understanding of thc science behin%ssucs
present and in the future.
PerspectiveISkill: Natural World 2
(l'laereq.: MPG 2)
8:30 ~ . I ~ . - I I O I I I I
T B TI1
Science 3 15
E D C 495-S
Topics: DiversityNinnesota
American Indians
Gresczyk
This course cxaluines human divcrsity and Ii~lluan
relations. It fulfills the Education Department
huluan relations and Minnesota An~cricanlnclian
req~~il,ernents
and is a n option within the liceusure
progr:ilil.
6-9:30 p.m.
M B W
St'ertlrtlp 1
This coursc is designed for clclucntary educntic~n
~uajorsand includes earth science "hands-on"
inquiry based activities that modcl the tcacl~ing
and learning process ~f sc~entificinquiry. Meets
hasic earth science st~hjectmatter standards for
initial licensurc.
6-9:30 j1.111.
T El Th
sCiL'IICL'
10
SlS
-
ction.
Awarcncss I ,
Isen1 of instructor)
TI1
Old Mail1 23
TB
HPE 1 1 5 3
Chemical Dependency (0.5 credit)
Broek
A n analysis of chemical ahuse and what can be
clone for the abuser. Inclu~lesinfc~rmationabout
school health education and services.
6-9:30 11.111.
M
Old M r i i ~23
~
This course addresses the designed envil-o~uucnt,the
intention;~llydesigncd pl:lccs in which we livc. \Ve
will in\,estigate architecture, landscape architecture,
and urhan deaib~~,
bhr~tliin class and in site visits tn
pro~ninentexao~plesof design excelle~~ce.
PerspcctiveiSkill: Aesthetics or City; \Vriting- (upper
..
division only)
(Prereq.: for upper divisin~l-an art, histor): or urban
ati~diescoursc, ancl ENG 111)
1 4 : 3 0 11.1il.
M B W
Scie~~ce
123
I N S 199139923
Inter~iship
Olson
A work or service experience in which the s t ~ ~ d e n t ,
faculty sponabr, and site supcrvia)~design a learning
agreemen1 plan that links c l a ~ , r ~ i o~l~cory,
n~
the liberal
arts perspectives and gracluation skills with the
0ppc1rti11iitiesi~lllcrc~it
ihi the internship. Thc stu~lcnt
hnsed on the
must complete a lea~ning~x~rtfnlio
internship. St~lclcntshoulcl cc~nsultwith the faculty
sponsor rqi~rdingrequirements ancl gel per~~dsslnn
to
rceiater. PIN eraclinu onlv.
INS 3 4 2 3
agical foundations of
e course cc
Islam, its basic concepts and tenets, Islaniic law
(Shari'ah), Islamic economic and political systems,
and Islamic patterns of life.
PerspectiveiSkill: Intercultural Awareness 1
6-9:30 0 nl.
Mt~sic22
INS 2 5 5 3
Kaufman
Paideia Seminars
ninar
Students will .uarticiwte
.
discussions following the Paideia seminar form
developed by Mortimer Adler. Seminar topics
emphasize selections that help students to think
critically, understand timeless ideas ':----carefully, and question thoughtfully
PerspectiveISkill: Critical Thinking
]lily 22-26
INS 260-S
Contemporary American Indians
Weston
This course examines the situation of American
lndians in the United States since the Indian
Reorganization Act of 1934. Emphasis is on
current issues such as tribal sovereignty, treaty
rights, reservation economics ,and Indian
education. PerspectiveISkill: Intercultural
Awareness I
6-9:30 p.111.
TBTh
Old Muin 13
INS 29523
Doine Business in the
Czech Republic
StollerIStaff
This course will concentrate on developing a
capitalist enterprise in the ex-comrn~~nist
world,
looking at how models are succeeding, and how
different sectors of Czech society are responding to
the changes in social norms and values which
underlie these new econonlic initiatives.
6-9:30 p m
M B \V
Old Mirirl 18
ditics of the
This course explores I
conununities and ecosystems of the Upper
Mississippi River watershed, including
controversies about river pollution, the lock and
danl system, regional water supply, flood control,
and farrnir,, There wil
reekly
kers and
e~rn~rsions .. ..... I local polic,
, trying to achieve sustainability in
holde
'or additional schedule information
---
w.,,u,sburg.edulppagesl-cady/
,
,
'E: Additional $500 fec
(Prereq.: POL
equivalent, and passing
water safety tt
Old Main 25
'?li
MAT 1 7 3 3
Math of Interest
Kaminsky
Learn how to deter~uinethe monthly payments on
a house or car. Find out how much you need to be
socking away now to have a million when you
retire. Learn how annuities, perpetuities and life
insurance work, and more. Evaluation will be
based on classroon~participation, quizzes, and a
final examination.
PerspectiveISkill: Quantitative Reasoning
6-9:30 p.m.
MBW
Scierice 108
ASL 102-S
Beginning Sign Language I1
Mikkelson
An intrciduction to deaf culture and the signs and
syntax of ASL. S t ~ ~ d e nobserve
ts
the
demonstration of signs, practice their own signing,
and learn thc facial expressions and body language
needed to communicate clearly with deaf and
hard-of-hearing people.
Perspective/Skill: Intercultural Awareness 3
6 4 3 0 p.111,
T W( TI1
Old Mui~i26
POL 421-S/ML 560-S
Developing a Multicultural Perspective:
Race and Ethnicity
Aoki
This course fc~cuseson the ability to function and
lead in culturally diverse and ever-changing
contexts within the U.S. Improved culti~ral
awareness, com~nunicationskills, and
interpersonal sensitivity and appreciation for the
complexity of the racial and ethnic groupi~lgsare
among the goals of the course. Extensive
discussion and several short written assignments
with emphasis on applying course material to
leadership situations.
(Prereq.: Graduate, or Jr. or Sr. Standing, or
consent of instructor
6-9:30 P.m.
MBW
Lir~dell16
SWK 395
Topics: Social Policy, Society and Restorative
Justice
Link
This course describes contenlporary systems of
human service with a focus on poverty, community
relationships and restorative justice. There will be
a combination of class and urban field visits.
PerspectivelSkill: City (pending approval)
6-9:30 P.m.
M B TI1
Note: Rochester Campus
PSY 361-S
Personality/Cultural Context
Hanson
Current scientificallv-based amroaches to
description, dynamics, aud development of
uersonalitv. Includes studv of eender, social
position, and cross-cultural behavior.
(Prereq.: PSY 102 or 105)
6-9:30 p.m.
MBW
Old Muin 25
6-9:30 p.m.
SWK 6 9 9 3
Assessment and Diagnosis in Mental Health
Practice
BoisenlSyers
This course exan~inesassessment and diagnosis of
mental health in individuals. Emphasis is placed
on understanding mental health disorders from a
MBW
..
REL 221-S
Biblical Studies
Quanbeck 11
This course covers the origin, literary character,
and transnlisaio~lof the biblical documents.
Explores the task of biblical interpretation.
Discusses the history of Israel and the enlergence
of the clu~rch.There will be two exams and two
interpretive papers.
Perspective/Skill: Christian Faith 3
8:30 a.m.-no011
T €4 TI1
0111 Maill 29
SOC 3 5 6 3
Crime and Community
Blooni
Analysis of correctio~lalproerams
and community
. ..
responses. Lecture, discussion, and site visits to
(Prereq.: SOC 121)
1 4 : 3 0 I~nt
4
.
4
.
.
T B Th
,, ,, ,
.
Old Moin 18
.
L
SPC 3 2 9 3
Intercultural Communication
Lapakko
This course explores cultural differences and their
inlplications for conu~~~unication,
including
differences in values, norms, social interaction,
and code systems.
PerspectiveISkill: Intercult~~ral
Awareness 1
6-9:30 p.ni.
M B W
Old Main 29
center for
global education
upcoming programs:
Language, Culture, and Social Change in Mexico
May 18-June 23, 2002
The Church, Civil Society, and Social Change in El Salvador
May 20-30, 2002
Human Rights and Social Change in Guatemala
May 20-30,2002
All Our Futures: Education for Global Citizenship
June 11-18, 2002
Social Services and Social Change: A Culture in Transition
June 26-July 3, 2002
Nicaragua: Past, Present, and Future
July 17-26, 2002
Mexico in Transition
August 1-9, 2002
For information and other possible educational
Global Education at 612-330-1 159 or e-mail
-
Show less
AUGSBURG
......................2
......................4
Visiting Students ................ 5
About This Catalog................. 5
Calendar ........................6
Interim Courses ................... 7
Lifetime Sports ...................45
Interim Abroad ..................4 7
Introducti... Show more
AUGSBURG
......................2
......................4
Visiting Students ................ 5
About This Catalog................. 5
Calendar ........................6
Interim Courses ................... 7
Lifetime Sports ...................45
Interim Abroad ..................4 7
Introduction
Options
Other Courses
................... 5 1
Introduction to Interim
Interim is an integral part of the school year at Augsburg
College. The College follows a 4-1-4 calendar, with fall and
spring semesters of approximately 14 weeks separated by a
four-week January Interim. Interim is intended to be a time
for both students and faculty to employ styles of teaching and
learning and to investigate questions and topics in places and
ways not possible during the regular term.
Interim is an opportunity for intense concentration on a
single course of study. Since one Interim course equals a fulltime load, students should plan to spend the same amount of
time in class and preparing for class as they would for a fourcourse load during fall or spring semesters. Students should
be prepared for at least 40 class hours during the Interim and
should anticipate the equivalent of the normal two hours of
study for each class hour. Since the course length is only 3 112
weeks, attendance at every class is imperative. While it is
expected that students will attend every class period, instructors will establish the precise attendance policy for their
courses. Students can register for only one course credit during Interim. There is no tuition refund for a student who
chooses not to enroll in an Interim course.
Most Interim courses are graded traditionally on a 4.0 to 0.0
scale. Students generally have the option to register on a
PassINo credit basis. A few Interim courses are graded only on
the PIN system; this is indicated in the course description.
Some courses are offered for either upper or lower division
credit. Such Interim courses have two numbers listed and students must select which is most appropriate for their needs.
Students registering for upper division credit should anticipate additional assignments and a more rigorous grading
standard. Some courses, especially courses with travel requirements, have additional fees associated with them. These fees,
although intended to be accurate, may change; and students
should check with the instructor to verify the final costs.
Students are required to complete at least 33 course credits for
graduation. This course total must include two Interims for
students who enter with fewer than 14 courses. Freshmen are
required to take an Interim course their first year. A maximum of four Interim course credits may be counted toward
the 33 course credits required for graduation. Transfer students should refer to their transfer credit evaluation form or
consult the registrar for the number of Interim courses
required.
Day school students (3.0 credits or more for fall) can take a
total of 1.0 course credit. They may take two half-credit classes. They may also take a lifetime sport (zero credit). The lifetime sport is at no additional charge if they are full-time students (fall term). If less than full-time, they will be charged.
Weekend students can take 1.0 course credits in Interim as a
cross registration and will be charged WEC tuition $1258 per
course credit and a $25 technology fee. If they do so, they may
take only 1.0 additional course credit in Weekend College for
winter trimester.
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, marital status, status with regard to public assistance, or disability in its
education policies, admissions policies, scholarship and loan
programs, athletic and/or school administered programs,
except in those instances where religion is a bona fide occupational qualification. Augsburg College is committed to providing reasonable accommodations to its employees and its students.
Any questions concerning Augsburg's compliance with federal
or state regulations implementing equal access and opportunity can be directed to Betty Wade, affirmative action coordinator, Office of Human Resources, CB 79, Augsburg College,
221 1 Riverside Ave., Minneapolis, MN 55454. She can be
reached by telephone, (612) 330-1023; or by e-mail,
<wadeb@augsburg.edu>.
Introduction
Options
International Interim-Students are invited to participate in
the international Interim courses offered by the Upper
Midwest Association for Intercultural Education (UMAIE)
and other consortia. These course opportunities are listed on
page 47. Some courses have early registration deadlines.
Internships deadline-Friday, December 8. January Interim
internships must be planned in advance. Students electing an
internship must meet departmental requirements and present
a signed internship-learning agreement plan to the Center for
Service, Work, and Learning (1st floor Memorial) by the first
day of Interim classes. The learning-agreement forms are
available in the same office. Internships during Interim must
involve full-time work placements for approximately four
weeks. Assistance for planning internships is available in the
Center for Service, Work, and Learning.
Independent studylresearch or directed study-Students
may elect a program of independent study (upper division
499) or directed study (lower division 299) for Interim.
Faculty members are strongly discouraged from accepting
responsibility for more than one independent study per
Interim. Students choosing to pursue independent or directed
study must:
1. Meet departmental requirements
2. Present to the registrar a copy of the proposed study
plan approved by the supervising faculty member and
the directedlindependent study registration form.
These forms must be submitted by December 1.
Appropriate study proposal and registration forms can
be obtained in the Office of the Registrar.
Introduction
Interims at other schools-Augsburg students may enroll at
any other 4-1-4 institution that offers a reciprocal Interim
arrangement. Catalogs of these Interim programs are available
in the registrar's office. Registration for Interims at the other
ACTC colleges will be at Augsburg during the regular registration period. Most courses taught during the Interim at other
4-1-4 schools are accepted for credit by Augsburg, but may
not necessarily be accepted as meeting Augsburg's general
education requirements or major requirements.
Visiting Students
Augsburg College welcomes students from other 4- 1-4 schools
for the January Interim without tuition charges, provided the
student's home institution agrees not to charge tuition to
Augsburg students for the January term. The waiver of tuition
does not include special fees, housing, or board costs. Other
students will be charged $1,726 for the Interim course plus a
$25 technology fee. Students interested in registering for an
Augsburg Interim should write to the Office of the Registrar
for application forms or use the forms provided by the Interim
office at their own school. There is an application processing
fee of $25. Students are welcome to stay on campus but are
not required to do so. Requests for Interim housing should be
made to the Office of Residence Life.
It should be noted that neither ACTC exchange students nor
visiting students may register for 199, 299, 399, or 499 courses.
About This Catalog
The catalog lists courses by departments in alphabetical order.
At the end of the book are listings of other courses not
offered by Augsburg but recognized by the College for Interim
credit. Students may also register for one of the lifetime sports
listed at the end of the catalog. Courses that include travel are
marked with an airplane.
Interim Calendar 2001
November 13 to December 1 . . . . . . . . . . Interim registration
January 3
. . . . . . . . . . . . . . . . . . . . . . . . . .First day of Interim
Time I-9:00 a.m. (first day)
Time II-1:15 p.m
January 4 .
. . . . . . . . . . . . Last day to register or add a class or
cancel a class without a notation
January 12 . . . . . . . . . . . . . . . . . . . . . Last day for determining
grading option with registrar
January 12 . . . . . . . . . Last day for withdrawing from courses
January 15. . . . . . . . . . . . Martin Luther King Day-no
class
January 26.
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Interim ends
January 30
......................Spring semester begins
February 2
................Interim grades due to registrar
The time, number, and length of meetings as well as the beginning time will be arranged the first day of class. The daily
schedule for Interim is divided into two blocks of time:
Time I: 8:00 a.m. to 11:45 (Note: on the first day, Time I classes
will begin at 9:00 a.m.)
Time 11: 1:15 p.m.-5:00 p.m.
Note: Martin Luther King Day-No
class
For More Information
For more information contact Barbara Pappenfus in the
Interim Office at (612) 330-1150.
Calendar
Accounting (ACC)
See listing under Business Administration.
Drawing
ART 107-J
Instructors: Pary Pezechkian-Weinberg and Tara
Christopherson
The legendary light and geography of Provence has shaped art
history for centuries. In the last hundred years alone, it has
inspired countless works of art. Using French language and
personal art, students will immerse themselves in place, documenting their own inspiration with text and images of
Provence through journal, discussion, sketching and assemblage. The language, culture and art of Provence will come
alive for students, resulting in a very personal memoir
grounded in site-specific content. Students will spend the
majority of their time in Provence, winding up the program
with four days in Paris. For more information, contact Prof.
Pary Pezechkian-Weinberg, (612) 330-1090 or Prof. Tara
Christopherson, (612) 330-1232.
Note: This course is being taught in France and is listed in
the UMAIE booklet as Topics: The Artist's Book, Provence to
Paris.
Liberal Arts Perspective: ART 107 -Aesthetics
Life Drawing
ART 247-J
Instructor: Norman Holen
A study of undraped figures for art students and non-art students. The figures will be depicted with graphite pencils in
various settings for varying lengths of time. Grades will be
based upon quality and improvement. There will be a fee for
$45 to be paid on the first day of class.
Liberal Arts Perspective: Aesthetics
Maximum Enrollment: 20
Time: I
Room: Old Main 17
Laboratory Biochemistry
BIO 368-J
Instructor: Karen Ballen
This course is an introduction to techniques commonly used
in biochemistry. Techniques include (but not limited to): protein extraction, dialysis, spectrophotometry, SDS polyacrylamide gel electrophoresis, ion exchange chromatography,
Western blots, measurement of enzyme activity, and thin layer
chromatography.
Note: BIO 368 cannot be used to satisfy an upper division
elective in the biology major.
Prerequisites: 2.0 in BIO 367
Maximum Enrollment: 12
Time: I
Room: Science 212
Internal Audit and Management
Consulting
ACC 424-J
Instructor: Staff
Auditing through an interdisciplinary approach. Using techniques discussed in a ~ - ~ o i t , ~ t i~nig~, ~ i ~nli~rl,lgcmcrlf,
ncc,
marketing, and MIS, we c x ; ~ n l i ~ l ae i~iisincss'iolcr-na1 cuii~rolsystems and operating c l l i z i c l ~ c y .13y s~cypingaway from the traditional textbook approach we incorporate creativity and discussion. Major topics include: business valuation techniques,
"just-in-time" philosophy, efficiency improvement techniques,
disaster recovery planning, and report writing. Students will
be evaluated by classroom quizzes, a project, and final examination.
Prerequisites: ACC 221&222, BUS 242,252,331, ECO 113, MIS 175&379
Graduation Skill Requirement: Speaking, Writing 1 & 2
Maximum Enrollment: 20
Time: II
Room: Old Main 11
Biology
d,
The Music Business: Marketin
Promotion, Publishing, Recor Ing
BUS 105-Jl305-J
MUS 105-Jl305-J
Instructor: Ned K a n t a r
An introduction to the music industry. Topics covered
include contracts, business structures and basic business
essentials, band names, publicity and advertising, and the
role of agents and managers. Other topics included are music
and theatre, arts administration, copyright, licensing, and
recording. Objectives include giving students a basic working
knowledge and an understanding of the necessary survival
skills to succeed in the music industry, the ability to access
and lwowss i ~ i i i ~ r n l a t i oncctlccl
r~
I;II. solvi~lerylriciil t n i ~ s i c
(11' 111e liur~(lr.t'tlaol'
I,usir~uss ~ ~ ~ ~ o l ) :unil
l ~ ~nn
n siIw,li-rnc.ss
,
cirrcci. c ~ l , q ) o l + ~ u ~ ~c iv~i li le~ si l l~lic111~1sicind~uirl-y.'l'hc L,I)LII'SC is
OI>C'I\ I { ) l)o!l~i t l l j l ~ ';IIICI
~ . IOWC'I- tlivision sl i ~ d c ~ l l Illlllcr
s.
cliviilrc r , e c l u i r c d Io ri~riilllclc.:~
litla1 r . ~ s c ; ~ prw.
~~~Ii
s i r ~ nslucler~~s
ject. Examples include devising a specific marketing plan for
a venue, concert series or performing ensemble; researching a
specific career opportunity; or another approved project. For
interested students, an optional four-day trip to the
American Performing Arts Presenters (APAP) Annual
Conference in New York City, the largest booking conference
for concert presenters in the world, is scheduled for January
6-9, 2001. Students are responsible for the cost of transportation, room and board. Students will be evaluated on written
and oral presentations, including quizzes, research assignments and classroom projects-individual and/or symposium format.
Maximum Enrollment: 15
Time: II
Room: MUS 4
Responding to the Challenge of Japan
BUS 368-J
Instructor: Steven LaFave
An examination of current Japanese business practices using a
cultural perspective. A multimedia approach will be employed
involving film, television documentaries, radio speeches, and
readings from current periodicals in addition to text materials. A seminar model will be used with substantial participation expected on the part of the students. Evaluation will be
based on a paper, two 20-minute sessions of seminar leadership, class participation, and mid-term and final examinations. This class should be of interest to anyone majoring or
minoring in international business or any field of business
administration, as well as anyone interested in Japan. Students
who cannot attend every class should not enroll in this
course.
Prerequisite: Junior standing or consent of the instructor
Liberal Arts Perspective: Intercultural Awareness I
Maximum Enrollment: 20
Time: I
Room: Old Main 29
International Marketing
BUS 466-J
Instructor: Wolfgang Winter
Issues and activities unique to marketing in an international
context. [Required for the new major in Marketing.]
Prerequisite: BUS 252
Maximum Enrollment: 20
Time: II
Room: Old Main 29
Personal Financial Management
BUS 295-J
BUS 495-J
Instructor: Ashok Kapoor
This is an introductory course in personal financial planning.
Students will be introduced to budgeting, credit, income
taxes, insurance, real estate, investment, and retirement planning. BUS 295: Quizzes and exams. BUS 495: All of the above
plus some assigned case problemslpapers will be required.
Prerequisite: Math Placement Group 3
Maximum Enrollment: 25
Time: I1
Room: Foss 43
Advanced Computing for Business
MIS 370-J
Instructor: Jim Kattke
C3bjcctivus arc tcl
lcnrti conccpls unilc.~.lyi~lg
crr,;~tiitnof Web
1ugcs and b i u i ~ ~ cco~minunicatic~n
ss
v i ' ~(he I n~crnrl.Usc o l
r ~ l ~ t i i ) l ~latilb:1scs
i.~l
[or u c l v a ~ i ~ cqucrics,
d
fi~rms,altd rcpnr ts.
Basics of event-driven programming for solving business
related problems. Students will complete three major projects
and a few minor assignments. The course requires significant
effort on projects and constant access to a computer.
Cooper;~lionw i ~ hl'cllow sluiltn(s in 1e;irning to aoply col-1cepts is cncou ~,i~p,cd.
A good gr~ispof blS Access is rcquiruil or
the williilgntss lo cxcrcisc cxccplic)nal effort in lt.;lri\ing tllc
tool.
Prerequisites: MIS 175, CSC 170, consent of the instructor, or Math Placement
Group 3
Maximum Enrollment: 20
Tme: II
Room: Lindell 16
Chemistry for Changing Times
CHM 100-J
Instructor: Arlin Gyberg
This course is developed from the perspective of a person living in modern, high-technology society such as the United
States. It assumes that before one can evaluate a moral or
societal issue of a scientific nature one at least must be able to
understand the science involved. Anything less is an impression rather than an informed decision. As we develop scientific concepts we will at the same time relate them to an abundance of current issues. We live in a world of pesticides, fertilizers, plastics, birth control, food abundance and food shortage, food additives and processing and synthesis, organically
grown food, chemical dependency, licit and illicit drugs, the
energy crisis, and the debates about sources of energy, the
green house effect, and nuclear waste storage, pollution,
genetic engineering and much more. Many of these problems
are chemical in nature. Thus, in learning about chemistry, via
lecture and in-class discussion, we can begin to understand
ourselves, our society, our world, and even some of the universe. The grade for the course is based on a percentage of the
score of total points on the daily quizzes.
Prerequisite: Math Placement Group 2
Liberal Arts Perspective: Natural World 2
Maximum Enrollment: 25
Time: I
Room: Science 315
Chemistry
I
Introduction to Computer Science and
Communication
CSC 160-J
Instructor: Noel Petit
This course introduces the major areas of computer science
and computer communications. These areas are: algorithms,
algorithm design, algorithm efficiency, hardware, logical circuit design, computer organization, software and operating
systems, programming languages, operating systems, theory
of computation, mathematical foundations of computer science, Turing machines, computer communications and the
Internet, packet switching, Internet services, and operation.
This course will consist of lecture/discussion times with frequent in-class lab exercises on the topics above. Grading will
be based on examinations, labs, and homework. This is not a
course in computer applications or how to use computers,
although we may touch on these topics.
Prerequisite: Math Placement Group 3
Maximum Enrollment: 15
Time: I
Room: Sverdrup 202
UNlX and C
CSC 272-J
Instructor: Karen Sutherland
Study of UNIX operating system and the C programming
language. It is assumed that the student has knowledge of
programming methods and has done programming in some
other language. Evaluation will be done on 10 programming
assignments, two to three quizzes and a final project. Grading
is done by combining the weighted grades of all assignments
and quizzes.
Prerequisite: CSC 170 or programming in some other language
Maximum Enrollment: 20
Time: II
Room: Sverdrup 202
Topics: Computer Science: An
Alternative Scheme One and Two
CSC 273-J
CSC 373-J
Instructor: Charles Sheaffer
This course is especially intended for students with no prior
exposure to programming in particular or computer science
in general. It will be a laboratory intensive, self-paced course
using the Scheme programming language. We will introduce
an alternative approach to some of the most important concepts of computer science including problem solving, simulation, object-oriented programming, functional programming,
procedural and data abstraction, and program interpretation.
Students with knowledge of programming will benefit from
exposure to the alternative paradigm represented by the
Scheme language and will acquire a concrete understanding
of how these important concepts are actually implemented in
real languages and machines. Students will be evaluated based
on a series of programming projects. CSC 373 is a continuation of CSC 273.
Graduation Skill Requirement: for CSC 373, Critical Thinking
Prerequisite: CSC 273, none; for CSC 373, CSC 273 or consent of the instructor
Maximum Enrollment: 20
Time: II
Room: Sverdrup 205
Topics: Forecasting Economic &
Business Activity
ECO 495-J
Instructor: Steve Huchendorf
This course is designed to prepare students for analyzing primary and secondary economic and business data in making
business decisions. Skills will be developed in various forecasting techniques as well as skills in using the statistical software package MINITAB. Course outcomes include building
knowledge of qualitative and quantitative forecasting techniques; identification of data patterns, scatter diagrams,
Economics
I
correlation analysis, moving averages, exponential smoothing
techniques, regression models, classical decomposition,
regression of time series, box-jenkins time series analysis, and
various qualitative forecasting techniques. Skills in the selection of the appropriate forecasting technique will be developed with a comparison of the characteristics of each technique. In addition to the forecasting techniques that are
learned in the course, students will also apply the concepts
with the statistical software package MINITAB. Course evaluation will include homework, computer assignments, exams
and a forecasting project. The forecasting project will apply
the course concepts to a student selected data series.
Prerequisite: ECO 112 or 113 or consent of instructor.
Maximum Enrollment: 15
Time: I I
Room: Sverdrup 201
Practicum and Seminar in Special
Education
EDU 491-J
Instructor: Susan OIConnor
A supervised field placement that serves people with disabilities, plus an on-campus seminar. Students planning to take
this course should consult with the special education coordinator about a placement prior to registering for the course.
Students must complete designated hours of fieldwork as well
as written and reading assignments.
Prerequisite: EDU 282, completion of courses for special education minor, or
consent of instructor.
Maximum Enrollment: 9
Time: II
Room: Sverdrup 206
The Cuban Story: Quantitative
Journalism in Cuba
ENG 347-A
Instructor: Cass Dalglish
Students will research and write stories with a statistical issue
at the core, doing their work where few U.S. citizens have
been able to travel or study-Cuba. They will study how to
evaluate and analyze information both numerically and verbally and how to communicate quantitative data. They will
study the Cuban economy and both the gains and challenges
politics have brought to Cuba. During the 10-day seminar,
students will interview economists, meet government officials,
travel to the country to consider food and farming, study
health care and education, and meet students and journalists.
Finally, students will write lucid investigative stories which
demonstrate that they have gained an ability to gather, handles, and present quantitative information in a precise and
readable style - in oral and written formats. The class will
have several meetings at Augsburg before the Cuba travel and
several following the group's return to the U.S. [This is a joint
day Interimlwinter WEC course with enrollment limits.]
Prerequisite: ENG 225, ENG 227 or consent of the instructor, Math Placement
Group 3
Graduation Skill: Quantitative Reasoning
Time: arranged
Topics: Which West? The American
West in Film and Literature
ENG 282-A
ENG 382-A
Instructor: Joan Thompson
In this class you will read literature and view films in order to
learn about ways in which ideas about the American West
have helped to shape American identity and cohstructions of
the West. Although over 100 years have passed since Frederick
Jackson Turner announced the closing of the American frontier at the 1893 meeting of the American Historical Society,
the West has not lost its associations with the frontier and its
attendant mythology. You will learn that even as formulaic
fiction and film popularized this vision of the West, serious
writers and, more recently, filmmakers have been exploring
other possible versions of the West. Through focusing on
these explorations of the West as place, you will gain an
understanding of the role of myths, such as the romantic gunfighter's conquest of both Native peoples and land, in
American views of the West. You will also explore ideas such
as Manifest Destiny, individual freedom, and appropriate land
use. Because the West has always been filled with a plurality of
voices, you will look'at ways writers and filmmakers who have
visited, imagined, or lived in the West have both affirmed and
countered these myths and ideas in their work.
Course grades will be based on readinghiewing journals, a
three to four page paper, a final exam, and class participation.
Additionally, if you are enrolled in 382, you will read several
critical articles on reserve at Lindell Library, as well as an
additional novel. You will then write an additional short
paper on the novel using the critical ideas you have studied.
You will also give a brief presentation on your additional
reading.
Liberal Arts Perspective: Western Heritage
Maximum Enrollment: 25
Time: II
Room: Old Main 26
Topics: Investigating the Victorian
Thriller
ENG 282-D
ENG 482-D
Instructor: Dallas Liddle
This course will study the phenomenon in nineteenth-century Britain of the popular novel of suspense, mystery and terror. From Frankenstein early in the century to Dracula at its
end, the nightmares imagined by novelists of Great Britain
have continued to interest and horrify readers throughout
the 20th century. Early in the century these tales were generally either "Gothic" (stories of horror and the supernatural
set in Italy or Spain) or "Newgate" novels (true-crime stories
about the lower classes). By the 1860's however, popular novelists including Charles Dickens, Mary Braddon, Eliza Wood
and Wilkie Collins were producing a stunningly successful
series of works in which the action was set in the everyday
world of the Victorian middle classes, and the villains (as one
reviewer remarked) seemed like people the reader might
meet at dinner. Often challenging and sometimes subversive,
these novels drew intense public scrutiny by raising issues
that the politer genre of domestic fiction could hardly hint at
including gender roles and sexual transgression, class and
race oppression, obsession and madness, and the dark sides
of urban life, industrial poverty, and empire. We will read
several of the best of these thrillers, at the same time actively
investigating the culture that produced them. We will read
original reviews and responses, including parodies, and learn
about the context of newspaper and magazine journalism in
which several of the novels appeared. While we investigate
the power of the Gothic and Sensation genres for their original audiences, however, we will also work to determine why
these novels have continued to appeal to successive generations of readers. Course grades will be based on class attendance and participation, two short papers, a group presentation, and a final exam. Upper-level students will read one
additional novel, write a research-based paper on it, and
share the results of their research with the class.
Prerequisite: ENG 111
Liberal Arts Perspective: Western Heritage
Maximum Enrollment: 25
Time: II
Room: Foss 20
Topics: The Heroic Journey
ENG 282-M
ENG 382-M
Instructor: Joan Griffin
"The hero," says Joseph Campbell, "Is the man or woman who
has been able to battle past his personal and local historical
limitations to the generally valid, normally human forms."
This struggle, the heroic journey, is a quest for wholeness, for
harmony with oneself, one's society, and even the universe.
The journey may be physical, moral, psychological, or spiritual, but it always concludes with the regeneration of the hero
and/or the redemption of the hero's society.
This course will study archetypal patterns of the heroic journey as well as specific examples of such journeys, emphasizing the work of Joseph Campbell, but also citing studies of
the hero by Lord Ragland, Carol Pearson, and Richard
Slotkin, among others. We will note that major heroic genres
in western tradition-the epic and romance-almost always
assume that the hero is usually a warrior and aristocrat. Thus
we will analyze typical elements of the heroic warrior myth as
depicted in ancient and medieval epics and romance, but will
also pay particular attention to works that challenge or
enlarge the tradition. We will consider the implications of the
enduring popularity of warrior-hero renditions of the heroic
journey.
Evaluation is based primarily on papers. Class attendance is
mandatory. Do not take this course if you know that you will
need to miss more than two classes.
Prerequisite: ENG 111 recommended but not required.
Liberal Arts Perspective: Western Heritage
Maximum Enrollment: 15
Time: I
Room: Foss 20
English
Beginning French I
FRE I l l - J
Instructors: Pary Pezechkian-Weinberg and Tara
Christopherson
This course is the same as ART 107-J Drawing. See p. 7 for
course description.
Note: This course is being taught in France and is listed in the
UMAIE booklet as Topics : The Artist's Book, Provence to
Paris.
Liberal Arts Perspective: Intercultural Awareness 2
C.S. Lewis and the Christian
Imagination
HON 401 -J
Instructor: Larry Crockett
For information, contact Prof. Larry Crockett,
(612) 330-1 160
Liberal Arts Perspective: Christian Faith 2 or 3.
Time: I
Room: Sverdrup 208
Dance (men only)
(0.5 course credit)
HPE 232-M
Instructor: Carol Enke
Theory and practice in teaching and performing American
heritage and international folk dances. The majority of the
course grade is based on dance practicals, a teaching assignment, and a written test. Note: HPE 232 and HPE 275 can be
taken simultaneously
Maximum Enrollment: 12
Time: I- 1/3,1/5,1/8,1/9,1/11,1/16,1/17
Room: Melby Gym - center court
Honors
Dance (women only)
(0.5 course credit)
HPE 232-W .
Instructor: Carol Enke
Theory and practice in teaching and performing American
heritage and international folk dances. The majority of the
course grade is based on dance practicals, a teaching assignment, and a written test. Note: HPE 232 and HPE 275 can be
taken simultaneously.
Maximum Enrollment: 12
Xme: I - 1/3,1/5,1/8,1/9,1/11,1/16,1/17
Room: Melby Gym - center court
Prevention and Care of Athletic
Injuries (0.5 course credit)
HPE 275-J
Instructor: Missy Strauch
Emphasis placed on preventing and treating common athletic
injuries. Practical experience in taping and training room
procedures. Note: HPE 232 and HPE 275 can be taken simultaneously.
Prerequisite: HPE 114 or equivalent
Maximum Enrollment: 20
Time: 1 - 1/4,1/5,1/8,1/10,1/12,1/18,1/19,1/22,1/23,1/24,1/25
Room: Melby 119
School Health Curriculum(O.5 course
credit)
HPE 320-J
Instructor: Staff
Techniques for developing a course of study in school health
based upon growth and development for grades 5-12.
Examination of "Standards" and pedagogy for health education, curriculum and assessment included.
Maximum Enrollment: 18
Time: I - Mondays, Wednesdays, and Alternate Fridays
Room: Melby 202
Administration and Supervision of
School Health
(0.5 course credit)
HPE 41 0-J
Instructor: Staff
Historical background, legal basis, school health services in
relation to community and school health programs and
resources.
Maximum Enrollment: 18
Time: I Tuesdays, Thursdays, and Alternate Fridays
Room: Melby 202
-
Sailing in the Virgin Islands
HPE 455-J
Instructor: Joyce Pfaff
Designed for the beginning and intermediate sailor interested
in the art and practice of sailboat cruising. The course will
take the participant to a competent level of sailboat handling
(anchoring, mooring, helming, and crewing). The student
will live aboard a 43'-46' fixed-keel sailboat with five to six
other people and will function as an active crew member.
Actual on-the-water instruction will be the major part of the
course. Sailing will include cruises to the various islands and
cays in the British and American Virgin Islands. Snorkeling
and wind surfing will be available on an optional basis. Some
classes will be held in December prior to leaving for the
Virgin Islands in January.
The course cost is $3,300, which includes airfare for Augsburg
day students and qualifying interim exchange students.
Others will have to pay regular Interim tuition in addition to
this course cost in order to receive academic credit. PIN
ONLY. Applications may be picked up from the office of Joyce
Health & Physical Education
1
Pfaff, Melby Hall 121, Augsburg College. They must be turned
in with deposit and appropriate signature before final acceptance is given.
Prerequisites: Permission from Joyce Pfaff, health and physical education
department, (612) 330-1247; no smoking is allowed; basic swimming skills
Graduation Skill Requirement: Lifetime Sport, also one course credit upper divislon
Maximum Enrollment 10 ( A waiting list will be kept after the original 10 spots
are filled)
The Use and Misuse of "Lessons" of
History in 20th Century European
Diplomacy
HIS 195-J
Instructor: Sheldon Anderson
This interim seminar examines several important 20th-century leaders and their impact on the course of European political and diplomatic history. Topics will include Lenin,
Woodrow Wilson and the Versailles Treaty, Neville
Chamberlain and the appeasement of Adolf Hitler at the
Munich Conference in 1938, Joseph Stalin's decision to sign a
non-aggression pact with Hitler shortly before World War 11,
Franklin Roosevelt and Winston Churchill's alleged appeasement of Stalin at Yalta, Harry S. Truman's Cold War policies,
and Reagan and Gorbachev's diplomacy as the communist
systems of Europe fell in 1989. Through discussion of common readings and several small research assignments, the
course will focus on the popular myths that have developed
about these leaders and these conferences, and some of the
"lessons" that scholars and policymakers have drawn from
them.
Maximum Enrollment: 25
Time: I
Room: Sverdrup 20
Paideia Seminars
INS 120-J
Instructor: Anne Jensen
Students will participate in a series of seminars following the
Paideia seminar format as developed by Mortimer Adler and
Paideia Associates. Students will also view selected films for
seminar discussions; develop and /or hone skills of mature,
intellectual talk; observe seminars conducted in a St. Paul
public school; evaluate their own behaviors during seminars
and lead seminars. Students will be assessed on journal entries
including evidence of seminar preparation, reflection, peer
and self-evaluation as well as a final summary paper.
Graduation Skill Requirement: Critical Thinking
Maximum Enrollment: 20
Time: I
Room: Foss 43
Topics: A Civil Rights Immersion:
Experiencing History
INS 200-J
INS 300-J
Instructors: Garry Hesser and Joseph Young
Learn by visiting the historic sites and visiting with those who
brought about the most important changes in the 20th - century U.S. It could change your life, too. During the 1950s and
60s a series of major events and fundamental social change
occurred in the United States. For the first two weeks, we will
seek to develop a basic understanding of race relations in the
U.S. through readings, visiting lecturers, videos, learning from
each other, and the MLK, Jr. event on January 15. Then, this
intentionally diverse class will board a bus for an intense,
study-travel journey to Little Rock, Memphis, Selma,
Birmingham, Montgomery, Atlanta and Nashville-the places
where history was made and the museums that chronicle
those times. We will meet with and interview participants in
these critical events, as well as actively engage one another in
dialogue and collaborative learning. The course objectives
Interdisciplinary
include learning about the history and sociology of race and
ethnic relations in the U.S.; gaining insights from persons and
places that mark the "turning points" of the 1950s and 1960s;
documenting our personal and group experiences so that our
insights and understanding can be shared with the Augsburg
community and others; and increasing our skills for cross
cultural collaboration and dialogue. Upper and lower division: Students obtaining upper division credit will complete a
research paper on a specific topic related to the course,
including an annotated bibliography with a minimum of 20
resources.
Cost: $600, plus the cost of your ineals and personal expenses
for 11 days. Covers all transportation and lodging for 11
nights.
Liberal Arts Perspective: Intercultural Awareness 1 or Social World 1 or 2
Maximum Enrollment: 25
Time: I
Room: Murphy 111
**Note: All participants will go on a bus tour beginning
Monday, January 15, and ending on Friday, January 26.
Introduction to Islam
INS 225-J
Instructor: Amin Kader
This course is designed by a practicing Muslim to present his
perception of Islam to non-Muslims. The course will cover
the ideological foundations of Islam, its basic concepts and
tenets, Islamic law (Shari'ah), Islamic economic and political
systems, and Islamic patterns of life. There will also be discussions on the differences between the Islamic sects (Sunnis,
Shi'its, Sufis, etc.). Some effort will be made to deal with the
similarities and differences between Islam and both
Christianity and Judaism. Students will also visit one of the
mosques in the Twin Cities. Evaluation is based on two tests
and a paper.
Liberal Arts Perspective: Intercultural Awareness 1
Maximum Enrollment: 30
Time: I
Room: Old Main 27
Work in the City Externship: Linking
Education and the World of Work
INS 298-K
Instructors: Lois Olson and Lynda Olson
This course introduces students to the nature of work, its role
and value to the individual and to society. Seminar format
will focus on work as viewed by this generation and the
requirements to succeed both now and in the future. A special emphasis will be on self discovery learning activities, visits to Twin City businesses and community organizations and
discussions with panels of professionals. Students will be
expected to research employment trends and career options,
complete a portfolio of reflections, exercises and self assessments and give individual and group presentations. Students
will also explore various organizations of the Twin Cities and
understand their role and impact in a major metropolitan
area. PIN grading only.
Liberal Arts Perspective: The City
Maximum Enrollment: 20
Time: I
Room: Lindell 16
Dakota History and Culture
INS 495-J
Instructor: Eric Buffalohead
This course examines Dakota culture and history from 1650
to the present. Emphasis will be on cultural changes and
development affecting the Dakota tribes in Minnesota.
Students will be required to conduct in-depth research and to
write a major paper of their findings. There will be an inclass final examination and questions will be given weekly to
facilitate discussions.
Maximum Enrollment: 15
Time: II
Room: Music 23
Room: Murphy 111
*
To ics: The Czaeh Republic: Social and
Cu bra! Impact of the Emerging Free
7
Market Economy
INS 495-K
Instructor: ~ t StoHer
u
This intensive experience in contemporary Czech culturr and
society will allow you the opportunity to develop an appreciation for the many diverse cultures that intersect in Central
Europe. Students will reflect critically on how their own life
experiences have shaped their perspectives in the world, and
how this differs from people in other countries. During week
one, there will be excursions and field trips, that will explore
the environs of Olomouc and study the history, culture, art,
and architecture of the Czech Republic. Week two will focus
on the Czech Republic's recent membership in NATO.
Students will study the roots of the divisions of modern
Europe, the concerns of the Czech government as it
approaches membership in the EU. The final week will concentrate on developing a capitalist enterprise in the ex-communist world, looking at how models are succeeding, and
how different sectors of Czech society are responding to the
changes in social norms and values which underlie these new
economic initiatives. For more information and costs for the
trip contact Stu Stoller at (612) 330-1772
Management Information Systems
(MIS)
See listing under Business Administration
Social Justice in America
POL 140-J
Instructor:Andrew Aoki
In this course, students will develop their ideas about social
justice, and apply them to urban issues. This is a course for
those who like discussing ideas, and who wish to become better thinkers. Students will develop their arguments in papers
and class discussions. Reading is light, and most of the material is covered only in class, so attendance is essential. Students
who anticipate having to miss one or more classes should not
take this course. The most successful students will be those
who are willing and able to engage in a rigorous and critical
examination of their own views. Participation is required,
including evaluating and commenting on the ideas of classmates.
Liberal Arts Perspective: The City
Maximum Enrollment: 20
Time: I
Room: Music 22
Environmental and River Politics
POL 241-J
Instructor: Joe Underhill-Cady
We live and work on the shores of the largest river in North
America. It is the reason the Twin Cities are located where
they are, and it continues to define the city, as human settlement here in turn has profoundly shaped the river ecosystem.
Of late in cities across America there has been "a return to the
river," and in this class we will be doing the same. The River
stands as a remarkable symbol for the community, of continuity and change, of cycles and transformation, of the power
and beauty of the natural world, and there is much to be
learned from studying it.
Using the Mississippi as the focus, this course looks at the
changes in thinking about the relationship between humanity
and the natural world, as the relationship has been expressed
in literature, law, science, religion, political philosophy, and
popular culture. Particular attention will be paid to legal and
cultural conceptions of the natural world, including the ideas
of property and ownership. We will explore the distinction
between wilderness and civilization and the political function
of the line dividing those two realms.
We will explore the river through the eyes and experiences of
those who have worked and lived their lives along it, and
through site visits to locations along the river, speakers in
class, and on the Internet. Students will have an opportunity
to explore their own interests in the river through individual
projects, ranging from boat building, to lobbying at the State
Capital, to the various Mississippi floods, to river ecology and
"green consumerism." There will be opportunities to work
with local river-related groups on those projects. Throughout
the course students will be encouraged to dream, and to work
on taking that vision and making it a reality, in building support for a project, in networking, in having patience, in following through, in working hard, and at the end, having
something concrete to show for their efforts. These projects
can be a prototype for the future pursuit of a vocation to contribute to their world in whatever way one is called to do so.
Liberal Arts Perspective: Social World
Graduation Skill: Critical Thinking
Maximum Enrollment: 20
Tme: I
Room: Old Main 25
Principles of Psychology
PSY 105-J
Instructor: Grace Dyrud
An introduction to the methods and approaches used in psychology for the purpose of understanding behavior.
Applications of psychological concepts to everyday situations
are emphasized. Evaluation will be based on means of two
tests and two lab reports.
Liberal Arts Perspective: Human Identity
Maximum Enrollment: 25
Time: II
Room: Old Main 10
Psychology and Law
PSY 335-J
Instructor: Nancy Steblay
Application of psychological principles and research methodology to legal processes and issues. The course emphasizes
three content areas: eyewitness issues (such as lineup and
interview procedures), courtroom procedures (jury selection,
jury decision-making, pretrial publicity), and psychological
profiles of offenders and victims. Grades will be based on
exams and one paper.
Prerequisite: PSY 105
Maximum Enrollment: 25
Time: II
Room: Old Main 25
Basics in Youth and Family Ministry
REL 235-J
Instructor: Richard Hardel
This course will provide students with the history and development of youth and family ministry in the U.S. It will provide students with basic skills and understanding for designing an effective youth and family ministry in a congregation.
Students will study the latest research on children, youth, and
families from Search Institute and learn the new paradigm of
home and congregation in partnership for teaching and nurturing faith. They will learn the latest conceptual model of a
holistic approach to youth and family ministry.
Prerequisite: REL 111, 221, or 331
Liberal Arts Perspective: Christian Faith 3
Maximum Enrollment: 25
mme: II
Room: Music 24
Psychology
I
Theology of Death and Dying
REL 390-J
Instructor: John Benson
This will be a multidisciplinary course, using materials from
biology, psychology, sociology, history, world religions and
Christian theology proper. It will also be ecumenical, since
some of our theological material will come form Roman
Catholic as well as Protestant sources. Religious traditions
regarding death and the afterlife will be studied, and various
ethical questions related to death and dying will be considered. Field trips in the Twin Cities are also planned. We will
become acquainted with the field of mortuary science, the
hospice movement in the United States and current medical
practices related to the terminally ill. Daily lectures, discussions, quizzes and written assignments will be the format.
Grades will be based on class participation, two tests and oral
presentation of a research project.
Prerequisite: Religion 111, 221, or 331
Liberal Arts Perspective: Christian Faith 2 or 3
Maximum Enrollment: 25
'lime: I
Room: Music 23
Topics: Psalms, Songs, and Religious
Poetry
REL 308-J
Instructor: Rolf Jacobson
A study of poetry from the Christian tradition, focusing on
biblical psalms and poems, religious poetry, and Christian
hymns and songs. An introduction to interpretation of poetry and poetry set to song. Students will be evaluated based
on one major paper, leading three discussions of primary
texts, and on class participation and preparation.
Prerequisite: Religion 111, 221, or 331
Liberal Arts Perspective: Christian Faith 1 or 3
Maximum Enrollment: 25
Time: I
Room: Music 24
Topics: Religion at the Movies
REL 309-J
Instructor: Lori Hale
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. Movies including the
"The Matrix'', "The Shawshank Redemption", "Babette's Feast'',
and "Wings of Desire" will be coupled with directed theological or historical readings. Essays, class participation, and a
final paper will serve as the basis for evaluation.
Prerequisite: Religion 111, 221, or 331
Liberal Arts Perspective: Christian Faith 2 or 3
Maximum Enrollment: 25
Time: II
Room: Music 22
The Vision of God in Nicholas of Cusa
and Martin Luther
REL 455-J
Instructor: Mark Tranvik and Mark Fuehrer
This course examines the thought of two major thinkers from
the late medieval and reformation periods. We will read and
discuss primary texts from Cusa and Luther, focusing on the
theme of the "vision of God" Last three days of the course will
be held at a lodge in northern Minnesota. Three extended
essays will be the basis of evaluation. Team-taught by
Professors Mark Fuehrer (philosophy) and Mark Tranvik
(religion). A fee of $225.00 is required to cover lodging costs.
This will need to be paid by December 1,2000.
Transportation is student responsibility.
Prerequisite: Religion 111, 221, or 331
Liberal Arts Perspective: Christian Faith 2 or 3
Maximum Enrollment: 20
Time: I
Room: Old Main 10
Religion
I
Exploring Human Services
SWK 257-1
SWK 257-J
Instructors: Vern Bloom and TBA
Experiential learning occurs as students volunteer 60 hours
in a service agency or institution that they select. The placement must be approved by course faculty and supervised by
agency staff. The course is designed to introduce the fields of
practice in social work and to help students explore a possible major in social work or future career in the human services.
The three-hour weekly seminar is devoted to discussions that
assist students in integrating agency experiences and readings
that explore the historical development of social welfare as an
institution and the nature and value system of social work as
a profession. Students will also examine and critique the
manner in which social, economic, and political structures
impact diverse groups in society. Students will focus on their
own responsibilities in society, as well as examine their personal value system in relation to special concerns, such as
poverty and the "isms." Detailed information will be sent to
students at the close of Interim registration.
Liberal Arts Perspective: The City
Maximum Enrollment: 60, 2 sections
Time: I
Room: Foss 21 A and B
Topics: Child Welfare Social Work and
the Law
SWK 295-J
Intructor: Tony Bibus and Ragnhild Collin-Hansen
This course will introduce students to social work practice in
the area of child welfare with special focus on the relationship
of child welfare laws, policies, and court to the lives of families and children. Students will study Minnesota statutes,
meet with key policy makers, observe court procedures and
discuss practice and legal issues with child welfare social
workers and possibly with families and children as well. There
will also be opportunities to compare child welfare laws and
practice in the US with those in Europe, especially Norway.
The principles of permanency planning, family-centered
practice, prevention and protection, and the twin goals in
child welfare of securing safety and nurturing children while
preserving their ties to their family will be examined. We will
also explore controversies and emerging issues in child welfare law such as concurrent planning, "dual-track" service
strategies, encouragement of the adoption of children of color
by white families, and research related to the effects of poverty and oppression on the neglect of children's need. Students
will analyze the dynamic interplay of societal values, power,
politics, facts and myths as they manifest themselves in child
welfare laws; they will begin to form their own positions
regarding an ideal approach to supporting the welfare of children from a global perspective. Evaluation of learning will be
in the form of assessments by instructors and students of the
major paper or project completed for the course.
Prerequisite: Social Work Majors or permission of Instructor
Maximum Enrollment: 8
Time: II
Room: Sverdrup 20
Field Work I: Integrative Seminar
SWK 307-J & K
Instructor: Curt Paulsen and Joe Clubb
Junior social work majors are required to have 240 hours of
supervised professional experience in a social work agency.
This small group seminar supports the first 120 hours of this
placement and is facilitated by the faculty member who serves
as liaison to the student's practicum field agency. The course
provides structure and process for students to integrate learning from their practicum and academic coursework focusing
on generalist practice with individuals.
Prerequisites: Candidacy status, SWK 301, and SWK 306
Maximum Enrollment: 12
Time: I
Room: Murphy 111
Human Community and the Modern
Metropolis
SOC 211-J
Instructor: Gordon Nelson
This course will examine the extent to which the experience
of the community is possible in the context of the metropolitan situation. The course will focus on the Twin Cities metropolitan area. Each member of the class will be responsible for
a class presentation, which must reflect on-site observation in
a particular locale within the metropolitan area. In addition,
class participation and a final examination will be basis for
evaluating performance in the course.
Liberal Arts Perspective: The City
Maximum Enrollment 25
Time: I
Room: Foss 175
Social Work
rrs
-
Foundations in Women's Studies
WST 201-J
Instructor: Julie des Jardins
This course offers an introduction to the interdisciplinary
field of women's studies. Students will explore the scope of
women's studies; develop greater understanding of diverse
women's status, contributions, and concerns nationally and
globally; and consider how women's studies and other academic disciplines influence our perspectives on women and
men, and on policies and actions affecting people's lives.
Throughout the course, we will make connections between
gender, racelethnicity, economic class, sexuality and other
differences in our analysis of women's experiences. Finally,
we will explore ways to put our knowledge into action.
This course requires active participation, daily reading and
several short writing assignments. In addition, we will take
field trips to visit some women's organizations in the Twin
Cities.
Graduation Skill Requirement: Speaking
Maximum Enrollment: 20
Time: II
Room: Old Main 13
Women's Studies
Lifetime Sports
The following activities are available to students during
Interim, and students may register for these classes as well as
for a regular course. These activities do not carry course credit but do meet the lifetime sports requirement for graduation.
Lifetime Sport: Badminton/Pickleball
HPE 002-B
Instructor: Brian Ammann
Practice and playing of badminton and pickleball. Grading:
PIN only.
Graduation Skill Requirement: Lifetime Sport
Maximum Enrollment: 20
Time 12:OO-1:00 M, T, W, Th, F
Room Melby Gym northlsouth courts
Lifetime Sport: Ultimate Frisbee
HPE 002-F
Instructor: Marilyn Florian
Practice and playing of ultimate frisbee. Grading: PIN only.
Graduation Skill Requirement: Lifetime Sport
Maximum Enrollment: 20
Time: 12:OO-1:00 M, T, W, Th, F
Room: Air Structure
Lifetime Sport: Golf
HPE 002-G
Instructor: Brian Ammann
Practice in the various shots used in the game of golf.
Grading: PIN only.
Graduation Skill Requirement: Lifetime Sport
Maximum Enrollment: 20
Time: 12:OO-1:00 M, T, W, Th, F
Room: Air Structure
Lifetime Sports
Introduction to Dance
HPE 002-T/THR 002-T
Instructor: Sandra Agustin
See course information listed under THR 002-T
Graduation Skill Requirement: Lifetime Sport
Maximum Enrollment: 15
Time: 12:OO-1:00 M, T, W, Th, F
Room: Satern Auditorium
Interim Abroad
Social Work in Nicaragua-Challenges
in Social Justice
+
January 7-26, 2001
SWK 295 (Contact your social work adviser about credit
options.)
Instructor: Randy Herman, Univ. of St.Thomas;
Augsburg Contact: Tony Bibus
Will introduce students to social issues faced by Nicaraguan
families and communities in both urban and rural settings.
Experiential in design, this course will provide opportunities
to meet Nicaraguan people in their homes, communities and
places of work. Spanish language proficiency is not required,
as interpretation will be provided as needed. The course will
include excursions to both rural and urban settings, opportunities for field experience and hands-on service, and classes in
Spanish conversation.
Cost: $2595, This includes roundtrip airfare from
Minneapolis to Managua, all meals, lodging, ground transportation, program expenses and course tuition. Register for
course at Augsburg College, Office of Registrar. Also, make
application at the Center for Global Education in Murphy
Place. Application deadline: October 20, 2000. Maximum
Enrollment: 20. For more information contact: Study Abroad
Office, Center for Global Education, Murphy Place, (612)
330-1 159.
+
Topics: Social Work & Education in
Norway
January 3-26, 2001
EDC 495-PISWK 295-P (Social work majors should
contact their adviser about credit options.)
Instructor: Hans Eriksson; Augsburg contacts: Tony
Bibus or Susan O'Connor
Will introduce students to modern Norwegian life, with particular emphasis on Norway's systems of education and
health and welfare services to children, youth and families.
Students may take one of two separate but parallel tracks:
"Winter Recreation Programs with Children and Youth'', or
"Social Work, Child Welfare Work, and Education." Lectures,
field study, and practicum experience will introduce students
to the content and context of professional practice in Norway
as well as the unique Norwegian system of folk high schools.
All classes will be taught in English and will contain both
U.S. and Norwegian students.
Prerequisites: Students signing up for the education track must have some
experience in cross-country skiing.
Cost: $2350. This includes roundtrip airfare from
Minneapolis to Trondheim, Norway; all meals, lodging, program expenses, and course tuition. Register for course at
Augsburg College, Office of Registrar. Also make application
at the Center for Global Education in Murphy Place.
Application deadline: October 20,2000. Maximum
Enrollment: 20. For more information contact: Study Abroad
Office, Center for Global Education, Murphy Place, (612)
330-1 159.
UMAIE
SPP 201-J
Augsburg is part of a consortium called UMAIE, Upper
Midwest Association for Intercultural Education, that offers
overseas learning experiences during the Interim. Further
information about the following courses can be obtained
from Cynthia Truitt Lynch at the Center for Global
Education, CB 307, Augsburg College, 221 1 Riverside Ave.,
Minneapolis, MN 55454, (612) 330-1650. These courses are
offered on a PIN basis only and generally carry a lower division number.
Africa and the Middle East
The Middle East: A Spiritual Geography
Tradition and Modernity in Africa: The Experience of Ghana
Asia
Development and Community in Bangladesh
Australia and the South Pacific
Sustainable New Zealand: Ecology, Economy and Society
Europe
Introduction to Peace and Conflict Studies: The Northern
Ireland Context
British Henlth Girt': Mecli~r,qSl~cr.irllNeeds
,
and Music
Christian I,Viwslrip: 14r11t ~ j A r t Atz.l~itecture,
~ I N
I orw~~y
Sot:i(rl ht~rk1111tiEiiuci,~tiot~
'lilt, (:zcc/l Kcprrtliic: Sorii~ln r d C.i:lrlrirral I~lipnrl(I)' the
Kt1 I L : Y i11,q
~ lqrw M ~rk~+t
J EL+O/KJI
71y
7'11~
E~ig!isIlScl~ooinlrtl Ft:llr~lily:
A <A'o:nl~rl~nrri~ivc
.St!aly
Trikirr,qrr Qrrrrrr~ilr~rI.i:rrp irrlo Elrrgjr
' I ' h Ar!is~!sllook, ~ ' ~ O V C I I L to
- L ,Pdris: f i c g i r ~ t ~ D
i ~ I~ gY ~ W
i411ii
~I~~
7k;~irlrtirigI;ri,rr.l~ch
Helkrrrzi~~g
Br~~/nrt(l:
!I ( ~ i A~li.it,ir/
u
I ; r i ~ chcrs
~ Shaped the
I,ito?~lurc.arlll Art oJ'R4nilcrrrI;r~~lnr~rt
The I.r;tri/saipt,sc!il;rritl.r: C:IJ/III~J~IIJS,
A h 6 t . ~ and
, Parishes
The L m / ( ; ( ~ t ~ r r t ~ ~ !Ai uj it~~ t: ~ r , i ~it1~ (Pf~ris
~~rs
"Most German of the Arts": Music and German National
Identity
Psychoanalysis and Feminism: French, British, and American
Perspectives
Scandinavian Economy, Culture, and Society
Latin America and the Caribbean
The Cuba Story: Quantitative Journalism in Cuba
Sailing in the Virgin Islands
Social Work in Nicaragua
Interim Abroad
Other lnterim Abroad Courses
HECUA
Environment, Economy and Community in Guatemala
Development and Community in Bangladesh
ACTC
Peace and Conflict Studies in Northern Ireland
ACTC Creative Writing Workshop
at St. Thomas
The Language of Desire: Theory and Practice of
the Love Poem For Advanced Creative Writers
Course will carry upper division English credit
Instructor: Leslie Adrienne Miller
What makes a poem hot? What gives language that extra
charge and sparkle? Why are bad poems about sex really bad?
What is the role of the erotic in a poem? In a love poem?
How do poems seduce us, engage our sense of physical desire
via our imagination? How can we be sure we've written a sexy
poem rather than a mere sex poem? How have poets
answered these and other questions across a variety of times
and cultural contexts? This course will explore these and
other related questions with the assumption that poetic language can and often should be sensual, erotic, sparky, a flirtation with the reader, and the understanding that the sexiest of
poems are seldom actually about the sex act itself. In this
course we will take a look at erotic elements in poems and
explore how poets handle physical desires of all kinds to
engage and seduce their readers. Students will explore a variety of ways to work with erotic language and subjects. We will
examine what makes particular images and metaphors sensual and how poets transform potentially dull and lor unsexy
subjects into vibrant and appealing answers to human desire.
The class will include in-class discussions of text, writers to
the course, on the recommendation of the creative writing
faculty. To be considered for enrollment in this course, con-
Interim Abroad
tact Cass Dalglish, (612) 330-1009, or Roseann Lloyd, (612)
330-1423, before registration.
Time: Monday through Thursday 1-4 p.m.
Room: 108 Christ Child Hall. University of St. Thomas
Other Courses
These courses are offered by institutions or groups not connected with Augsburg College but have been approved for
credit by the College. Most carry a tuition cost plus other
expenses that are the responsibility of the student. They are
offered only on a PIN basis.
The washington Center 2001
Academic Seminars
The Presidential Inauguration
January 7-20, 2001
Pol 398-A
The Washington Center's "Campaign 2000" academic seminars
will conclude with a two-week seminar focusing on the inauguration of the next president. It examines the presidential
transition of power and explores how the new administration
succeeds in moving from campaign rhetoric to hallmarks in
public policy. Participants also join in the celebration, pomp,
and ritual of a presidential inauguration. One half credit is
available from the political science department for this twoweek program. The course is a passlfail course based on participation in program activities including site visits, small group
seminars, and journals. For further information about the program see Prof. Hedblom in Memorial Hall 117A; call her at
(612) 330- 1197; or e-mail <hedblom@augsburg.edu>. There
are four scholarships available to cover registration and tuition
costs based on priority in registration through the political science department.
Other
Show less
from the President
I hope you are looking a t this catalog
because you've enrolled at Augsburg College.
If so, welcome to the College! All of us hope you
find, in the course of your study, a rising enthusiasm for the work, a deepening appreciation of
the profession and role to which you fee... Show more
from the President
I hope you are looking a t this catalog
because you've enrolled at Augsburg College.
If so, welcome to the College! All of us hope you
find, in the course of your study, a rising enthusiasm for the work, a deepening appreciation of
the profession and role to which you feel called,
and a confident sureness that you have rightly
chosen Augsburg as the community in which to
spend the next several years of your life.
If you're dipping into this volume to
figure out who and what Augsburg College is
and what education it offers, welcome to these
pages! May they convey the fundamental
character of our mission: to provide an education
especially serviceable in the contemporary world
because it has been designed in the midst of and
in
full contact with the critical social, economic,
Y
religious, and political phenomena of the modern
3
city. This education, however practical and pro6
fessional, will be serviceable over the long haul
only to the degree that it respects and pursues
certain of what Martin Luther called "the fine liberal arts," and it will be exciting to the degree it
is offered for the sake of improving both its students and the world itself.
O
.?
h
The study you are undertaking at Augsburgdr thinking of undertaking-will occur on a
small campus in the core of a great city; it will be led by faculty preoccupied with your welfare
and the emergence and refinement of your vocational plans.
k you join the enterprise, or consider doing so, please know that those of us who await
you here find the College an exciting setting, full of diversity and yet possessed of a community
dedicated to higher learning and good living, in which you can set off in new directions and in
which new destinations are reachable.
Bon voyage!
William V. Frame
President
5 2000-2001 ACADEMIC
CALENDAR,
DAYPROCRAM
Fall Term 2000
Summer........................................Freshman registration
Sept. 3-5/Sun.-Tues. .................... New student orientation
Sept. 6Ned. ................................ Upper-class validation
Sept. 6Ned. ................................ Classes begin
Sept. 1UTues. ...........................
Last day to register
Sept. 1UTues. .............................. Last day to add a class, drop a class without notation on
record
Mid-term break (one day only)
Oct. 27/Fri. ..................................
Nov. 3/Fri. ....................................Last day to designate grading option
Last day to withdraw from class
Nov. 10/Fri. ..................................
Nov. 13-Dec. l/Mon.-Fri. ............Interim registration
Nov. 13-Dec. l/Mon.-Fri. ............Spring term registration
Nov. 23Rhurs. ............................ Thanksgiving recess begins
Nov. 27/Mon. .............................. Classes resume
Dec. 15Eri. .................................. Classes end
Dec. 18-21/Mon.-Thurs. ..............Final exams
Interim Term 2001
.... ....... h t e r i m classes begin
Jan. 3 N e d .....................
Jan. 41Thurs. ................................ Last day to register, add a class, or drop a class without
notation on record
Jan. 1UFri. ................................. Last day to designate grading option, or withdraw from
a class
Jan. 15/Mon. ................................ Martin Luther King, Jr. Day (holiday)
Jan. 26/Fri. ................................... Classes end
Spring Term 2001
Jan. 30Rues.. ................................ Classes begin
Feb. 5/Mon................................. Last day to register
Last day to add a class or drop a class without notation
Feb. 5/Mon...................................
on record
Mar. 19/Mon. ............................... Mid-term break
Mar. 26/Mon. ............................... Classes resume
Apr. 6Eri...................................... Last day to designate grading option
Apr. 1UThurs............................... Last day to withdraw from a class
Apr. 13/Fri..................................... break
Apr. 171Tues. ................................ Classes resume
Apr. 23-May 4/Mon.-Fri. .............Early registration for fall
May 11Eri.................................... C l a s s end
May 14-17/Mon.-Thurs. ..............Final exams
May 2O/Sun. .................................BaccalaureatdComencement
TENTATIVE-CONSULT THE 2001-2002 ACTC CLASS SCHEDULE OR AUCSBURC
REGISTRAR'S OFFICE FOR CHANCES
Fall Term 2001
Summer.. ....................................Freshman registration
Sept. 2-4/Sun.-Tues. .....................New student orientation
Sept. 51Wed. .................................Upper-class validation
Sept. 51Wed. .................................Classes begin
Sept. 1l/Tues. ...............................Last day to register
Sept. llnues. ............................... Last day to add a class, drop a class without notation on
record
Oct. 26/Fri....................................M i d - e m break (one day only)
Nov. UFri. ....................................Last day to designate grading option
Nov. 9/Fri. ....................................Last day to withdraw from class
Nov. 12-Nov. 30A4on.-Fri. ......... ..Interim registration
Nov. 12-Nov. 30A4on.-Fri............Spring term registration
Nov. 2 n h u r s . .............................Thanksgiving recess begins
Nov. 26A4on. ...............................Classes resume
Dec. 14/Fri. ..................................Classes end
Dec. 17-2OA4on.-Thurs. ..............Final exams
Interim Term 2002
Jan. N e d . ................................. ..Interim classes begin
Last day to register, add a class, or drop a class without
Jan. 3nhurs. ................................
notation on record
Jan. 11/Fri. ................................... Last day to designate grading option, or withdraw from
a class
Jan. 21/Mon. ................................ Martin Luther King, Jr. Day (holiday)
Jan. 25/Fri. ...................................Classes end
Spring Term 2002
Jan. 291Tues................................. .Classes begin
Feb. 4/Mon. .................................. Last day to register
Feb. 4Mon ................................... Last day to add a class or drop a class without notation
on record
Mar. 25Non. ...............................M i d - t e r m / break begins
Apr. n u e s . ................................. .Classes resume
Apr. 8/Mon................................... Last day to designate grading option
Apr. 1UFri....................................s t day to withdraw from a class
Apr. 22-May 3/Mon.-Fri. .............Early registration for fall
May 10/Fri....................................Classes end
May 13-16/Mon.-Thurs. ..............Final exams
May 19/Sun. ................................. BaccalaureatdCommencement
Fall Term 2000
June 12 .......................................
Aug. 18 ........................................
Registration begins
Remote registration ends (must register in person after
this date)
Sept. 15 ........................................Registration ends
Last day to add class, last day to drop a class without
Sept. 18 ........................................
notation on record
Last day to change grade option
Oct. 16 ................
Last day to withdraw from class
Oct. 30 ....................................
Class weekends: Sept. 15-17, Sept. 29-Oct. 1, Oct. 13-15, Oct 27-29, Nov. 3-5, Nov. 17-19,
Dec. 1-3. Dec. 15-17
Winter Term 2001
Nov. 6 .......................................
Dec. 8 ..........................................
Jan. 5 ...........................................
Jan. 8 ........................................
Feb. 5 ........................................
Feb. 19 .....................................
Registration begins
Remote registration ends (must register in person after
this date)
.
.
Registration ends
..Last day to add class, last day to drop a class without
notation on record
Last day to change grade option
Last day to withdraw from class
Class weekends: Jan. 5-7, Jan. 19-21, Feb. 2-4, Feb. 16-18, Mar. 2-4, Mar. 16-18,
Mar. 30-Apr. 1, Apr. 6-8
Spring Term 2001
Feb. 12 ........................................
Mar. 30 ........................................
Registration begins
Remote registration ends (must register in person after
this date)
.Restration ends
Apr. 20 .......................................
Last day to add class, last day to drop a class without
Apr. 23 .......................................
notation on record
May 21 ..................................... . a day to change grade option
June 4 .......................................... L a day to withdraw from class
Class weekends: Apr. 20-22, May 4-6, May 18-20, June 1-3, June 8-10, June 22-24,
June 29-July 1
T e n t a t i v ~ o n s u lthe
t 2001-2002 weekend college class schedule or Weekend
College program office for changes
Fall Term 2001
Class weekends: Sept. 7-9, Sept. 21-23, Oct. 5-7, Oct. 19-21, Nov. 2-4, Nov. 16-18,
Nov. 30-Dec. 2, Dec. 14-16
Winter Term 2002
Class weekends: Jan. 4-6, Jan. 18-20, Feb. 1-3, Feb. 15-17, Mar. 1-3, Mar. 15-17,
Mar. 22-24, Apr. 5-7
Spring Term 2002
Class weekends: Apr. 19-21, Apr. 26-28, May 10-12, May 17-19, May 31-June 2,
June 14-16, June 28-30
Area Code
612
Academic Advising..................................................................................................... .330.1025
Academic and Learning Services ................................................................................
330-1024
Undergraduate Admissions .........................................................................................330-1001
Toll-free number ...............................................................................( 8 0 0 ) 788-5678
AlumniParent Relations ....................................................................................3 3 0 - 1 178
Toll-free number .......................................................................................8 0 0 ) 260-6590
Athletics ......................................................................................................................330-1243
Career Services ....................................................................................................
3 3 0 - 1162
College PastorICampus Ministry ................................................................................330-1732
Public Relations & Communication ....................................................................... 3 3 0 1 180
ConferencdEvents Coordinator ........................................................................... 3 3 0 - 1 107
Development (financial gifts to the College) .............................................................330-1613
Toll-free number ........................................................................................( 8 0 0 273-0617
Enrollment and Financial Service Center ...................................................................330-1046
Facilities Management ..............................................................................................
..330-1104
Financial Aid (scholarships and other aid) ............................................................<...
330-1046
General Information (other office numbers; business hours only) ........................... 330-1000
Master of Arts in Leadership Program ........................................................................330-1786
Master of Arts in Nursing .........................................................................................330-1204
Master of Social Work Program ,................................................................................. 330-1307
Human Resources .......................................................................................................
330-1058
Interim Office ............................................................................................................. 330-1 150
Lost and Found ......................... .
.
.
.......................................................................
330-1000
President ......................................................................................................................
330-1212
Registrar ......................................................................................................................
330-1036
Residence Life (Housing)........................................................................................3 0 1 0 9
Student Activities .....................................................................................................
330-1111
Student Government ...................................................................................................
330-11 10
Summer School ..........................................................................................................
.330-1787
Weekend College ........................................................................................................
Mailing Address:
221 1 Riverside Avenue
Minneapolis. MN 55454
Web Site:
www.augsburg.edu
330-1782
A
t Augsburg College, we believe that
the college experience should be a time of
exploration, of discovery, of new experiences, and new possibilities. We also
believe that a liberal arts education is your
best preparation for living in the fastpaced, changing, and complex world of
today and tomorrow. Upon graduation, you
will be able to demonstrate not only the
mastery of a major field of study, but also
the ability to think critically, solve problems, and communicate effectively
Emphasis on values, perspectives,
experience, and skills
The heart of an Augsburg education is
the Augsburg cuniculum-the College's
general education program, which structures your liberal arts studies through challenging and thought-provoking courses
requiring students to consider important
issues and examine values questions. These
Liberal Arts Perspectives include Western
Heritage, Intercultural Awareness, Human
Identity the Social World, Christian Faith,
The City, Aesthetics, and the Natural World.
At the same time, courses across all disciplines stress the skills that will serve you
for a lifetime-writing, speaking, critical
thinking, and quantitative reasoning, to
name a few.
Thanks to Augsburg's prime location in
the heart of a thriving metropolitan area,
many courses are able to offer rich and varied learning opportunities in real-life situations through academic internships, experiential education, volunteer community service, and cultural enrichment. In a sense,
the resources of the Twin Cities are an
extended campus for Augsburg students.
Selection from over 50 majors
Augsburg offers more than 50 majorsor you can create your own major either
on campus or through the Associated
Colleges of the Twin Cities (ACTC). (See
page 55 for a complete list of majors and
minors.) This five-college consortium
allows students to take courses on other
campuses without charge while a full-time
student at Augsburg. The ACTC includes
Augsburg College, College of St. Catherine,
Hamline University, Macalester College,
and the University of St. Thomas.
Through the Weekend College
Program, 14 majors are offered.
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 to the mission of the College:
To nurture future leaders in service to
the world by providing high quality educational opportunities, which are based in
the liberal arts and shaped by the faith and
values of the Christian Church, by the context of a vital metropolitan setting, and by
an intentionally diverse campus community
A College of the Church
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, Wisconsin, and moved
to Minneapolis in 1872. The first seminarians were enrolled in 1874, and the first
graduation was in 1879.
-
About Augsburg 1
Early Leaders Establish a Direction
The Focus Changed
August Weenaas was Augsburg's first
president (1869-1876).
This attitude began to change after
World War I. In 1911, George Sverdrup,Jr.
became president. He worked to develop
college departments with an appeal to a
broader range of students than just those
intending to be ministers. Augsburg admitted women in 1922 under the leadership of
Gerda Mortensen, dean of women. She
spent the next 42 years at the College as a
teacher and administrator.
Professor Weenaas recruited two teachers from Norway-Sven Oftedal and Georg
Sverdrup. These three men clearly articulated the direction of Augsburg: to educate
Norwegian Lutherans to minister to immigrants and to provide such "college" studies that would prepare students for theological study.
In 1874 they proposed a three-part
plan: first, train ministerial candidates; second, prepare future theological students;
and third, educate the farmer, worker, and
businessman. The statement stressed that a
good education is also practical.
Augsburg's next two presidents also
emphatically rejected ivory tower concepts
of education. This commitment to church
and community has been Augsburg's theme
for over 125 years.
Education for Service
Keeping the vision of the "non-elitist"
college, Georg Sverdrup, Augsburg's second
president (1876-1907), required students
to get pre-ministerial experience in city
congregations. Student involvement in the
community gave early expression to the
concept of Augsburg's motto, "Education
for Service."
In the 18905, Augsburg leaders formed
the Friends of Augsburg, later called the
Lutheran Free Church. The church was a
group of independent congregations committed to congregational autonomy and
personal Christianity. This change made
Augsburg the only higher educational institution of the small Lutheran body. The college division, however, was still important
primarily as an attachment to the seminary.
The College's mission assumed a double character-ministerial preparation
together with a more general education for
life in society. In 1937, Augsburg elected
Bernhard Christensen, an erudite and
scholarly teacher, to be president (19381962). His involvement in ecumenical and
civic circles made Augsburg a more visible
part of church and city life.
After World War 11, Augsburg leaders
made vigorous efforts to expand and improve
academic offerings. Now the College was a
larger part of the institution than the seminary and received the most attention.
Accreditation for the College
Augsburg added departments essential
to a liberal arts college, offering a modem
college program based on general education requirements and elective majors.
With curriculum change came a long effort
to become accredited.
The College reached accreditation in
1954, although many alumni had entered
graduate schools and teaching positions
long before that time.
A study in 1962 defined the College's
mission as serving the good of society first
and the interests of the Lutheran Free
Church second. The seminary moved to
Luther Theological Seminary (now Luther
Seminary) in St. Paul in 1963 when the
Lutheran Free Church merged with the
American Lutheran Church.
-
2 About Augsburg
A College in the City
President Oscar A. Anderson (19631980) continued Augsburg's emphasis on
involvement with the city. He wanted to
reach out to nontraditional student populations, ensuring educational opportunity for
all people. During his years of leadership
the College became a vital and integral part
of the city. Also in these years, Augsburg
added the Music Hall, Mortensen Hall,
Urness Hall, the Christensen Center, Ice
Arena, and Murphy Place.
Augsburg continues to reflect the commitment and dedication of the founders
who believed:
Dr. Charles S. Anderson led the College
from 1980 to 1997. He guided Augsburg's
commitment to liberal arts education, spiritual growth and freedom, diversity in
enrollment and programs, and a cuniculum that draws on the resources of the city
as extensions of campus and classroom.
Some of the accomplishments during his
tenure include instituting two graduate
degree programs, hosting national and
international figures at College-sponsored
forums and events, increasing accessibility,
and the addition of the Foss Center for
Worship, Drama, and Communication; the
Oscar Anderson Residence Hall; and the
James G. Lindell Family Library.
The city-with all its excitement,
challenges, and diversity-is an unequaled
learning laboratory for Augsburg students.
Dr. William \! Frame became president
in August 1997. He has initiated a strategic
planning process intended to idennfy the
distinguishing marks of the Augsburg education-in both pedagogy and substance-and
a restructuring effort intended to improve
operating efficiencies and open access for the
College to new sources of capital.
Augsburg also offers graduate and
undergraduate level nursing courses as
well as supporting degree courses through
its Rochester Program based in Rochester,
Minnesota.
In 1999, a new apartment-style student
residence opened. Major renovation of
Sverdrup Hall created space for the
Enrollment and Financial Services Center,
the Women's Resource Center, and the
Honors Program Suite; a skyway link to
Lindell Library was constructed.
An Augsburg education should be
preparation for service in community and
church;
Education should have a solid liberal
arts core with a practical dimension in
order to send out productive, creative, and
successful citizens;
Augsburg is a quality liberal arts institution
set in the heart of a great memopolitan center.
There are now almost 16,000 Augsburg
alumni. In a world that has changed much
since those first days of the College,
Augsburg still sends out graduates who
make a difference where they live and work.
In addition to undergraduate liberal
arts and sciences Augsburg offers master's
degree programs in social work, leadership,
nursing, and physician assistant training
(after May 2001).
WEEKEND COLLEGE
Augsburg's Weekend College program
provides an educational alternative to
adults who desire college experience but
who work or have other commitments
during the week. It is a means by which
men and women may earn a baccalaureate
degree, gain skills for professional advancement, prepare for a career change or pursue a personal interest in one or more
areas of the liberal arts.
-
About Augsburg 1
Weekend College began in 1982 with
69 students taking courses in three majors.
Eight courses were offered in the first term.
Today with more than 1,000 students
enrolled each term and 14 majors,
Augsburg's Weekend College is the largest
program of its kind in the state. Faculty in
Weekend College are full-time Augsburg
professors as well as adjunct professionals.
The Weekend College student body is
involved in student government, and students participate in academic and extracurricular activities such as the student newspaper, travel seminar, and student organizations.
A Community of Learners
Augsburg Weekend College continues
to develop to meet the needs of the adult
and nontraditional student.
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 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. They
are actively involved in a dynamic faculty
development program that introduces
them to current thought in many fields,
but especially in teaching and learning
techniques and theories.
The Adult as Learner
Augsburg Weekend College is based on
the assumption that students who enroll in
the program will be mature, self-disciplined and motivated learners who seek a
combination of classroom experience and
individual study. Each course is divided
into periods of concentrated on-campus
study separated by time for independent
study and class preparation.
Alternate Weekends
To accommodate this learning format,
classes generally meet on alternate weekends for three and one-half hours on either
Friday evening, Saturday morning,
Saturday afternoon or Sunday afternoon.
Laboratory sections or additional class
hours may be scheduled during the week.
Weekend College students may take from
one to four courses each term. Selected
courses are also available on weekday
evenings and are open to both day and
Weekend College students. The academic
year for Weekend College is divided into
three trimesters.
Essential to the goals of Augsburg's
Weekend College 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
Weekend College students to make use of
College facilities such as Lindell Library
and the Christensen Center, and to participate in College activities such as music and
dramatic presentations and athletic events.
Weekend College Faculty
Augsburg's size and small classes
encourage its tradition of close involvement between professors and students.
Faculty act as academic advisers and participate regularly in campus activities.
CAMPUS LOCATION
Augsburg's campus is located in the
heart of the Twin Cities, surrounding
Murphy Square, the first of 155 parks in
Minneapolis, the "City of Lakes." The
University of Minnesota West Bank campus and one of the city's largest medical
complexes-Fai~ew-University Medical
Center-are adjacent to Augsburg, with
-
4 About Augsburg
the Mississippi River and the Seven
Comers theatre district just a few blocks
away. Downtown Minneapolis and St. Paul,
home to a myriad of arts, sports, entertainment, and recreation opportunities, are just
minutes west and east via Interstate 94,
which forms the southern border of the
campus. (See map in back.)
Convenient bus routes run throughout
the city and connect with the suburbs.
Reaching the Twin Cities is easy. Most
airlines provide daily service to the
Minneapolis-St. Paul International Airport,
and bus or train connections can be made
from all areas of the United States.
FACILITIES AND HOUSING
Instruction facilities and student housing
at Augsburg are conveniently located near
each other. A tunneVramp1skyway system
connects the two tower dormitories, the five
buildings on the Quadrangle, plus Music
Hall, Murphy Place, and the Foss, Lobeck,
Miles Center for Worship, Drama, and
Communication.
Office of Undergraduate
Admissions-The central Office of
Undergraduate Admissions is located at
628 Zlst Avenue South and provides
offices for the admissions staff and a reception area for prospective students and their
parents.
Offices of the American Indian
Student Services Program and PanAfrikan Student Services ProgramLocated in Murphy Place, these programs
provide support services and information to
American Indian and African American students.
Anderson Hall (1 993)-Named in
honor of Oscar Anderson, president of
Augsburg College from 1963 to 1980, this
residence hall is located at 2016 S. Eighth
Street. Anderson Hall contains four types
of living units and houses 192 students
and the Physician Assistant Program.
Anderson-Nelson Athletic FieldThe athletic field, located at 725 23rd
Avenue South, is the playing and practice
field of many of the Augsburg teams.
An air-supported dome covers the field
during the winter months, allowing yearround use.
Christensen Center (1967)-The
College center, with spacious lounges and
recreational areas, dining areas, bookstore,
and offices for student government and
student publications.
East Hall-Houses the Minnesota
Minority Education Partnership (MMEP)
and the Center for Atmospheric Space
Sciences at 2429 S. Eighth Street.
Foss, Lobeck, Miles Center for
Worship, Drama and Communication
(1 988)-The Foss Center is named in
recognition of the gifts of Julian and June
Foss and was built with the additional support of many alumni and friends of the
College. The Tjornhom-Nelson Theatre,
Hoversten Chapel, and the Arnold Atrium
are also housed in this complex, which
provides space for campus ministry and
the drama and communication offices. The
Foss Center's lower level is home to the
Academic Skills Center, which includes the
Learning Skills Office, the Center for
Learning and Adaptive Student Services
(CLASS) Program, the Groves Computer
Lab, the Karen Housh Tutor Center, and
the John Evans Learning Laboratory.
The JeroyC. Carlson Alumni
Center-Named in 1991 to honor
Jeroy C. Carlson, senior development
officer and former alumni director,
upon his retirement from Augsburg.
The center houses the Office of Alumni
and Parent Relations and is located at 624
Zlst Avenue South.
-
About Augsburg 1
Ice Arena (1 974)-Two large skating
areas provide practice for hockey and figure
skating, and recreational skating for
Augsburg and the metropolitan community.
The JamesC. Lindell Family Library
(1997)-This four-level brick structure
opened during the 1997-98 academic year.
As the library and information technology
center, it houses all library functions and
brings together the computer technology
resources of the College. It is located on
the block of campus bordered by 22nd and
2lst Avenues, and by Riverside Avenue and
Seventh St.
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 fitness center, and general
auditorium purposes.
Mortensen Hall (1 973)-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, plus conference rooms and spacious lounge areas.
2222 Murphy Place (1 964)-This
facility provides offices for the Center for
Global Education and a resource room for
those interested in global issues. The
Office of Academic Programs Abroad is
also located here.
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.
New Hall (1999)-A three-story
apartment complex along 20th Ave.,
between 7th and 8th Sts. housing juniors
and seniors in units from efficiencies to
two-bedroom suites.
Old Main (1900)-Home for the
modem languages and art departments,
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.
Public Relations & Communication
House-The public relations and publications offices for the College are located at
709 23rd Avenue South.
Science Hall (1 949)-Houses classrooms, well-equipped laboratories, a medium-sized auditorium, faculty offices, the
registrar's office, student financial services,
and the business offices. In 1960 the
Lisa Odland Observatory on the roof
was completed.
Sverdrup Hall (1955)-Named in
honor of Augsburg's fourth president, it
contains the Academic Advising Center,
Weekend College, and the Office of
Continuing Education as well as classrooms and faculty offices.
Sverdrup-Oftedal Memorial Hall
(1 938)-Built as a dormitory and named
in honor of Augsburg's second and third
presidents, it provides space for administrative and faculty offices.
Urness Hall (1967)-Named in honor
of Mr. and Mrs. Andrew Umess, this tower
provides living quarters for 324 students.
Each floor is a "floor unit," providing 36
residents, housed two to a room, with their
own lounge, study, and utility areas.
-
5 About Augsburg
W YOUTH AND FAMILY INSTITUTE
OF AUGSBURG COLLEGE
The institute is designed to help
churches better serve the changing needs
of youth and families. The institute offers
an undergraduate academic program, as
well as seminar/workshops, a resource tenter, and counseling services locally, nationally, and internationally.
W ASSOCIATED SUPPORT
ORGANIZATIONS
Augsburg College has a commitment to
lifelong learning and to programs that
increase both individual and group understanding and achievement. In addition to
the programs listed below, the College is
also home to the College of the Third Age.
Richard R. Green Institute for
Teaching and Learning-Named for the
late Augsburg alumnus Richard Green,
who served as superintendent of schools
in both Minneapolis and New York City,
the Green Institute is a collaboration
between Augsburg College and the
Minneapolis and St. Paul school districts.
Its goal is to improve the outcomes of students, especially in urban areas, through
systemic changes in K-12 education practices as well as higher education teacher
training programs.
Inter-Race: The International
Institute for Interracial InteractionInter-Race facilitates interracial understanding in families, schools, places of
work, communities, and society. The institute provides training and consultation,
research, education, resource centers, publications, public policy, and legal study in
five centers. Inter-Race is located at 600
2lst Avenue South.
Minnesota Minority Education
Partnership (M MEP)-The Minnesota
Minority Education Partnership, Inc., is a
nonprofit membership organization that
works closely with students, the communities of color, and representatives from education, business, government, and nonprofit organizations to develop programs
that help students of color succeed academically. The MMEP office is located in East
Hall.
H POLICIES
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, marital status, status with regard to
public assistance, or disability in its education policies, admissions policies, scholarship and loan programs, athletic andlor
school administered programs, except in
those instances where religion is a bona
fide occupational qualification. Augsburg
College is committed to providing reasonable accommodations to its employees and
its students.
Any questions concerning Augsburg's
compliance with federal or state regulations implementing equal access and
opportunity can be directed to the affirmative action coordinator, Office of Human
Resources, CB 79, Augsburg College, 221 1
Riverside Ave., Minneapolis, MN 55454,
(612) 330-1023.
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.
-
About Augsburg 1;
ACCREDITATION AND MEMBERSHIPS
Augsburg College is accredited by the
North Central Association of Colleges and
Schools* and the National Council for the
Accreditation of Teacher Education
(Secondary and Elementary). Our programs are approved by the
American Chemical Society
Council on Social Work Education
(B.S.W. and M.S.W.)
National Association for Music
Therapy, Inc.
National League for Nursing
Committee for Accreditation of Allied
Health Programs (Physican Assistant
Program)
Augsburg College is an institutional
member of the:
National Association of Schools of
Music (NASM)
Council of Independent Colleges
(CIC)
American Association of Colleges and
Universities (AACU)
American Association of Higher
Education (AAHE)
Association of Physician Assistant
Programs
We are members of the Associated
Colleges of the Twin Cities (ACTC),
Lutheran Education Council in North
America, and Minnesota Private College
Council.
Augsburg College is registered with the
Minnesota Higher Education Services
Office. 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.
*North Central Association of College and
Schools Commission on Institutions of Higher
Education, (312) 263-0456;
<www.nca-cihe.org>
IsAUGSBURG
COLLEGE
FACTSAND FIGURES
Location-Augsburg College was
founded in 1869 in Marshall, Wis. The
College moved to Minneapolis in 1872.
Religious Affiliation-The Evangelical
Lutheran Church in America (ELCA).
Although a strong plurality of students
are Lutheran, 9 percent represent other
Protestant denominations, and 19 percent represent the Roman Catholic
Church.
Accreditation-North Central
Association of Colleges and Schools,
National Council for Accreditation of
Teacher Education, Committee for
Accreditation of Allied Health
Educational Programs. Approved by the
American Chemical Society. Council on
Social Work Education, National
Association for Music Therapy, Inc.,
National Association of Schools of
Music, and the National League for
Nursing.
Member-Associated Colleges of the
Twin Cities, Lutheran Education Council
in North America, Minnesota Private
College Council, CIC, AACU, AAHE.
Registered with the Minnesota Higher
Education Services Office, as described
on page 17.
W
Financial Aid--Over 84 percent of the
students receive some form of financial
aid from the College and many other
sources.
W
Library-Over 175,000 items, direct
access to over 1,300,000through CLIC,
the Twin Cities private college library consomum. The James G. Lindell Family
Library opened in September 1997.
W
School Year-Semesters from
September to May, 4-1-4 calendar, with
January Interim. Two summer school
sessions. Augsburg Weekend Collegetrimesters, September to June. Augsburg
Graduate Program-trimesters,
September to June.
W
Majors-More than 50 majors in 23
departments.
W
Off-Campus Programs-Center for
Global Education, Student Project for
Amity Among Nations (SPAN), Higher
Education Consortium for Urban Affairs
(HECUA), lnternational Partners, Upper
Midwest Association of Intercultural
Education (UMAIE), and extensive
cooperative education and internship
programs.
W
Athletic Affiliation-Minnesota
Intercollegiate Athletic Conference
(MIAC), and National Collegiate Athletic
Association (NCAA), Division 111.
W
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, marital status, status
with regard to public assistance, or disability in its education policies, admissions policies, scholarship and loan programs, athletic and/or school administered programs, except in those
instances where religion is a bona fide
occupational qualification. Augsburg
College is committed to providing reasonable accommodations to its employees and its students.
Enrollment (Fall 1999-2000)-3,053
students from 41 countries.
Graduates-16,000 undergraduates
from 1870 through August 1999.
Student/Faculty Ratio-16 to 1.
Undergraduate class size averages 15-20.
Campus-17 major buildings. Major
renovations in 1979-80 with special
emphasis on accessibility.
Accessibility-Augsburg is now one of
the most accessible campuses in the
region. A skyway/tunnel/elevator system
provides access to 10 major buildings
without going outside.
Degrees Granted-B.A.,
M.A., M.S., M.S.W.
B.S.. B.M.,
n
w
n
n
n
4 0 , 3 4 3
V)
- UNDERGRADUATE ADMISSIONS
!O
A
ugsburg College is looking for students with intelligence and character. We
want people whocan benefit from and
contribute to their community, the College
community, and the community at large.
Selection of students for Augsburg
College is based upon careful consideration of each candidate's academic achievement, personal qualities and interests, participation in activities and employment,
and potential for development as a student
and as a graduate of Augsburg College.
The College selects students on individual
merit without regard to race, creed, disability, national or ethnic origin, gender, sexual
orientation, or age.
Visit t h e Campus
Because firsthand appraisal of programs, facilities, and academic atmosphere
is valuable, freshman and transfer applicants are encouraged to visit the campus
and meet with an admissions counselor.
Arrangements may be made to meet with a
member of the faculty and to attend classes
when school is in session.
Augsburg's admissions staff is ready
to help students and families with college
planning. Call any weekday between
8:00 a.m. and 4:30 p.m.-(612) 330-1001
or toll-free (800) 788-5678. We'll answer
your questions and arrange a tour for you
(including Saturday mornings during the
school year). The Office of Undergraduate
Admissions is located on the comer of
Seventh Street and 2lst Avenue South in
Minneapolis. (Please call first.)
For Weekend College Admission information, call (612) 330-1743.
BPPLICATION
PROCEDUR~
DAY PROGRAM FREbHMEN
Application for AdmissionApplicants should complete the application
for admission and the essay and return
them to the Office of Undergraduate
Admissions together with the non-refundable $25 application fee.
T r a n s c r i p S A n official transcript
from the high school is required of freshman applicants. Freshman applicants who
are still high school students at the time of
application should have their most recent
transcript sent, followed by a final, official
transcript upon graduation. General
Education Development (G.E.D.) scores
may be presented instead of the high
school transcript.
Test Scores-Freshman applicants are
required to submit results from the college
entrance examination. The American
College Test (ACT) is preferred. Results
from SAT are also accepted. It will suffice if
test scores are recorded on the official high
school transcript.
Additional Information-If there
is personal information that may have
affected the applicant's previous academic
performance, it may be included with the
application or discussed personally with an
admissions counselor. Two academic recommendations are required by the
Admissions Committee before an admissions decision is made.
-
-
-
Undergraduate ~dmissions 2'
On occasion, the Admissions Committee
may also defer a decision on a candidate's
admission until other information has been
received. For example, more recent test
scores, results of the present semester's
coursework, additional letters of recommendation, or writing samples may be requested
by the committee. If any additional credentials are needed, the Office of Undergraduate
Admissions will inform the candidate.
Notification of Admissions D e c i s i o b
Augsburg College uses a "rolling" admissions plan. Students are notified of the
admissions decision usually within two
weeks after the application file is complete and has been evaluated by the
Admissions Committee.
Confirmation of AdmissionAccepted students who are applying for
financial aid are asked to make a $100"
tuition deposit within 30 days of their
financial aid notification. Extensions may
be requested in writing to the director of
financial aid.
Accepted students who are not applying for financial aid are asked to make a
$loo* tuition deposit. Those students who
wish to live in College housing must also
submit a $200 housing deposit.
*Non-refundable after May 1.
Early Admission of Freshmen
Students of exceptional ability who
wish to accelerate their educational
program may be granted admission to
begin full-time work toward a degree after
completion of their junior year or first
semester of their senior year of high
school. Applicants must complete the normal procedures for freshman applicants,
submit two academic recommendations
from their high school faculty, and arrange
a personal interview with the director of
undergraduate admissions.
Students from Minnesota who are interested in the possibility of enrolling at
Augsburg under the auspices of the
Minnesota Post Secondary Enrollment
Options Act should contact the Office of
Undergraduate Admissions for specific
information.
WEEKEND COLLEGE
Applicants should complete the application form and return it along with the
$25 nonrefundable application fee to the
Augsburg Weekend College Admissions
Office.
Transcripts-Have official transcripts
from all previous postsecondary institutions sent directly to the Augsburg
Weekend College Office. Applicants with
less than one year of previous tranferable
college work should also have their official
high school transcript sent. The G.E.D. test
certificate may be presented instead of the
high school transcript.
Additional Information-If there is
personal information that may have affected the applicant's previous academic performance, it may be included with the
application or discussed peronally with an
admissions counselor. Academic recommendations may be required by the
Admissions Committee before an admis-
-
' 2 Undergraduate Admissions
sion decision is made. On occasion, the
Admissions Committee may also defer a
candidate's admission until other information has been received. For example, test
scores, results of current coursework, additional letters of recommendation, or w-riting samples may be requested by the committee. If any additional credentials are
needed, the Admissions Office will inform
the candidate.
Notification of Admissions Decision
-Augsburg College uses a "rolling"
admissions plan. Students are notified of
the admission decision, usually within two
weeks after the application file is complete
and has been evaluated by the Admissions
Committee.
Admission to a major, as well as admission to the College, is sometimes necessary.
Please check with an admissions counselor
and major sections of this catalog to see if
admission to the major is required.
ALL TRANSFER STUDENTS
Augsburg College welcomes students
who wish to transfer from other accredited
colleges or universities. College credit is
granted for liberal arts courses satisfactorily
completed at accredited institutions. The
College reserves the right not to grant
credit for courses where it considers the
work unsatisfactory, to grant provisional
credit for work taken at unaccredited institutions, and to require that certain courses
be taken at Augsburg.
Augsburg College limits transfer
coursework from two-year colleges once a
student has reached junior status. Students
may transfer a maximum of 64 semester
credits (96 quarter credits) from two-year
colleges. Once a student reaches junior
status, no additional credits will transfer
from two-year institutions toward the
minimum of 33 credits required for a
baccalaureate degree. These courses can,
however, be used to meet liberal arts and
major requirements.
A cumulative grade point average
(GPA) of 2.2 (on a 4.0 scale) or better is
required on previous college work for
admission to the College.
Acceptance of courses submitted for
transfer is done by the registrar's office
based upon the official student
transcript(s). Acceptance of courses presented for a major or minor also requires
approval of the department. The major or
minor department may require certain
courses or a minimum number of courses
be taken at Augsburg.
Students transfemng from the
Minnesota State University and College
System who have completed the Minnesota
Transfer Curriculum, have earned the
Associate of Arts degree from MNSCU, and
have a 2.5 (on a 4.0 scale) cumulative GPA
or higher will be given transfer status as
outlined below.
The following applies only to the
MNSCU A.A. graduate:
1. Admission will be with junior standing
following the MN Transfer Curriculum. A
maximum of 17 Augsburg equivalent
courses (64 semester credits or 96 quarter
credits from a community college) will be
accepted once junior status is reached. No
additional courses may be transferred from
a community college.
2. All Augsburg general education requirements will be waived except:
The City Perspective
Two courses in Christian Faith (any
two areas)
The language requirement as stated
One course that meets the Quantitative
Reasoning Graduation Skill requirement
-
Undergraduate Admissions 23
One graduation skill writing course in
the major
College algebra or Math Placement
Group 3
One lifetime sport
3. Courses with D grades will not be
accepted as prerequisites or for application
to majors. Some Augsburg majors require
additional prerequisite coursework beyond
the A.A. degree. Also, the physician assistant major requires a cumulative GPA
higher than 2.5. Students are advised to
consult major departments for major
requirements upon transfer.
Admission to a major, as well as admission to the College, is sometimes necessary.
Please check with the Office of
Undergraduate Admissions and consult the
departmental section of this catalog.
Note: No student who falls below the
standards for automatic admission to the
College will be considered for admission
by the Admissions Committee after August
15 for entry in fall semester or January 15
for entry in spring semester.
FORMER STUDENTS
Students who have interrupted attendance at Augsburg College for one semester or more without requesting a leave of
absence and who wish to return must
apply for re-admission through the registrar's office. Students who have attended
other institution(s) during their absence
from Augsburg must have an official transcript sent from each institution to the
Office of the Registrar. Returning students
do not pay the application fee.
SPECIAL STUDENTS
(NON-DECREE)
In some circumstances, people may be
admitted as special students (non-degree)
and granted the privilege of enrolling in
courses for credit. Students may request a
change in their degree status by submitting
a petition to the registrar's office.
Students regularly enrolled at another
college may take coursework at Augsburg
College as a special student (non-degree).
An application form for special-student
status is available from the Office of
Undergraduate Admissions. To apply for
admission as a special student, submit the
completed admission application and academic transcripts to the Office of
Undergraduate Admissions.
SPECIAL STUDENTS
(SECOND DECREE)
Students who have completed a
four-year degree at an accredited college
or university may complete a second
degree at Augsburg College. Second degree
requirements include: a minimum of eight
course credits taken at Augsburg, completion of a major, and completion of any
liberal arts requirements not covered by
a previous degree.
Depending on the student's previous
degree, completion of a second major
(non-degree) may also be an option.
-
24 Undergraduate Admissions
INTERNATIONAL STUDENTS
Augsburg welcomes students from
countries around the world. (See
International Student Advising on page
48.)
International students should contact
the Office of Undergraduate Admissions
for an international student application
and information on the application procedure. Applications must be completed two
months prior to the start of the semester:
June 1for fall, Dec. 1 for spring.
For more information, call
(612) 330-1001 or (800) 788-5678
(toll free), or write to:
International Student Admissions
Augsburg College
2211 Riverside Avenue
Minneapolis, MN 55454 USA
A,
1 students receive financial help
indirectly, since a quality liberal arts education costs more than tuition and fees cover.
The College raises that difference in giftsfrom alumni, faculty, staff, parents,
churches, friends, foundations, and endowment income.
However, the primary responsibility for
paying for a college education rests on students and their families. Financial aid is
intended to supplement those resources.
Audit Fee
(for part-time students)
per course................................$
Room Rent
(includes telephone
and basic service) ....................$ 2,680
(Room rates and housing options are available through the Office of Residence Life.)
Full Board
(19 meals a week)
The Board of Regents has approved the
costs listed below for the 2000-01 academic
year. The Board reviews costs annually and
makes changes as required. The College
reserves the right to adjust charges should
economic conditions necessitate.
DAY PROGRAM TUITION, FEES,
ROOM, AND BOARD
Tuition
(full-time enrollment)
............$ 15,974
This rate applies to all full-time students
attending in September 2000. Students are
considered full-time when they take three
or more courses during the semester. The
charge includes tuition, general fees, facility fees, and admission to most Collegesupported events, concerts, and lectures.
The amount is payable in two equal installments at the beginning of each semester.
Tuition
(part-time enrollment)
per one-credit course..............$ 1,726
This rate applies to students taking fewer
than three courses in a semester andlor an
Interim only. Part-time students taking lifetime sports are charged the audit rate for
that course.
630
Full-time students may audit a course
without charge. Part-time students taking
lifetime sports are charged the audit rate
for that course.
..................$
2,640
Other board plans are available as defined
in the housing contract booklet available
from the Office of Residence Life.
Partial board
(14 meals a week)
..................$
2,566
....................$
2,336
Student Activity Fee ................$
150
Flex 5 point plan
ACTC Bus (full-time
students only)
..................$
16
Information Technology Fee ..$
200
OTHER SPECIAL FEES
(NON-REFUNDABLE)
Fees Billed on Student Account
Student Activity Fee (part-time
students) .....................................
Late Registration (per day
after classes begin) .....................
Registration Change after first five
days (cancel/add/change/grade
option, or combination
at one time) ................................
Music Therapy Internship
(one-half course credit) ..............
-
Financial Information 2;
Private Music Lessons, per
semester (14 lessons) ................. ,3324
Student Teaching (per course
for full-time students) .................. $ 66
Student Teaching (per course
for part-time students) ................. $130
Study Abroad (in approved
non-Augsburg programs) .............$250
Fees Payable by CheckICash
Application (new and/or
special students) ........................$ 25
Nursing Comprehensive Exam ........$ 16
Nursing Credit Validation ................ $ 150
Locker Rental (commuters) .............$ 40
Student Parking Lot Permit
-ar
........................................... $ 108
-motorcycle ............................ ..$ 50
Transcript Fee (per copy
after first, which is free) ............ $
5
Special Examinations,
Cap & Gown Costs
(Schedule on file
in registrar's office)
W BOOKS AND SUPPLIES
These costs are estimated to be $900
per year.
W DEPOSITS
Enrollment Deposit
(non-refundable) .................... $
100
Required of all new students after
acceptance. The enrollment deposit is credited to the students' account only when
their enrollment is terminated. Any net
credit balance (after all charges and/or
fines) will be refunded upon request of the
student. For more information, contact the
Office of Undergraduate Admissions.
Housing Damage Deposit
......$
200
Required of all resident students at the
time of signing a contract to reserve a
housing assignment. This deposit is
retained against damages and/or fines and
is returned to the student account (less all
charges for damages and/or fines) at the
end of the occupancy period covered by
the contract. New contracts may be terminated for fall or spring term by following
the conditions delineated in the housing
contract. The resident will be responsible
for all costs incurred due to late cancellation or lack of proper notification. If the
new contract is cancelled prior to June 1
for fall semester or December 1 for spring
semester, the $200 deposit will be forfeited. After these dates, the student shall forfeit the full amount of the damage deposit
and shall be assessed an additional $450
for termination.
Application Fee (payable once,
non-refundable) ...................... .$ 20
Tuition (per course) ....................... .$1,258
Tuition (per summer course 2000) ..$ 950
Technology Fee (per course) ............ .$ 25
Activity Fee (per trimester) ............. $ 9.50
Campus Access Fee (includes
parking permit; per trimester) ...$ 10
Audit Fee (per course) ..................... $ 630
Lifetime Sports: Fee for Weekend
College Course ........................... $ 188
Lifetime Sports: Fee for Assessment
of Previous Learning .................. $ 100
Nursing Clinical Fee ........................ $ 214
Supplementary Student Teaching
Fee (per course credit) .............. $ 462
Late Confirmation Fee (per day) .....$ 35
Registration Change after first
class meeting (cancelladd) ........$ 10
5
Transcript Fee (first is free) ............. $
-
'8 Financial Information
PAY MENTS-DAY
PROGRAM
Semester Fees-Prior to the start of
each semester a statement of estimated
charges showing basic charges and financial aid credits designated by the
Enrollment and Financial Services Center
is sent to the student from the Business
Office.
Payment Options-Day Program(1) Semester payments, due August 15 and
January 15 as billed; (2) Payment PlanUpon application and after College
approval, a three-month plan is available
each semester. Details are included with
the bill for each term.
PAYMENTS-WEEKEND
COLLEGE
A statement of tuition and fee charges
and estimated financial aid will be mailed
to each registered student prior to the start
of each term. For tuition and fee information, please refer to the current Weekend
College Class Schedule, published each
year by the Weekend College Program
Office.
Payment Options-(1) Payment in
full at the start of each term. (2) Threepayment plan: first one-third payment is
due at the start of the term; second and
third payments are due in the second and
third months of the term. (3) Employer
Reimbursement: students whose employers
reimburse them for all or part of their
tuition and fees may pay a $100 deposit
per course credit at the start of the term.
The balance, which is subject to finance
charges until paid, is due 50 days after the
last day of the term. Students on this plan
must file an employer reimbursement verification form each academic year. The student is responsible for payment of the balance should the employer not reimburse
for any reason.
FINANCIAL POLICIES
A finance charge is applied at a simple
rate of one percent per month on any
account with an open balance of 30 days
or more.
Registration is permitted only if the
student's account for a previous term is
paid in full.
Augsburg College will not release student academic transcripts until all student
accounts are paid in full or, in the case of
student loan funds administered by the
College (Federal Perkins Student Loan
including the National Defense and
National Direct Student Loans and the
Nursing Student Loan), are current
according to established repayment
schedules and the loan entrance and
exit interviews have been completed.
REFUNDS
Students who withdraw from Augsburg
College may be eligible for a refund of a
portion of their charges based on the
appropriate refund schedule. Financial aid
may be adjusted for those students who
withdraw from the College or drop
course(s) and receive financial assistance.
Students who wish to withdraw from
Augsburg should complete the Leave of
Absencnithdrawal from College form
available in the Academic Advising Center
or the Enrollment and Financial Services
Center. It must be filled out completely,
signed and turned in to the EFSC. Students
who properly withdraw or change to parttime, who are dismissed, or who are
released from a housing contract will have
their accounts adjusted for tuition andlor
room (except for the minimum deduction
of $100 to cover administrative costs).
Students are responsible for canceling
courses through the Enrollment and
Financial Services Center in order to be
-
Financial Information 2!
eligible for any refund. Students who unofficially withdraw (stop attending) but do
not complete the dropladd form are
responsible for all charges. Financial aid
may be adjusted based on the student's last
recorded date of attendance. Refund calculations are based on the date that the
dropladd form is processed.
Augsburg College Day Program
Refund Policy: Applies to day program students who withdraw from all courses in a
term and are not receiving Federal Title IV
financial aid (Federal Title IV financial aid
includes the Pell Grant, SEO Grant,
Perkins Loan, Stafford Loan, and PLUS
Loan). This policy also applies to all students who drop courses during a term.
Refund
Amount
Refund
Period
100%
Through the first five days of
classes (less $100 administrative
fee)
90%
From the sixth day through the
tenth day of classes
80%
From the 1l t h day through the
15th day of classes
70%
From the 16th day through the
20th day of classes
60%
From the 2lst day through the
25th day of classes
50%
From the 26th day of classes
through the midpoint of the
term.
Augsburg Weekend College Program
Refund Policy: This policy applies to new
and returning Weekend College students
who drop a portion of their scheduled
course load. It also applies to students who
completely withdraw from college and do
not receive financial aid.
Refund
Amount
100%
Refund
Period
Through the first class weekend
(less a $75 administrative fee if
withdrawing from the current
term entirely)
80% Prior to the second scheduled
class meeting
60% Prior to the third scheduled class
meeting
No refund after the third scheduled
class meeting.
The refund schedule is effective
whether or not a student has attended
classes. All refunds of charges will be
applied to the student account and all
adjustments for aid, loans, fines, deposits,
etc. will be made before eligibility for a
cash refund of any resulting credit balance
is determined. Please allow two weeks for
a refund.
The refund is a percentage of the full
tuition charged, not a percentage of any
deposit paid toward tuition, e.g. deposits
made under the employer reimbursement
payment plan.
Pro-Rata Refund Policy: Applies to all
Augsburg students who withdraw from all
courses during their first term at Augsburg
and receive Federal Title IV financial aid
(Federal Title IV financial aid includes the
Pell Grant, SEO Grant, Perkins Loan,
Stafford Loan, and PLUS Loan).
Tuition, fees, and room costs will be
calculated based on the pro-rated portion
of the term completed. The student may be
eligible for a pro-rata refund up to the 60
percent point in time of the term. The student account will be credited for that portion of tuition and room for which the student was not enrolled. This calculation will
use federal government guidelines.
-
10 Financial Information
Federal Return of Funds Policy: This
policy applies to returning students who
have completed at least one full term,
withdraw from all courses for the current
term, and receive federal Title IV financial
assistance (including Pel1 Grant, SEO
Grant, Perkins Loan, Stafford Loan, Parent
PLUS Loan). The Return of Funds Policy
is based on a percentage derived from the
number of days attended divided by the
number of days in the term.
The refund of charges calculation used
is the Augsburg College Refund Policy stated above.
Students may appeal refund decisions
through the Petition Committee.
MEDICAL REFUND
If a student is forced to withdraw from
all courses in a term due to illness or an
accident, the refund will include the normal percentage plus one-half of the percentage adjustment, upon submission of
documentation from the attending doctor
stating the inability or inadvisability of
continued enrollment.
UNOFFICIAL WITHDRAWAL
Federal regulations require that records
of financial aid recipients who earn failing
grades in all their classes be reviewed. If
courses are not completed (e.g. unofficial
withdrawal, stopped attending), the
College is required to refund financial aid
to the appropriate sources according to
federal or Augsburg refund policies based
on the last recorded date of attendance.
Students are responsible for the entire cost of
the term including the portion previously
covered by financial aid should they stop
attending. Students are strongly urged to
follow guidelines for complete withdrawal
from college. If there are extenuating
circumstances, a petition to have the cost
of tuition refunded can be made. Petition
forms are available in the Office of Student
Life in Christensen Center.
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 meeting the academic progress standards outlined in the
brochure "Academic Progress Standards for
Financial Aid." This brochure is available
from the Enrollment and Financial Services
Center and is distributed to students on an
annual basis.
Financing higher education could be
the most significant investment a person
or family makes in a lifetime. Proper planning and wise choices are important, not
only in choosing a college, but also in the
methods used to pay for it. Augsburg
College, through its EFSC, will help students and their families protect access to a
quality Augsburg education in a time of
increasing financial challenge.
Financial assistance awarded through
Augsburg may be a combination of
scholarships, grants, loans, and part-time
work opportunities. The College cooperates with federal, state, church, and private
agencies in providing various aid programs. During the 1999-2000 academic
year, more than eight out of ten students at
Augsburg received financial assistance.
The primary responsibility for financing
a college education rests upon the student
and family. Financial aid supplements
student and family resources.
The Free Application for Federal
Student Aid (FAFSA) and the Augsburg
Financial Aid Application help determine
the amount of assistance for which a student is eligible. This analysis takes into
account such family financial factors as
-
Financial Information 3'
current income, assets, number of dependent family members, other educational
expenses, debts, retirement needs, and special considerations.
HOW TO APPLY
The following are required to process
your financial aid application:
1. Be admitted to Augsburg as a regular
student or be a returning student in good
academic standing with the College.
2. Complete the Free Application for
Federal Student Aid (FAFSA) or the
Renewal FAFSA. FAFSA forms are available
from the Enrollment and Financial Services
Center at Augsburg College or from high
school guidance counselors. Renewal
FAFSAs will be mailed to those students
who applied for assistance during the prior
school year. Be sure to include
the Augsburg College code, 002334, on
your application. Mail your application to
the processing agency after Jan. 1.
Applications must be mailed by April 15
for priority consideration.
3. Complete the Augsburg Financial
Aid Application and submit it to EFSC.
H WHAT HAPPENS NEXT?
Once all documents are received, we
review the financial aid application to
determine financial aid eligibility for all
available programs. A financial aid package
will be sent to the student. This package
includes:
Letter detailing the financial aid
award
Information regarding financial aid
programs and requirements for continued eligibility
Subsidized~UnsubsidizedFederal
Stafford loan application
Students complete and return one copy
of their award letter to the EFSC. In addition, the student must complete and return
the Stafford Loan application to receive
Stafford Loan funds. Applications for the
SELF Loan and the Parent PLUS Loan are
sent upon request.
H KINDS OF AID
A student applying for aid from
Augsburg applies for assistance in general
rather than for a specific scholarship or
grant (except as noted). The various forms
of aid available are listed here for information only.
In addition to aid administered by
Augsburg College, students are urged to
investigate the possibility of scholarships,
grants and loans that might be available in
their own communities. It is worthwhile to
check with churches, the company or business employing parents or spouses, high
schools, service clubs, and fraternal organizations for information on aid available to
students who meet their requirements. In
addition to these sources, some students
are eligible for aid through Vocational
Rehabilitation, Educational Assistance for
Veterans, Educational Assistance for
Veterans' Children. and other sources.
Honor Scholarships
President's Scholarship-President's
Scholarships are awarded based upon competition. The applicant must be in the top
15 percent of high school rank and top 20
percent ACT/SAT score. Separate applications are required. The application deadline is February 15.
Regents' S c h o l a r s h i p T h e Regents'
Scholarships are awarded to all qualified
new freshmen in the top 30 percent of
either high school rank or test score who
apply and are accepted before May 1.
-
12 Financial Information
Transfer Regents' S c h o l a r s h i p
Transfer Regents' Scholarships are awarded
to all qualified transfer students with a
minimum 3.0 GPA who apply and are
accepted for admission by May 1.
Transfer Honor S c h o l a r s h i k
Transfer Honor Scholarships are awarded
to selected transfer students with a minimum 3.0 GPA and 84 quarter (or 56
semester) credits in transfer from a
Minnesota community college or Lutheran
junior college, who apply for and are
accepted for admission by May 1. A separate application is required by April l.
Legacy Scholarship-These scholarships provide tuition benefits to full-time
day students who are children, grandchildren, or spouses of Augsburg graduates;
siblings of current Augsburg students; children or spouses of current ELCA pastors;
or children, grandchildren, or spouses of
long-term Augsburg employees.
Phi Theta Kappa ScholarshipThese scholarships are awarded to selected
transfer students with a 3.5 GPA and 84
minimum quarter (56 semester) credits
from a community college. A separate
application is required by May 1.
Science Scholarship-These scholarships are awarded to incoming freshmen
who are in the top 30 percent of their high
school class or ACTISAT test score, majoring in chemistry or physics at Augsburg.
Youth and Family Ministry Partner
Scholarship-These scholarships are
awarded by the partner congregation to a
full-time Augsburg student who is majoring in Youth and Family Ministry.
Augsburg ArneriCorps
Scholarship-These scholarships are
awarded to qualified AmeriCorps members
who are currently serving or have served
for at least one year. Must be certified as
eligible by the director of the AmeriCorps
site, be accepted for admission, be a fulltime day student, and complete the financial aid application. Application deadline is
August 1.
PRIME Scholarship-This is a cooperative program in which Augsburg matches
scholarships with Lutheran congregations.
Separate application is required and church
funds must amve at Augsburg by October 1.
Leadership Scholarships
M. Anita Hawthorne Leadership
Scholarship-Recognizes incoming freshmen and transfer African American students with a demonstrated record of and/or
potential for leadership. Limited to fulltime day students.
Bonnie Wallace Leadership
Scholarship-Recognizes incoming freshmen and transfer American Indian students with a demonstrated record of and/or
potential for leadership. Limited to fulltime day students.
ASIA-Recognizes incoming freshmen
and transfer Asian American students with
a demonstrated record of and/or potential
for leadership. Limited to full-time day students.
HispanicILatino Leadership
Scholarshi p-Recognizes incoming freshmen and transfer HispanicLatino students
with a demonstrated record of and/or
potential for leadership. Limited to fulltime day students.
-
Financial Information 3:
Faculty Leadership S c h o l a r s h i p
Awarded to selected incoming freshmen
who participate in the President's
Scholarship competition.
Performing Arts S c h o l a r s h i p
Awarded to selected incoming students
who demonstrate active participation in
the performing arts. Separate application
and audition are required. The deadline is
February 15.
Hoversten Peace ScholarshipAwarded to incoming freshmen and transfer students who have demonstrated interest in peace and whose personal outlook
and career plans show promise of contributing to the cause of peace. Separate
application is required by February 15.
Community and Public Service
Scholarship-Awarded to incoming freshmen and transfer students who have a
demonstrated commitment to public and
community service. Separate application is
required by February 15.
Lutheran Leader S c h o l a r s h i p
Awarded to incoming freshmen in the top
30 percent of their high school rank or ACT1
SAT test score who have demonstrated
leadership within their Lutheran congregation and have the recommendation of their
pastor. A separate application is required
by February 15.
NASA Scholarship-Awarded to
freshmen (only) who have excelled in the
areas of science, mathematics, and technology and who have demonstrated a high
potential in careers related to aerospace
science, technology, and allied fields.
Lutheran Brotherhood a n d Aid
Association for Lutherans-Awarded on
financial need, participation in the
Lutheran church and available funds. The
AAL scholarship recipients must also have
an AAL policy.
Gift Assistance (Need Based)
Augsburg Tuition Grant-These
awards are based on financial eligibility,
academic record, and participation in
extracumcular activities in school,
community, and church.
Minnesota State Scholarship and
Grant-Eligibility requires Minnesota
residency and enrollment of less than four
years (or its equivalent) at any post-secondary school. Consult the Enrollment and
Financial Services Center for accepted
enrollment patterns.
Federal Supplemental Educational
Opportunity Grant-Whenever law and
funds permit, SEOGs are awarded to students who demonstrate exceptional financial need. Preference is given to students
eligible for the Federal Pell grant.
Federal Pell Grant-Federal Pell
grants are awarded to students attending
eligible institutions of higher education
and are based on financial need as defined
by program guidelines maximum grant for
2000-01 is $3,300.
Bureau of Indian AffairsITribal and
State Indian Scholarship--Bureau of
Indian Affairsnribal and State Indian
Scholarships and Augsburg American
Indian Scholarships are available to Indian
students (both full and part-time) who
meet specific criteria. For Bureau of Indian
Affairsnribal and State Indian
Scholarships, students must be a quarter
degree Indian ancestry and be enrolled
with a federally-recognized tribe. Eligibility
criteria for Augsburg American Indian
Scholarships vary. Contact the director of
the American Indian Student Services
Support Program. American Indian grants
supplement all other forms of financial aid.
Questions may be directed to the director
of the American Indian Student Services
Program or to your local BIA, Tribal, or
State Indian Education Office.
-
14 Financial Information
Loan Assistance
Federal Perkins Student Loan-A
federally-funded program administered
through Augsburg College for students
who demonstrate financial eligibility No
interest accrues nor do payments have to
be made on the principal at any time you
are enrolled at least half time. Simple interest of 5 percent and repayment of principal
(at the minimum of $40 a month) begin
nine months after you leave school.
Repayment may extend up to 10 years.
The loan offers a teacher cancellation
clause. The maximum that may be borrowed for undergraduate study is $20,000
($40,000 including graduate school).
Federal Stafford Student Loan
Subsidized and Unsubsidized Stafford
Loan funds are obtained directly from a
lender or state agency in states that provide
such programs. Subsidized Stafford Loans
are need-based loans that the federal
government subsidizes by paying the
interest while the student is in school
and during the grace period.
For the Unsubsidized Stafford Loan,
interest begins accruing on the date of disbursement and the borrower is responsible
for all interest. The borrower may choose
to make payments while in school or may
defer payments and allow interest to
accrue and be capitalized (added to the
balance of the loan).
The interest rate for new borrowers
through the Subsidized and Unsubsidized
Stafford Loan is variable and changes
annually on July 1.
The following borrowing limits apply
to the Stafford Loan program after July 1,
1994:
Freshmen: $6,625 annually (Combined
Subsidized and Unsubsidized Stafford)
Sophomores: $7,500 annually
(Combined Subsidized and
Unsubsidized Stafford)
Juniors/Seniors: $10,500 annually
(Combined Subsidized and
Unsubsidized Stafford)
Aggregate maximum: $46,000
(Combined Subsidized and
Unsubsidized)
Federal Nursing Student Loan-A
federal program with provisions similar to
the Federal Perkins Student Loan program,
but restricted to applicants accepted or
enrolled in our program leading to the baccalaureate degree in nursing. Recipients
must have financial need and be registered
at least half time. The maximum loan is
$4,000 per year.
Federal Parent Loan Program
(PLUS)-PLUS is a loan program to help
parents meet college costs of their dependent children. Parents may borrow up to
the cost of attendance (minus other aid).
Repayment begins within 60 days of check
disbursement at a variable interest rate not
to exceed 9 percent and a minimum payment of $50 per month. Application forms
are available at Augsburg College EFSC or
the lending institution.
-
Financial Information 3!
The Student Educational Loan
Fund (SELF)-SELF is administered
through the Minnesota Higher Education
Services Office. Applications are available
from the Enrollment and Financial Services
Center.
Undergraduate freshmen and sophomores may borrow up to $4,500 per year,
juniors and seniors up to $6,000 year.
Maximum undergraduate borrowing is
$25,000. The minimum loan amount per
year is $500. The interest rate is variable.
Interest payments begin 90 days after the
loan is disbursed and continue quarterly
thereafter, while the student is enrolled.
Principal payments begin the 13th
month after you leave school. There are
no deferments.
Student Employment
Augsburg College provides work
opportunities for students. Assignment is
based on need and potential competence
in performing the duties assigned. Parttime work provided by the College is
considered financial aid, just like scholarships, loans, and grants. A maximum of 15
hours of on-campus employment per week
is recommended.
All on-campus work is governed by
policies stipulated in the work contract
issued to the student employee for each
placement. Payment is made monthly by
check to the student employee.
Federal College Work Study
Program a n d Minnesota State Work
Study Program-Under these programs
the federal or state government supplies
funds on a matching basis with the College
to provide part-time work opportunities.
Augsburg College, through generous
gifts from alumni, faculty staff, and
friends, offers more than 400 sponsored
scholarships.
All returning eligible students are considered. Selection is based on academic
achievement, financial need, and selection
criteria established by the donor. A list of
scholarships follows.
Note: For a complete description of
Augsburg scholarships, request a copy of the
Scholarship Catalog Supplement from the
Office of Undergraduate Admissions.
*Indicates endowed scholarships
GENERAL SCHOLARSHIPS
ADC Telecommunications Inc.
Linda Schrempp Alberg Memorial
Scholarship*
Charles and Ellora Alliss Educational
Foundation Scholarships
American Express Company
Henry and Leona Antholz Scholarship*
Class of 1931 Scholarship*
Alma Jensen Dickerson Memorial
Scholarship*
Oliver M. and Alma Jensen Dickerson
Memorial Scholarship*
Elias B. Eliason, Sr. Memorial Scholarship*
M. J. Estrem Scholarship*
John and Martha C. Fahlberg Scholarship*
E. W. Hallet Scholarship
Reuben I. and Marion Hovland
Scholarship*
Tze-Lien Yao-Hsieh, Lenorah Erickson,
and Mildred Joel Memorial Scholarship*
Edwin C. Johnson Scholarship*
The Jostens Foundation, Inc.
Kopp Investment Advisors Presidential
Scholarship
Memorial Scholarship Foundation
Scholarships*
Financial Information
Minnesota Mining and Manufacturing
Company Liberal Arts Scholarships
Minnesota Scholars Fund Scholarship
Northern States Power Company
Scholarship
Clifford and Martha Nylander Scholarship*
Marvin T. Nystrom Scholarship*
Rev. Martin J. and Olga S. Olson
Scholarship
Casey Albert T. O'Neil Foundation
Scholarship
John G. Quanbeck Scholarship Fund*
Martin and Esther Quanbeck Scholarship*
Rahr Foundation Scholarship
Readers Digest Endowed Scholarship*
Rutherford L. and Audrey M. Sander
Scholarship*
Senior Challenge Endowment Fund*
Rosemary J. Shafer Scholarship*
Russel and Virginia Smith Scholarship*
St. Luke's Lutheran Church Centennial
Scholarship*
Genevieve E. Stelberg Memorial
Scholarship*
Ernest and Vivian Tinseth Scholarship*
Robert W. Warzyniak Memorial
Scholarship*
Lea A. and Elsie L. Wildung Endowment
Fund*
Edward Yokie Memorial Scholarship*
SPECIAL SCHOLARSHIPS
John Andrew Adam Memorial
Scholarship*
Aid Association for Lutherans Scholarship
Alne-Swensen Scholarship*
American Indian Scholarship*
Charles and Catherine Anderson Diversity
Scholarship*
Charles and Kate Anderson Endowment
Fund*
Phyllis M. Baker Memorial Scholarship*
Jeroy C. and Lorraine M. Carlson
Scholarship*
Carl C. and Kathleen A. Casperson
Scholarship*
Mildred Ryan Cleveland Memorial
Scholarship*
Dain Rauscher Scholarship*
Laura Ann Erickson Memorial
Scholarship*
Pastor Bob Evans Scholarship*
David J. Formo Memorial Scholarship*
Julian F! Foss Scholarship*
The Grace Scholarship*
Kay Halverson Scholarship*
Hanwick Thanksgiving Scholarship*
Rev. John Hjelmeland Endowed
Scholarship Fund*
Hormel Foods Company Scholarship
Hoversten Peace Scholarship*
Catha Jones Memorial Scholarship*
King Harald Scholarship
Torgney and Valborg Kleven Memorial
Scholarship*
Harold B. and Laura M. Lanes Scholarship*
Mary E. Larsen International Studies
Scholarship*
Floyd Lorenzen Memorial Scholarship*
Lutheran Brotherhood Lutheran Senior
College Scholarship
Lutheran Brotherhood Opportunity
Scholarship
Minnesota Power Company Scholarship
Forrest T. Monson and Thelma (Sydnes)
Monson Scholarship*
Karen Neitge Scholarship*
Marilyn and John Paul Nilsen Scholarship*
Nonvest Foundation Scholarship
Rev. Horace E. Nyhus Memorial
Scholarship*
Ole K. and Evelyn L. Olson Scholarship*
Timothy 0. Olson Memorial Scholarship*
Pederson Samuelson Scholarship*
Rev. John and Ingeborg Peterson Memorial
Scholarship*
Jay and Rose Phillips Family Foundation
Scholarship
ReliaStar Foundation Scholarship
Clayton and Ruth Roen Memorial
Scholarship*
John and Agnes Siverson Scholarship*
Financial Information 3;
Short-Term Programs Endowed Scholarship
Genevieve E. Stelberg Memorial Scholarship*
Student Government Alumni Scholarship
Dr. James L. Tuohy Scholarship
W MULTlCULTURAL/INTERNATIONAL
STUDENT SCHOLARSHIPS
Kent Anderson American Indian
Scholarship*
Ada Bakken Memorial-American Indian
Scholarship*
Grace Jewel Jensen Buster Memorial
Scholarship*
Cargill Foundation American Indian
Scholarship
CBS Foundation Scholarship
General Mills Foundation Scholarship
Grand Metropolitan American Indian
Scholarship
Grand Metropolitan Food Sector
Foundation Scholarship*
Hearst American Indian Scholarship*
Honeywell Corporation Scholarship
Grace Anne Johnson Memorial
Scholarship*
Kerridgehlueller American Indian
Scholarship
James M. Kingsley American Indian
Scholarship*
Little Six, Inc. Scholarship*
McKnight Foundation Scholarship*
Medtronic Foundation Scholarship
Marilyn Peterson Memorial Scholarship*
Prairie Island Indian Community
Scholarships*
Shakopee Mdewakanton Dakota
Community Scholarship*
Marlys Johnson Simengaard Memorial
Scholarship*
St. Paul Companies, Inc. Scholarship
St. Paul companies, Inc. Teaching
Assistants Scholarship
Students of Color Scholarship Fund*
James R. Thorpe Foundation Scholarship
Trinity Lutheran Congregation 125th
Anniversary Scholarship*
UPS Foundation Scholarship
U.S. Bancorp Foundation Scholarship
West Group Scholarship
Westwood Lutheran Church Second Mile
Mission Scholarship*
Women of the ELCA Native Women's
Achievement Award*
PUBLIC SERVICE SCHOLARSHIPS
Margaret E. Andrews Public Service
Scholarship Fund
Class of 1998 Scholarship*
Kleven Public Service Scholarship Fund
Person Public Service Scholarship Fund
Adeline Marie (Rasmussen) Johnson
Memorial Scholarship
Marina Christensen Justice Memorial
Fund*
Martin and Sylvia Sabo Scholarship for
Leadership in Public and Community
Service*
Joel and Frances Torstenson Scholarship in
Urban Affairs*
W
DEPARTMENTAL SCHOLARSHIPS
Art
Lucy Bodnarczuk Memorial Scholarship
August Molder Memorial Art Scholarship*
Queen Sonja Art Scholarship
Alfred and Margaret Syring Scholarship
Biology
Biology Scholarships
Robert Ellingrod Memorial Scholarship*
Dr. Paul R. and Maxine Fridlund Biology
Scholarship*
Dr. Kenneth D. and Mrs. Linda (Bailey)
Holmen Biology Scholarship*
Business Administration/Accounting/
Economics
Allianz Life Insurance Company
Scholarship
Marianne Anderson Entrepreneurial
Scholarship*
-
18 Financial Information
Augsburg Business Alumni Scholarship
Fund*
Cargill Foundation Scholarship
Famers Insurance Group of Companies
Scholarship
Forss-Herr Scholarship*
Gamble-Skogmo Foundation Scholarship*
Mildred and Eleanor Krohn Scholarship*
Gertrude S. Lund Memorial Scholarship*
Minnesota Mutual Foundation Scholarship
Clifford A. Peterson Scholarship*
David L. Shaver Memorial Scholarship*
Clair E. and Gladys I. Strommen
Scholarship*
Leland and Louise Sundet Scholarship*
Joan L. Volz Business Scholarship*
Chemistry
Courtland Agre Memorial Scholarship*
Augsburg College Chemistry Alumni
Scholarship*
Department of Chemistry Scholarships
Robert Ellingrod Memorial Scholarship*
Carl Fosse Chemistry Scholarship*
Dr. Kenneth D. and Mrs. Linda (Bailey)
Holmen Chemistry Scholarship*
Minnesota Mining and Manufacturing
Company Chemistry Scholarship
Conrad Sunde Memorial Chemistry
Scholarships*
Education
James and Shelby Andress Education
Scholarship*
Dr. Einar 0 . Johnson Scholarship*
S. Luther Kleven Family Scholarship*
Elva B. Love11 Life Scholarship*
David Mathre Scholarship*
Debra Boss Montgomery Memorial
Scholarship*
Barbara Tjomhom and Richard K. Nelson
Scholarship*
John L. and Joan H. Ohlin Memorial
Scholarship*
Nancy Joubert Raymond Scholarship*
David Winsor Memorial Scholarship*
English
Dagny Christensen Memorial Scholarship*
Murphy Square Literary Award*
Anne Pederson English Scholarship*
Prof. l? A. Sveeggen Memorial Scholarship*
Foreign Language
Emil M. Fossan Modem Language
Scholarship*
Mimi Baez Kingsley Modem Language
Scholarship*
Theodore and Virginia Menzel
Scholarship*
Health-Education
Roy and Eleanor Krohn Scholarship*
Robert D. and Carolyn W. Odegard
Scholarship*
Health-Related
Augsburg Nurses Alumni Association
Scholarship*
Blue Cross and Blue Shield of Minnesota
Scholarship
Eleanor Christensen Edwards Memorial
Scholarship*
Linnea A. Danielson Scholarship*
Fairview Nursing Alumnae Association
Scholarship*
Dr. Kristofer and Mrs. Bertha E. Hagen
Memorial Scholarship*
History
Rev. and Mrs. 0 . J. Haukeness History
Award
H. N. Hendrickson History Scholarship*
John R. Jenswold Memorial Scholarship*
Dr. Bemhardt J. Kleven Scholarship*
Theodore and Lucille Nydahl History
Scholarship*
Mathematics and Computer Science
Allianz Life Insurance Company
Scholarship
Floyd V and Ruth M. Case Scholarship*
Beverly Durkee Mathematics Scholarship*
Mathematics Scholarship
Robert Wick Scholarship*
-
Financial Information 3
Music
Beth Halverson Violin Scholarship*
Centennial Singers Scholarship*
Peggy Christensen Benson Memorial
Scholarship
Sam Coltvet Memorial Choral Music
Scholarship*
Rev. Clement A. Gisselquist Church Music
Scholarship*
David Gronner Memorial Scholarship*
Majorie and James R. Gronseth, Jr.
Memorial Music Scholarship*
Mabeth Saure Gyllstrom Scholarship*
Lynn Halverson Cello Scholarship*
Carol Halverson Hearn Violin Scholarship*
0 . I. Hertsgaard Scholarship*
Orville and Gertrude Hognander
Scholarship
Bernice Kolden Hoversten Memorial
Choral Scholarship*
Professor Roberta Stewart Kagin
Scholarship*
Ruth Krohn Kislingbury Choral Music
Scholarship*
Susan and Dean Kopperud Scholarship for
Excellence in Music*
Leonard and Sylvia Kuschel Scholarship*
Nicholas Lenz Memorial Scholarship*
Kenneth 0 . Lower-Nordkap Male Chorus
Music Scholarship*
Susan Halverson Mahler Viola
Scholarship*
Arthur Carl Mammen Music Scholarship*
Lucille H. Messerer Music Scholarship*
Music Education Scholarship
Grace Carlsen Nelson Scholarship*
Edwin W. and Edith B. Norberg
Scholarship*
Noms Memorial Scholarship*
Lois Oberhamer Nye Memorial
Scholarship*
Henry P. Opseth Music Scholarship*
Performing Arts Scholarship (Music)
Rev. Mark Ronning Memorial Instrumental
Music Scholarship*
Sampson Music Scholarship*
Leland B. Sateren Choral Music
Scholarship*
Mayo Savold Memorial Scholarship*
Marilyn Solberg Voice Scholarship*
String Scholarships
Alfred and Margaret Syring Scholarship*
John and Vera Thut Scholarship*
Nordic Area Studies
Thomas D. and Gretchen S. Bell
Scandinavian Studies Scholarship*
Olaf Gaastjon Memorial Scholarship*
Walter G. and Ruth I. Johnson
Scandinavian Studies Scholarship*
Iver and Myrtle Olson Scholarship*
Philosophy
Kenneth C. Bailey Philosophy Scholarship*
Dr. Kenneth C. and Mrs. Dorothy A. Bailey
Scholarship*
Physical Education
Paul Dahlen Memorial Scholarship*
David Gronner Memorial Scholarship*
Keith Hoffman Memorial Scholarship*
Rory Jordan Memorial Scholarship
Magnus and Kristofa Kleven Scholarship*
Hoyt Messerer Athletic Scholarship*
James P. Pederson Memorial Scholarship*
Stan Person Memorial Scholarship*
Physics
Floyd V and Ruth M. Case Scholarship*
Robert Ellingrod Memorial Scholarship*
Theodore J. Hanwick Physics Scholarship*
NASA Space Grant Scholarship
Leif Sverdrup Physics Scholarship*
Political Science
Myles Stenshoel Scholarship*
Psychology
Jacob and Ella Hoversten Scholarship*
Rev. and Mrs. George Pauluk Scholarship
10 Financial Information
Religion and Christian Service
Scholarships
C. A. L. and Esther J. E. Anderson
Scholarship*
Kyle A. and Sandra L. Anderson
Scholarship
Augsburg College Associates Scholarship*
Norman and Louise Bockbrader
Scholarship*
Andrew and Constance Burgess Scholarship*
Thorvald Olsen and Anna Constance
Burntvedt Memorial Scholarship*
Rev. Donald C. Carlson Memorial
Scholarship Fund
Corinne and Herbert Chilstrom
Scholarship*
Henning and Sellstine Dahlberg Memorial
Scholarship*
Ernest S. Egertson Family Scholarship*
Joel and Mary Ann Elftmann Scholarship*
Luthard 0 . Gjerde Scholarship*
Rev. Dr. Harald D. and Jonette T. Grindal
Scholarship*
Dave Hagert Memorial Scholarship*
Elias E Harbo Memorial Scholarship*
Arnold and Neola Hardel Memorial
Scholarship*
Helen (Mohn) Henderson Memorial
Scholarship*
Iver and Marie Iverson Scholarship*
Pastor George J. Kundson Memorial
Scholarship*
Rev. Arnold J. Melom Memorial
Scholarship*
Gerda Mortensen Memorial Scholarship*
Pastor Carl 0 . and Edith W Nelson
Memorial Scholarship*
Onesirnus Scholarship*
Philip and Dora Quanbeck Scholarship*
Russell and Helen Quanbeck Scholarship*
Johan H. 0 . Rodvik Memorial Scholarship*
Rev. Olaf Rogne Memorial Scholarship*
Ronholm Scholarship*
Rev. Lawrence and Gertrude Sateren
Scholarship*
Paul G., Jr., and Evelyn Sonnack
Scholarship*
Roy C. and Jeanette Tollefson Scholarship
Moms G. C. and Hanna Vaagenes
Missionary Scholarship Fund*
Johan L. Weltzin Memorial Scholarship*
Social Work
Blanca-Rosa Egas Memorial Scholarship*
Edwina L. Hertzberg Scholarship
Arvida Norum Memorial Scholarship*
Steen Family Scholarship Fund for
Minority Social Work Students*
Bodo E Suemnig Memorial Scholarship*
Edwin Yattaw Memorial Scholarship*
Sociology
Adolph Paulson Memorial Prize*
Speech/Cornrnunication/ Theatre Arts
Ailene Cole Theatre Arts Scholarship*
Performing Arts Scholarship (Drama)
Esther J. Olson Memorial Theatre
ArtsReligion Scholarship*
5 3TUDENT LIFE
E
xperiences in the classroom are an
important part of college life, but learning
and development also occur in formal and
informal activities of the College and the
metropolitan area. Whether students are
residents or commuters, the climate for
learning and living at Augsburg will add
dimension to their education.
As a college of the church, we are
concerned about spiritual as well as academic and social growth. Our concern
for spiritual growth is evident in the
opportunities we encourage and provide
for students to explore their own faith.
Because our campus is comprised of
individuals from many different religious
and cultural backgrounds, our worship life
is characterized by a similar diversity and
richness of tradition. Bible studies, growth
groups, outreach teams and community
outreach opportunities, retreats, peace and
justice forums, concerts, and gatherings are
examples of the wide variety of activities
on campus.
This ministry finds its most visible
expression in chapel worship where students, faculty, and staff gather each day to
give thanks and hear the Gospel proclaimed by a number of speakers and
musicians. Each Wednesday night students
gather for Holy Communion. On Sundays,
Trinity Lutheran worship services are held
on campus, with many other churches
within walking distance.
We seek to develop a free and open
environment where people are encouraged
to use and discover the gifts and sense of
call and vocation that God has given them.
As a college of the church, we encourage
students to form values guided by our
Christian heritage, which will be the basis
for the kind and quality of life that reaches
beyond their years at Augsburg.
The college pastor, associate college
pastor, and campus ministry staff have
offices in the Foss, Lobeck, Miles Center
for Worship, Drama, and Communication
and are available for spiritual guidance,
counseling, support, or information.
Through Student Government, students
secure a closer relationship with and better
understanding of the administration and
faculty and provide input into the decision-making process at Augsburg. Student
Government also sponsors and directs student organizations, protects student rights,
and provides the means for discussions
and action on all issues pertaining to student life at Augsburg.
Student Government is organized into
the executive branch, the legislative
branch, and the judicial branch. Elections
are held in the spring for the next year.
Freshmen elect their representatives in the
fall of their first year. Many kinds of
involvement are possible-program planning, writing, editing, or service opportunities. If you want to get involved, contact
the president or vice president of the student body in their offices in the lower level
of the Christensen Center.
The Student Activities Program creates
opportunities for students to enhance their
leadership skills through active involvement in developing events, activities, and
organizations that serve the student community Hundreds of major programming
efforts and targeted activities for specific
student interests are generated through
these efforts and make Augsburg a dynamic and enjoyable interactive environment.
SOCIAL, CULTURAL, RECREATIONAL
Throughout the year, a variety of social
and cultural activities takes place on campus as well as in the Twin Cities. These
activities include dances, films, theme
events, name entertainment, and visiting
personalities in various fields.
The Christensen Center is the focus of
leisure-time activity on campus. Cooper's
Attic (the gameroom and student lounge)
is a popular hangout located in the lower
level. Many of the clubs that unite classroom and non-classroom related interests
meet here. Student offices in this area
include the College newspaper, the Echo;
the yearbook, The Augsburgian; Student
Government; and the Augsburg Student
Activities Council. KCMR, a student-operated nonprofit radio station serving the
needs of Augsburg and the surrounding
Cedar-Riverside community, is located in
Urness Tower.
FINE ARTS
Students have many opportunities to
participate in music and drama. In addition to appearing on campus and in the
city, the Augsburg Choir, Concert Band,
and Orchestra perform on national and
international tours. Many other ensembles
are available to cover the entire range of
musical styles and previous musical experience. Students stage several plays on campus each year under the direction of the
Theatre Arts Program and have the opportunity to attend a series of on-campus
workshops with visiting arts professionals.
H INTERCOLLEGIATE ATHLETICS
Augsburg is affiliated with the
Minnesota Intercollegiate Athletic
Conference (MLAC) and is a member of
the National Collegiate Athletic
Association (NCAA) Division 111. Men
annually compete in football, soccer, cross
country, basketball, ice hockey, wrestling,
baseball, track and field, and golf. Women
annually compete in volleyball, cross country, soccer, basketball, ice hockey, softball,
track and field, and golf.
During 1999-2000, Augsburg men's and
women's athletics marked the 75th
anniversary of intercollegiate competition.
Every student is urged to participate in
some activity for recreation and relaxation.
An intramural program provides competition in a variety of team sports as well as
individual performance activities.
Broomball has been an especially popular
coed sport. Check schedules for times
when there is open use of the gymnasium
and ice arena.
SPORTS AND RECREATION
At Augsburg, sports are for the average
student as well as the intercollegiate
athlete. The campus offers on a spaceavailable basis a double-rink ice arena,
gymnasium, tennis courts, a fitness center
with workout machines and weight room,
and an air supported dome over the athletic
field for winter fitness use by walkers and
runners. (See Fitness Center on page 47.)
-
14 Student Life
Augsburg's mission focuses on student
learning in the broadest sense. As an indication of the emphasis placed on student
learning, the student and academic affairs
offices work to bring together the student
learning found in the classroom with the
activities of experiential education and
work, residence life, and the learning
resources of the library and information
technology. The following sections elaborate on facets of student life. The formal
academic programs and requirements are
described on page 55.
ACADEMIC SKILLS CENTER
The Academic Skills Center, located in
Room 171 of Foss Center, is designed to
offer students study-skills assistance so
that they may achieve academic success.
The center assists students in improving
their skills in such areas as time management, notetaking, textbook reading and
comprehension, test-taking, and concentration and memory improvement. Diagnostic
testing is also available to assess skills in
reading, vocabulary, spelling, study strategies, and learning styles. The staff will
assist students in developing effective and
efficient study skills.
The Karen M. Housh Tutor Center,
located in Foss Center, Room 18, arranges
for students to meet with tutors for content tutoring in most freshman- and
sophomore-level courses. The center also
notifies students of tutoring labs available
and coordinates supplementary instruction
sessions, in which tutors attend the classes
and lead discussions after class on major
concepts of the course.
The John Evans Learning Laboratory,
located in Foss Center, Room 18, offers
students the opportunity to improve skills
in reading, writing, and mathematics
through the use of computer software, as
well as to review and prepare software for
tests such as PPST, MCAT, LSAT, and GRE.
Tutors are available to demonstrate the
uses of the software, and students are able
to monitor their progress.
PROGRAM FOR STUDENTS WITH
DISABILITIES (CLASS)
The Center for Learning and Adaptive
Student Services (CLASS) Program serves
over 200 students and is recognized as a
leader in supporting college students with
disabilities. The CLASS Program exemplifies the College's commitment to provide a
high-quality liberal arts education for students with diverse backgrounds, experiences, and preparation. Augsburg is committed to recruiting, retaining, and graduating students with diagnosed learning,
physical, and psychiatric disabilities who
demonstrate the ability and willingness to
participate in college-level learning.
The CLASS staff includes five learning
disabilities specialists and a physical disabilities specialist who meet individually
with students to assist them with advising
and registration, academic support services, learning strategies, self-advocacy
skills, organization and time management,
and determining appropriate accommodations. The accommodations specialist coordinates testing accommodations, notetaking services, taped textbooks, adaptive
technology, such as dictation and voice
recognition software, a scanner, CCW,
Braille printer, adaptive keyboards, and
computer assistance.
This level of individualized, academic
support is possible through an endowment
from the Gage Family, which allows the
CLASS Program to provide specialized services to its students, especially those with
learning disabilities.
-
Student Life 4.
The Groves Computer Lab is designed
for students with disabilities and contains
computers and adaptive equipment to
assist them in their academic progress.
The campus is accessible to students
with physical disabilities and includes a
skyway tunnel elevator system that connects 10 major buildings. Modified and
accessible rooms are available in all residence halls.
For more information, please contact
the CLASS Program at (612) 330-1053 to
request a copy of the CLASS brochure and
video and/or to schedule an appointment
with a specialist.
STEPUP PROGRAM
The mission of the StepUP Program at
Augsburg College is threefold: (1) it strives
to affirm the College's commitment to provide a high-quality liberal arts education
for students with diverse backgrounds,
experiences and preparation; (2) it provides students in recovery who demonstrate the willingness and ability to participate in college-level learning with ongoing
study and living skills that support them in
their academic progress toward a degree;
and (3) it supports students in their commitment to sobriety.
TUDENT SUPPORT PROGRAb
AMERICAN INDIAN STUDENT
SERVICES
The American Indian Student Services
Program was established in 1978 to recruit
and retain Indian students. Its mission is to
provide a cultural context for American
Indian students that encourages and promotes personal and academic growth and
teaches students to navigate successfully
Augsburg's policies, procedures and expectations. The program
Assists with application process
Helps students secure financial aid
Nurtures students' identification as an
American Indian
Provides opportunities for students to
learn about their heritage
Provides opportunities for the campus community to learn about American
Indian culture
Provides academic advising and
assists in the development of individual
education plans
Other components of the program are:
Intertribal Student Union: ITSU serves
as a peer support group for incoming and
currently-enrolled American Indian students. ITSU also organizes and co-sponsors
cultural events.
Minnesota Indian Teacher Training
Partnership: MNITTP is a cooperative
effort between Augsburg College and the
Minneapolis Public School District, intended to increase the number of American
Indian teachers in these districts. Funded
by the Minnesota State Legislature in 1990,
this project is designed as a special grant
and loan forgiveness program. Students
who are awarded state teaching licensure
may then apply for loan forgiveness. For
each year the student teaches, one fifth of
the loan will be forgiven.
-
45 Student Life
Anishinabe Library Project: Over
1,000 books, a variety of journals and
scholarly publications, research materials,
American Indian magazines and newspapers, and over 125 VHS videos are housed
in the Lindell Library and at the American
Indian Student Services office. The library
project offers both a historical and contemporary perspective on the cultures of various tribal nations in the United States.
PAN ASIAN STUDENT SERVICES
support services, performs academic advising, personal and career counseling and
advocacy for students of Afrikan descent
and enables their learning experience to be
interactive. PAC supports and advises the
Pan Afrikan Student Union (PASU), the
Hawthorne House (a Pan-Afrikan residence
life community), and the Pan-Afrikan
Alumni Council (PAAC). PAC is a clearinghouse for information regarding the
Afrikan Diaspora and maintains a network
with the Pan-Afrikan community.
The Pan Asian Student Services
Program was created in 1992 to recruit and
retain Asian American students and to
enhance the quality of their total experience while at Augsburg College. The program seeks to create opportunities where
Asian students can be involved in and contribute to all aspects of academic and student life.
The Pan-Afrikan Student Union (PASU)
provides support to students, including a
schedule of social and cultural activities.
The headquarters is in the Pan-Afrikan
Student Services office, as is the PanAfrikan Center.
The program provides assistance in the
admissions and financial aid application
procedures, orientation, registration and
coursework selection, career development,
academic and non-academic difficulties,
and employment and placement referrals.
The HispanicLatino Student Services
Program offers students individualized
attention in many areas, including academic
support, counseling, and advocacy.
The Pan Asian Student Association
(PASA) is affiliated with the program. The
association carries out various activities
during the academic year to increase the
network of friendship and support for
Asian and other students at Augsburg.
PAN-AFRIKAN STUDENT SERVICES
The program is committed to enhancing the education and personal development of students of African descent. The
Pan-Afrikan Center (PAC) serves by supporting the learning of students of Afrikan
descent and utilizing their diversity and
history to enhance the educational experience of the Augsburg community. PAC provides recruiting, builds retention, offers
HISPANIC/LATINO STUDENT
SERVICES
Students find assistance in admissions
and financial aid procedures, orientation
and registration, academic planning, career
counseling, housing, internships and
employment, and placement referrals.
The program advises the Latino
Student Association and supports academic, social, and cultural events, as well as
other activities that improve the academic
and personal development of Hispanic1
Latino students and provide awareness of
the unique aspects of Hispanic culture.
-
Student Life 4:
HEALTH INSURANCE
CENTER FOR COUNSELING AND
HEALTH PROMOTION
Counseling
Augsburg College does not require that
students have or show proof of health
insurance, with the exception of international students and students who participate in intercollegiate athletics.
Counseling provides a supportive environment where students have many opportunities to gain self-awareness through personal exploration with the assistance of
trained, experienced counselors.
Counselors serve as advocates providing
support and assistance with direction.
Services include individual counseling,
group counseling, psychological testing,
assessment and referral, workshops, and
consultation and outreach.
The College offers basic health care services to students with or without health
insurance through a contract with UFPSmiley's Clinic. These services are limited.
Emergency services of any kind are not
covered through the contract between
Augsburg and Smiley's Clinic. If a student
is not covered by a health insurance plan,
they may purchase a student policy.
Through the relationship with a skilled
counselor, a student may discuss personal
issues such as stress, depression, roommate
problems, intimacy and sexuality, drug use,
family problems, motivation, transitions,
breaking away from family, self-image, difficult decisions, eating concerns, etc.
Professional counseling can make a substantial contribution to the educational
experiences of the student by providing the
opportunity for increased self-understanding and personal growth.
Located on the lower level of Melby
Hall, the Fitness Center was built in 1993
and equipped with stationary bicycles, stair
steppers, treadmills, and other aerobic
workout machines. It includes a weight
room with universal and free weight systems. All staff, students, and faculty may
use the center.
Health Promotion
Health Promotion offers a wide
spectrum of activities and events that
increase awareness of health issues and
assist students in adapting new behaviors
for a healthier lifestyle. Health Promotion
also works with various campus agencies
to foster positive change within the
campus environment.
FITNESS CENTER
8
Student Life
International students receive assistance
in meeting their educational objectives
through advising on academic concerns,
immigration and visa requirements, tax
information, practical matters, and personal concerns.
New international students participate
in an orientation program before the beginning of the term that provides practical
information on housing, banking, using
local transportation, and course registration. Students also learn about the U.S.
educational system, intercultural communication theory, and how to adjust to life at
Augsburg.
(Also see English as a Second Language
on page 81.)
The Cross Cultural Club works to utilize the cross-cultural perspectives of its
international students and students with
experience overseas to engage the college
community on world issues. This is done
through faculty, staff, and student development programs that include intercultural
communication seminars, International
Student Week, and sponsorship of forums
and international issues.
(Also see Study Opportunities Abroad
on page 60 and Student Teaching Abroad
on page 63.)
Students who choose to make
Augsburg their home find a friendly, 23acre village in the midst of a major metropolitan area. They make many new friends
among roommates and classmates. They
are just steps away from Lindell Library,
classrooms, Hoversten Chapel, the ice
arena, fitness center and Christensen
Center. With just under 900 students living on campus, most students and faculty
greet each other by name.
Augsburg recognizes the importance of
the residential experience during the college years. Studies show that students who
live on campus are more likely to complete
their degrees. Residence life staff are on
hand to help students become acquainted
with life at Augsburg thorugh social and
educational events. They are also ready to
assist students who need help or friendship.
Living on campus offers many opportunities for learning, fun and leadership.
Research indicates that students living in
residence halls earn higher grades and gain
greater satisfaction during their college
career. Numerous events are planned to
welcome students to the community,
including dances, movie nights, coffee
house concerts and weeks devoted to special themes or issues.
Resident students have access to a 24hour computer lounge and study, 24-hour
security, laundry facilities and vending
machines. All rooms and apartments are
equipped with hook-ups for telephone,
cable television, computers and Internet
access. A skyway connecting the lobby of
Urness and Mortensen Halls to
Christensen Center keeps students out of
the weather on the way to class.
In order to secure housing, students are
urged to make their enrollment deposit by
-
Student Life 4s
June 1,as well as submit a housing deposit
and contract to reserve a space. For those
making enrollment deposits after June 1,
housing is determined on a space available
basis. During spring semester, current
Augsburg students are provided with information on the process to secure housing
for the next academic year.
Urness Hall-All new students and
some upper-class students live in Urness
Hall. This 9-story high-rise houses 324 students. Each floor is considered a houseunit providing 36 students (two to a room)
with their own lounge, study, and utility
areas. In Urness Hall, rooms are furnished
with a bed, dresser, desk, and chair. Linens
are not provided. Some single rooms are
available.
Mortensen Hall-This building is a
13-story high-rise apartment building. It
contains 104 one-bedroom and two-bedroom apartments to accommodate 312
upper-class students. Mortensen Hall is
carpeted, air conditioned, and contains
kitchen units. It is furnished with beds and
dressers.
Anderson Hall-Contains four types
of living units: two-bedroom apartments,
two-room suites, floor houses, and townhouses. This residence houses 192 students. All rooms are furnished with beds,
dressers, and desks.
who are interested in creating a
livingearning environment by designing
their own house system. All house members meet to determine their program
focus, educational goals, and community
agreement guidelines. Examples of programs include Fellowship of Christian
Athletes, Youth and Family Ministry, Urban
Studies House, Hawthorne House, PreProfessional Health Association, CrossCultural House, and Step-Up.
FOOD SERVICE
Commons-Situated on the top floor
of Christensen Center, this is the main
food service facility for students, faculty
and staff. This pleasant, spacious room features small table units for easy conversation overlooking the College Quadrangle
and Murphy Square. Food portions are
generous and modestly priced. Students on
board plan who live in residence halls eat
their meals in the Commons.
Murphy's-Located on the ground
floor of the Christensen Center, Murphy's
features grill items, pizza, soups, sandwiches, salads, desserts, and beverages.
Augsburg provides a variety of board
plan options for those living in College
houses or nearby apartments.
New Hall-Opened in 1999, this
apartment residence includes studios and
two and four bedroom apartments with full
kitchens. Beds, dressers, desks, and chairs
are provided. Underground parking is
available at an additional cost. Meal plans
are optional. This building is designed to
provide an environment for juniors and
seniors who are seeking a primarily independent lifestyle.
The College has adopted a statement
of standards for student behavior and has
provided for due process in matters of
academic honesty, disciplinary action,
grievances, and grade appeals. These are
in the Student Guide.
Special Interest Housing-Special
Interest Housing is available to students
The College operates in compliance
with the Family Educational Rights and
STUDENT STANDARDS OF
BEHAVIOR, COMPLAINTS,
RECORDS
-
50 Student Life
Privacy Act. Students have the right to
inspect certain official records, files, and
data that pertain to them and that are
maintained in the registrar's office and the
placement office, and to challenge inaccurate or misleading information.
Information on these policies is found
in the Student Guide available from the
Office of Academic and Learning Services.
FAMILY EDUCATIONAL RIGHTS
AND PRIVACY ACT
The Family Educational Rights and
Privacy Act (FERPA) of 1974, as amended,
provides certain rights to students regarding their education records. Each year
Augsburg is required to give notice of
the various rights accorded to students
pursuant to FERPA. A copy of Augsburg's
policy is published in this catalog on page
83 and in the Student Guide distributed
annually to students.
Augsburg College understands that no
information other than "directory information" can be released without the written
permission of the student. Students must
give permission in writing for educational
information to be released to anyone outside of the official personnel (faculty and
administration) at Augsburg. This means
that faculty or others cannot write letters
of support/recommendation or nominate
students for awards unless explicit written
permission is given by the student to
release non-"directory information." It
is not sufficient to ask for letters of
recommendation.
Complete information about Augsburg's
procedures with regard to FERPA are available from the registrar's office.
DISCRIMINATION COMPLAINTS
For inquiries or grievances in any of
the following areas, contact the director of
human resources, Ground Floor, Memorial
Hall 19, (612) 330-1023.
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 sex or
marital status)
Employment
All correspondence should be
addressed to the Office of Human
Resources at Augsburg College, 221 1
Riverside Avenue, Minneapolis, MN 55454.
Formal grievance procedures are described
in the Student Guide. Copies are available
from the Office of Academic and Learning
Services.
,-
Ili
-,
e r r ~ u l u ~ t
I -'
u m ~ a < ,
,,, ,Quick Check ~
- ACADEMIC
'L
INFORMATION
A
ugsburg College constructs its curriculum upon the premise that students
must be educated intellectually, spiritually,
and physically. To act effectively, human
beings must have a broad grasp of the
world from which they have come as well
as the world in which they live. By providing courses in the humanities, natural sciences, and social sciences, the general education cuniculum introduces students to
the breadth and complexity of knowledge
and culture.
Required courses in Christian Faith are
designed to acquaint students with the
Christian tradition and encourage them to
reflect upon the importance and meaning
of spirituality in their lives. Recreation
courses offer students opportunities to
develop skills for participation in exercise
and sporting activities.
Students choose from over 50 major
areas of study to gain a depth of knowledge in a discipline and to prepare for a
career or further study. Thus, through a
balance of curricular activities supported
by full programs in student life and religious life, an Augsburg College education
strives to educate its students in a real
world for the real world.
DECREES OFFERED
Augsburg offers the bachelor of arts,
the bachelor of music, and the bachelor of
science degrees. Augsburg also offers the
master of arts in leadership, master of arts
in nursing, the master of science in physician assistant studies, and the master of
social work degrees.
ters of approximately 14 weeks, separated
by a four-week January Interim. Full-time
students normally take four course credits
each semester and one course during
Interim. Day school freshmen are required
to take an Interim course their first year.
The day program calendar is coordinated with those of the four other colleges of
the Associated Colleges of the Twin Cities,
so students can take a course on another
campus during the regular term. (See
Registration on page 66 and Calendars on
pages 4-7.) January Interim is particularly
intended to be a time for both students
and faculty to employ different styles of
teaching and learning, and to investigate
questions and topics in places and ways
not possible during the regular term. The
Interim catalog, published in the fall of
each year, is distributed to all students and
is available by contacting the Interim
Office. In addition to classes offered on
campus, Augsburg offers a variety of travel
opportunities within the United States and
abroad.
Weekend College classes meet on alternate weekends and the program follows a
trimester calendar. The fall trimester is
held from early September through midDecember. Winter trimester meets from
January through early April. Spring classes
are held from mid-April through the end of
June. There are 7-8 class sessions each
trimester, and classes meet on weekends
for three and one-half to four hours.
Students may take from one to four classes
each term.
H ACADEMIC CALENDAR
Courses and majors offered through
Weekend College are the same as their day
program counterparts. However, the curriculum is limited to selected liberal arts
courses and majors.
The Augsburg day program follows the
4-1-4 calendar, with fall and spring semes-
~ u ~ s b offers
u r ~two summer school sessions. A maximum of three course credits
-
Academic lnformation 5:
can be earned in the two summer sessions
each year, one of four weeks and one of six
weeks. The Summer Session Catalog, published in the winter of each year, is distributed to all students, and is available by contacting the Office of Summer School.
Augsburg graduate programs follow a
trimester calendar (see Graduate Programs
on page 65.)
FACULTY
The heart of any educational institution
is its faculty. Augsburg College is particularly proud of the excellence and commitment of its professors. Most faculty hold a
doctorate or other terminal degree, and all
consider teaching to be the focus of their
activity. Faculty are involved in social, professional, and a variety of research activities, but see these activities as supporting
their teaching. They are actively involved
in an exciting faculty development program that introduces them to current
thought in many fields, but especially in
teaching techniques and theories.
Augsburg's size and small classes
encourage its tradition of close involvement between professors and students.
Faculty act as academic advisers and participate regularly in campus activities.
Every freshman is assigned an Augsburg
Seminar adviser and, later, chooses a major
adviser. In this close interaction, faculty act
as both mentors and models for students.
LIBRARY AND INFORMATION
TECHNOLOGY SERVICES
The James G. Lindell Family Library
opened at the start of the 1997-98 academic year. The four-level, 73,000-square-foot
facility houses all library and information
technology functions of the College. In
addition to the 175,000 volume main collection, the Lindell Library includes the
Gage Family Art Gallery, special collections
and archives, a curriculum library and
instructional technology lab, library
instruction classroom, and facilities for
media viewing and listening. A bridge links
the new building to Sverdrup Hall (the former library), which has undergone renovation to house the Enrollment and Financial
Services Center, as well as additional computer labs and multimedia classrooms, a
lounge and vending area.
Library Resources
A service-oriented staff provides students and faculty alike with assistance to
meet diverse information needs including
instruction in the use of the library, reference service, and guidance in pursuing
research. Arrangements are made for access
by students with physical limitation and
special needs. Students can search a wide
variety of local, regional, national, and
international databases. Electronic access
to the world of scholarship is also available
through the Internet, and a computerized
on-line catalog and daily courier service
provide access to the library holdings of
the seven private liberal arts colleges in the
Twin Cities. Appropriately equipped laptop
computers can be connected to any of several hundred data ports throughout the
building to access these resources.
lnformation Technology Resources
Augsburg College has built a reputation
as a leader in its commitment to provide
students with the best access to information technology and training. Visit
Augsburg's Web site <www.augsburg.edu>
for more on IT at Augsburg.
Computing
Students have access to over 180 oncampus personal computer systems. There
are desktop machines in two computer
-
;4 Academic Information
labs and five computer classrooms, as well
as 100 laptops that can be checked out at
the IT Service Center for use in the library.
Other machines are available for student
use within academic departments. A campus-wide network offers a full range of network services including printing, e-mail,
newsgroups, the World Wide Web, and
access to resources available via Gopher,
Telnet, and FTP Appropriately equipped
student-owned machines can also be connected to the network to provide access
from dormitory rooms. (Also see Honors
Computing and Communications Lab
under Honors Program on page 59.)
Media Resources
Lindell Library provides a large collection of sound recordings, video tapes and
films, as well as equipment for instructional use. Audio and video tape duplication
within the limits set by copyright law is
available. The library supplies TV sets,
VCRs, video cameras, video editing, tape
recorders, microphones, slide-, overhead-,
filmstrip-, and movie projectors as well as
screens and carts. Facilities for classes in
broadcasting are located near the communications department in Foss Center.
Telecommunications
A campus-wide telecommunications
system enables easy and convenient voice
communication between students, faculty,
and staff. Students can leave voice mail
messages with any member of the faculty,
administration or the staff; voice mail
or call waiting are available to resident
students at a modest cost. Long-distance
service, billed to individual students,
can be arranged for any on-campus
residence phone.
ACADEMIC ADVISING CENTER
(AAC)
The Academic Advising Center advises
all incoming students with undeclared
majors, provides information on matters of
general education, administers and tracks
all entry level skills assessments, interprets
catalog and graduation skills requirements,
and advises students who have been placed
on academic probation and re-entering suspended students regarding GPA requirements. The AAC also provides materials
for organizing and recording student academic progress. The center also coordinates
assessments and advising for the summer
orientation program, and provides in-service training and development for faculty
advisers.
AUGSBURG SEMINAR (AUG 101)
The Augsburg Seminar is a first-year
success course. It reflects the College's
commitment to a meaningful introduction
to college for our students-an enriching
beginning for a college career. To provide
focus for this introduction, the Augsburg
Seminar is linked to one or more content
courses to form a cohort of learners.
Course content is reflected in and expanded upon in readings, discussions, and other
seminar activities. Diversity, tradition,
change, ways of knowing, and what it
means to be an educated person are common themes. (Also see page 94.)
-
Academic Information 5:
e day program if they wish. They may
~ l t as
e many courses as possible through
DIVISIONS AND DEPARTMENTS
The College cumculum is offered by 23
departments that are grouped into four
divisions for administrative and instructional purposes.
Humanities-Joan Griffin (Chair).
Art, English, modem languages, philosophy, religion, speech/communication/theatre arts, College librarians.
Natural Science and
Mathematics-Ken Erickson (Chair).
Biology, chemistry, mathematics, computer
science, physics, physician assistant studies.
Social and Behavioral SciencesGany Hesser (Chair). Business administration/accounting/MIS, economics, history,
political science, psychology, sociology.
Professional Studies-Rosemary Link
(Chair). Education, health and physical
education, music, nursing, social work.
MAJORS AND MINORS
Majors, or concentrations of study, may
be within one department, within one division, or may cross academic disciplines.
Some students decide on a major or majors
before they enter college. Others explore a
variety of disciplines before deciding.
Normally a major should be elected by the
end of the fourth semester and earlier in
some disciplines. Details of majors and
minors are in the course description section. Unless otherwise indicated, majors
are part of the bachelor of arts degree.
Students may contact the registrar
about creating a student-designed major.
1
Majors shaded in blue are offered
through both the day program and
Weekend College. Weekend College students may choose a major offered only in
Weekend College, then finish the major a
a day program student. A change of program is allowed once each academic year.
Transdisciplinary Majors
Students wishing to develop their own
major by combining appropriate portions
of two majors may consider the transdisciplinary major. This major enables students
to respond to a particular career interest.
While such an individually developed
major may satisfy the particular interest of
a student, broad majors may not be suitable for those wishing to pursue graduate
study or pre-professional programs in some
academic fields.
Students wishing to develop a transdisciplinary major are to observe the
following:
A. The major program should include
at least two-thirds of the courses required
in the normal major programs of two
major fields offered at the College.
B. The student should design and sign a
contract for such a major prior to the end
of his or her sophomore year. Contract
forms are available in the registrar's office.
C. The contract must be approved by
the student's adviser, the department chairs
of the two majors to be combined, and the
Committee on Student Standing.
AccountiG
- . --..-. .
General Accounting
Managerial ~ c c o u r i i i g
Public Accounting
Art
Art History
Studio Art
''1
~~~s
Administration
- EconomicsA3usiness Administration
-
;6 Academic Information
Chemistry (B.A. or B.S.)
Communication
General Communication Studies
Mass Communication
Organizational Communication
Public Relations and Advertising
Marketing Communications
Human Relations
Supervisory Management
)mputer Science (B.A. or B.S.)
Computational Economics (B.A.)
Computational Philosophy (B.A.)
East Asian Studies
Economics
Applied Economics
Computational Economics
Economics
Economics/l3usiness Administration
Economics/Political Science Teaching
Major
Education
Education Studies (non-licensure)
Elementary Education Studies
(non-licensure) - - - Kindergarten-Elementary (licensure)
Secondary (non-major, licensure only)
Engineering
English
Health Education
History
International Relations
Management Information s y s t e 4
Mathematics
Metro-Urban Studies
Modern Languages l
French
German
Norwegian
Spanish
Music
Music (B.A.)
Music Education (B.M.)
I
Music Performance (B.M.)
Music Therapy (B.S.)
Nordic Area Studies
Nursing (B.S.-Weekend College only)
Philosophy
Computational Philosophy
Physical Education
Physician Assistant (becomes a graduate
program in May 2001)
Physics (B.A. or B.S.)
Space Physics (B.S.)
Political Science
Political SciencelEconomics teaching
major
Psychology
Social Psychology
Religion
Youth and Family Ministry
Russian, Central and East European Area
Studies 1
Social Work (B.S.)
Sociology
Crime and Community
Social Psychology
Theatre Arts
Transdisciplinary
Women's Studies'
mm
Accounting
gmericanmian Studies
Art
Art History
Studio Art
Biology
Business Administration
Chemistry
Communication
Computer Science
East Asian Studies
Economics
English
Film
Health Education
History
International Business
-
Academic Information 57
International Relations
Linguistics
Management Information Systems
Mathematics
Metro-Urban Studies
Middle East Studies
Modern Languages 1
French
German
Norwegian
Spanish
Music
Nordic Area Studies
Philosophy
Physical Education
Physics
Political Science
Psychology
Reli
Soci y
Social Welfare
Russian, Central, and East European Area
Studies
Special Education
Theatre Arts
Theatre Arts
Theatre History and Criticism
Women's Studies
It is possible for day students to complete other majors through the Associated
Colleges of the Twin Cities (ACTC).
Students who wish to complete a major
offered at one of the other ACTC colleges
must apply through the Augsburg registrar's office. Some majors may have a competitive application process with acceptance determined by the major department.
Weekend College is not part of the
ACTC consortium, and Weekend students
may not register for ACTC courses or complete ACTC majors under the terms of the
ACTC consortium agreements.
1 Cooperative program of the Associated
Colleges of the Twin Cities and agreements with
the University of Minnesota. It is possible for students to take beginning/intermediate/advanced
courses not available at consortium colleges in
Arabic, Chinese, Hebrew, Japanese, Russian, and
other infrequently taught languages. Students register directly with the ACTC office.
=Dual-degree programs with the University of
Minnesota Institute of Technology, Washington
University School of Engineering and Applied
Science, and Michigan Technological University.
H OTHER STUDY PROGRAMS
Teaching Licensure
Several teaching licensure programs are
offered at Augsburg. Licensure is available
in kindergarten-elementary/middle school
education with a subject area concentration in one of the following: math, science,
communication artsfliterature, social studies. This is a K-8 license for teaching at the
elementary level and at the middle school
level in the area of concentration. Students
seeking this licensure obtain an elementary
education major with a subject area concentration. Licensure is also available in
the following middle schoolhigh school
fields: biology, chemistry, communication
artsfliterature, health, mathematics,
physics, social studies. This license prepares people to teach in grades 5-12.
Students seeking licensure in one of these
areas obtain an appropriate subject area
major and complete secondary licensure
coursework. Finally, specialist licenses are
available in art (K-12), vocal music (K-12),
instrumental music (K-12), and physical
education (K-12). This license prepares
people to teach in grades K-12. Students
seeking licensure in one of these areas also
obtain the appropriate subject area major
and complete the secondary licensure
coursework. (See Department of Education
and subject area departments for more
information)
-
58 Academic Information
Students seeking elementary licensure
have advisers in the education department.
Students seeking 5-12 and K-12 licensure
have advisers in their subject area major
and in the education department. It is very
important that students work closely with
their advisers throughout their programs.
Pre-Professional Programs
Students who plan to enter the fields of
law, medicine, dentistry, ministry, veterinary
science, pharmacy, or engineering can profit
from a liberal arts education at Augsburg.
It is recommended that requirements
for admission to graduate schools or seminaries be reviewed and the course of study
at Augsburg planned accordingly. A faculty
adviser is available in each field to assist
students in their planning. Students who
want to plan a pre-professional program
should contact the Academic Advising
Center early in their freshman year to
arrange for help from the appropriate faculty adviser.
Pre-Dentistry-These courses are recommended to fulfill the minimum requirements of the School of Dentistry at the
University of Minnesota: ENG, two courses;
BIO 113,114,215; PHY 121,122; CHM
115, 116 (or 105, 106), 351, 352; MAT
124; PSY 105. Requirements at other universities may vary.
Pre-Engineering-See engineerifig
degree and major requirements on pages
136-137.
Pre-Law-Students considering a
career in law should examine the handbook published by the Association of
American Law Schools. Students may wish
to take law-related courses to help determine their interest in law. Pre-law students
should major in a discipline of their own
choosing; most law school entrance
requirements will be satisfied with a record
of solid achievement coupled with an
acceptable LSAT score.
Pre-Medicine-Many medical schools
are encouraging a liberal arts education to
prepare for study in medicine. While a
major in chemistry and biology is not
required to apply to medical schools, many
students with an interest in the sciences
choose to major in these fields.
Coursework that is required by most medical schools includes: two composition
courses, including ENG 111; CHM 115,
116 (or 105, 106); CHM 351,352; BIO
113, 114,215,367; MAT 145, 146; PHY
121, 122. Courses recommended in preparation for MCATs: BIO 355,473,476;
CHM 361.
Pre-Occupational Therapy, PrePhysician Assistant, and Pre-Physical
Therapy-Coursework in preparation for
these training programs should be discussed with a faculty member in the
Department of Biology.
Pre-Pharmacy-Augsburg has a program designed to fulfill minimum
requirements of the College of Pharmacy
at the University of Minnesota: BIO 113,
114,215,476; CHM 115, 116 (or 105,
106), 351,352; ECO 113; ENG 111, and
a second course; MAT 145, 146; PHY
121, 122; electives from human anatomy
(ACTC); and humanities, literature, and
the arts to fulfill the semester hour
requirements. Requirements at other
universities may vary.
Pre-Seminary-A student may enter a
theological seminary with any of several
different majors, such as history, philosophy, English, psychology, sociology, or religion. Recommended preparation includes
REL 111, 221; at least two semesters of
history (Western civilization); one or more
-
Academic Information 59
courses in the history of philosophy, and
Greek in the junior andlor senior year.
Pre-Veterinary Medicine-To meet
minimum requirements of the College of
Veterinary Medicine at the University of
Minnesota, the following science courses
are required: MAT 114 or 145, CHM
105/106 or 115/116, CHM 351/352, BIO
113, BIO 367, BIO 355, BIO 476, PHY
121/122. Other non-science courses are
also required.
HONORS PROGRAM
The Honors Program is designed to
challenge and encourage the most academically distinguished students at Augsburg.
The program combines academic and cultural components with social activities.
Members of the program normally enter as
freshmen, but students may enter the program as late as the beginning of the junior
year. Students graduate from the Honors
Program upon successful completion of the
program, which is noted on the transcript.
That notation provides an advantage for
both employment and graduate school
application.
The Honors Program at Augsburg was
awarded a National Science Foundation
Grant from 1995-1997 to establish an
Honors Computing and Communications
Lab, and to put the program on a computational footing. Students entering the program as freshmen are required to take an
honors version of CSC 160 Introduction to
Computer Science and Communications,
which establishes crisp computing and
communications skills at the outset of
their collegiate careers. Other courses in
the program make use of these computing
skills in lab-oriented sequences exploring
literature, writing, history, religion, philosophy, and social and natural science.
During the junior and senior years, stu-
dents take four mini-seminars (one full
course credit upon completion), one each
semester, and participate in a six-week
Monday Forum Program each term.
Seniors take a senior seminar during
Interim, which satisfies a perspective
requirement, and are obliged to complete
an approved honors project. Some seniors
satisfy this requirement by serving on the
Augsburg Honors Review, a yearly journal
that publishes outstanding student papers.
Requirements center on full participation in the program and the maintenance
of at least a 3.3 GPA the freshman year, a
3.4 the sophomore year, and a 3.5 the last
two years. Please direct inquiries to Dr.
Joan Griffin, director of the Honors
Program, (612) 330-1045.
INTER-INSTITUTIONAL PROGRAMS
Augsburg cooperates with other colleges and institutions in the Twin Cities
area on several programs.
Library and Media CenterThrough CLIC, the Twin Cities private
colleges library consortium, the Augsburg
community has direct access to over
1,300,000 volumes.
Associated Colleges of t h e Twin
Cities (ACTC)-Full-time day students at
Augsburg and the St. Paul colleges and
universities of Hamline, Macalester, St.
Catherine, and St. Thomas may elect a
course each semester at one of the other
campuses. No additional fee is required for
such an exchange, except for private
instruction in music or approved independent studies. Students may elect to participate in the cooperative program to gain
new perspectives, to get better acquainted
with the other schools, or to undertake a
specific course or major not offered on the
home campus. The colleges have coordi-
-
60 Academic Information
nated calendars. The Interim term may
also be taken on another campus. A regularly scheduled bus shuttles students
between the campuses.
Augsburg College also cooperates with
other colleges in planning study opportunities for the January Interim.
Weekend College students may not participate in the ACTC consortium program.
Higher Education Consortium for
Urban Affairs (HECUA)-Augsburg, in
cooperation with 17 other colleges and
universities, offers off-campus study
semesters in Scandinavia, South and
Central America, and the Twin Cities. (See
HECUA programs on page 62.)
Air Force ROTC-Augsburg day students may participate in the Air Force
ROTC program at the University of St.
Thomas under the ACTC consortium
agreement. Students are eligible to compete
for two- and three-year AFROTC scholarships. For more information, contact the
registrar's office.
Army ROTC-Augsburg day students
may participate in the Army ROTC program at the University of Minnesota under
an agreement between Augsburg, the
University of Minnesota, and the
program. For more information, contact
the registrar's office.
Naval ROTC-Augsburg students may
participate in the Naval ROTC program at
the University of Minnesota under an
agreement between Augsburg, the
University of Minnesota, and the program.
For more information, contact the registrar's office.
Note: A maximum of one full Augsburg
course credit of military science studies
may apply toward the total credits required
for graduation. Additional military science
credits beyond the one credit allowed will
be classified as non-degree credits.
OPPORTUNITIES FOR
STUDY ABROAD
An increasing number of Augsburg students are taking advantage of the opportunity to gain academic credit for an overseas
experience. Through study abroad students
may meet with grassroots women's organizations in Mexico, work in a small business or artisan program in Kenya, examine
Scandinavian perspectives on world peace
in Norway, or thrill to the sounds of The
Magic Flute at the Viennese state opera
house. Study abroad provides opportunities to develop critical thinking skills,
strengthen language competencies, further
career paths, experience different cultures,
and gain knowledge about the increasingly
interdependent world.
Academic Requirements a n d Credit
Study abroad is an integral part of several majors at Augsburg, but will add an
international dimension to any academic
program. Students normally receive the
same number of course credits abroad as if
studying on campus. Courses abroad can
fulfill major, general education, and graduation requirements when approved by academic advisers and department chairs
before departure.
Students receive advice on selecting
programs that best fit their academic,
career, and personal objectives. Assistance
is provided with application, course registration, financing, and travel arrangements.
Orientation and re-entry programs assist
students in integrating the experience
abroad into their coursework and
personal lives.
-
Academic Information 61
Eligibility and Application
All students in good academic standing
(a minimum GPA of 2.5) at Augsburg may
apply for permission to study off campus.
Although foreign language skills are an
asset, they are not required. Since it takes
some time to prepare for studying abroad,
students should start planning during their
freshman and sophomore years.
The deadline for application is Sept. 30
for off-campus study during spring term
and March 1 for off-campus study during
fall term.
Costs and Financial Aid
The cost of many programs is equivalent to full tuition, room, and board for a
semester on campus. Financial aid is granted
on the same basis as on-campus study.
Cost estimates are drawn up to assist the
financial aid office in awarding aid to students studying overseas.
The Center for Global Education
The mission of the Center for Global
Education at Augsburg College is to provide cross-cultural educational opportunities in order to foster critical analysis of
local and global conditions so that personal and systemic change takes place
leading to a more just and sustainable
world.
The center's study programs are conducted in Central America, Mexico, and
Namibia. Students experience three distinct types of living situations: living with
other participants in a community house,
spending several days in a rural setting,
and several weeks living with host families.
They also travel together on two-week
seminars-from Mexico to Central
America, and from Namibia to South
Africa. The cost of these programs is equivalent to full tuition, room, and board for
one semester on campus, plus airfare.
Crossing Borders: Gender and Social
Change in Mesoamerica (Mexico)Fall
This program is an intensive semester
of study and travel designed to introduce
students to the central issues facing
Mesoamerica, with emphasis on the experiences and empowerment of women.
Students engage in gender analysis of key
social, economic, political, and cultural
issues in Mexico and Guatemala, explore
the interconnectedness of race, class, and
gender, and learn first-hand from both
women and men who are involved in
struggles for sustainable development and
social change. The program offers credit in
religion, interdisciplinary studies, political
science, and Spanish. Augsburg application
deadline: March 1.
Sustainable Development and Social
Change (Guatemala, El Salvador,
Nicaragua)-Fall or Spring
This program introduces students to the
key issues facing the Central Americans.
For two decades the people of Central
America have been in upheaval and have
experienced fundamental social and political change. Students examine the impact of
revolution and civil war on the lives and
culture of the people and the environment
of Guatemala, El Salvador, and Nicaragua.
Course credit may be earned in Spanish,
religion, interdisciplinary studies, and economics. Augsburg application deadline:
March 1 for fall, Sept. 30 for spring.
Multicultural Societies in Transition:
Southern Africa Perspectives
(Namibia)-Fall
This intensive program of travel and
study is designed to introduce participants
to the central issues facing southern Africa.
Namibia is a nation that has recently
gained independence and is making a tran-
62 Academic Information
sition from colonialism to independence.
Credit is available in history, religion, political science, and interdisciplinary studies.
Augsburg application deadline: March 1.
Gender and Environment: Latin
American Perspectives (Mexico)Spring
This program introduces students to
the socio-economic and political issues of
the region with a focus on the impact of
environmental policies on the lives of
women and men from varying economic
classes and ethnic groups in Mexico and
Central America. Credit is available in
Spanish, sociology, political science, and
religion. Augsburg application deadline:
Sept. 30.
Nation-Building, Globalization, and
Decolonizing the Mind: Southern
African Perspectives (Namibia)Spring
This program examines these crucial
issues from the perspectives of the new
democracies of southern Africa. Namibia
won its independence in 1990 after
decades of apartheid South African colonialization. South Africa had its first democratic election in 1994. As these nations
struggle to build nationhood and deal with
the legacies of apartheid and colonialism,
they are faced with the challenges posed by
the rapid process of globalization in today's
world, the challenges posed by under and
unequal development, and the long-term
project of decolonizing the mind.
Augsburg application deadline: Sept. 30.
Higher Education Consortium for
Urban Affairs (HECUA)
Augsburg, in consortium with other
colleges and universities, offers programs
through HECUA in four different full
semester programs in Norway, Ecuador, or
'
Colombia. All programs emphasize the
impact of the social change and cross-cultural factors on the human community.
HECUA programs emphasize intense Ianguage experience, internships, and field
trips.
For more information on international
HECUA programs, see the listings under
International Studies; and for non-intemational programs, see Metro-Urban Studies
under Interdisciplinary Studies.
Scandinavian Urban Studies Term:
Norway-Fall
This interdisciplinary program focuses
on contemporary Scandinavian society, culture, and language and the development of
cities, urban problem solving, and urban
life. Local, regional, and international field
study and site visits in other countries,
including the former Soviet Union, will
provide comparative perspectives on welfare states and global politics. Application
deadline: March 15.
South American Urban Semester:
Guatemala and Ecuador-Fall
This interdisciplinary program, with
travel to Guatemala and Ecuador, provides
an overview of history, culture, economy,
and politics of these regions. Students
study theories and models of development
and explore their usefulness in understanding the regional and global context.
Augsburg application deadline: March 1.
Community Internships in Latin
America: Ecuador-Fall
This interdisciplinary program, based
in Quito, Ecuador, enables the student to
combine intense involvement in a community-based organization with study of the
community development process and
increase language skills. Students study
philosophical and ideological perspectives
-
Academic lnformation 63
of a variety of community agencies or
groups working with or for low-income
and other disenfranchised populations in
Latin America. Application deadlines:
Nov. 1.
Environment, Economy, and
Community in Latin America:
Guatemala and Cuba-Spring
Through fieldwork and hands-on projects, students explore the impact of global
development on local culture and environment and the response of indigenous communities in Guatelmala, with travel to
Cuba or another Latin American country.
Augsburg application deadline: Sept. 30.
Student Teaching Abroad
Selected education department students
may participate in the International
Student Teaching Abroad program coordinated through Moorhead State University
or the University of Minnesota-Moms.
Students have options for student teaching
in dozens of countries through the
International Independent School
Network. Students who teach abroad will
also do part of their student teaching
under direct Augsburg faculty supervision.
Augsburg also offers student teaching
opportunities in Norway For additional
information, contact the Department of
Education student teacher coordinator.
Interim Abroad
Each January, 25 to 30 courses are
offered around the world by Augsburg professors and through the Upper Midwest
Association for International Education
(UMAIE). Course registration is held during the spring and fall terms for the following January. Application deadline: Oct. 25.
THE CENTER FOR SERVICE, WORK,
AND LEARNING
The Center for Service, Work, and
Learning is a comprehensive center incorporating an experiential educational focus
emphasizing the importance and value for
all students to engage in service and workbased learning experiences.
The center helps students take advantage of Augsburg's metropolitan location
through the highly successful experiential
programs that link the College's academic
programs to Twin Cities employers and
organizations. Through internships, cooperative education, and community servicelearning, Augsburg students enrich and
expand their liberal arts education by
embracing the worlds of work and service
and integrating this learning with their
education, career, and vocation plan.
Experiential education opportunities
are closely related to a student's major,
coursework, or career interest. Placement
opportunities may be in small and midsize companies, large corporations, nonprofit organizations, schools, government
agencies, and community-based organizations.
The underlying assumption is that a
liberal arts education is an effective preparation for careers and citizenship. The integration of "knowing and doing" adds
breadth and depth to the liberal arts curriculum and assists students in making
more informed academic, personal, and
career decisions.
The Center for Service, Work and
Learning includes the following programs:
Academic Internships
An academic internship is a carefully
planned, service or work-based learning
experience where a student focuses on specific academic and individual learning
64 Academic Information
objectives. Academic credit is received for
the learning derived from the experience.
A learning agreement plan, negotiated with
a faculty supervisor and work supervisor,
outlines the internship objectives, strategies, and evaluation methods.
An academic internship is approved,
supervised, and evaluated by a faculty
member in the department in which the
student wishes to earn the internship credit. Upper division internships are numbered 399 and lower division internships
are numbered 199 (see page 87).
Internships are available in all majors
and can be taken during a semester (or
Weekend College trimester), Interim, or
summer session. Interdisciplinary internships are also available. For extension of
an internship beyond one term see
Evaluation and Grading on page 77.
A maximum of four courses of internship may count toward the total courses
required for the degree.
Cooperative Education
Cooperative education is a college-supported, paid, work-learning experience that
is closely related to a student's major or
career objective. The goal is to combine
theory with practice in work or servicebased settings.
Students also earn money to help
defray educational costs while gaining
important on-the-job experience. Job
opportunities typically are part-time during
the academic year andlor full-time in the
summer. Co-op jobs are flexible and can
begin and end anytime. Co-op ed is not
accredited in and of itself, but a non-credit
cooperative education transcript notation
is highly recommended during the academic terms the student is employed. Co-op
ed students are encouraged to register for
at least one internship for credit in conjunction with their cooperative education
participation. Co-op ed is available to
Augsburg students who have completed
their freshman year and are in good academic standing.
Community Service-Learning
Augsburg's Community ServiceLearning Program provides students with
opportunities to understand and respond
to needs in the city through course-embedded service experiences. A key component
of community service-learning includes
reflection on and analysis of community
issues in order to promote personal and
educational growth and civic responsibility.
Augsburg students learn from the community in which they live by participating in
service activities combined with learning
components such as orientation sessions,
seminars, and class discussions. This
dynamic and interactive educational
approach employs reciprocal learning
between the students and the community.
Community service examples include
tutoring at schools and community centers, volunteering at homeless shelters,
building housing for low-income people,
or working with environmental groups.
Service-learning experiences can also
include service-based internships, and a
wide range of extracurricular volunteer
options.
The service-learning program also
works closely with the student-directed
Augsburg LINK, residence hall directors,
and campus ministry.
Career Services
Career Service is committed to assisting all students with their career planning.
-
Academic Information 65
This process is an important part of a student's development while attending college. To aid students in this process, Career
Services offers students the opportunity to
actively participate in career seminars,
career assessments, one-on-one counseling,
self-paced computer career planning modules, and use of the Alumni Resource
Network for informational interviews.
Services are available to all students,
but some programs are sponsored especially
for seniors. Seniors are encouraged to
attend the annual private college job fair
with recruiters representing business and
the nonprofit and government sectors, or
the education job fair.
ROCHESTER PROGRAM
Augsburg offers courses leading to a
B.S. in nursing and the Master of Arts in
Nursing in Rochester, Minnesota. Courses
meet weekday evenings, but otherwise follow the Weekend College format.
Introductory courses in other majors are
also offered. The Rochester Program began
in the fall of 1998 under the leadership of
Dr. Rick Thoni, who founded Augsburg's
Weekend College program. Students in the
Rochester Program are required to have
Internet and e-mail access, and make
extensive use of electronic communication
to support their course work.
GRADUATE PROGRAMS
Augsburg College offers four graduate
degree programs: the Master of Arts in
Leadership (MAL), the Master of Social
Work (MSW), Master of Arts in Nursing,
and the Master of Science in Physician
Assistant Studies. Catalogs for each degree
program should be consulted for complete
information.
The Master of Arts in Leadership is
based on the subject matter and approaches
of the traditional liberal arts. This crossdisciplinary program directs its academic
content and pedagogical approaches at situations, issues, and problems relevant to
organizational leaders. Augsburg's program
recognizes that today's leaders need a broad
spectrum of abilities to provide them with
a more comprehensive understanding of
their world. Designed for working adults,
the program operates on alternate
Saturdays and alternate Thursday evenings.
The Master of Social Work (MSW) prepares students for entering advanced social
work practice. The program builds on the
liberal arts base of the College and supports the College's mission to nurture
future leaders in service to the world.
There are two concentrations: family
practice or program development, policy,
and administration. Students choose one of
the two concentrations for their program
focus. The curriculum emphasizes work
with diverse and oppressed groups, social
justice, leadership for social change and a
holistic, strengths-based, problem-solving
framework. Graduate social work classes
meet in four-hour blocks on Friday
evenings, Saturday mornings, and
Saturday afternoons.
66 Academic Information
The program development, policy, and
administration concentration has been
developed in response to the growing
demand for creative leadership and administration of policies and services that
respond to human need.
The Master of Arts in Nursing offers a
program designed to prepare Advanced
Practice Nurses for population-focused
practice in culturally diverse communities.
The curriculum is grounded in nursing science, public health principles, theory-guided practice, and transcultural care.
Graduate nursing classes meet on an every
other week or one weekend a month basis
in Rochester and Minneapolis.
Canadian Program
The Canadian program was inaugurated in 1985 with endowment from the
Mildred Joel bequest for Canadian studies.
The program supports special events and
conferences as well as student internships
and faculty activity in Canadian studies.
The goals of the program include community involvement, increased awareness of
the inlnortance of Canadian/U.S. relations,
and provision of opportunities to learn
directly from Canadians through visits and
exchanges. For more information contact
Milda K. Hedblom, Canadian program
coordinator.
College of the Third Age
OTHER PROGRAMS
Continuing Education Program
The mission of the Augsburg College
continuing education program is to provide working adults with lifelong learning
opportunities that will enable them to continue to grow personally, professionally,
and spiritually in their homes, workplaces,
and communities. The program strives to
meet the needs of the community by offering credit and non-credit programs consistent with the mission and values of the
College. Adult students who wish to earn
traditional course credit should contact the
Weekend College Office.
The Office of Continuing Education is
currently developing a series of non-credit
programs to offer through the Center for
Professional Development. These seminars
will focus primarily on leadership, management, communications, and information
technology for businesses and nonprofit
organizations. Call the office for information on current course offerings.
Augsburg demonstrates its commitment
to lifelong learning through its College of
the Third Age Program. For more information, contact the Office of Continuing
Education.
REGISTRATION
A student must be registered for a
course to receive credit for it.
Full-time day students normally register for four course credits per semester and
one course during Interim. Students registered for three or more course credits in a
semester are classified as full-time students. To register for more than 4.5 course
credits, students must contact the registrar's office to petition the Committee on
Student Standing for permission.
Weekend College students typically
register for one or two course credits each
trimester. Students registered for at least
two course credits in one term are considered full time for that term.
-
Academic Information 67
Although a day student may register up
to five days after the semester begins, registration is encouraged at the regularly
scheduled time. Weekend College students
must register no later than the Monday following the first class weekend of the term.
Special fees are charged for late registration. Special fees are also charged for cancelling or adding courses or changing the
grading option after the first five days of a
semester.
Crossover Registration Policy
A joint class schedule is published each
spring by the Associated Colleges of the
Twin Cities, listing courses and their locations at the five colleges for the following
academic year. As some courses are offered
only in alternate years, students should
also consult with departmental advisers
when planning their academic program.
It is expected that students will complete most of their degree requirements
through their "home" program; either day
or Weekend College. However, students
may register for one course per term in the
opposite program if space allows. Consult
the Enrollment and Financial Service
Center for information on designated times
and procedures for crossover registration.
Students taking courses in both the dav
and Weekend College programs that total
three course credits or more on any given
date will be charged comprehensive day
program tuition. A Weekend College student taking one day schedule course and
who has fewer than three total course credits will be charged the current part time
tuition for day school.
Interim, summer school, Weekend
College, and graduate program courses are
published in separate schedules.
Weekend College students may not
cross over to attend ACTC (Associated
Colleges of the Twin Cities) courses.
Specific information on registration and
help with registration on other campuses
are available from these offices:
Courses offered on weekday evenings
that are published in both the Weekend
College schedule and day program schedule are open to both groups of students
and are not subject to the crossover policy.
u
Enrollment and Financial Services
Center-(612) 330-1046
Interim Office-(612)
330-1150
Office of Summer School-(612)
330-1000
Office of Weekend College-(612)
330-1743
MAL Graduate Program Office(612) 330-1786
MSW Graduate Program Office(612) 330-1763
MA Nursing Graduate Program
Office-(612) 330-1204
Physician Assistant Program(612) 330-1039
Pre-Registration
Freshmen and transfer students may
pre-register during summer for courses in
the fall. All currently enrolled day students
may pre-register during the fall for the
spring term and during the spring for the
fall term.
Weekend College students may pre-register during the designated time prior to
the start of each term.
68 Academic Information
HECKLIST AND SUMMARY OF
ENERAL EDUCATION REQUIREMENTS
R GRADUATION
This quick-reference checklist is an
abbreviated version of the general education cumculum requirements for graduation. As a summary, it is not comprehensive and cannot substitute fully for the
complete degree requirements that begin
on page 71. Students are advised to read
carefully the full graduation requirements
and to consult frequently with their advisers to ensure that all requirements for
graduation are met.
All new freshmen and all freshman
and sophomore transfer students
must complete the following requirements prior to graduation (transfer
credit may apply to these requirements):
Ci Complete the fall orientation and seminar (see page 94). (Sophomore transfer
students are exempt.)
Ci Satisfy entry level skill requirements in:
Mathematics
Writing
Critical Thinking
Ci Two different lifetime sports.
Ci Achieve a Math Placement Group score
of three.
Ci Complete 33 course credits. Of these:
11 must be upper division
(numbered 300 or above)
Two must be Interim courses
(Weekend students are exempt)
No more than 13 courses may be in
any one department, with the
following exceptions:
Accounting (B.A.) . . . . . . . . . . . . . .14
Music Education (B.M.) . . . . . . . . .17
Music Performance (B.M.) . . . . . . .20
Music Therapy (B.S.) . . . . . . . . . . . .17
Physician Assistant (B.A.) . . . . . . .19.5
Social Work (B.S.) . . . . . . . . . . . . . .15
Other maximums are described on
page 71.
Cl Complete a major.
Ci Maintain minimum grade point average.
Ci Complete courses that fulfill the
following perspective requirements.
No students will be permitted to count
more than three courses from the same
department in meeting perspective
requirements.
Three Christian Faith Perspectives?
from different areas
One City Perspective
Two Western Heritage Perspectives'
from different departments
One Human Identity Perspective
One Aesthetic Perspective
Two Social Work Perspectives, from. .
different departments
One Intercultural Awareness
Perspective
Two Language Perspectives, other ' .
than your natural language
Two Natural World Perspectives, from
different departments unless a yearlong sequence is taken
Ci Complete courses designated to fulfill
the following Graduation Skills with a
minimum grade of 2.0 or F! (These
requirements may be met with courses
in the major or perspectives.)
Two courses with Writing
components (one within the major)
One course with a Critical
Thinking component
One course with a Speaking
component
,
.
I
-
One course with a Quantitative
Reasoning component
All transfer students (entering with
14 or more credits) must complete
the following requirements prior to
graduation (transfer credit may apply
to these requirements):
Q Satisfy entry level skill requirements in
writing
Q Two different lifetime sports
C3 Achieve a Math Placement Group score
of three.
I Complete 33 course credits. Of these:
11 must be upper division (numbered
300 or above)
;
1
' a
.
.
No students will be permitted to
I lcount more than three courses from
- t h e same department in meeting per,
- - ' spective requirements.
lr
I.
-
=
No more than 13 courses may be in
any one department, with the followI
ing exceptions:
II
Accounting (B.A.) . . . . . . . . . . . . . .14
Music Education (B.M.) . . . . . . . . .17
.,
a
Music Performance (B.M.) . . . . . . . .20
Music Therapy (B.S.) . . . . . . . . . . . .17
Physician Assistant (B.A.) . . . . . . .19.5
Social Work (B.S.) . . . . . . . . . . . . . .15
.,
.
Other maximums are described on
page 7 1.
a
.+-
--
>+
Academic
*
information' 69
Complete a major.
0 Maintain minimum grade point average
Q Complete courses that fulfill the
following perspective requirements:
Two Christian Faith Perspectives
(one Christian Faith Perspective for
transfer students entering with 24 or
more course credits)
One City Perspective
One Western Heritage Perspective
One Human Identity Perspective
One Aesthetic Perspective
One Social World Perspective
One Intercultural Awareness
Perspective
Two Intercultural Awareness
(language) Perspectives, other
than your native language
One Natural World Perspective
Complete courses that fulfill the
following Graduation Skills with a
minimum grade of 2.0 or F! (These
requirements may be met with
courses in the major or perspectives.)
One course with a Writing
component within the major
One course with a Critical Thinking
component
One course in Speaking
One course in Quantitative Reasoning
-
70 Academic Information
Class Confirmation (payment of fees)
All students must confirm their registration with a signature and final payment
arrangements prior to the start of classes.
Students who do not confirm their registration by the first day of classes (unless
special arrangements have been made) will
have their registration cancelled. They may
register and confirm during the drop/add
period, but special late fees are assessed
and added to their account.
Withdrawal from College
Students are urged not to abandon
courses for which they are registered
because this may result in a failing grade
on their official academic record.
Cancellation of courses or withdrawal from
the College must be completed in the registrar's office. A Leave of
AbsenceNithdrawal from the College
form may be obtained in the Academic
Advising Center or in the registrar's office.
Withdrawal from College cannot occur
during final examination week unless a
petition is approved by the Committee on
Student Standing. Withdrawal from
College and any consequential adjustments
in accounts are effective as of the date the
Withdrawal from College form is returned
to the registrar's office.
Leave of Absence
Students may request a leave of absence
for academic or personal reasons. A Leave
of AbsenceNithdrawal from the College
form must be picked up in the Academic
Advising Center or the registrar's office.
It must be signed by advising center staff
or an authorized representative. The completed form must be submitted to the
registrar's office.
A leave of absence may be granted for
one term or one academic year. If an
extension is needed, an updated leave of
absence form must be submitted to the
registrar's office prior to the expiration of
the previous leave of absence period, or an
application for re-admission will be
required.
Students are responsible for keeping
the registrar's office informed of their mailing addresses. All deadlines for financial
aid and housing must be observed by the
returning student. A leave of absence does
not defer payment of loans or extend
incomplete course deadlines.
Former Students
Former Augsburg students, re-admitted
to complete a degree after being away from
the College for at least one calendar year,
have a choice between using the catalog in
effect when they first enrolled, if possible,
or using the catalog in effect at the point of
re-admission. Some departments will not
accept coursework taken more than a specified number of years ago. Students must
meet all of the requirements in effect under
the catalog they choose. Choosing to complete under the current catalog will require
re-evaluation of prior coursework, including transfer credit, to determine applicability to current academic requirements.
-
Academic Information 71
Requirements For Undergraduate
Graduation:
GRADUATION REQUIREMENTS
The responsibility for seeing that all
degree requirements are satisfied rests with
the student.
Academic advisers, the Academic
Advising Center staff, department chairs,
and the registrar are available for counsel
and assistance in program planning.
Students who enter an academic program with a baccalaureate or higher degree
should contact the registrar's office about
specific requirements for a second baccalaureate degree or for the equivalent of a
major. See page 23 in Undergraduate
Admissions-Special Students (Second
Degree).
Each student must apply for graduation. Students should apply at the start of
their last academic year to confirm remaining graduation requirements. Application
forms are available in the registrar's office.
All degree and course requirements
must be completed and verified in the registrar's office prior to the anticipated date of
graduation (there may be no incompletes or
open courses on the academic record).
Degree requirements include completion
of a minimum number of credits, a major,
the Augsburg Seminar (AUG), a minimum
GPA, residence, and general education
courses, including lifetime sports.
1. Completion of 33 course
credits-At least 11 course credits must
be upper division, numbered in the 300s
and 400s. Not more than 13 course credits
may be in one department, except in certain approved majors: accounting (B.A.) 14; music education (B.M.) - 17; music
performance (B.M.) - 20; music therapy
(B.S.) - 17; physician assistant (B.A.
until May 2001) - 19.5; and social work
(B.S.) - 15.
This course total must include two
Interims for students who enter with fewer
than 14 courses. Students transferring with
14 or more courses are not required to take
the Interim courses. Freshmen are required
to take an Interim course their first year.
A maximum of four Interim course credits
may be counted toward the 33 course
credits required for graduation.
No more than these maximums may be
applied toward the 33 total course credits
required: four Interim courses; two courses
by independentldirected study; four courses
of internship; and eight course credits with
a grade of Pass (P). Nontraditional grading
(P) also has these limits: two in the major
except elementary education (two in the
major plus student teaching), social work
(two in the major plus field work
practicums) .
2. Completion of a MajorRequirements for each major are listed
under the departmental headings.
-
72 Academic Information
3. Augsburg Seminar (AUC 101)All students who enter the College as
freshmen in the weekday schedule program must satisfactorily complete fall onentation and the Augsburg Seminar. See
the program section on the Augsburg
Seminar for a full description.
4. Grade Point Average-2.0 for
most majors. A minimum grade point average of 2.0 is required for all courses taken
and specifically for all courses that apply
toward a major or special program. Some
majors, licensure, arid certification require
higher grades in each course or a higher
grade point average. (For example, see
licensure in education, music education,
music performance, music therapy, nursing, and social work.) See the departmental
section for details.
5. Residence-The last year of fulltime study or equivalent (no less than 7 of
the last 9 credits) must be completed at
Augsburg or within an approved ACTC
exchange program. No less than a total of
9 credits are to be taken at Augsburg
College. Contact the registrar if an official
interpretation is needed. Some departments
have a minimum number of courses that
are required to be taken in residence within the major. Consult the catalog description of the major or the chairperson of the
department
H SKILLS COMPONENT
Entry Level Skills Requirements
The entry level skills tests are inventory
assessments in:
Writing
Mathematics
Critical thinking
Placement in writing courses, math
courses, and critical thinking courses is
determined by the assessments.
Freshmen (all students entering
Augsburg with fewer than seven college credit courses) and sophomore
transfer students with fewer than 14
courses:
Take entry-level skills assessments
and satisfy requirements.
If skill levels are deficient, students
will be enrolled in the appropriate course
or advised on preparation for retaking the
math placement assessment. Students may
retake the Math Placement Assessment
once during their first term of enrollment.
Students are required to take the assessments before registering for the second
term and to have demonstrated removal of
deficiencies by the end of their first year at
Augsburg.
Effective Writing or its equivalent is
required. Students who do not satisfy the
entry level skill in writing will be required
to take ENG 101 Developmental Writing
before ENG 111 Effective Writing.
Freshmen should complete the writing
requirement before the beginning of their
sophomore year.
-
Academic Information 7:
Students who have college credit for a
critical thinking or logic course are exempt
from the critical thinking inventory.
Freshman and sophomore transfer
students will be required to satisfy all of
the Graduation Skill course requirements.
Advanced Transfer Students
Transfer students who enter with 14
credits or more are exempt from critical
thinking assessments.
Those who have not passed the
equivalent of ENG 111Effective Writing
course must take the entry level test in
writing. Augsburg's entry level test in writing will determine placement in an appropriate writing course.
Advanced transfer students are
required to satisfy all the Graduation Skill
course requirements, except only one of
the writing courses is required.
Mathematics Requirement
Students must achieve Math Placement
Group (MPG) 3 or higher prior to graduation. In addition, many courses require
MPG 2, 3, or 4 as prerequisite and so students are encouraged to advance their
MPG as soon as possible. All students are
required to have their MPG determined. In
some cases, students who have transferred
in a mathematics course taken at another
college may have their MPG determined by
the registrar's office. All other students
must take the Augsburg Math Placement
Exam, which is administered by the
Academic Advising Center. The exam is
given during college registration sessions
and at other announced times during the
year. Practice questions and other information are available from the Academic
Advising Center.
Students in MPG 1 may take MAT 103
to advance to MPG 2. Students in MPG 2
may take MAT 105 to advance to MPG 3.
Students in MPG 3 may take MAT 114 to
advance to MPG 4. No other MAT course
changes a student's MPG.
Students are also permitted to retake
the Math Placement Exam during their
first term of enrollment at Augsburg
College. Review help is available from the
Academic Enrichment Center.
Graduation Level Skills
General education includes enhancement of certain skills during the years in
college. Skills related to writing, critical
thinking, speaking, and quantitative reasoning are deliberate components of certain courses. Completion of the requisite
courses with a minimum grade of 2.0 or P
is required for graduation. Students are
required to have two courses with Writing
Skill components (at least one within the
major) and one course each with Critical
Thinking, Speaking, and Quantitative
Reasoning Skill components. These courses
can simultaneously satisfy skill requirements and graduation requirements for the
major or general education perspectives.
All Writing Skill courses have the prerequisite of ENG 111, all Quantitative
Reasoning Skill courses have the prerequisite of Math Placement Group 3, and all
Critical Thinking Skill courses have the
prerequisite of passing the entry level
Critical Thinking Assessment.
- Academic Information
'4
Lifetime Sports
Two different lifetime sports are
required. Students in the day program who
are not health and physical education
majors or in intercollegiate athletics may
test out of one lifetime sport. Students may
demonstrate proficiency in one of a selected list of lifetime sports. There is a fee to
take the lifetime sport proficiency test.
Students must satisfy the second lifetime
sport requirement by enrolling in a lifetime
sport course.
Lifetime sports are non-credit courses,
are not counted as meeting Interim course
requirements, and are not included in the
33-course requirement.
GENERAL EDUCATION
The General Education program consists of the first year Augsburg Seminar for
day freshmen, the liberal arts perspectives
and the graduation skills. A primary objective is to develop lifelong learning in the
context of the liberal arts and the mission
of the college.
The goal of the Liberal Arts
Perspectives is to help students think systematically about what it means to be a
human. Perspectives courses should:
Extend knowledge in liberal arts,
especially outside of one's major disciplinary field. This is done by 1) reflecting on
the importance and meaning of spirituality
in their lives and the distinctiveness of
Augsburg as a college of the Lutheran
Church in the city; 2) reflecting on diversity through intercultural awareness; 3)
reflecting on areas associated with liberal
arts, including aesthetics, human identity,
the social world, natural world and westem heritage.
Demonstrate connections between
liberal arts and the major field of study.
Develop an appreciation of the role of
service to society.
The General Education program should
also teach students the skills expected of a
college graduate in writing, critical thinking, speaking and quantitative reasoning.
LIBERAL ARTS PERSPECTIVES
The general education Liberal Arts
Perspectives have the primary goal of providing the basis for beginning to understand what it means to be a human. The
goals of the perspectives are achieved
through a variety of courses that have been
approved as meeting the criteria established for each perspective.
Students will choose from a list of
courses meeting the Liberal Arts
Perspectives, available from the registrar's
office. These choices are controlled by the
following policies:
1. A student will choose a minimum of
one course from each required perspective
category.
2. No single course can fulfill the
requirements in two or more categories.
3. No student will be permitted to
count more than three courses from the
same department in meeting perspective
requirements.
4. No student may count more than
one course from the same department in
meeting the requirements of any single
perspective emphasis area except:
Up to three courses in religion may
be used to meet the perspective, The
Character and Mission of Augsburg
College: The Christian Faith.
Up to two courses in a year-long
sequence of approved natural science
courses may be used to meet the perspective, The Natural World.
-
Academic Information 7:
Up to two courses of the same mode m language may be used to meet part of
the perspective, Intercultural Awareness.
THE EIGHT PERSPECTIVE
REQUIREMENTS
Perspective: The Character and Mission
of Augsburg College: The Christian Faith
This perspective focuses on Augsburg
as a college of the Evangelical Lutheran
Church in America. As a college of the
Church, Augsburg accepts as a basis for its
educational program the doctrines of the
Christian faith as revealed in scripture and
the creeds affirmed by the Lutheran
Church. It consciously affirms that all students should reflect upon the Christian
Scriptures, theological concepts, ethical
values, their own faith and values, and religious concepts outside of the Christian
faith as part of becoming educated.
Perspective: The Character and Mission
of Augsburg College: The City
This perspective focuses on the
College's location in the heart of a metropolitan area. From this perspective, students should gain an understanding of and
critically reflect upon the city with its
diverse populations, cultural, govemmental and economic institutions, and opportunities and challenges. In addition, students should experience the community
and should explore opportunities for service in the community.
This requirement must be covered
either by specific courses, by internship
and education experiences, or by designated
or college-approved non-credit experiences
(such as volunteer service or college programs). Experiences that satisfy the requirement must be accompanied by a GST 209
seminar related to the Perspective.
The City (C)
Christian Faith (CF 1, 2, and 3)
Area 1is biblical studies, Area 2 covers
Christian theology, and Area 3 includes the
study of values or religions outside the
Christian faith. Three course credits are
required to meet this perspective except for
the following:
Transfer students entering with 14-23
course credits will be required to take two
courses in the Christian Faith Perspective
while registered at Augsburg.
Transfer students entering with 24 or
more course credits will be required to take
one course in the Christian Faith
Perspective while registered at Augsburg.
One course credit or experience is
required to meet this Perspective.
Perspective: Western Heritage
This perspective is intended to help
students critically examine themes (found,
for example, in literature, philosophy, and
the arts) and events that have historically
shaped Western civilization. Attention
should be paid to the contributions of and
to critiques of Western thought by women
and ethnic minorities.
-
'6 Academic Information
Western Heritage @lH 1 and 2 )
Two course credits from different
departments are required to meet this perspective. One course is required to meet
this perspective for transfer students entering with 14 or more course credits.
Perspective: Human Identity
This Perspective is intended to help
students view themselves as people with
unique abilities, values, beliefs, experiences. and behaviors.
Human ldentity (HI)
One course credit is required to meet
this perspective.
Perspective: Aesthetics
Aesthetic creations convey fundamental
insights and values, express beauty, and
enhance life. This perspective focuses on
aesthetic qualities in artistic expressions by
oneself and others.
Aesthetics (A)
One course credit is required to meet
this perspective.
Perspective: The Social World
This perspective is intended to help
students learn to identify, examine, and critique social, economic, or political systems:
to understand how and why such systems
develop, to see the connections among
these systems, and to use this knowledge
as a participant in society.
Social World (SW 1 and 2 )
One course must focus on current theories and methods of a social science. Two
course credits from different departments
are required to meet this perspective. One
course is required to meet this perspective
for transfer students entering with 14 or
more course credits.
Perspective: Intercultural Awareness
This perspective is intended to complement the Western Heritage Perspective by
expanding students' awareness of other
cultures. One course is required in which
students critically reflect upon ways their
own cultural biases operate when confronting other cultures. They should
become better able to communicate with
persons of other cultural backgrounds, partially by being introduced to a specific culture other than European or mainstream
North American cultures.
In addition, students are to gain entry
into another culture by learning to speak
and read a language other than their
native language. For this part of the
perspective, students are required to have
demonstrated proficiency in a modem
language, or American Sign Language
for hearing students.
The modem language requirement will
be determined by assessing previous experience and subsequent placement.
Intercultural Awareness (IA 1 )
The study of a specific, non-Western
culture and how that culture has shaped
the world. One course credit is required to
meet this part of the Intercultural
Awareness Perspective.
-
Academic Information 7
Intercultural Awareness (IA 2 and 3)
Perspective: The Natural World
Study of a modem language other than
the native tongue. For a language previously studied, consult the table below for the
requirement. For a language not previously
studied, successful completion of 111, 112
is required. Students with previous language study should contact the modem
languages department if there are questions. There is a seven-year time limit on
courses presented for transfer and automatic
waiver. Students whose native language is
not English should contact the Academic
Advising Center.
This perspective is intended to help
students understand themselves in relation
to the physical world. Their active role as
observers, explorers, and moral agents will
be emphasized. Sufficient technical training in scientific knowledge, concepts, and
methods will be provided to equip students
for critical and intelligent participation in
public debates on technical issues.
H.S.
Semesters
Augsburg
Placement
Required
Courses
111 & 112
Natural World (NW 1 and 2)
Two course credits from different
departments are required to meet this
perspective unless an approved one-year
sequence is taken. One course is required
to meet this perspective for transfer
students entering with 14 or more
course credits.
111 & 112
111 & 112
112
112 or 211
211
211 or 212
212
exempt
Students who are required to complete
two semesters of modem language must
complete the requirement with sequential
courses in the same language. Hearing students who have demonstrated competence
in American Sign Language by passing an
approved course sequence will have fulfilled IA 2 and IA 3 Perspectives.
EVALUATION AND GRADING I
t A r L A N H I I U N Ut bKALJtS
Student achievement in courses is measured by final examinations, shorter tests,
written papers, oral reports, and other
types of evaluation.
Most courses are offered with grading
option-traditional
grading on a 4.0 to
0.0 scale or the Pass/No credit system, in
which P means a grade of 2.0 or better
and N means no credit and a grade of less
than 2.0.
PassINo Credit
Students who choose the P/N option
are cautioned:
In order to receive a grade of P, a student must achieve at least a grade of 2.0.
Some graduate and professional
schools do not look favorably on a large
number of P-graded courses, or rank each
as a C.
-
3 Academic Information
P-graded courses do not count
toward the requirement that 14 traditionally graded course credits be earned at
Augsburg in order to be considered for
graduation with distinction. Transfer students should be especially aware of this
requirement.
See P/N limitations under Graduation
Requirements, page 71.
Certain courses have restrictions and
are offered on one grading system only
(e.g., lifetime sports are graded only P/N).
In courses where there is a choice, students will be graded on the traditional system unless they indicate on their registration that they wish to use the P/N grading
option. Any changes in choice of grading
system must be made according to dates
published each term. A fee is charged for
any changes after the first five days of
classes. All changes in grading option that
are made after initial registration require the
signature of an adviser or the instructor.
Numeric Grades
Numeric grades are used with these
definitions:
4.0
Achieves highest standards of
excellence
3.5
3.0
Achieves above basic course
standards
2.5
2.0
Meets basic standards for the
course
Internships, independent studies, and
directed studies may sometimes last longer
than one term. When this is the case, they
must be completed by the grading deadlines within one year from the beginning of
the first term of registration. A grade of X
(extension) is given by the instructor to
indicate that the study is extended. It is
expected that students given X extensions
will continue to communicate with their
instructors and demonstrate that satisfactory progress is being maintained. A
final grade will be issued at the end of the
term in which the work is completed and
evaluated (but not longer than one year).
An instructor reserves the discretion of not
giving an X where satisfactory progress is
not demonstrated. If the course is not
complete, a grade of 0.0 will be assigned.
Performance below basic course
standards
Unacceptable performance (no
credit for the course)
A course in which a grade of 0, 0.5,
1.0, 1.5, or N has been received may be
repeated for credit. Courses in which higher
0.5
0.0
An incomplete grade (I) may be given
only in the case of extreme emergency. To
receive an incomplete grade, a student
must receive permission from the course
instructor, stating the reasons for the
request, the work required to complete the
course, the plan and date for completing
the work with comments from the instructor; and must file the form with the registrar's office. If permission is granted, the
necessary work must be completed in
enough time to allow evaluation of the
work by the instructor and filing of a grade
before the final day of the following semester. If the work is not completed by that
date, the grade for the course becomes a 0.0.
A course is given a grade of W (withdrawn) when it is dropped after the deadline for dropping classes without a notation on the record.
1.5
1.0
Grades of P (Pass) or N (No credit) are
not computed in the grade point average.
-
Academic Information 7
grades have been earned may not be
repeated for credit and a grade, but may be
audited. All courses taken each term and
grades earned, including W and N, will be
recorded on the academic record. Only the
credits and grades earned the second time,
for legitimately repeated courses, are
counted toward graduation and in the
grade point average.
Auditing Courses
Students who wish to take courses
without credit or grade may do so by registering for Audit (V). Full-time day students may audit a course without charge.
The charge for part-time and Weekend
College students is listed under Weekend
College Costs in the Financing Your
Education section on page 27. The signature of the instructor is required to register
an audit. Students who audit a course
should confer with the instructor within
two weeks of the beginning of the term to
determine expectations, attendance, and
any other requirements. If expectations
have been met, the course will be listed on
the transcript as having been audited. If
expectations have not been met, the course
will be listed with a grade of W.
Grade Point Average
The grade point average (GPA) is based
on final grades for all work at Augsburg. It
does not include credit and grade points for
work transferred from other colleges.
Courses taken on the P/N grading option
are recorded, but not computed in the GPA.
The formula for computing the GPA is:
GPA = Total grade points divided by
number of courses taken."
"Courses with 0 to 4 grade assigned
Classification
Students are classified when grades are
posted at the end of each term.
Sophomores-7
courses completed.
Juniors-16
courses completed.
Seniors-24
courses completed.
International Baccalaureate Program
(1 B)
Courses earned from the International
Baccalaureate program will be considered
by the College for advanced placement and
appropriate credit. Departmental guidelines
are available at the registrar's office.
ASSESSMENT OF PREVIOUS
LEARNING (APL) PROGRAM
Augsburg College recognizes that learning can and does take place in many life
situations. Some of this learning may be
appropriate for credit recognition within
the disciplines that comprise the academic
program of a liberal arts college. The APL
program (Assessment of Previous
Learning) at Augsburg provides a means by
which a student's previous learning, other
than that which is transferred from another
accredited institution, may be presented
for examination for possible credit toward
the completion of a baccalaureate degree.
Not all learning from life experience,
however, is appropriate for credit recognition at a liberal arts college. Such learning
must meet two essential criteria: (1) it is
relevant to coursework in a field of study
within the Augsburg liberal arts curriculum, and (2) it can be objectively demonstrated either by comprehensive examination or committee evaluation.
-
0 Academic Information
The APL program at Augsburg provides
several means by which students may have
their previous learning assessed for credit
recognition. The following is a brief
description of each of these means of
assessment:
Advanced Placement Program Test
(AP)-The Advanced Placement program
may allow students who have scores of 3,
4, or 5 on the CEEB Advanced Placement
Test to receive college credit for selected
courses. A score of 4 or 5 is required on
the AP Language and Composition examination for credit for ENG 111 Effective
Writing. Additional credit or placement is
at the discretion of the department.
Inquiries should be addressed to the registrar's office.
The College Level Examination
Program (CLEP)-This is a series of standardized tests that have been developed by
the College Board and are offered to students for a small fee at regional testing
centers. (The regional testing center for
this area is the University of Minnesota.)
Students who score at or above the 65th
percentile on a subject examination may
receive academic credit for that subject at
Augsburg College. Additional information
about CLEP tests is available from the
registrar's office and the Academic
Advising Center.
Departmental Comprehensive
Exams-These are available for students
to use in obtaining credit for previous
learning if the following conditions
are met:
There is a departmental instrument
available for the subject area in question.
There is a faculty member designated
by the department to administer the exam.
The registrar approves the student's
request to take the exam. Credit for departmental exams is available on a P/N basis
only, and there is a charge per exam of
$400 for a full course credit.
The Portfolio Assessment
Program-This is a credit assessment
alternative in which a faculty team completes a credit evaluation of a learning
portfolio submitted by the student. The
faculty team is composed of two faculty
members from fields of study directly related
to the student's previous learning. Students
who wish to prepare a portfolio of previous
learning for credit assessment should consult the registrar's office. In completing the
evaluation of a student's previous learning,
the faculty team applies the following criteria:
There is documentable evidence of a
cognitive component in the previous learning experience that involved prescribed
andlor systematic study of content material
found within liberal arts coursework.
The learning has been objectively verified by individuals in addition to the presenting student.
The learning lends itself to both qualitative and quantitative measurement.
The learning relates well to the student's educational goals.
The learning and skills involved are
current and could be used at the present
time.
Students may apply for the credit
assessment process after completing at
least four courses/credits of academic work
at Augsburg College with a cumulative
Augsburg GPA of at least 2.5. It is strongly
recommended that the process not be used
-
Academic Information 81
when four or fewer courses remain for
graduation. There is a non-refundable
application deposit of $200 to initiate the
credit assessment process for each course
presented in a portfolio. An additional
$200 is charged upon approval of each
course. Credit is available on a P/N credit
basis only.
Transcript credit will be granted on the
basis of semester credits, and the total
number of credits granted will be divided
by four to determine the number of course
credits applied to graduation. These credits
will be recorded with the course number of
APL 2xx. Application of this credit toward
the Liberal Arts Perspective requirements,
upper division requirements, and academic
majors and minors may be subsequently
addressed by the departments involved in
response to a formal request by the student.
Maximum Credit Accepted for
Previous Learning-While Augsburg
College recognizes the validity of learning
that takes place outside the traditional
classroom, this learning must be placed in
the context of formal study in campusbased liberal arts courses. Therefore,
Augsburg places a maximum of eight
courses (about one-fourth of a baccalaureate degree) on transcript credit that is
obtained through previous experiential
learning. In compiling the eight courses of
credit for previous experiential learning, the
student may use any combination of the
four assessment processes available in the
APL Program: AP exams, CLEP exams,
departmental comprehensive exams, and
credit granted through portfolio assessment.
English as a Second Language (ESL)
Students who declare a language other
than English to be their primary language
or who are citizens of another country
must take the ESL placement test in conjunction with the English writing placement test at orientation. Students' placement in ESL, ENG 101 Developmental
Writing, or ENG 111 Effective Writing will
be determined by their scores on the
Michigan test (85-100 range for exemption
from ESL) and by a writing sample.
Near the end of each term of the
English as a Second Language course, an
objective test will be administered to all
students in the class. The score on this test
and the grade earned in the class will
determine whether additional ESL coursework is required. Usually a score of 85 to
100 and a course grade of 3.5 or 4.0 will
fulfill the student's ESL requirement.
All students whose native language is
not English must stay enrolled in ENG
217/218 until such time that they pass the
ESL placement test at 85 percent or higher.
The ESL course can be counted only twice
in the total number of courses required for
graduation.
Students who fulfill the ESL requirement, by examination or by course completion, have completed the modem language requirement for graduation.
82 Academic Information
ACADEMIC PROGRESS,
PROBATION, AND DISMISSAL
The College requires that all students
maintain a 2.0 cumulative grade point
average (GPA).
It should be noted that a minimum GPA
of 2.0 is required for graduation, with certain
majors requiring a higher minimum GPA.
Students whose overall academic
achievement falls below a 2.0 GPA will
either be placed on scholastic probation at
the end of the term or will be continued on
probation or will be dismissed from the
College. In addition, a freshman who
receives two zero grades or a sophomore,
junior, or senior who receives three zero
grades will be considered for probation or
dismissal. However, dismissal from the
College is not automatic. Each case is
reviewed by the Committee on Student
Standing. Evidence of the student's commitment to academic progress is the major
consideration in deciding whether or not to
dismiss a student. Students who have a
poor academic record may be strongly
advised to withdraw before the end of a
term. Those on probation who voluntarily
withdraw from the College, as well as those
who are dismissed, must have special permission to re-enroll.
Students may be removed from probation when the cumulative GPA reaches 2.0.
Students placed on probation as freshmen
for having earned two zero grades may be
removed from probation if their classification changes to sophomore, if they have
not earned additional zero grades, and if
their cumulative GPA reaches 2.0. Students
placed on probation as sophomores for
having earned three zero grades may be
removed from probation if their classification changes to junior and their cumulative GPA reaches 2.0.
The College reserves the right to dismiss any student who does not meet the
guidelines stated above. Once a student is
dismissed, he or she may appeal the decision within 10 days to the Committee on
Student Standing.
Student class years are based on the
number of courses taken:
Freshman-fewer
Sophomore-fewer
Junior-fewer
than seven courses
than 16 courses
than 24 courses
Senior -24 or more courses
Dean's List
The Dean's List, compiled after each
semester, lists students whose grade point
average for a semester is 3.5 or better.
Students must be full-time students (a
minimum equivalent of three full course
credits for a weekday schedule student or
two equivalent full course credits for a
Weekend College student), graded on the
traditional grading system, with no incomplete~in courses offered for credit. Courses
taken outside of a program's calendar (e.g.,
crossover courses taken in a Weekend
College trimester term by a day student or
in a semester term by a weekend student)
are not calculated when determining the
Dean's List. If permission is given by the
student, an announcement is sent to the
hometown newspaper of each student on
the Dean's List.
Graduation with Distinction
Augsburg recognizes those students
who have demonstrated exemplary academic achievement as graduates of distinction. This designation replaces all previous
college honors and applies to all students
who complete degree requirements after
Jan. 1,2000. Students achieving
Graduation with Distinction will have an
overall GPA of 3.5 and will have completed
-
Academic Information 83
an outstanding project as determined by
the student's major department. Students
wishing to be considered for Graduation
with Distinction should consult with their
major department no later than the fall
semester of their junior year.
Qualification for Commencement
Augsburg College has one commencement ceremony per academic year in the
month of May. Undergraduate students
who will not have met degree requirements
by the end of the spring term may qualify
to participate in commencement if: (1) no
more than three course creditshequirements will remain in their program at the
end of the spring term, and (2) the remaining requirements will be completed in the
summer or fall terms following participation in commencement. Candidates for
graduation who will complete summer or
fall terms will be noted as such in the commencement program.
Veterans of Military Service
Augsburg is approved by the state
approving agency for Veterans Education.
Veterans should consult with the
Enrollment and Financial Services Center
about completion of the enrollment certificate and the forwarding of other information to the Veterans Administration.
Veterans will need to meet the requirements of the Veterans Administration
regarding repayment of educational assistance funds received.
FOUR-YEAR ASSURANCE
PROGRAM
This program applies to students who
enter the day school schedule as full-time
freshmen in the fall of 1996 and thereafter.
New freshmen are assured that they will be
able to graduate in four years--if they
maintain continuous full-time enrollment
for four years, maintain a 2.0 GPA, and follow the Four-Year Assurance Program
guidelines-or they will receive the
remaining required courses free of additional tuition. A few majors are excluded
from this program. Students must complete a formal Four-Year Assurance Degree
Plan with the College before the end of
their sophomore year (16 course credits
must be earned) in order to qualify.
Contact the Academic Advising Center for
details.
FAMILY EDUCATIONAL RIGHTS
AND PRIVACY ACT NOTICE
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 educahave the right to
tion r e c o r d ~ Y o u
review and inspect substantially all of your
education records maintained by or at
Augsburg College.
Right to request amendment of
education record5-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,
A,
a liberal arts institution, Augsburg
College believes that knowledge and truth
are interrelated and are integrated into a
whole. The tradition of the academic
world, however, divides this unified truth
into more manageable parts: the academic
disciplines. The knowledge of individual
disciplines is subdivided into courses that
make it more accessible to students. These
courses can be arranged in various ways to
construct majors, to create the substance
of a broad general education, and to give
students the opportunity to study areas of
particular individual interest.
Descriptions of courses are arranged by
departments and programs. These descriptions offer a brief summary of the subject
matter to aid students in planning a program. A syllabus containing a more
detailed explanation of content, approach,
requirements, and evaluations for a
particular course can be obtained from
the instructor.
Department entries also contain a
narrative discussion of the educational
philosophy of each department, its goals,
and its place in the College's program. A
listing of requirements for individual
majors and minors follows the narrative.
Class Schedule
Courses listed are subject to change. In
general, classes are offered fall andfor
spring terms unless otherwise indicated.
The Schedule of Classes published each
spring by the Associated Colleges of the
Twin Cities (ACTC) lists offerings and
locations for fall and spring terms.
Weekend College classes are published
each spring in a separate booklet and
online.
Since some courses are offered alternate
years, it is important that the student
review major requirements and course
offerings with an adviser to ensure that all
requirements can be met.
Descriptions and schedules for Interim,
Summer Session, the Master of Arts in
Leadership, the Master of Social Work, the
Master of Arts in Nursing, and the Master
of Arts in Physician Assistant studies
courses are published in separate catalogs.
Credits
A full course is offered for one course
credit. A few fractional courses, for onehalf or one-quarter course credit, are
offered in the Division of Professional
Studies. Unless noted, all courses are one
course credit. A full course has the approximate value of four semester credits or six
quarter hours. Most courses meet for three
60-minute periods or two 90-minute periods per week with additional time required
for laboratory work.
Numbering
Courses numbered below 300 are lower
division courses. Courses numbered 300
and above are classified as upper division.
In general, courses in the 100s are primarily for freshmen, 200s for sophomores, 300s
for juniors, and 400s for seniors.
Prerequisites
Courses that must be taken before
enrolling in a higher level course are listed
in the course description as prerequisites.
A student may enroll in a course when a
prerequisite has not been fulfilled if there
is prior approval by the professor teaching
the course.
-
Departments and Programs 87
NOTE: Not all courses are offered in all
schedules. Refer to the current ACTC Joint
Class Schedule or the Weekend College
class schedule for information on when
specific courses are offered.
Every department offers opportunities
for internships and independent study. The
course description and process for registering is normally the same for each department. Some departments have additional
statements that can be found in the departmental course listing. Interdisciplinary
internships are also available.
INTERNSHIPS
Registration for internships consists of
the following steps:
Service, Work, and Learning and secure
the signatures of the faculty supervisor and
director of internships and cooperative
education.
2. Register for a 199 or 399 Internship
during the registration period. The signed
permission form must be turned in at the
time of registration. (Students may pre-register without a placement secured, but a
suitable internship must be found by the
end of the registration or drop/add period.)
3. A learning agreement (forms are
available in the Center for Service, Work,
and Learning) must be completed with
the faculty member responsible for grading the experience and the work supervisor. The original is turned in to the
Center for Service, Work, and Learning,
with copies made for the faculty supervisor and student.
1. Obtain the internship registration
permission form from the Center for
199
lnternship
A work or service-based learning experience typically at the sophomore level in
which a student, faculty member, and site supervisor design a learning agreement
that links the ideas and methods of the discipline with the opportunities inherent in
the placement. Participation in a concurrent seminar may be expected. Prior to the
beginning of the tedregistration, interested students must consult with the departmental internship coordinator and the Center for Service, Work, and Learning
regarding requirements and permission to register.
399
Internship
A work or service-based learning experience at the junior/senior level in which a
student, faculty member, and site supervisor design a learning agreement that links
the ideas and methods of the discipline with the opportunities inherent in the placement. Participation in a concurrent seminar is often expected. Prior to the beginning of the tedregistration, interested students must consult with the departmental internship coordinator and the Center for Service, Work, and Learning regarding
requirements and permission to register.
-
38 Departments and Programs
DIRECTED AND INDEPENDENT STUDIES
299
Directed Study
An opportunity to study topics not covered in the scheduled offerings under the
direction of an instructor. Open to all students, but normally taken by sophomores
and juniors. Approval must be secured in writing from the instructor and the
department chairperson before the term in which the study is undertaken.
499
Independent StudyIResearch
An opportuniy for advanced and specialized research projects. Normally open to
junior and senior majors. Approval must be secured in writing from the instructor
and the department chairperson before the term in which the study is undertaken.
See listing under Business Administration,
Accounting, and Management Information Systems.
See listing under Interdisciplinary Studies.
A
rt is important as a field of study
for our time. Our survival as a culture may
very well depend on whether we are able
to create order and beauty in the design
and function of communities. Realizing
this, we have made design and sensitivity
to all aspects of visual experience central
to the art program at Augsburg.
Giving and receiving visual messages is
so much a part of everyday life that it is
often taken for granted. At the same time,
however, the interchange of visual ideas is
frequently misunderstood. The task of the
artist, art teacher, and art historian is to
celebrate visual experience through a variety of media and art examples. In short,
the visual arts teach us how to see.
Because of the College's commitment to
the liberal arts, the visual arts, as taught at
Augsburg, draw ideas and inspiration from
all disciplines. Art as a human activity does
involve manual skill, although to become
broadly significant it should interact with
the content available in other fields, such
as language, history, drama, music, literature, philosophy, theology, business, physical education, and science.
A liberal arts college like Augsburg is
an ideal setting for the study of art because
it provides a constant possibility for the
interaction of ideas, disciplines, and attitudes. At Augsburg, art study is further
enhanced by associations with a significant
number of art galleries and museums in
the Twin Cities area.
Art Faculty
Kristin Anderson (Chair), Tara
Christopherson, Norman Holen.
Studio Art Major
Majors are required to begin their programs with the studio arts foundations:
ART 102 Design
ART 107 Drawing
One course in two-dimensional art from:
ART 118 Painting I
or ART 223 Printmaking I
or ART 225 Graphic Design I
or ART 360 Watercolor Painting
One course in three-dimensional art from:
ART 221 Sculpture I
or ART 250 Ceramics I
Five additional studio arts courses
ART 240 Art History Survey
Two additional art history courses
Senior studio majors must participate in at
least one exhibit during their final year.
Teaching Licensure Major
The State of Minnesota has specific
licensing requirements for teachers that
may differ slightly in emphasis from the
Augsburg major requirements. The state
requirements may also be subject to
change after publication of this catalog.
Students therefore should consult with the
Augsburg Department of Education to
identify current Minnesota teacher licensure requirements.
Art History Major
Eight art history courses including:
ART 240 Art History Survey
ART 388 19th- and 20th-Century Art
Two studio courses:
ART 102 Design
or ART 107 Drawing
ART 118 Painting I
or ART 221 Sculpture I
-Art
+U
Departmental Honors
Art History Minor
GPA of 3.5 in the major and overall,
portfolio of artwork (studio majors) or
research (art history majors) reflecting
high quality work, and special projects
such as senior exhibition and research.
Application should be made to the department chair before the last term of the
senior year.
Five art history courses including
ART 240.
Certificate in Art
Eight art courses, including at least one
be
in art history. up to four courses
taken in one studio area or in art history.
Studio Art Minor
Five courses including ART 240, ART
107, and three additional studio courses.
STUDIO ART FOUNDATIONS
Note: All studio courses require work outside of class sessions.
ART 102
Design
A study of design as the unifying foundation for the visual arts. Two- and
three-dimensional projects demonstrating the use of the basic design elements
and principles.
ART 107
Drawing
Drawing in various media, including graphite pencil, ink, pastel pencil, and
charcoal. Subjects include still-life, figures, perspective, and experimental
work.
STUDIO ART
ART 100, 300 Special Topics
Occasional courses dealing with subjects not usually offered by the department.
ART 106
Calligraphy I
Introduction and practice of calligraphic writing and designing with emphasis
on the broad-edged pen.
ART 118
Painting I
Introduction to painting media and technique in acrylic and oil.
ART 132
Photography
The camera used as a tool for visual creativity, expression, and communication
with attention to black-and-white photographic processes. Students need
access to a 35mm, single lens reflex camera. Materials will cost approximately
$200-225.
-
Art 91
ART 221
Sculpture I
An introduction to sculpture. Choice of media: clay, wood, alabaster, welded
steel and bronze, plaster, and Plexiglas. Learn to model, carve, cast, weld, or
assemble the respective media.
ART 223
Print Making I
An introduction to traditional and experimental media and methods of printing. Intaglio, relief, stencil, and mono methods are explored.
ART 224
Publication Design
An introduction to design concepts and production for publication design,
with emphasis on the computer. Theory and practice of coordinating visual
imagery and typography for print publications using page layout software.
ART 225
Graphic Design I
An introduction to the principles and techniques of graphic design using page
layout software. Emphasis on designing with text and image.
ART 250
Ceramics I
An introduction to the making of pottery with an emphasis on handbuilding
and glazing.
ART 290
Tribal Arts and Culture
The rich heritage of indigenous cultures is explored through the visual arts,
particularly within the United States. Students will produce various art projects in weaving, basket-making, pottery, jewelry, sculpture, or prints.
ART 306
Calligraphy I I
Advanced work in calligraphic media and design.
ART 330
Graphic Design II
An advanced study of the graphic design of typography and visual imagery for
print production using the computer. Includes identification of design problems and presentation to client. (Prereq.: ART 225)
ART 351
Ceramics II
Advanced work in ceramics with an emphasis on throwing or handbuilding
and glazing. (Prereq.: ART 250)
ART 355
Painting II
Advanced study of painting. (Prereq.: ART 118)
ART 360
Watercolor Painting
Design concepts using descriptive and experimental techniques in transparent
watercolor.
ART 368
Print Making I I
Advanced work with color and composition in various media, e.g., silk-screen,
etching, and woodcut, including Japanese woodcut technique. (Prereq.: ART 223)
-
92 Art
ART 478
Sculpture I1
Advanced work in sculpture. Choice of media: clay, wood, alabaster, welded
steel and bronze, plaster, and Plexiglas. (Prereq.: ART 221)
ART HISTORY
ART 240
Art History Survey
A survey of art of the Western world from prehistoric to modem times.
Includes reading, research, viewing of slides, and visits to museums.
Note: The following courses are offered intermittently, usually two or three sections a year
ART 352
Women and Art
A study of the creative role of women in the visual arts, including the fine arts, the
"traditional" arts, and the work of Native American women. (Prereq.: ENG 111)
ART 382
Scandinavian Arts
The visual arts in Scandinavia from the Stone Age to the present, including
architecture, folk arts, painting, sculpture, and design.
ART 385
Prehistoric and Ancient Art
The art of the Ice Age through the Roman period to the fourth century A.D.
ART 386
Medieval Art
Early Christian through late Gothic and proto-Renaissance painting, sculpture,
and architecture in Europe. (Prereq.: ENG 111)
ART 387
Renaissance and Baroque Art
European painting, sculpture, and architecture, from the 14th through the
18th centuries. (Prereq.: ENG 111)
ART 388
19th- and 20th-Century Art
European painting, sculpture, and architecture from Neoclassicism through
the present. (Prereq.: ENG 111)
ART 389
American Art
A study of early colonial through contemporary American art, architecture,
and folk arts.
Internships and Independent Study Courses:
ART 199
lnternship
See description on page 87.
ART 299
Directed Study
See description on page 88.
ART 399
Internship
See description on page 87.
ART 499
Independent StudyIResearch
See description on page 88.
See listing under East Asian Studies.
T
he Augsburg Experience: Arriving
at Augsburg ...
The initial months after entering college as a first-year student are an exciting
period of change. The faculty and staff
wish to assist students in making a successful transition to being college students
and to help them become part of this academic community Through the summer orientation program, the fall orientation
weekend, and the Augsburg Seminar, students are introduced to the character of the
College, its heritage as an urban, liberal
arts college of the Church, the process of
learning in a community where ideas are
valued and treated seriously, and the logistics of being students.
Augsburg Seminar
At registration, all first-year students in
the day program enroll in a selected content course, such as Effective Writing and a
parallel Augsburg Seminar. These 'linked'
courses integrate disciplinary content with
AUC 101
various learning strategies and communitybuilding opportunities beneficial to all
beginning students.
The content course usually meets three
hours per week for the entire semester and
is valued at 1.0 course credit, and the
Augsburg Seminar meets once a week for 8
weeks for .25 course credit. The Augsburg
Seminar offers the opportunity for further
discussion of topics from the paired content course, along with presentations on
campus life, academic resources and study
skills, and a hands-on introduction to the
Cedar-Riverside neighborhood. While the
content course is graded on a traditional
point basis, the Augsburg Seminar is graded Pass/No credit (P/N). However, performance in the course is linked to performance in the seminar.
Students must successfully complete
the entire 8-week Augsburg Seminar in
order to fulfill the requirement, even if
they drop the linked content course.
Permission to complete the seminar after
withdrawal from the content course is at
the discretion of the instructor.
Augsburg Seminar (.25 course)
A series of fall-term meetings with an Augsburg seminar adviser to discuss
issues related to becoming an active member of the Augsburg College community of learners. Discussion will be based upon topics and readings from the
connected content course and other disciplines and sources. (P/N grading only)
Biology Faculty
)logy is the study of life, and it is
natural that we, as contemplative living
creatures, seek a deeper understanding of
the living world that envelops us. This
search has led to the realization that the
Earth is filled with an enormous variety of
living organisms. Since humans are a part
of the biological world, an understanding
of the basic biological processes common
to all organisms is essential to attain selfunderstanding and to provide a basis for
wise decisions.
Dale Pederson (Chair), Karen Ballen,
William Capman, Robert Herforth, Esther
McLaughlin
Major
Nine courses including:
B10 113 Introductory Organismal Biology
B10 114 Introductory Genetics,
Evolution, and Ecology
B10 215 Introductory Cellular Biology
In recent decades great strides have
been made in understanding important biological processes, particularly those at the
cellular, molecular, and ecosystem levels.
Biological research has also provided some
extremely important benefits to humans,
including advances in medicine, agriculture, and food science.
and at least one from each of the five
following groups:
An understanding of biological systems
depends, in part, on the principles of
physics and chemistry; thus a firm background in the physical sciences is also
important in the study of biology.
2.
BIO 361 Plant Biology
BIO 440 Plant Physiology
For many, an undergraduate major in
biology serves as a basis for further study.
Augsburg graduates have gone on to graduate studies in the life sciences, leading to
careers in college or university teaching,
basic and applied research, and public
health. Many have entered professional
programs in medicine, veterinary medicine, and dentistry. Other graduates have
gone directly into secondary education,
biomedical industries, laboratory research,
natural resources, and environmental education.
1.
BIO 351 Invertebrate Zoology
B10 353 Comparative Vertebrate
Morphology
BIO 473 Animal Physiology
3.
B10 355 Genetics
BIO 481 Ecology
4.
BIO 471 Advanced Cellular and
Molecular Biology
BIO 474 Developmental Biology
5.
BIO 367 Biochemistry
BIO 476 Microbiology
The ninth course may be any of the
upper division biology courses listed above
or BIO 340 Marine Biology of the Florida
Keys.
BIO 491 Seminar (non-credit) is
required of all juniors and seniors.
36 Biology
7
Required Supporting Courses
CHM 1051106 Principles of Chemistry
or CHM 1151116 General Chemistry
A semester course in organic chemistry
or CHM 3511352 Organic Chemistry
department. BIO 113 and 114 and
Principles of Chemistry (or General
Chemistry) should be taken in the first
year, and Introductory Cellular Biology and
Organic Chemistry in the second year.
Students should complete their math
requirements early in their college careers.
PHY 116 Introduction to Physics
or PHY 1211122 General Physics
MAT 114 Precalculus
or MAT 122 Calculus for the Social
and Behavioral Sciences
or MAT 145 Calculus I
or MAT 163 Introductory Statistics
Transfer course policy for majors and
minors
All transfer courses must be approved
in writing by the chair. Only those biology
courses successfully completed (2.0 or
above) within the last 10 years will be considered. In general, no more than two
upper division courses from other institutions may be applied toward the major.
Departmental Honors
GPA of 3.5 in biology and 3.0 overall,
active participation in seminar, one course
of approved independent study with an
oral defense of the research report.
Application should be made no later than
the start of the first term of the senior year.
Minor
A course in general chemistry and five
biology courses including BIO 113, 114,
215, and two upper division courses.
Biology for Pre-Medical Students
Pre-medical students should include a
two-semester sequence in physics and a
two-semester sequence in organic chemistry. Many medical schools also require
two semesters of calculus.
Students should consult members of
the biology faculty for information specific
to medical school application.
Graduate and Professional Training
Graduate programs in biological fields
require coursework similar to that for premedical education, and may also require
undergraduate research experience. Health
care professions (physician assistant, physical therapist, veterinarian, etc.) have specific requirements that should be discussed
with an adviser in the department.
Teaching Licensure Major
The State of Minnesota has specific
licensing requirements for teachers that may
differ in emphasis from the Augsburg major
requirements. The state requirements may
also be subject to change after publication
of this catalog. Students therefore should
consult with the Augsburg Department of
Education to identify current Minnesota
teacher licensure requirements.
Cooperative Education
In planning their courses of study, students are encouraged to work closely with
members of the biology faculty Biology
majors must have an adviser in the biology
The department works with the Office
of Cooperative Education in identifying
and defining co-op ed experiences in
laboratories and other settings in the
Twin Cities.
-
Biology 97
BIOLOGY COURSl
A prerequisite must be completed with a grade of 2.0 or higher to count. Otherwise, permission of the instructor is necessary. These requirements also must be met when using
the first term of a sequenced course in registering for the second term.
BIO 101
Human Biology
An introduction to basic biological principles with a human perspective.
Includes discussion of the molecular and cellular basis of life, genetics, organ
systems, and human impact on the environment. (Three one-hour lectures. A
student may not receive credit for both BIO 101 and 103. Does not apply to
the major or minor. Fall)
BIO 102
The Biological World
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 theories are considered. (Three
one-hour lectures, three hours laboratory. Does not apply to the major or
minor)
BIO 103
Human Anatomy and Physiology
A survey of the structure and function of the human body. (Three one-hour
lectures, three hours laboratory. A student may not receive credit for both BIO
101 and 103. Does not apply to the major or minor. Spring)
BIO 105
Biology and Society
The biological basis for problems facing society, such as pollution, genetic
engineering, AIDS, extinction, global warming, hunger, cancer. (Three onehour lectures. Does not apply to the major or minor. Spring)
BIO 113
Introductory Organismal Biology
First of a three-semester sequence. An introduction to organismal biology for
science majors, including diversity, physiology, and structure. B10 113, 114,
and 215 must be taken in sequence except by permission of instructor. (Three
one-hour lectures, four hours laboratory. Prereq: MPG 3 or concurrent registration in MAT 105. Fall)
BIO 114
Introductory Genetics, Evolution, and Ecology
Second of a three-semester sequence. An introduction to cellular functioning,
metabolism, classical and population genetics, evolution, and ecology. BIO
113, 114, and 215 must be taken in sequence except by permission of instructor. (Three one-hour lectures, four hours laboratory. Spring)
BIO 185
The Biology of Aging
At some time in our lives most of us will directly experience aging or be influenced by people undergoing age-related changes. This course will concentrate
on the biological aspects of such changes.
98 Biology
BIO 215
Introductory Cellular Biology
Third of a three-semester sequence. An introduction to structure and function
in tissues, cells, and subcellular organelles. (Three one-hour lectures, four
hours laboratory. Prereq.: BIO 113, 114, CHM 106 or 116, CHM 223 or 352,
or concurrent registration in CHM 223 or CHM 35 1. Fall)
BIO 351
Invertebrate Zoology
A study of the invertebrate animals stressing classification, morphology, behavior, life history, and phylogeny. (Three one-hour lectures, four hours laboratory. Prereq.: BIO 113, 114. Fall: alternate years)
BIO 353
Comparative Vertebrate Morphology
Comparative anatomy, functional morphology, and evolutionary morphology
of the vertebrate. (Three one-hour lectures, three hours laboratory, one hour
tutorial. Prereq.: B10 113, 114. Spring)
BIO 355
Genetics
Principles of heredity, integrating classical and molecular analysis. (Three onehour lectures, four hours laboratory. Prereq.: BIO 215. Fall)
BIO 361
Plant Biology
A survey of the major groups of algae, fungi, and plants, including the study
of structure, physiology, life histories, and phylogeny. (Three one-hour lectures, four hours laboratory. Prereq.: BIO 113, 114. Spring)
BIO 367
Biochemistry
An introductory consideration of biological macromolecules and their components, energetics, and intermediary metabolism and its integration. (Three
one-hour lectures. Prereq.: BIO 215, CHM 223 or 352. Fall)
BIO 440
Plant Physiology
A consideration of the process involved in photosynthesis, growth, development, and water relations in plants including the relationship of process to
structure and life history. (Three one-hour lectures, four hours laboratory.
Prereq.: BIO 215 and CHM 223 or 352. Fall: alternate years)
BIO 471
Advanced Cellular and Molecular Biology
An examination of mechanisms of molecular genetics, recombinant DNA technology, cell-signaling, cell cycle control, and cellular basics for immunity.
(Three one-hour lectures, four hours laboratory. Prereq.: BIO 215. Spring)
BIO 473
Animal Physiology
A study of digestion, respiration, circulation, excretion, movement, and sensory
perception as well as neural and hormonal control of these functions, emphasizing vertebrates. (Three one-hour lectures, four hours laboratory. Prereq.:
BIO 215; PHY 116 or 122, or consent of the instructor. Fall)
-
Biology 99
BIO 474
Developmental Biology
A consideration of the physiological and morphological changes that occur during embryonic development of animals, including genetic control of development. (Three one-hour lectures, four hours laboratory. Prereq.: BIO 215.
Spring)
BIO 476
Microbiology
An introduction to the study of microorganisms. Environmental, industrial,
and medical issues are discussed, with particular attention paid to human
pathogens. (Three one-hour lectures, three hours laboratory, one hour tutorial.
Prereq.: BIO 215, CHM 352. Spring)
BIO 481
Ecology
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 one-hour lectures, four hours laboratory, some Saturday field trips.
Prereq.: BIO 215, MPG 4 or MAT 122 or MAT 163. Fall)
BIO 491
Seminar (0.0 course)
A weekly meeting of biology majors. Active participation by juniors and
seniors is required, including an oral presentation by seniors. Guest speakers
are often invited. A noncredit requirement for the major. (Spring)
Internships and lndependent Study Courses:
BIO 199
Internship
See description on page 87. (Prereq.: B10 113, 114)
BIO 299
Directed Study
See description on page 88.
BIO 399
lnternship
See description on page 87. (Prereq.: B10 215)
BIO 499
Independent StudyIResearch
See description on page 88. (Prereq.: B10 215)
- BUSINESSADMINISTRA~TION,
ACCOUNTING,
AND MANAGEMEN
lNFORMATION SYSTEMS-BUS,ACC, MIS
0
ur mission is to prepare students
for professional careers in business or for
graduate studies. This preparation involves
a cumculum that stresses analysis and
communication, emphasizes both theory
and practice, and is shaped by the needs of
the business community. The department
fosters close ties with the corporate community that provide a wealth of practical
expertise, a variety of internship opportunities, and future job prospects.
The faculty believe they can best serve
both the student and the community by
providing an education that is technically
competent, ethically based, and socially
aware.
Faculty
John C. Cemto (Chair), Nora M.
Braun, Amin E. Kader (International
Business Coordinator), Ashok K. Kapoor
(Finance Coordinator), Steven J. LaFave
(Accounting Coordinator), Lori L. Lohman
(Marketing Coordinator), Fekri Meziou,
Thomas F: Morgan, Magdalena M.
Paleczny-Zapp (Management Coordinator),
Milo A. Schield (MIS Coordinator),
Kathryn A. Schwalbe, Stuart M. Stoller.
Majors
The Department of Business
Administration, Accounting, and MIS
offers three majors: business administration (BUS), accounting (ACC), and management information systems (MIS).
Specializations
Within the business administration
major there are four specializations: marketing, management, finance, and international business. Within the accounting
major there are three specializations: general accounting, public accounting, and
managerial accounting.
Graduation Requirements
To graduate without intentionally taking courses in excess of the minimal number required (see page 71), students must
avoid taking too many electives or exceeding the 13-course limit per academic
department (14 courses for accounting
majors). Courses designated as ACC, BUS,
and MIS are considered as being in the
same academic department. Taking extra
electives, or choosing a particular combination of major and minor may require
students to complete more than the minimum number of credits required for graduation. Exceptions are noted in the major.
Transfer Students
Transfer students must complete at
least four of the upper division courses
required in the major at Augsburg or
obtain an exemption from the department.
Transfer courses must be approved by the
department. Courses taken more than 10
years ago will not be accepted.
Advising
Students who plan to major in business
administration, accounting, or MIS are
strongly encouraged to select a departmental adviser who teaches in their major. This
should be done by the end of the sophomore year at the latest. In addition to
-
Business Administration 10'
advising, departmental faculty can counsel
majors on their careers, assist majors in
obtaining internships or jobs, and provide
letters of recommendation for prospective
employers or graduate programs.
with experience that may be valuable in
competing for jobs after graduation.
Advisers should be consulted about internships.
International Business
Internships
Students are strongly encouraged to
work with the Office of Cooperative
Education and department faculty to
obtain an internship (BUS/ACUMIS 399)
during their junior or senior year.
Although an internship counts as part of
the 13 courses allowed in the major, students may petition for an exception. An
internship may satisfy the The City
Perspective if taken in conjunction with
GST 209. Internships can provide students
T
he major in business administration
prepares students for professional careers
in business administration or for graduate
studies. The four specializations within
this major share a common business core.
This common core provides students with
a broad foundation so they can readily
adapt to internal changes in interests and
goals and to external changes in circumstances and opportunities.
The international business department
actively supports international study.
For additional details, see the section on
International Partners under International
Studies in this catalog, or consult the
departmental coordinator for international
business.
Entrepreneurship
Non-business majors are encouraged to
take BUS 254 Entrepreneurship.
Business Core
10 courses including:
ECO 112 Principles of Macroeconomics
ECO 113 Principles of Microeconomics
MIS 175 Principles of Computing for
Business
or MIS 370 Advanced Computing
for Business
ACC 221 Principles of Accounting I
ACC 222 Principles of Accounting I1
BUS 242 Principles of Management
BUS 252 Principles of Marketing
MIS 379 Quantitative Methods for
Business and Economics
BUS 301 Business Law
BUS 331 Financial Management
02 Business Administration
Specialization in Marketing
Business core plus 3 courses:
BUS 352 Marketing Research and
Analysis
BUS 355 Marketing Communications
BUS 450 Marketing Management
Specialization in Management
Business core plus 4 courses:
BUS 340 Human Resource Management
BUS 440 Strategic Management
BUS 465 International Management
MIS 376 Project Management
or ECO 318
Management Science
Specialization in Finance
Business core plus 4 courses:
ACC 322 Accounting Theory and
Practice I
BUS 433 Financial Theory: Policy
and Practice
BUS 438 Investment Theory
and one of
ECO 3 11
ECO 3 12
ECO 313
ECO 315
MIS 479
the following:
Public Finance
Intermediate Macroeconomics
Intermediate Microeconomics
Money and Banking
Intermediate Quantitative
Methods for Business and
Economics
Specialization in International
Business
Business core plus 4 courses:
BUS 362 International Business
BUS 465 International Management
BUS 466 International Marketing
Students must also complete three
semesters of a foreign language (or equivalent). The language requirement may be
waived for international students. Contact
the international business coordinator for
details on language equivalents or other
configurations.
Combined Major in Business
Administration and Economics
11 courses including:
ECO 112 Principles of Macroeconomics
ECO 113 Principles of Microeconomics
ECO 312 Intermediate Macroeconomics
ECO 3 13 Intermediate Microeconomics
and one other upper division
economics course
ACC 221 Principles of Accounting I
ACC 222 Principles of Accounting I1
BUS 242 Principles of Management
BUS 252 Principles of Marketing
MIS 379 Quantitative Methods for
Business and Economics
or BUS 331 Financial Management
and one other upper division business
administration, accounting, or MIS course.
Graduation with Distinction
To qualify, a major must have a 3.5
GPA, must be an Honors Program senior
who qualifies for Graduation with
Distinction in that program, and have completed all courses appropriate for the proposed project.
Departmental Honors
and one additional upper division course in
either international business (BUS 368 or
468) or international economics.
To qualify, a major must have a 3.7 GPA
in the major, a 3.5 GPA overall, and have
completed all courses appropriate for the
proposed project.
Business Administration 10:
Minor in Business Administration
Six courses including:
ECO 112 or 113, ACC 221 and 222, BUS
242 and 252, BUS 331 or MIS 379.
This minor is automatically completed
while completing a major in accounting
or MIS.
Minor in International Business
Six courses including:
ECO 112 or 113, ACC 221, BUS 242 or
252, and three courses in international
business (one may be in international economics).
Students should consult the area coordinator concerning acceptable alternatives
in international economics.
'D
BUS 242
Principles of Management
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.
BUS 252
Principles of Marketing
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.
BUS 254
Entrepreneurship
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.
BUS 295
Topics
Lectures, discussions, meetings with members of the staff or visiting faculty
regarding research methodology and readings in the areas of business administration. (Prereq.: consent of instructor)
BUS 301
Business Law
Legal rules relating to contracts, agency, negotiable instruments, property, and
business organizations under the Uniform Commercial Code.
BUS 302
Business Ethics
Examines individual choices in business; analyzes and evaluates various business practices; emphasizes conceptual precision in thinking, writing, and
speaking. (Prereq.: BUS 301 or PHI 120 or PHI 125, or junior/senior standing)
BUS 331
Financial Management
Topics related to theory of acquisition, fund allocation and management,
sources and uses of long and short-term funds, capital costhudgeting, leverage, and dividend policy (Prereq.: ECO 113, ACC 222, MIS 379, and MPG 3)
!04 Business Administration
BUS 340
Human Resource Management
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. (Prereq.: BUS 242)
BUS 352
Marketing Research and Analysis
Research process as an aid to decision-making; methodology; results; evaluation of effectiveness. (Prereq.: BUS 252, MIS 379, ECO 113, or consent of
instructor)
BUS 355
Marketing Communications
Integration of advertising, public relations, sales promotion design, evaluation,
and personal selling into a coherent promotion mix. (Prereq.: BUS 252) Note:
Either BUS 355 or 357 can be taken for graduation credit, but not both.
BUS 357
Advertising
An introduction to print, broadcast, and web-based advertising and promotion
as important elements in modem marketing and communications. Note:
Either BUS 355 or 357 can be taken for graduation credit, but not both.
BUS 362
International Business
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 (Pre-req.: ECO 112 or 113, and
BUS 242 or 252, consent of instructor)
BUS 368
Responding to the Challenge of Japan
An examination of current Japanese business practices from a cultural perspective. TV documentaries, readings from periodicals, plus participation in a seminar model. (Prereq.: junior standing or consent of instructor)
BUS 424
Internal Audit and Management Consulting
To incorporate and learn the techniques of creating a controlled and effective
management environment. Students work with companies to help solve problems or implement projects. (Prereq.: ECO 113; ACC 221, 222; BUS 242, 252,
331; MIS 175,379)
BUS 433
Financial Theory: Policy and Practice
A system's approach to financial structure and policy. Emphasis on decisionmaking, presentation through literature, readings, lectures, and case material.
(Prereq.: All core courses and ACC 322, or consent of instructor.)
BUS 438
Investment Theory
Appraisal of the riskheturn relationships of various types of securities and
extensive coverage of capital markets and portfolio management. (Prereq.: all
core courses or consent of instructor)
-
Business Administration 10
BUS 439
Risk Management and Insurance
Analyzes exposure to accidental loss-its identification, measurement, and
evaluation. Reviews techniques for loss prevention and control. Surveys primary types of insurance. (Prereq.: BUS 331 and MIS 379)
BUS 440
Strategic Management
Concepts and principles related to long-range planning. Taught from a managerial viewpoint with examples from various industries and sectors. (Prereq.:
BUS 242)
BUS 450
Marketing Management
Application of marketing concepts to day-to-day strategies and long-term
planning issues; development and implementation of market plans. (Prereq.:
BUS 352 and BUS 355)
BUS 465
International Management
This course analyzes several factors influencing behavior in the workplace and
the board room, including skills needed to manage across national borders.
(Pre-req.: BUS 242. BUS 362 is recommended)
BUS 466
International Marketing
This course examines those issues and activities unique to marketing in an
international setting. Emphasis is also placed on adaptation of a marketing
mix according to the international marketing environment. (Prereq.: BUS 252,
362)
BUS 495
Topics
Lectures, discussions, meetings with members of the staff or visiting faculty
regarding research methodology and current national and international business problems and policies. (Prereq.: consent of instructor)
Internships and Independent Study Courses:
BUS 199
lnternship
See description on page 87.
BUS 299
Directed Study
See description on page 88.
BUS 399
lnternship
See description on page 87.
BUS 499
Independent StudyIResearch
See description on page 88.
T
he major in accounting prepares students for professional careers in a wide
variety of accounting-related positions.
This major has three tracks: general
accounting, professional accounting, and
managerial accounting. The general
accounting specialization is adequate for a
wide variety of positions. The professional
accounting track includes two specializations: public accounting and managerial
accounting. The public accounting specialization is recommended for positions with
CPA firms. The managerial accounting specialization is recommended for positions
with large or rapidly-growing companies.
The two professional specializations
relate to two professional designations: the
CPA and the CMA. A certified public
accountant (CPA) focuses on external
reporting; a certified management accountant (CMA) focuses on internal reporting.
The public accounting specialization
includes the materials emphasized on the
CPA exam; the managerial specialization
includes the materials emphasized on the
CMA exam. Both the CPA and CMA designation have an experience requirement in
addition to passing the national exam.
Under the rules of the Minnesota State
Board of Accountancy, accounting majors
in the public accounting specialization are
qualified to sit for the CPA examination
after graduation.
Accounting Core
ECO 112 Principles of Macroeconomics
ECO 113 Principles of Microeconomics
MIS 175 Principles of Computing for
Business
BUS 242 Principles of Management
BUS 252 Principles of Marketing
ACC 221 Principles of Accounting I
ACC 222 Principles of Accounting I1
MIS 379 Quantitative Methods for
Business and Economics
BUS 301 Business Law
BUS 331 Financial Management
ACC 322 Accounting Theory and
Practice I
ACC 323 Accounting Theory and
Practice 11
ACC 324 Managerial Cost Accounting
ACC 425 Advanced Accounting
Students are encouraged to take the
courses in the sequence given above.
Specialization in General Accounting
No additional courses required.
Specialization in Public Accounting
Accounting core plus: ACC 326 Tax
Accounting; ACC 423 Auditing.
(Exception to 13-course limit)
Specialization in Managerial
Accounting
Accounting core plus ACC 424 Internal
Audit and Management Consulting and
MIS 375 Management Information Systems
in the Organization. (Exception to 13course limit)
Departmental Honors
GPA of 3.7 in the major and 3.5 overall; a senior thesis and comprehensive oral
exam in the major field of concentration.
Interested juniors or seniors should contact the department chair.
Minor in Accounting
Six courses including:
ACC 221,222, BUS 331 or ACC 324, ACC
322,323
and one of the following: MIS 175, 379,
ECO 112, or 113.
This minor is recommended for majors
in MIS and finance.
-
Accounting 10
ACC 221
Principles of Accounting I
Introduction to business activities, basic concepts and fundamentals of
accounting, the accounting cycle, and preparation of financial statements.
ACC 222
Principles of Accounting II
A continuation of ACC 221. Introduction to business activities and accounting
for corporations. Basic concepts and fundamentals of managerial accounting,
planning and controlling processes, decision-making, and behavioral considerations. (Prereq.: ACC 221)
ACC 295
Topics
Lectures, discussions, meetings with members of the staff or visiting faculty
regarding research methodology and readings in the areas of business administration. (Prereq.: consent of instructor)
ACC 322
Accounting Theory and Practice I
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. (Prereq.: ACC 222)
ACC 323
Accounting Theory and Practice II
A continuation of ACC 322. An analysis of financial accounting with emphasis
on accounting theory pertaining to financial statements, income concepts, valuation conceits, FASB statements, and other relevant issues as applied-to liabilities and stockholders' equity. (Prereq.: ACC 322)
ACC 324
Managerial Cost Accounting
~ c c o u n t i ntools
~ for heavy manufacturing systems as well as for managerial
decision-making. Planning, budgeting, standard cost systems, as well as other
quantitative and behavioral topics. (Prereq.: ACC 221, 222, BUS 242, 252, MIS
379, or consent of instructor)
ACC 326
Tax Accounting
The more common and important provisions of planning and compliance
for income taxes. (Prereq.: ACC 221, BUS 331, ECO 112, 113, or consent
of instructor)
ACC 423
Auditing
Internal and external auditing procedures. Emphasis on the CPAk role to form
the basis of opinion on a set of financial statements. (Prereq.: ACC 323)
ACC 424
Internal and Operational Audit
To incorporate and learn the techniques of creating a controlled and effective
management environment. Students work with companies to help solve problems or implement projects. (Prereq.: ECO 113, ACC 221, 222, BUS 242, 252,
331, MIS 175 or 320,379)
08 Accounting
7
ACC 425
Advanced Accounting
Accounting for business combinations, consolidations, governmental accounting, partnership accounting, and fund accounting. (Prereq.: ACC 323)
ACC 495
Topics
Lectures, discussions, meetings with members of the staff or visiting faculty
regarding research methodology, and current national and international business problems and policies. (Prereq.: consent of instructor)
Internships and Independent Study Courses:
ACC 199
lnternship
See description on page 87.
ACC 299
Directed Study
See description on page 88.
ACC 399
lnternship
See description on page 87.
ACC 499
Independent StudyIResearch
See description on page 88.
T
he major in management information systems prepares students for professional careers in information systems. MIS
studies information systems as both a
resource and a tool for decision-making.
Students learn to analyze and evaluate
existing systems and to design and program new systems. MIS is an extensive
major (16 courses) and includes courses
from computer science, mathematics, economics, business, and accounting as well
as from MIS.
EGREE AND MAJOR REQUIREMENTS I
Management Information Systems
Major
A. 12 courses in business, accounting, and
MIS:
BUS 242 Principles of Management
BUS 252 Principles of Marketing
BUS 331 Financial Management
ACC 221 Principles of Accounting I
ACC 222 Principles of Accounting I1
MIS 175 Principles of Computing for
Business
MIS 370 Advanced Computing for
Business
MIS 375 Management Information
Systems in the Organization
MIS 376 Project Management
MIS 379 Quantitative Methods for
Business and Economics
MIS 475 Systems Analysis and Design
MIS 476 Information Systems Projects
B. Four required supporting courses:
ECO 113 Principles of Microeconomics
CSC 160 Introduction to Computer
Science (co-requirement MAT
171)
CSC 340 Introduction to Networking
and Communications
MAT 171 Discrete Math for Computing
(co-requirement for CSC 160)
Minor in MIS
Seven courses including:
MIS 175, ACC 221, BUS 242 or BUS 252,
MIS 370, MIS 375, ECO 113, and one of
the following: MIS 376 or ECO 318.
Honors Major
GPA of 3.7 in the major and 3.5 overall,
complete a scholarly paper or paper from a
substantial work of applied consulting, and
present the final paper. Interested juniors
or seniors should contact their department
adviser.
Graduation with Distinction
To qualify, a major must have a 3.5
GPA, must be an Honors Program senior
who qualifies for Graduation with
Distinction in that program, and have completed all courses appropriate for the proposed project.
10 MIS
MIS 175
Principles of Computing for Business
An introductory course to develop understanding of basic computing concepts
and specific skills in using microcomputer software (Windows, Word, Excel,
Access, Powerpoint, e-mail, and the World Wide Web). Emphasis on solving
business-related problems using software, especially Excel. Students with
strong competency in all software mentioned should take MIS 370 instead of
MIS 175. (Prereq.: MPG 3)
MIS 295
Topics
Lectures, discussions, meetings with members of the staff or visiting faculty
regarding research methodology and readings in the area of management information systems.
MIS 370
Advanced Computing for Business
This course provides more in-depth use of business software like Excel,
Access, and the World Wide Web. Students will also learn to program
Windows applications using tools like Visual Basic. (Prereq.: MPG 3, MIS 175
or CSC 160, or strong computer background. Completion of MIS 370 satisfies
any requirement for MIS 175)
MIS 375
Management Information Systems in the Organization
Broad understanding of using information systems to support organizational
objectives. Topics include strategic planning and uses of information systems,
business process analysis, and understanding of the technology architecture.
(Prereq.: ACC 221, BUS 242 or 252, and one computer course such as MIS
175,370, or CSC 160)
MIS 376
Project Management
Develops project management skills needed to define, plan, lead, monitor, and
complete projects. Combines theories, techniques, group activities, and computer tools such as Microsoft Project. Emphasizes technical and communications skills needed to manage inevitable changes. (Prereq.: ACC 221, BUS 242,
and either MIS 175 or 370)
MIS 379
Quantitative Methods for Business and Economics
An introduction to quantitative reasoning to assist students in reading and
interpreting data. Topics include descriptive measures, probability, sampling
distributions, estimation, and hypothesis testing with emphasis on applied
problems in business and economics. (Prereq.: MIS 175 or 370 and either
MPG 3 or completion of MAT 171. WEC-Additional three-hour sessions are
required, usually on a weekday evening.)
MIS 475
Systems Analysis and Design
Develops skills in using systems development methodologies and Computer
Aided Software Engineering (CASE) tools. Techniques used include data and
process modeling, file and database design, and user interface design. A
course-long project is used to complete a rudimentary system design. (Prereq.:
MIS 375 and either MIS 370 or CSC 352)
-
MIS 11
MIS 476
Information Systems Projects
Skills developed in previous courses are used to complete an actual project of
systems analysis and design. (Prereq.: MIS 370, 375. 376, and 475)
MIS 479
Intermediate Quantitative Methods for Business and Economics
Advanced modeling using computer software. Specific topics may include
multivariate modeling PATH analysis, Monte Carlo simulations, queuing models, and ANOVA. (Prereq: MIS 379. Fall: evening)
MIS 495
Topics
Lectures, discussions, and meetings with members of the staff or visiting faculty
regarding research methodology and current problems and policies. (Prereq.:
consent of instructor)
Internships and Independent Study Courses:
MIS 199
lnternship
See description on page 87
MIS 299
Directed Study
See description on page 88.
MIS 399
lnternship
See description on page 87.
MIS 499
Independent StudyIResearch
See description on page 88.
c
hemistry is the science of the
changes in matter, examining those
changes, and working toward an understanding of them. Correlating the results of
physics and opening the vistas of molecular biology, chemistry has been described
as the central science because matter
includes the entire physical world such as
the things we use, the food we eat, and
even ourselves.
Chemists as scientists must be knowledgeable in fact and theory for solving scientific problems and also capable of providing a public understanding of their
work, including potential problems as well
as benefits.
Chemists as people must be broadly
educated in order to understand themselves and their society. The liberal arts as
offered in the general education cumculum is imperative if a chemist is to be both
truly human and truly scientific.
The department is on the list of
approved schools of the American
Chemical Society (ACS) and offers a chemistry major that meets the chemistry background required by many fields.
Consonant with these ideas, the
Department of Chemistry has established
the following objectives to help its students develop into mature scientists:
*To provide a course of study of sufficient rigor and depth to enable our graduates who complete our ACS chemistry
major to compete successfully with their
peers of similar ability in graduate school
or research positions.
*To provide programs of study for professional goals in addition to the traditional positions as chemists.
*To provide an atmosphere of learning
so that students will want to remain lifelong learners, thereby remaining competent in their field, however that may
change after graduation, and be able to
move into new areas as opportunities arise.
*To encourage students to take a broad
view of their education and to integrate
outside study areas with the sciences.
*To present the excitement of chemistry to non-science majors as an example
of the methodology of the natural sciences
in examining the world around us. The
presentation of major concepts underlying
the changes in matter, the opportunity to
examine change in the physical world, and
the reflection of the implications and limitations of science in our society will
enhance the ability of non-science persons
to make better value judgments concerning
science questions in their own endeavors.
Chemistry Faculty
Sandra L. Olmsted (Chair), Ron L.
Fedie, Arlin E. Gyberg, Joan C. Kunz
BACHELOR OF ARTS
Graduation Major in Chemistry
CHM 115, 116 General Chemistry
or CHM 105, 106 Principles of
Chemistry
CHM 351, 352 Organic Chemistry
CHM 353 Quantitative Analytical
Chemistry
CHM 361 Physical Chemistry I
CHM 363 Physical Chemistry Laboratory I
CHM 491 Chemistry Seminar
and two additional courses from:
CHM 364 Physical Chemistry I1
CHM 367 Properties of Polymers
CHM 464 Advanced Organic Chemistry
CHM 481 Advanced Analytical Chemistry
-
Chemistry 111
CHM 482 Advanced Inorganic Chemistry
CHM 470 Principles of Medicinal
Chemistry
BIO 367 Biochemistry
Also required:
PHY 121, 122
MAT 145, 146
General Physics I, 11
Calculus I, I1
Because upper division courses have
mathematics and physics prerequisites, students should plan to take MAT 145, 146 in
the freshman year and PHY 121,122 in the
sophomore year.
Teaching Licensure in Physical Science
The State of Minnesota has specific
licensing requirements for teachers that
may differ slightly in emphasis from the
Augsburg major requirements. The state
requirements may also be subject to
change after publication of this catalog.
Students therefore should consult with the
Augsburg Department of Education to
identify current Minnesota teacher licensure requirements.
Chemistry for Pre-Medical Students
Pre-medical students should plan to
take at least two courses (and usually
more) in biology. Students should consult
members of the chemistry department for
assistance in planning a course program
early in their college career.
W BACHELOR OF SCIENCE
American Chemical Society Approved
Major
12 courses including:
CHM 115, 116 General Chemistry
or CHM 105, 106 Principles of Chemistry
CHM 351,352 Organic Chemistry
CHM 353 Quantitative Analytical
Chemistry
CHM 361,363 Physical Chemistry and
Laboratory
CHM 364,365 Physical Chemistry and
Laboratory
CHM 464 Advanced Organic Chemistry
CHM 481 Advanced Analytical Chemistry
CHM 482 Advanced Inorganic Chemistry
One course from:
CHM 367 Properties of Polymers
CHM 483 Quantum Chemistry
CHM 495 Topics in Chemistry
Also required are:
CHM 491 Chemistry Seminar (four
semesters)
MAT 145, 146, 245 Calculus I, 11,111
PHY 121, 122 General Physics I, I1
(should be taken in sophomore year)
Recommended: Modern Physics, additional
mathematics, research experience, reading
ability in German, and computer proficiency.
Graduation with Distinction in
Chemistry
Overall GPA of 3.5 or higher, and completion of an approved research project in
the junior or senior year.
Departmental Honors
Full ACS major; GPA of 3.5 in chemistry, mathematics and physics, 3.0 overall;
one course or summer of approved
research; participation in seminar.
Minor
Five courses that must include:
CHM 105, 106 or CHM 115, 116, CHM
351,352, and CHM 353.
Note: credit will not be granted for
both CHM 105 and 115, or for both CHM
106 and 116. Other restrictions are in the
course descriptions.
-
114 Chemistry
A prerequisite must be completed with a grade of 2.0 or P, or higher to count; otherwise, permission of the instructor is necessary. These requirements also must be met when using the first term
of a two-term course in registering for the second term.
CHM 100
Chemistry for Changing Times I
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 nor apply as prerequisite for
other chemistry courses. (Prereq.: MPG 2. Fall)
CHM 101
Chemistry for Changing Times II
Second semester of the year-long course. Applies concepts from CHM 100 to
environmental, organic, and biochemical problems of societal interest. A laboratory is included with this course. Does not count toward a chemistry major
or minor nor apply as prerequisite for other chemistry courses. (Prereq.: CHM
100, MPG 3. Spring)
CHM 105
Principles of Chemistry I
Topics in this course include an introduction to matter, chemical change,
chemical reactions, chemical bonding, energetics, and equilibrium. The
sequence, CHM 105, 106, is designed for students who have not studied
chemistry in high school or who are less confident about their background in
chemistry. Students may go into CHM 351 or 353 from CHM 106 and major
in chemistry. (Three hours of lecture, one three-hour laboratory. Prereq.: MPG
2. Fall)
CHM 106
Principles of Chemistry II
CHM 106 is a continuation of CHM 105 with more emphasis upon equilibrium
and the chemistry of the elements. (Three hours of lecture, one three-hour
laboratory. Prereq.: CHM 105, MPG 3. Spring)
CHM 115
General Chemistry I
An intensive course for pre-medical students and future chemists. Includes
chemical equations and calculations, energetics, and bonding theory with
examples from inorganic chemistry. (Three one-hour lectures, one three-hour
laboratory. Prereq.: high school chemistry, MPG 3. Fall)
CHM 116
General Chemistry II
A continuation of Chemistry 115. Emphasis on equilibrium and solution
chemistry including kinetics and electrochemistry. (Three one-hour lectures,
one three-hour laboratory. Prereq.: CHM 115. Spring)
CHM 351,352 Organic Chemistry
Important classes of organic compounds with special emphasis on mechanisms and multi-step synthesis. Descriptive material is correlated by means of
modem theories of chemical bonds, energy relations, and reaction mechanism.
(Three one-hour lectures, one four-hour laboratory. Prereq.: CHM 106 or 116.
Fall: CHM 351; spring: CHM 352)
Chemistry 11!
CHM 353
Quantitative Analytical Chemistry
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. (Three hours of lecture, one four-hour
laboratory. Prereq.: CHM 106 or 116. MPG 3. Fall)
CHM 361
Physical Chemistry I
Covers three of the basic theoretical concepts of chemistry: thermodynamics,
quantum mechanics, and statistical mechanics. (Three one-hour lectures.
Prereq.: CHM 106 or 116; MAT 145, 146; PHY 121, 122. Fall)
CHM 363
CHM 364
Physical Chemistry Laboratory 1 (.5 course)
Physical Chemistry Laboratory introduces students to techniques of data collection and experimental application of concepts presented in physical chemistry lecture. CHM 363 is to be taken in the fall and involves experiments
related to CHM 361. (One four-and-one-half hour laboratory. Prereq.: CHM
361 or concurrent registration and ENG 111)
Physical Chemistry II
Covers the fundamentals of the chemical kinetics as well as the concepts studied in CHM 361 applied to areas of solutions, molecular structure, spectroscopy, surfaces, diffraction techniques, and macromolecules. (Three onehour lectures. Prereq.: CHM 361. Spring)
CHM 365
Physical Chemistry Laboratory 11 (.5 course)
CHM 365 is to be taken the second semester and involves experiments relating to CHM 364. (One four-and-one-half hour laboratory. Prereq.: CHM 364
or concurrent registration. Spring)
CHM 367
Properties of Polymers
Presents polymer chemistry as an interdisciplinary chemistly relying on the
organic, analytical, and physical chemistry prerequisites to unfold the details
of macromolecules. (Prereq.: CHM 352, 361. Spring)
CHM 464
Advanced Organic Chemistry
Laboratory work is organized around the problems of identifying organic compounds. Lecture topics include theory and structure-spectra correlations for
IR, UV, NMR, and mass spectroscopy; use of the literature, and advanced topics in organic synthesis. (Three hours of lecture, six hours of laboratory.
Prereq.: CHM 352, 353, 361 or consent of instructor. Some reading knowledge
of German is helpful. Fall)
CHM 470
Principles of Medicinal Chemistry.
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. (Prereq.: BIO 367, or consent of the instructor. Spring)
16 Chemistry
CHM 481
Advanced Analytical Chemistry
Emphasis on instrumental methods of analysis. Atomic, molecular, and electron spectroscopy, radiochemical, chromatography, thermal, and electroanalytical methods are covered. (Three one-hour lectures, one four-and-one-half hour
laboratory. Prereq.: CHM 353,361 or consent of instructor. Spring)
CHM 482
Advanced Inorganic Chemistry
Correlation of inorganic reactions using the electrostatic and molecular orbital
models. Reactivity and bonding in coordination, cluster, and organometallic
compounds are considered. The laboratory uses preparations of a variety of
techniques. (Three one-hour lectures, one three-hour laboratory. Prereq.: CHM
352,361 or consent of instructor. Fall)
CHM 491
Chemistry Seminar
(.O course)
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.
CHM 495
Topics in Chemistry
Study of a specific area building upon analytical, physical, and organic chemistry.
CHM 497
Introduction to Chemistry Research
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 (that may be counted as a course). Cooperative education is an excellent
opportunity to be involved in industrial research projects. (Prereq.: junior or
senior standing)
Internships and Independent Study Courses:
CHM 199
lnternship
See description on page 87.
CHM 299
Directed Study
See description on page 88.
CHM 399
lnternship
See description on page 87.
CHM 499
Independent StudyIResearch
See description on page 88. (Prereq.: junior or senior standing)
COMMUNICATION
See listing under Speech/Communication and Theatre Arts.
T
he Augsburg computer science
department & v k to give students a sound
theoretical and practical foundation in
computer science. We offer both a B.A. and
a B.S. major. The computer science curriculum places emphasis on networks,
communications, and the use of computers
as an information access tool. The coursework provides students a strong base in
computer science, with emphasis on concepts rather than on applications. We
encourage students to strengthen their
coursework by electing an internship or
cooperative education experience. Our
location in the Twin Cities provides us
with an excellent resource of such experiences for students, and allows them to add
practical applications to their education.
CSC 451
Programming Languages and
Compilers I1
PHI 385 Introduction to Formal Logic
and Computation Theory
MAT 171 Discrete Mathematics for
Computing (recommended)
or MAT 145 Calculus I
or MAT 122 Calculus for the Social and
Behavioral Sciences
and two electives from
CSC courses above 200 at least one of
which is above 300
PHY 261 Electronics
MIS 475 Systems Analysis and Design.
At least one elective must be an upper division course.
BACHELOR OF SCIENCE
Computer Science Major
Computer Science Faculty
Charles Sheaffer (Chair), Larry
Crockett, Noel Petit, Larry Ragland, Karen
Sutherland.
BACHELOR OF ARTS
Computer Science Major
12 courses including:
CSC 160 Introduction to Computer
Science and Communication
CSC 170 Structured Programming
CSC 210 Data Structures
CSC 240 Introduction to Networking
and Communications
CSC 320 Algorithms
CSC 345 Principles of Computer
Organization
CSC 450 Programming Languages and
Compilers I
16 courses including:
CSC 160 Introduction to Computer
Science and Communication
CSC 170 Structured Programming
CSC 210 Data Structures
CSC 240 Introduction to Networking
and Communications
CSC 320 Algorithms
CSC 345 Principles of Computer
Organization
CSC 450 Programming Languages and
Compilers I
CSC 45 1 Programming Languages and
Compilers I1
PHI 385 Introduction to Formal Logic
and Computation Theory
MAT 145 Calculus I
MAT 146 Calculus I1
Two courses from:
MAT 245 Calculus I11
MAT 246 Linear Algebra
MAT 247 Modeling and Differential
Equations
-
118 Computer Science
MAT 271 Discrete Mathematical
Structures (recommended)
and three electives from:
CSC courses above 200
PHY 261 Electronics
MIS 475 Systems Analysis and Design
At least two electives must be upper division courses.
Computational Economics
The computational economics major
has been designed to serve students with
need for some basic understanding of computer science and economics. The major
requires six courses from computer science
and six from economics with a required
capstone independent study. Students
interested in this major should consult
with the faculty in computer science, in
economics, or one of the coordinators.
Coordinators
Jeanne Boeh, Department of Economics,
Lany Ragland, Department of Computer
Science.
Major in Computational Economics
13 courses including:
MAT 145 Calculus I
or MAT 122 Calculus for the Social and
Behavioral Sciences
CSC 160 Introduction to Computer
Science and Communication
CSC 170 Structured Programming
CSC 210 Data Structures
CSC 240 Introduction to Networking
and Communications
or CSC 320 Algorithms
or CSC 352 Database Management and
Design
CSC 345 Principles of Computer
Organization
ECO 112 Principles of Macroeconomics
ECO 113 Principles of Microeconomics
ECO 312 Intermediate Macroeconomics
ECO 3 13 Intermediate Microeconomics
ECO 318 Management Science
ECO 315 Money and Banking
or ECO 415 Managerial Economics
CSC 499 Independent Study
or ECO 499 Independent Study
Computational Philosophy
Computational Philosophy emphasizes
areas of interest in which philosophy and
computer science overlap: logic, artificial
intelligence, cognitive science, philosophy
of mind, and philosophy of language. The
major requires six courses from computer
science and six from philosophy with a
required capstone topics course. Students
interested in this major should consult
with the faculty in computer science, in
philosophy, or one of the coordinators.
Coordinators
David Apolloni, Department of
Philosophy. Charles Sheaffer, Department
of Computer Science.
Major in Computational Philosophy
13 courses including:
MAT 171 Discrete Mathematics for
Computing
or MAT 145 Calculus I
CSC 160 Introduction to Computer
Science and Communication
CSC 170 Structured Programming
CSC 210 Data Structures
CSC 320 Algorithms
CSC 373 Computer Science: An
Alternative Scheme I1
PHI 241 History of Philosophy I:
Ancient Greek Philosophy
PHI 242 History of Philosophy 11:
Medieval and Renaissance
Philosophy
PHI 343 History of Philosophy 111:
Modem Philosophy
PHI 365 Philosophy of Science
-
Computer Science 1I!
PHI 385
Introduction to Formal Logic
and Computation Theory
PHI 410 Topics in Philosophy
or CSC 495 Advanced Topics in
Computer Science
One upper division elective in philosophy
Departmental Honors
GPA of 3.5 in computer science and
mathematics, GPA of 3.1 overall, and an
independent study project.
CSC 160
CSC 170
Computer Science Minor
Six courses including CSC 160, 170,
210,345; and one upper division computer
science course, and one of MAT 171 or
MAT 145 or MAT 122..
Prerequisites: A course must be completed with a grade of 2.0 or higher to
count as a prerequisite for a computer science course.
Introduction to Computer Science and Communication
An introduction to computer science topics in hardware, software, theory, and
computer communications: algorithm design, logical circuits, network concepts, and the Internet, and programming. (Prereq.: MPG 3)
Structured Programming
A study of problem-solving, algorithm development, and programming using a
high-level programming language. (Three hours of lecture, 1.5 hours of lab.
Prereq.: CSC 160 and MPG 3; MAT 171 recommended)
CSC 210
Data Structures
Data structures such as linked lists, stacks, and queues; recursion. (Three
hours of lecture, 1.5 hours of lab. Prereq.: CSC 170, MPG 4, and one of MAT
122 or 145 or 171)
CSC 240
lntroduction to Networking and Communications
Principles and methods of data communications, information theory,
distributed processing systems, network protocols and security, standards,
network management, and general computer interfacing. (Prereq.: CSC 160
and MPG 3)
CSC 270
FORTRAN
Study of the FORTRAN programming language. It is assumed that the student
has a knowledge of programming methods and has done programming in
some other language. (Prereq.: CSC 170 or another course with a study of a
programming language)
CSC 272
UNIX and C
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. (Prereq.: CSC 170 or another
course with a study of a programming language)
20 Computer Science
CSC 273
CSC 320
Computer Science: An Alternative Scheme I
Study of an alternative approach to some of the most important concepts of
computer science including problem-solving, simulation, object-oriented programming, functional programming, procedural and data abstraction, and program interpretation. Intended especially for non-majors. Offered concurrently
with CSC 373. (Prereq.: None)
Algorithms
A systematic study of algorithms and their complexity, including searching
and sorting algorithms, mathematical algorithms, scheduling algorithms, and
tree and graph traversal algorithms. The limitations of algorithms, Turing
machines, the classes P and NP, NP-complete problems, and intractable problems. (Prereq.: CSC 210 and one of MAT 122 or 145 or 171)
csc 345
Principles of Computer Organization
An introduction to computer architecture, processors, instruction sets, and
assembly language programming. (Prereq.: CSC 210)
CSC 352
Database Management and Design
Structure of database management systems, query facilities, file organization
and security, and the development of database systems. (Prereq.: CSC 210)
csc 373
Computer Science: An Alternative Scheme II
Continuation of CSC 273, and offered concurrently with CSC 273. Majors who
have taken CSC 210 should register for CSC 373. (Prereq.: CSC 210 or 273)
csc 440
Advanced Networking and Operating Systems
Network management; client/server databases and workstations; TCPAP and
other network examples. Elements of operating systems, memory and process
management, interactions among major components of computer systems, and
a detailed study of the effects of computer architecture on operating systems.
(Prereq.: CSC 340 and 345)
CSC 450
Programming Languages and Compilers I
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. (Prereq.:
CSC 320 and PHI 385 or concurrently)
CSC 451
Programming Languages and Compilers II
Continuation of CSC 450: compilers, data structures, control structures, and
the run-time environment. Emphasis on implementation issues. (Prereq.: CSC
345, CSC 450, and PHI 385)
-
Computer Science 12'
CSC 495
Advanced Topics in Computer Science
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. (Prereq.: Consent of instructor)
Internships and Independent Study Courses:
CSC 199
lnternship
See description on page 87.
CSC 299
Directed Study
See description on page 88.
CSC 399
Internship
See description on page 87.
CSC 499
Independent StudyIResearch
See description on page 88.
A
major in East Asian studies is
offered through Augsburg and the other
Associated Colleges of the Twin Cities
(ACTC). This is an inter-college, interdepartmental program that is available as a
result of the cooperation and cross-registration possibilities among Augsburg
College, Hamline University, Macalester
College, The College of St. Catherine, and
the University of St. Thomas. The program
pools the resources and expertise within
the five institutions. This major enables
students to acquire a broad knowledge of
Japan, China, and other East Asian
nations, and to gain a functional knowledge of the language of one country.
Career opportunities for those who
attain a liberal arts degree in East Asian
studies include government service, international business, journalism, language
instruction, Asian arts, and intercultural
communication. The major provides a
foundation for graduate work in various
fields such as anthropology, economics,
history, international relations, business,
law, political science, sociology, and theatre. This major is also recommended for
those interested in education and work
with social and recreational agencies.
East Asian Studies Faculty
Martha Johnson, Director
DECREE AND MAJOR REQUIREMENTS
Major in East Asian Studies
Nine courses are required for the major.
Courses in the major must be approved by
the campus adviser and are distributed as
follows: four courses in an East Asian Ianguage; four additional courses, two of which
must be upper division (strongly recommended that one of these be a history
course on China or Japan); and an East
Asian studies seminar. A term of study
abroad and the completion of a minor in
another discipline are strongly recommended.
Study abroad opportunities for the
semester or a year are available in Hong
Kong, Japan, Korea, and the People's
Republic of China. Study abroad strengthens the East Asian studies major by offering a cross-cultural experience in the country of specialization.
Language Courses
Hamline University offers elementary
and intermediate courses in Chinese.
Macalester College and the University of
St. Thomas offer elementary and intermediate courses in Japanese. There is a contractual arrangement with the University
of Minnesota to take Chinese or Japanese
languages (without extra tuition charges);
see campus adviser. Non-majors may also
take the Chinese and Japanese language
courses.
East Asian Studies 12:
Minor in East Asian Studies
Five courses, no more than two of
which may be in the language. A minor in
East Asian studies provides exposure to an
area of East Asia that would complement
other disciplines.
Note: Interim courses or new courses
related to the East Asian Studies Program
may be substituted when appropriate,
with the consent of the campus adviser.
Faculty advising is recommended at all
stages of the major to plan a coherent and
effective program.
Each campus has a member on the
ACTC East Asian studies committee who
can assist students. The current advisers
are: Augsburg-Martha Johnson, (612)
330-1715; Hamline-Richard Kagan, (651)
641-2433; Macalester-Yue-him Tam,
(651) 696-6262; St. Catherine-Helen
Humeston, (651) 690-6651; St. ThomasYoung-Ok An, (651) 962-5621.
Approved Augsburg College courses for
the East Asian Studies Program (consult
program director for ACTC listing of
approved courses):
BUS 368
Responding to the Challenge
of Japan
ENG 282 Topics: Introduction to AsianAmerican Literature
HIS 104 The Modem Non-Western
World
PHI 355 Asian Philosophy
POL 363 Russian and Chinese Foreign
Policy
REL 356 History of Religions
THR 245 Introduction to Asian and
Asian American Theatre
Students may also take independent
studies (299, 499) or topics courses relating to East Asian studies in various departments, subject to consent of instructor and
approval of program director.
T
he Department of Economics offers a
program that stresses a strong theoretical
background, quantitative analysis, and an
emphasis on national and international
issues. Students who graduate with an economics major are well prepared to continue their education in a variety of fields or
to work successfully in business and government because of the strong liberal arts
emphasis within the major.
The department offers five majors. The
economics major and the applied economics majors lead to careers in the business
world or government. Computational economics provides a liberal arts entry into
the rapidly growing computer science field.
The combined economicshusiness administration major allows students great flexibility in order to explore both fields.
Finally, the teaching major in political sciencdeconomics allows secondary education licensure students to obtain a solid
background for teaching economics.
The study of economics provides a firm
foundation for confronting change because
it presents a disciplined way to analyze and
make choices. An economics major prepares students for community leadership
and leads to a great diversity of career
opportunities including law, teaching, journalism, private and public international
service. Pre-law and potential Master of
Business Administration students are especially encouraged to consider economics as
a major or a minor.
Students are able to combine an economics major with other disciplines such
as business administration, international
relations, mathematics, management infor-
mation systems, political science, history,
and area study programs. Students who are
interested in any type of quantitatively oriented graduate program in economics or in
business are encouraged to either major or
minor in mathematics. These students
should also take courses in computer science. Consult an adviser for specific course
suggestions.
Internships are recommended. Students
must consult with the department chair
and the internship office before registering
for academic credit.
Economics Faculty
Jeanne Boeh (Chair), Satya P Gupta
DECREE AND MAJOR REQUIREMENTS
Major in Economics
ECO 112 Principles of Macroeconomics
ECO 113 Principles of Microeconomics
ECO 312 Intermediate Macroeconomics
ECO 313 Intermediate Microeconomics
ECO 414 Welfare Economics
and three other upper division courses also
required:
MIS 175 Principles of Computing
for Business
MIS 379 Quantitative Methods for
Business and Economics
MAT 114 Elementary Functions
or MAT 121
Finite Mathematics
Calculus for the Social
or MAT 122
and Behavioral Sciences
-
Economics 12!
Major in Applied Economics
ECO 112 Principles of Macroeconomics
ECO 113 Principles of Microeconomics
ECO 311 Public Finance
or ECO 312
Intermediate
Macroeconomics
Money and Banking
or ECO 315
ECO 313 Intermediate Microeconomics
ECO 360 International Economics
EC0318 Management Science
or ECO 415
Managerial Economics
ECO 413 Labor Economics
ECO 399 Internship Program
or ECO 499
Independent Study
MIS 175 Principles of Computing
for Business
MIS 379 Quantitative Methods for
Business and Economics
ENG 223 Writing for Business and the
Professions
PHI120
Ethics
or PHI 125 Ethics and Human Identity
Teaching Licensure Major
Major in Computational Economics
Minor in Economics
The State of Minnesota has specific
licensing requirements for teachers that
may differ slightly in emphasis from the
Augsburg major requirements. The state
requirements may also be subject to change
after publication of this catalog. Students
therefore should consult with the Augsburg
Department of Education to identify current Minnesota teacher licensure requirements.
Teaching Major in Political Science
and Economics
See Political Science, page 224.
Departmental Honors
GPA of 3.5 in the major and 3.0
overall; a senior thesis and comprehensive
oral examination in the major field of
concentration.
Combined Major in Economics and
Business Administration
ECO 112, 113,312,313, and one additional economics upper division course.
Other configurations may be permitted by
consulting with the department chair.
Five economics courses including:
ECO 112 Principles of Macroeconomics
ECO 113 Principles of Microeconomics
ECO 312 Intermediate Macroeconomics
ECO 313 Intermediate Microeconomics
Note: Students who plan to major in
the department are strongly encouraged to
select a department adviser as soon as possible in order to carefully plan their program of study.
and one other upper division economics
course, and six accounting/business
administration/MIS courses including:
ACC 221 Principles of Accounting I
ACC 222 Principles of Accounting I1
BUS 242 Principles of Management
BUS 252 Principles of Marketing
BUS 331 Financial Management
or MIS 379
Quantitative Methods
for Business and
Economics
In addition to the courses listed on the
following pages, these topics have been
offered under ECO 295 or 495 Topics:
Consumer Economics, Research Methods
for Economics and Business, Advanced
Economic Theory, Decision-Making With
Finite Markov Chains, Soviet Economy,
Economics of Mutual Funds, and Health
Economics.
See Computer Science, page 118.
and one other upper division business course.
-
126 Economics
ECO 110
Economics of Urban Issues
Study of economic implications of many problems facing a metro-urban environment. Some of the topics to be discussed are fundamental microeconomic
tools, e.g., crime prevention, education, discrimination. (This is a basic course
designed for those students who do not plan to major in economics, business
administration, or MIS.)
ECO 112
Principles of Macroeconomics
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 or 110.
ECO 112 and 113 may be taken in either order. (Prereq.: MPG 2)
ECO 113
Principles of Microeconomics
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 110 or 112. ECO 112
and 113 may be taken in either order. (Prereq.: MPG 2)
ECO 219
History of Economic Thought
A chronological study of the major economic thinkers in the political, economic, philosophical, and social settings of the time. Emphasis will be on tracing long-term secular trends in economic thinking. (Prereq.: ECO 112 or 113)
ECO 295
Topics
Lectures, discussions, meetings with members of the staff or visiting faculty
regarding research methodology and current national and international economics problems and policies.
ECO 31 1
Public Finance
Analysis of the principles of taxation and public expenditures, the impact of
fiscal policy on economic activity, and debt policy and its economic implications. (Prereq.: ECO 113. Fall: alternate years)
ECO 312
lntermediate Macroeconomics
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. (Prereq.: ECO 112. Fall)
ECO 313
lntermediate Microeconomics
Theory of resource allocation, analysis of consumer behavior, firm and industry; the pricing of factors of production and income distribution; introduction
to welfare economics. (Prereq.: ECO 113. Spring)
-
Economics 12;
ECO 315
Money and Banking
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. (Prereq.:
ECO 112. Fall: alternate years)
ECO 317
Comparative Economic Systems
This course focuses on comparing the performance of various countries that
rely on different economic systems for the allocation of resources, including
systemic changes in Eastern Europe. Theoretical models are examined and
compared to real-world variants. (Prereq.: ECO 112 or 113: on demand)
ECO 318
Management Science
Provides a sound conceptual understanding of the modem 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. (Prereq.: ECO 113, MPG 3. Fall)
ECO 360
International Economics
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. (Prereq.: ECO 113. Spring:
alternate years)
ECO 365
Environmental Economics and Sustainable Development
This course addresses the environmental problems such as tropical deforestation, despoilation of air and water, ozone depletion, and global warming that
arise in the process of economic development to better the standard of living
of the developed and developing countries. (Prereq.: ECO 112 or 113. On
demand)
ECO 41 3
Labor Economics
Analysis of labor markets, labor as a factor of production, determination of
wage collective bargaining, labor legislation, and effects upon society. (Prereq.:
ECO 313. Spring: alternate years)
ECO 414
Welfare Economics
Basic concepts and propositions; Pareto optimality, economic efficiency of
alternative market structures; social welfare functions; normative concepts of
economic theory. (Prereq.: ECO 313. Spring: alternate years)
28 Economics
ECO 415
Managerial Economics
Integrates economic theory and corresponding practices in business. Among
the topics considered are theories and practices in forecasting, estimation of
demand and cost functions, and an analysis of economic problems of relevance to management. (Prereq.: MIS 379, ECO 313. On demand)
ECO 416
Mathematical Economics
Mathematical economics with emphasis on the application of mathematical
tools to the areas of micro- and macroeconomic theory. (Prereq.: ECO 312,
313, MAT 122)
ECO 495
Topics
Lectures, discussions, meetings with members of the staff or visiting faculty
regarding research methodology and current national and international economic problems and policies.
Internships and Independent Study Courses:
ECO 199
lnternship
See description on page 87.
ECO 299
Directed Study
See description on page 88.
ECO 399
lnternship
See description on page 87. (Prereq.: Completion of 50 percent of major or
consent of instructor)
ECO 499
Independent StudyIResearch
See description on page 88.
T
he Department of Education maintains liberal arts-based teacher education
programs that are accredited by the
Minnesota Board of Teaching and National
Council for Accreditation of Teacher
Education (NCATE). These programs lead
to recommendations for licensure by the
State of Minnesota for elementary (grades
K-8), a variety of secondary subject areas
(grades 5-12), and K-12 licenses in art,
health, physical education, and music.
Degree and/or licensure programs are
available in both weekday and weekend
formats. Weekend College degree and
licensure programs are limited to elementary, communication artsAiterature, and
social studies. Additional teaching majors
are available through the weekday program
and open to weekday and weekend students who can take courses on a weekday
schedule. All prerequisite, elementary core,
and professional education courses except
critical issues seminar and student teaching are available on a weekend or weekday
late afternoonlevening schedule. Fieldwork
for the seminar and for student teaching
must be completed during regular weekday
hours. All students must have some time
available each term for field experiences.
Students in all degree and/or licensure
programs must apply for acceptance into
the education department prior to beginning 300-400 level courses. State law
requires completion of the PPST-PRAXIS
exam prior to beginning 300-400 level
courses. Criteria for acceptance into the
education department are available in the
department. Students complete a semester
of full-time student teaching at the conclusion of their degree and/or licensure programs.
The education department offers nonlicensure majors in elementary education
and education studies. Contact the department for details. The department also
offers a special education minor which is
described at the end of this section after
course listings.
All students are expected to obtain an
education department adviser at the outset
of coursework. All students are expected to
become knowledgeable of programs and
follow through with department policies.
Handbooks outlining programs and policies are available through the education
department.
Student Teaching Abroad
Selected education department students
may participate in an international student
teaching abroad program. Those interested
in further information should contact the
education department at least one year
prior to student teaching. Students who
teach abroad will do part of their student
teaching in the Twin Cities area under
direct Augsburg faculty supervision.
Note: Major changes in Minnesota teacher
licensure will be implemented in the fall of
2000 and beyond. All students who will
complete degrees and/or licensure programs after August 31, 2001 fall under the
new licensure rules and must complete the
program outlined in this catalog. Students
who entered the College under a previous
catalog and who will complete their licensure after August 3 1, 2001 must comply
with the new program. No one will be
licensed under programs described in previous catalogs after August 3 1, 2001.
Education Faculty
Vicki Olson (chair), Virginia Allery,
Mary Ann Bayless, Joseph Erickson,
Jeanine Gregoire, Gretchen Irvine, Mary
Jacobson, Anne Jensen, Lynn Lindow,
Susan O'Connor, Ron Petrich, Barbara
West
Elementary Major and Licensure
Requirements:
Elementary education majors are
required to complete the following pre-requisite courses, core courses in math and
science, and major courses in education.
To be licensed they must also complete
an approved concentration and student
teaching.
Non-departmental pre-requisites:
ENG 111 Effective Writing
HPE 115 Chemical Dependency (.5)
INS 105 Intro. to American Indian
Studies or INS 260
Contemporary American
Indians (IA 1)
Math and Science Core
MAT 131 Math for the Liberal Arts
( W C T ) (if math concentration: MAT 331)
MAT 132 Numeracy for Contemporary
Society (QR) (if math concentration: MAT 122 or 145)
PHY 103 Conceptual Physics or PHY 116
Introduction to Physics (NW
1).
-,
PHY 114 Earth Science for Elementary
Teachers
BIO 102 (NW 2) (If science concentration, check with education
department)
Major Courses
Foundations Block I
EDC 200 Orientation to Education in an
Urban Setting (C)
EDC 210 Diversity in the Schools (.5)
EDC 220 Educational Technology (.5)
Foundations Block I1 (courses beyond this
point require admissions to the department)
EDC 310 Learning and Development
(HI)
EDC 315 Critical Issues Seminar (.5)
(registration continues through
Capstone Block)
Methods Block I
EED 310 K-6 Methods: Health/PE
EED 320 K-6 Methods: Reading
EED 330 K-6 Methods: Language
ArtsKhildren's Literature
Methods Block I1
EED 340 K-6 Methods:
VisuaVPerforming Arts (.5)
EED 350 K-6 Methods: Mathematics
EED 360 K-6 Methods: Science
EED 370 K-6 Methods: Social
Studies~ThematicStudies (.5)
EED 380 Kindergarten Methods (.5)
Capstone Block
EDC 410 Special Needs Learners
EDC 480 School and Society (Wl)
Student Teaching Block
EDC 481, 483,485 Student Teaching (3.0)
Student teaching is completed for licensure. It is not part of the major in elementary education. (S)
Beginning September 1, 2001, the state
of Minnesota will require specific supporting concentrations of study as a part of all
elementary teacher licenses. Teachers will
be able to teach at the middle school level
in their area of concentration. Students
must complete a coursework program in
one of the following concentration areas:
communication artsAiterature, mathematics, science, or social studies. In the future
an early childhood concentration may
become available through the ACTC consortium. Contact the education department
for further information.
A minimum GPA of 2.5 overall, 2.5 in
the major, 2.0 in the concentration, and
grades of P in student teaching courses are
required for licensure as well as 2.0 or better in all required core, concentration, and
education major courses. The equivalent of
-
Elementary Education 131
two full courses graded P/N, plus student
teaching, is the maximum allowed within
the elementary education major.
Graduation with distinction or departmental honors is available to elementary
education majors who maintain a 3.5 over-
I
t is the responsibility of each student to
meet all specific requirements of the education department and the subject area
major. Secondary and K-12 licensure students are expected to have advisers in both
their subject area major and in the education department. Secondary or K-12 licensure is available in art, biology, chemistry,
communication artsAiterature, health,
mathematics, music, physical education,
physics, and social studies.
Licensure requirements in the state of
Minnesota for teaching in secondary
schools are met through the Augsburg
College education department licensure
program. These requirements are: baccalaureate degree, academic major in an
approved teaching area, and completion of
an approved licensure program.
Non-departmental Prerequisites
ENG 111 Effective Writing
HPE 115 Chemical Dependency (.5)
INS 105 Intro. to American Indians or
INS 260 Contemporary
American Indians (IA 1)
PROGRAM REQUIREMENTS I
Foundations Block I
EDC 200 Orientation to Education in an
Urban Setting (C)
EDC 210 Diversity in the Schools (.5)
all GPA and a 3.75 overall GPA in the
major. An honors project must be completed, beginning in spring of the junior year.
Guidelines for graduation with distinction
are available in the education department.
EDC 220 Educational Technology (.5)
Foundations Block I1
EDC 310 Learning and Development
(HI)
EDC 315 Critical Issues Seminar (.5)
(Registration continues through
Capstone Block)
Methods Block I
ESE 300 Readinwriting in the Content
Area
ESE 325 Creating Learning
Environments
Methods Block I1
ESE 3XX K-12 or 5-12 Special Methods
in Licensure Area
Capstone Block
EDC 410 Special Needs Learner
EDC 480 School and Society (Wl)
Student Teaching Block
ESE 481, 483, 485,487 Student Teaching
(3.0-4.0). (S)
A minimum GPA of 2.5 overall, 2.5 in
education, 2.5 in the teaching major, and P
in student teaching are required for licensure. All required major, pre-requisite, and
education program courses must have a
grade of 2.0 or better.
Art, Health, Music, and Physical
Education Licensure (K-12)
Students preparing for licensure in one
of these areas follow the secondary educa-
-
132 Secondary Education
tion program even though they may plan
to teach at the elementary school level. A
person with a major in one of these special
areas will take four courses in student
teaching and do some student teaching at
both the secondary and elementary levels.
Note: Recommendation for teacher licensure in music is granted only to students
who successfully complete the requirements for the bachelor of music education
major.
Art, health, and physical education
teacher education programs lead to licensure for grades K-12. Music teacher education programs lead to licensure in the following areas: (1) Band and classroom
music (5-12); (2) Orchestra and classroom
music (5-12); (3) Vocal and classroom
music (K-9); (4) Vocal and classroom
music (5-12).
Students may no longer license in a
minor field of study.
EDC 200
Orientation to Education in an Urban Setting
Career exploration and overview of the teaching profession. Emphasis on historical and philosophical foundations of the American school system.
Fieldwork experience. (Prereq.: ENG 111, sophomore standing)
EDC 210
Diversity in the Schools (.5 course)
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.
EDC 220
Educational Technology (.5 course)
Psychological and philosophical dimensions of communication through the
use of instructional technology. Selection, preparation, production, and evaluation of effective audio-visual materials for teachingearning situations.
Computer training will be included in this course.
EDC 310
Learning and Development in an Educational Setting
A survey of educational psychology topics as applied to teaching and learning.
Special emphasis is placed on classroom applications. Fieldwork experience.
(Prereq.: PPST and admission to department)
EDC 315
Critical Issues Seminar (.5 course)
Reflective process to discuss field experience and critical issues in education.
Assistance with program portfolio. Registration continues until completion of
EDC 480. (Prereq.: PPST and admission to department)
EDC 410
The Special Needs Learner
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. (Prereq.:
PPST and admission to department or special permission of instructor)
-
Elementary Education 13:
EDC 480
School and Society
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. Fieldwork experience. (Prereq.: PPST and admission to department)
EED 310
K-6 Methods: HealthIPhy Ed
Examination and preparation of materials and resources for physical education
and health at the kindergarten and elementary levels. Fieldwork experience.
(Prereq.: PPST and admission to department)
EED 320
K-6 Methods: Reading
The study and use of a variety of teaching techniques and resources in reading,
including the diagnosis and correction of reading difficulties. Fieldwork experience. (Preq.: PPST and admissions to department)
EED 330
K-6 Methods: Language Arts1 Children's Literature
Examination and preparation of materials and resources for children's literature and language arts at the kindergarten and elementary levels. Fieldwork
experience. (Prereq.: PPST and admission to department)
EED 340
K-6 Methods: Visual/Performing Arts (.5 course)
Examination and preparation of materials and resources for visual/performing
arts at the kindergarten and elementary levels. Fieldwork experience. (Prereq.:
PPST and admission to department)
EED 350
K-6 Methods: Mathematics
Examination and preparation of materials and resources for mathematics at the
kindergarten and elementary levels. Fieldwork experience. (Prereq.: PPST and
admission to department)
EED 360
K-6 Methods: Science
Examination and preparation of materials and resources for science at the
kindergarten and elementary levels. Fieldwork experiences. (Prereq.: PPST and
admission to department)
EED 370
K-6 Methods: Social StudiesIThematic Studies (.5 course)
Examination and preparation of materials and resources for social studies and
thematic teaching at the kindergarten and elementary levels. Fieldwork experience. (Prereq.: PPST and admission to department. Day students register concurrently with EED 380)
EED 380
Kindergarten Methods (.5 course)
Study and use of a variety of techniques and resources for teaching kindergarten. Fieldwork experience. (Prereq.: PPST and admission to department)
EED 481,483,485,487 Student Teaching
Three to four courses of full-time, supervised classroom experience. Required
for licensure. Occurs upon satisfactory completion of degree program and program portfolio.
134
Secondary Education
SECONDARY EDUCATION - ESE
ESE 300
ReadingIWriting in the Content Areas
The study and use of a variety of middle school and secondary techniques and
resources to teach reading and writing through the content areas. Fieldwork
experience. (Prereq.: PPST and admission to department)
ESE 325
Creating Learning Environments
An introduction to assessment, lesson planning, and classroom organization
based in the Minnesota Graduation Rule, state testing, and national standards.
Emphasis on creating environments conducive to learning. Fieldwork experience. (Prereq.: PPST and admission to department)
ESE 310
5-12 Methods: Social Studies
Introduction to the teaching of the social sciences in middle and high schools.
Emphasis on instructional strategies and curriculum development. Middle
school portion required for elementary concentration in social studies.
Fieldwork experience. (Prereq.: PPST and admission to department)
ESE 320
5-12 Methods: TheatreIDance
Introduction to the teaching of theatre and dance in schools. Emphasis on
instructional strategies and curriculum development. Fieldwork experience.
(Prereq.: PPST and admission to the department)
ESE 330
5-12 Methods: Mathematics
Introduction to the teaching of mathematics in middle and high schools.
Emphasis on instructional strategies and curriculum development. Middle
school portion required for elementary concentration in mathematics.
Fieldwork experience. (Prereq.: PPST and admission to department)
ESE 340
5-12 Methods: Science
Introduction to the teaching of the natural sciences in middle and high
schools. Emphasis on instructional strategies and curriculum development.
Middle school portion required for elementary concentration in science.
Fieldwork experience. (Prereq.: PPST and admission to department)
ESE 350
5-12 Methods: Literature and Reading
Introduction to the teaching of literature and reading in the middle and high
schools. Emphasis on instructional strategies and curriculum development.
Required for elementary concentration in communication artsfliterature.
Fieldwork experience. (Prereq.: PPST and admission to department. NOTE:
Students seeking 5-12 communication artsAiterature license do not need to
take ESE 300).
ESE 356
5-12 Methods: Communication Arts
Introduction to the teaching of speaking, listening, and media in middle and
high schools. Emphasis on instructional strategies and cumculum development. Middle school portion required for elementary concentration in communication artsAiterature. Fieldwork experience. (Prereq.: PPST and admission to
department)
ESE 360
K-12 Methods: Visual Arts
Introduction to the teaching of visual arts in the schools. Emphasis on instructional strategies and curriculum development. Fieldwork experience.(Prereq.:
PPST and admission to department)
ESE 370
K-12 Methods: Music
Introduction to the teaching of music in the schools. Emphasis on instructional strategies and curriculum development. Fieldwork experience. (Prereq.:
PPST and admission to department)
ESE 481, 483, 485, 487 Student Teaching
Three to four courses of full-time, supervised student teaching required for
licensure. Secondary licenses require three courses. K-12 licenses require four.
Occurs upon satisfactory completion of licensure program and program portfolio.
The special education minor requires
six courses (five plus one prerequisite psychology course) that encompass an interdisciplinary perspective on the field of disability The minor is designed to fit the
needs of students in various disciplines
interested in disability issues.
Required courses:
EDC 410 The Special Needs Learner
EDU 491 Practicum and Seminar in
Special Education
SOC 231 Family Systems: A CrossCultural Perspective
PSY 102 or PSY 105
EDC 410
EDU 491
Choose one from the following:
PSY 351 Developmental Psychology:
Child
PSY 352 Developmental Psychology:
Adolescent and Young Adult
PSY 353 Developmental Psychology:
Middle and Older Adult
Choose one from the following:
SOC 265 Gender, Race, and Ethnicity
SWK 260 Humans Developing
SWK 301 History and Analysis of Social
Policy
PSY 357 Behavior Analysis
PSY 359 Psychological assessment
Interested students should contact the
director of special education at the outset
of coursework.
The Special Needs Learner
(see EDC course descriptions)
Practicum and Seminar in Special Education
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.)
A
ugsburg College has cooperative
arrangements with three universities to
allow students to earn a bachelor of arts
degree from Augsburg College and an engineering degree from either the University
of Minnesota Institute of Technology,
Minneapolis; Washington University
School of Engineering and Applied
Science, St. Louis, Missouri; or Michigan
Technological University, Houghton,
Michigan. Because of the special requirements and opportunities of these programs, early consultation with the
Augsburg engineering adviser is necessary.
Applications for these programs require the
recommendation of the Augsburg engineering adviser.
University of Minnesota
The Institute of Technology and
Augsburg cooperative arrangement provides
for two dual degree engineering programs:
Bachelor of ArtsIBachelor of
Engineering (B.A.1B.E.) enables students
to receive a bachelor of arts degree from
Augsburg College and a bachelor of engineering degree from the University of
Minnesota. The program typically involves
three years at Augsburg and two years at
the Institute of Technology.
Students may apply for the program
after completing the sophomore year. At
that time, they will be informed of their
status in the program and any further conditions necessary for final acceptance into
the program. Formal application to the
Institute of Technology may be completed
during the second semester of the junior
year at Augsburg.
Bachelor of ArtsIMaster of
Engineering (B.A.1M.E.) enables
students to receive a bachelor of arts
degree from Augsburg College and a
master of engineering degree from the
University of Minnesota. This program
involves four years at Augsburg and, typically, two years at the Institute of
Technology.
The curriculum is the same as the
B.A.B.E. cumculum with the addition of
several extra courses that are completed at
Augsburg during the senior year to minimize the number of undergraduate courses,
if any that students must take at the university before proceeding through the graduate curriculum. The number of such
courses varies by IT department and area
of emphasis within a department.
Application for admission into the
B.A.N.E. program should be initiated during the second semester of the junior year
at Augsburg. Formal application for the
program may be completed during the
senior year. Those admitted will receive
special counseling from the Institute of
Technology staff regarding courses that
should be taken during the senior year at
Augsburg. Participants in the B.A.M.E.
program are not guaranteed admission to
the Institute of Technology.
Washington University
(Three-Year Plan)
Michigan Technological University
(Dual-Degree Plan)
These two programs enable students to
receive a bachelor of arts degree from
Augsburg and a bachelor of engineering
degree from Washington University School
of Engineering and Applied Science or
Michigan Technological University in a
five-year period.
The first three years are spent at
Augsburg followed by two years at the
affiliated university Students accepted into
the program will be considered for admission to the engineering school if they corn-
-
Engineering 13
plete course requirements, have the requisite cumulative grade point average, and
are recommended by the engineering
adviser of Augsburg College.
Students are also encouraged to explore
opportunities for graduate work at
Washington University and Michigan
Technological University. Further information on these and other graduate programs
is available from the Augsburg engineering
adviser.
Financial Aid: Students receiving
financial aid who are participants in these
dual degree programs will be encouraged
to apply to the engineering school of their
choice for continuing support. Their applications will be evaluated using need and
academic performance as criteria.
Minimum course requirements for admission to the dual-degree or three-two programs:
CHM 115 General Chemistry
CHM 116 General Chemistry
CSC 170 Structured Programming
ENG 111 Effective Writing
PHY 121 General Physics I
PHY 122 General Physics I1
Four mathematics courses are required:
MAT 145 Calculus I
MAT 146 Calculus I1
MAT 245 Calculus 111
MAT 247 Modeling and Differential
Equations
or PHY 327 Special Functions of
Mathematical Physics
Additional courses to meet general education requirements and a total of 27 courses
at Augsburg. Normally MAT 145, 146 and
PHY 121, 122 are taken in the freshman
year. Students interested in chemical engineering also should take CHM 351,352.
T
hose who study. English
believe that
an intense concern for words, ideas, and
images helps people understand who they
are and who they can become. Writing
helps all of us clarify and share our
thoughts. Literature helps us contemplate
the pains and joys of human existence.
Through the study of English we see life's
complexity, experience life as others do,
and better understand the world in which
we live and work.
English relates closely to other majors
With the other arts, English is concerned
with the pleasure that comes from artistic
creation and with the contemplation of
works of art. With psychology and sociology,
English is concerned with individual and
group behavior. With philosophy, English
is interested in ideas and in the relation
between meaning and language. With science, English is interested in discovering
order and determining structures. With
speech and communication, English studies the effective use of language. With history and the other social sciences and
humanities, English studies the way people
have acted and thought at different times
and in various cultures.
The Augsburg Department of English
integrates its program with the cultural
opportunities of this vital urban area.
Augsburg students can walk to assigned or
recommended plays, films, and readings
available near the campus. English majors
have the opportunity to use and refine
their skills through working in internships
on and off campus, tutoring English as a
Second Language (ESL) students, tutoring
in the writing lab, or participating in the
Cooperative Education Program.
Students with an Augsburg English
major pursue careers in elementary, secondary, and college education, journalism,
government, law, the ministry, library science, medicine, advertising, public relations, publishing, writing, and other professions and businesses.
English Faculty
Kathryn Swanson (Chair), Candyce
Clayton, Robert Cowgill, Cass Dalglish,
Suzanne Donksy, Douglas Green, Joan
Griffin, Dallas Liddle, Roseann Lloyd,
Carter Meland, John Mitchell, Capper
Nichols, Ronald Palosaari,John Schmit,
Joan Thompson
Major
Nine courses above ENG 111, including:
ENG 225 Intermediate Expository
Writing
ENG 245 Introduction to Literature
One course in European literature:
ENG 271 European Literature:
Homer to Dante
or ENG 272
European Literature:
Renaissance to the
Modem Period
Two survey courses in British literature
from:
ENG 331 British Literature:
Medieval to Elizabethan
ENG 336 British Literature:
17th and 18th Centuries
ENG 337 British Literature: The
Romantics and the Victorians
One upper division course in
American literature:
ENG 350 American Literature Before
1920
or ENG 351
American Literature
Since 1920
One 400 level course
Two additional electives
-
English 1 3
Majors are encouraged to consult their
departmental adviser regularly. A student
with a double major or special program
that involves considerable work in ~ h c
English department should also work
closely with an adviser in the department.
Communication ArtsILiteratuni
,
Teacher Licensure Major
Prerequisite: ENG 111
I
Major Requirements (12 courses) I
ENG 225 Intermediate Equpnsito*
Writing
ENG 226 Creative Writing
I
or ENG 227 Journalism
I
or one additional upper division literature course from ENG 331, 336, 337.
350, 351, 338/438
ENG 245 Introduction to Literature
ENG 271 or 272 European Literature
ENG 345 Introduction to the EilgIBh
Language
ENG 361 Studies in Modem Fiction
ENG 399 Internship in Teaching \%'riting
ENG xxx Upper division literaturn course
from ENG 331,336, 331,350,
351, 338/438.
Note: If students choose two literamre
courses, one must be in American lilernture (ENG 350 or 351) and one musi be in
British literature (ENG 331, 336, 337.
338/438).
SPC 112 Contest Public Speaking
SPC 343 Broadcast Production I
SPC 352 Persuasion
SPC 354 Interpersonal Cnrnmunica~ion
Experiential Requirement (no credit)
One college-level experience required in
forensics, debate, newspaper, literary journal, or related activity (subject to department approval)
Special Methods (two courses)
ESE 350 Adolescent Literature and
Reading
ESE 356
Speech/Communications/Media
Literacy Methods
Additional ESE and EDC courses are
required for licensure. They include EDC
200, 210, 220, 310, 341, 343,441, 443;
ESE 300; EDC 410, 480; student teaching.
Contact an education department adviser
for information.
This major is only for those who seek
to be licensed in communication artsAiterature. Should licensure not be possible,
graduation can be achieved through an
English major, which requires at least two
additional, specific courses, or a speech
major.
Students are encouraged to take courses
toward their major during the freshman
and sophomore years, and apply for
teacher education no later than the spring
of their junior year.
Students in this program must work
with advisers in the English department
and the education department in order to
meet the professional requirements within
the education department as well as the
requirements for the major.
Departmental Honors
GPA of 3.5 in the major and 3.0 overall; submit proposal to department chair by
Oct. 15 in senior year for department
approval. Submit and defend paper before
faculty committee. Honors project may be
an independent study program (refer to
departmental guidelines).
Minor
Five courses above ENG 111, including
ENG 245; an upper division literature
course; and an additional writing course.
Concentration in Writing
Five courses in writing (above ENG 11l),
including ENG 225 and one upper division
course in writing.
- English
40
Transfer Students
Note: Transfer undergraduate majors
must take at least three of their English
courses at Augsburg. Transfer students
who minor in English must take at least
two of their English courses at Augsburg.
Transfer English education students
with a B.A. in English from another college
must take at least three of their English
courses at Augsburg (preferably upper division courses). These courses must be taken
before the department can recommend a
student for student teaching.
The English Placement Test
A writing sample is required of students
to determine their placement in an appropriate writing class. Students who do not
show competence in composition skillssuch as stating and supporting a thesis,
organizing clearly, and constructing paragraphs and sentences-are required to
enroll in ENG 101 Developmental Writing
where they receive more individual instruc-
tion than is possible in ENG 111 Effective
Writing. These students must pass ENG
101 Developmental Writing with a grade of
2.0 or higher before enrolling in ENG 111
Effective Writing.
Students in Effective Writing (ENG
111) and Developmental Writing (ENG
101) can elect the traditional grading system or P/N grading in consultation with
their instructor up through the last week
of class (without special permissionfpetition). Students who choose to receive a
traditional grade in either course will
receive a grade of N (one time only) if their
work is below a 2.0. A student who
repeats ENG 101 or 111 a second time and
does not receive a grade of 2.0 or higher,
will receive a grade of 0.0.
Prerequisites
ENG 111 Effective Writing is strongly
recommended but not a prerequisite for a
lower division literature course.
Prerequisite for an upper division literature
course is ENG 245 Introduction to
Literature andlor consent of the instructor.
ENG 101
Developmental Writing
A preparatory course for ENG 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.
ENG 111
Effective Writing
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.
ENG 216
American Indian Literature
A study of representative works of poetry and fiction by selected American
Indian writers. Discussion and analysis on ways in which literature reflects
and illuminates American Indian culture and traditions. (Spring)
English
ENC 217,218 English as a Second Language
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 ESL requirement is met. Students continue in
ESL until the requirement is completed but can receive credit for only two
courses (Fall: ENG 217; Spring: ENG 218)
ENC 223
Writing for Business and the Professions
A practical course designed to improve writing skills for those preparing for
business and professional careers. The writing of reports, letters, and proposals
is emphasized. Students are encouraged to use material from their own areas
of specialization. (Prereq.: ENG 111)
ENC 225
Intermediate Expository Writing
This course builds on the practices and methods of Effective Writing (ENG
111). Its workshop format stresses style and organization, the process of revision, self and peer evaluation, and the relationship between reading and writing. (Prereq.: ENG 111)
ENC 226
lntroduction to Creative Writing
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. (Prereq.: ENG 111)
ENC 227
Journalism
An introductory newswriting course with emphasis on writing for the print
and broadcast media. Students consider how to recognize news, gather and
verify facts, and write those facts into a news story. An introduction to legal
and ethical questions is included. (Prereq.: ENG 111)
ENG 236
Women and Fiction
A study of novels and short stories by women. Emphasis on the conditions
that have affected women's writing (including race and class), the reflection of
women's unique experiences in their writing, and the ways in which women
writers have contributed to and modified the Western literary heritage.
ENC 241
ENC 245
Introduction to Cinema Art
An investigation of the cinematic qualities, theoretical principles, and historical 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 esthetic movements. (Spring)
lntroduction to Literature
An initiation into the formal study of fiction, poetry, and drama, drawing on
works from several periods, different cultures and races, and male and female
writers. This course aims in particular to develop students' critical and analytical skills as the prerequisite for all upper level courses in literature.
14
-
-
12 English
ENC 251
Readings in American Literature
An introduction to selected texts of literary and historical importance that
yield an understanding of our Western heritage and contemporary American
world views. Themes could include the emergence of a national identity, the
shaping of a collective American memory, and the contributions to American
thought by women and people of color.
ENG 271
European Literature: Homer to Dante
Study of major works of Greek and Roman literature, including Homer, Virgil,
Aeschylus, Sophocles, and Dante. Works are studied with reference to their
mythological foundations, their cultural background, their influence on later
literature, and their enduring relevance. (Fall)
ENC 272
European Literature: From the Renaissance to the Modern Period
Study of masterpieces of literature, chiefly European, from the medieval to the
modern period, including such authors as Moliere, C e ~ a n t e sRabelais,
,
Voltaire, and Ibsen. (Spring)
ENG 282
Topics in Literature
Individual courses designed to investigate specific themes, movements,
authors, or works. The subjects selected for study in any year are listed in the
class schedule for that year.
ENG 331
British Literature: Medieval to Elizabethan
A study of Chaucer and the medieval milieu, as well as the development of
English poetry and drama in the English Renaissance. (Prereq.: ENG 245 or
consent of instructor. Fall)
ENC 336
British Literature: 17th and 18th Centuries
Reading, analysis, and discussion of works of selected writers from the metaphysical poets to pre-Romantics, with attention to the historical, intellectual,
and social influences and the major literary movements. (Prereq.: ENG 245 or
consent of instructor. Fall)
ENG 337
British Literature: the Romantics and the Victorians
A study of major writers of the 19th century, emphasizing Romantic and
Victorian poetry, Victorian prose, and two or three novels of the period.
Relationships among these writers are emphasized, and their lasting contribution to the forms of poetry and prose. (Prereq.: ENG 245 or consent of
instructor. Spring)
ENG 338
Shakespeare
Study of the bard's major plays-comedies, histories, tragedies, and romances
-for their literary, dramatic, and cultural significance. Taught in conjunction
with ENG 438. (Prereq.: ENG 245 or junior standing or consent of the
instructor. Spring)
ENG 341
Advanced Creative Writing
The purpose of this course is to help the experienced student improve creative
writing in a single genre, as announced in the class schedule. (Prereq.: ENG
226 or consent of instructor on the basis of submitted work.)
-
English 1 4
ENG 345
Introduction to the English Language
A structural and historical overview of theoretical and social issues concerning
the English language, including theories of language acquisition. Students are
introduced to the primary components of linguistics, and the development of
the English language. (Prereq.: ENG 245 or consent of instructor. Fall)
ENG 347
Quantitative Journalism:Computer-Assisted Reporting and
Research
This course introduces students to computer-assisted informational investigation and the interpretation of quantitative data in the writing of expository
essays and news reports. This course is designed for persons wishing to
explore the use of computer-assisted research and those preparing to enter the
communication professions. (Prereq.: ENG 225 or ENG 227 or consent of
instructor. MPG 3.)
ENG 350
American Literature Before 1920
Reading of selected writers from colonial times to the beginning of the 20th
century. Attention given to the intellectual, social, and literary movements that
stimulated the writers. The writers' continuing influence on our modern sensibility will be discussed. (Prereq.: ENG 245 or consent of instructor. Fall)
ENG 351
American Literature Since 1920
Writers are selected to represent the literary variety and the regional, ethnic,
and racial diversity of the men and women who have responded significantly
in literary works to the changing conditions of modem American life. (Prereq.:
ENG 245 or consent of instructor. Spring)
ENG 361
Studies in Modern Fiction
Emphasis is on significant works of selected prose writers, chiefly nonWestern, of the 20th century. (Prereq.: ENG 245 or consent of instructor. Fall)
ENC 382
Topics
Individual courses designed to investigate specific themes, movements,
authors, or works. The subjects selected for study in any year are listed in the
class schedule for that year. (Prereq.: ENG 245 or consent of instructor)
All 400-lmel courses will involve some reading and study of literaly criticism ol: in the case of
writing classes, ofwhat writers andlor composition theorists have to say about writing.
ENG 423
Studies in the British Novel
A survey of the development of the novel in England from its 18th-century
beginnings to the 20th century. Novels studied are selected from the works of
such authors as Defoe, Richardson, Fielding, Sterne, Austen, Dickens, Bronte,
Eliot, Joyce, and Woolf. (Prereq.: ENG 245 or consent of instructor. Alternate
years)
ENG 436
Women and Fiction
A study of novels and short stories by women. 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.
Reading of theoretical essays. (Prereq.: consent of instructor)
M English
I
ENC 438
Shakespeare
Taught in conjunction with ENG 338 (see above). Includes exposure to
Shakespeare criticism. (Prereq.: ENG 245 or consent of instructor. Spring)
ENC 445
Creative Non-Fiction: Advanced Expository Writing
Designed for the self-motivatedwriter, the course emphasizes the conventions of
professional writing, including appropriate styles, voice, subjects, and techniques for
gathering information. (Prereq.: ENG 225 and consent of instructor. Alternate years)
ENC 480
Criticism
The course focuses on a variety of recent critical theories and approaches with
which graduate programs in English expect some familiarity. In a seminar setting, students read and discuss original theoretical essays and experiment with
applications to a small group of literary and cinematic texts. (Prereq.: ENG
245 or consent of instructor. Alternate years)
ENC 482
Topics in Language and Literature
Individual courses designed to investigate specific themes, movements,
authors, or works. The subjects selected for study in any year are listed in the
class schedule for that year. (Prereq.: consent of instructor)
See department listingfor a description of thefollowing approved elective:
THR 325
Playwriting
Internships and Independent Study Courses:
ENC 199
lnternship
See description on page 87.
ENC 299
Directed Study
See description on page 88.
ENC 399
lnternship
See description on page 87. Note: The internship in Teaching Writing requires
completion of ENG 225 and approval of the department chair.
ENC 499
Independent StudyIResearch
See description on page 88. Open to junior or senior English majors with an
overall GPA of 3.0 and consent of department chair.
See listing under Interdisciplinary Studies.
See listing under Modem Languages.
See listing under Modem Languages.
(;ENERAL bTUDIES-GST
s
ome courses help to integrate leaming around topics in ways that are different
from the more traditional disciplines.
CST 009
Cooperative Education
General Studies includes specialized academic enrichment programs, and an integrative pro-seminar created by cooperating
faculty.
(.O course)
A non-credit notation recognizes the academic learning inherent in an
approved co-op education assignment, satisfactory completion of the evaluation process, and participation in reflection activities conducted by the Center
for Service, Work, and Learning. No course credit.
CST 100
Critical Thinking
A course to enhance the ability of students to analyze, synthesize, and evaluate
claims, this course is designed specifically to strengthen critical thinking skills
of entering students who are determined to need such skill enhancement by
the entry critical thinking assessment.
CST 140
Introduction to the Liberal Arts
An introduction to the philosophy of the liberal arts curriculum and improving those skills important to academic success: reading comprehension, notetaking and textbook reading, time management, vocabulary, test-taking, organization, concentration and memorization, learning style, conflict management, assertiveness training, and motivation strategies.
CST 200
Quantitative Reasoning/StatisticaI Literacy
Critical thinking about statistics as evidence in arguments involving predictions and explanations. Topics include reading and evaluating tables, graphs,
and statistical models as well as generalizations, traditional confidence intervals, and hypothesis tests. Emphasis on interpretation, evaluation, and communication. (Prereq.: MPG 3 )
CST 209
City Seminar: Experiential Education
(.O course)
Students engaged in a minimum of 50 hours of internship/service/cooperative
education use that experience as a catalyst for learning about the Twin Cities
as an urban community system. Students participate in a required seminar,
completing five reflective assignments designed to introduce them to a
systematic, ecological way to understand how cities function. The seminar
enables the student to meet the objectives of The City Perspective.
Permission of instructor. No course credit.
GERMAN
See listing under Modem Languages.
"a HEALTH AND lJHYSICAL
-tually all students at Augsburg
College will interact at some point in their
college years with the Department of
Health and Physical Education. It is the
philosophy of the department to provide
quality experiences in professional preparation and education for lifelong participation in physical activity. In addition, the
gifted athlete as well as the occasional participant will find ample opportunity for
athletic and developmental activities.
The physical education department
provides the organizational framework for
a wide range of educational experiences,
including several major and minor programs: general education in physical education; men's and women's intercollegiate
athletic programs; intramural programs for
men and women; and athletic facilities for
developmental and recreational activities.
The health education department prepares students for careers in school health
education and wellness. This program
offers a comprehensive health component
in examining prevention and promotion
needs for individuals, schools, and the
community.
All health and physical education
majors seeking licensure must receive a
grade of 2.0 in all courses with an HPE
prefix applying to the major.
HEALTH EDUCATION
Health Education Major
HPE 101 Fitness For Life
HPE 110 Personal and Community
Health
HPE 114 Health and Safety Education
HPE 115 Health and Chemical
Dependency Education
HPE 316 Human Sexuality
HPE 320 School Health Curriculum
(Interim: odd years)
HPE 390 Instructional Methods and
Materials (Interim: even years)
HPE 410 Administration and Supervision
of the School Health Program
(Interim: odd years)
HPE 450 Current Health Issues
BIO 103 Human Anatomy and
Physiology
PSY 201 Health Psychology
PSY 351 Developmental Psychology:
Child
or PSY 352 Developmental Psychology:
Adolescent and Young Adult
BIO 220 Microbiology
(at St. Catherine's)
Must have instructor's certification for CPR
and first aid.
Recommended:
HPE 355 Tests and Measurement
Teaching Licensure Major
Health and Physical Education Faculty
Marilyn Florian (Chair), Brian Ammann,
Lisa Broek, Carol Enke, Mary EwertKnodell, Paul Grauer, Alvin Kloppen, Lauri
Ludeman, Patricia Murphy, Jack Osberg,
Joyce Pfaff, Missy Strauch
The State of Minnesota has specific
licensing requirements for teachers that
may differ slightly in emphasis from the
Augsburg major requirements. The state
requirements may also be subject to
change after publication of this catalog.
Students therefore should consult with the
Augsburg Department of Education to
identify current Minnesota teacher licensure requirements.
-
Health and Physical Education 14;
Minor
Minor
HPE 101, 110, 114, 115,316,320, 390,
450, BIO 103.
HPE 101, 115,210,223,231,232,351.
There is no PE teaching minor in
Minnesota public schools.
PHYSICAL EDUCATION
Physical Education Major
HPE 101 Fitness for Life
HPE 114 Health and Safety Education
HPE 115 Health and Chemical
Dependency Education
HPE 210 Introduction to Physical
Education
HPE 220 Motor Learning
HPE 232 Dance (Interim)
HPE 254 Introduction to Development1
Adapted Physical Education
HPE 275 Prevention and Care of Athletic
Injuries (Interim)
HPE 323 Team Sports
HPE 331 Individual and Dual Sports
HPE 335 Outdoor Education
HPE 340 Organization and
Administration of Physical
Education Programs
HPE 350 Kinesiology
HPE 351 Physiology of Exercise
HPE 355 Tests and Measurement
HPE 473 Physical Education Curriculum
BIO 103 Human Anatomy and
Physiology
Teaching Licensure Major
The State of Minnesota has specific
licensing requirements for teachers that
may differ slightly in emphasis from the
Augsburg major requirements. The state
requirements may also be subject to
change after publication of this catalog.
Students therefore should consult with the
Augsburg Department of Education to
identify current Minnesota teacher licensure requirements.
Coaching (not a major)
Minnesota Board of Teaching Statute
3512.3100 Employment of Head Varsity
Coaches of Interscholastic Sports in Senior
High Schools requires:
HPE 114 Health and Safety Education
HPE 275 Prevention and Care of
Athletic Injuries
HPE 280 Coaching Theory
(Interim, odd years)
Internship in Athletic Training
requires:
BIO 103 Human Anatomy and
Physiology
BIO 252 Human Physiology (at St.
Catherine)
HPE 110 Personal and Community
Health
HPE 114 Health and Safety Education
HPE 275 Prevention and Care of Athletic
Injuries
HPE 350 Kinesiology
HPE 351 Physiology of Exercise
HPED 425 Advanced athletic training (at
St. Thomas)
Also required: 1,500 hours of practical
experience under the direction of a
Certified Athletic Trainer.
Recommended: PHED 250, PHED 422,
PHED 423, and PHED 425 (at St.
Thomas).
48 Health and Physical Education
-
HEALTH EDUCATION
HPE 100
Wellness (.5 course)
This course is designed to create an awareness of factors affecting one's state of
well-being with emphasis on individual control over these factors. This course
will allow students to discuss values, beliefs, experiences, and behaviors related to their personal health and various factors that influence personal health
decisions.
HPE 101
Fitness for Life
A course designed to provide the knowledge and skills to modify personal
health and fitness. (Fall and Spring)
HPE 110
Personal and Community Health
Modern concepts and practices of health and healthful living applied to the
individual and the community. (Fall)
HPE 114
Health and Safety Education
(.5 course)
Principles and practices of safety education in school and community life.
National Safety Council First Aid and CPR certification. (Fall, Spring)
HPE 115
Health and Chemical Dependency Education
(.5 course)
An analysis of chemical abuse and what can be done for the abuser. Includes
information about school health education and senices. (Fall, Spring)
HPE 316
Human Sexuality
A study of the psychological, social, and biological components of human sexuality. (Open to all students. Spring)
HPE 320
School Health Curriculum
(.5 course)
Techniques for developing a course of study in school health, based upon
growth and development, for grades K-12. Examination of "standards" and
pedagogy for health education, cuniculum, and assessment included.
(Interim)
HPE 355
Tests and Measurement (-5 course)
Survey of basic statistical procedures and evaluation of tests in health and
physical education. (Fall)
HPE 390
Instructional Methods and Materials in Health Education
Principles and methods of instruction applied to health education grades K12. Emphasis upon teaching/learning strategies and student assessment.
Evaluation and development of materials included. (Interim)
HPE 410
Administration and Supervision of the School Health Program (.5
course)
Historical background, legal basis, and school health services relationship to
community and school health programs and resources. (Interim)
-
Health and Physical Education 14!
HPE 450
Current Health Issues (.5 course)
This course uses "critical thinking" skills to examine current health issues in
text and media from a sociological, political, economic, and medical perspective. (Prereq.: HPE 110. Fall: even years)
PHYSICAL EDUCATION
HPE 002, 003 Lifetime Sports
(.O course)
Three hours per week. Two lifetime sports meet the general education requirements. No course credit. (Fall, Spring)
HPE 101
Fitness for Life
A course designed to provide the knowledge and skills to modify personal
health and fitness. (Fall, Spring)
HPE 210
Introduction to Physical Education
(.5 course)
History, principles, and philosophy of physical education and sport. (Spring)
HPE 220
Motor Learning
(.5 course)
The study of the processes associated with developing motor skills relative to
physical activity. (Spring)
HPE 232
Dance
(.5 course)
Theory and practice in teaching and performing American heritage and international dances. (Interim)
HPE 254
lntroduction to DevelopmentalIAdapted Physical Education
(.5 course)
A general overview of developmentavadapted physical education from early
childhood to grade 12 and the role of school-based health and physical education programs for special needs and handicapped students. (Fall)
HPE 275
Prevention and Care of Athletic Injuries
(-5 course)
Emphasis placed on preventing and treating common athletic injuries.
Practical experience in taping and training room procedures. (Prereq.: HPE
114. Interim)
HPE 323
Team Sports
(.5 course)
Theory and practice in team sports including history, rules, and skill development. (Spring)
HPE 331
Individual and Dual Sports
(.5 course)
Theory and practice in skills, teaching, and officiating individual and dual
sports including history, rules, and skill development. (Fall)
HPE 335
Outdoor Education
(.5 course)
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 campinghiking trip.
(Prereq.: HPE 101, HPE 114, HPE 210. Split falvspring, even years)
150
Health and Physical Education
HPE 340
Organization and Administration of Physical Education Programs
(.5 course)
A survey of management, leadership, and decision-making for physical education and athletic programs. (Prereq.: HPE 210. Fall)
HPE 350
Kinesiology
(.5 course)
Mechanics of movement with special emphasis upon the muscular system and
analysis of movement. (Prereq.: BIO 103. Fall)
HPE 351
Physiology of Exercise
The major effects of exercise upon the systems of the body and physiological
principles applied to exercise programs and motor training. (Spring)
HPE 355
Tests and Measurement (.5 course)
Survey of basic statistical procedures and evaluation of tests in health and
physical education. (Fall)
HPE 365
Physical Education Methods (K-6)
Procedures, materials, and issues for teaching physical education in grades K-6.
An in-depth view of all aspects of teaching physical education to elementaryaged children. (Consult with department chair for prerequisites. Fall)
HPE 368
Physical Education Methods (7-12)
(.5 course)
Procedures, materials, and issues for teaching physical education in secondary
schools. (Consult with department chair for prerequisites. Spring)
HPE 455
Sailing in the Virgin Islands
Designed for the beginning and intermediate sailor interesetd in the art and
practice of sailboat cruising. The course will take the participant to a competent level of sailboat handling (anchoring, mooring, helming, and crewing).
(Interim)
HPE 473
Physical Education Curriculum (.5 course)
Examination and preparation of materials and resources for physical education
with laboratory experience. (Prereq.: HPE 210. Fall)
Internships and Independent Study Courses:
HPE 199
lnternship
See description on page 87.
HPE 299
Directed Study
See description on page 88.
HPE 399
lnternship
See description on page 87.
HPE 499
Independent Study/Research
See description on page 88. Open only to junior or senior majors.
H
istory is to society what memory is
to an individual; it brings to a civilization
an understanding of its identity. The distinguished medievalist J. R. Strayer expressed
it this way: "No community can survive
and no institution can function without
constant reference to past experience. We
are ruled by precedents fully as much as by
laws, which is to say that we are ruled by
the collective memory of the past. It is the
memory of common experiences that
makes scattered individuals into a community."
The study of history enables us to deal
more knowledgeably with continuity and
change in society. The construction of an
informed sense of our past is a fundamental
ingredient in appreciating and understanding the present as well as anticipating the
future. History majors are prepared to be
active and contributing members of their
society The study of history, which has
long held a major role in the liberal arts,
is an entry to elementary and secondary
education, graduate study in several fields,
and a wide range of employment opportunities that require abilities in communication, conceptualization, and processing
of information.
History Faculty
Christopher Kimball (Chair), Jacqueline
deVries, William Green, Donald Gustafson,
Richard Nelson
medieval, modem Europe, U.S., and nonWestern.
Teaching Licensure
The State of Minnesota has specific
licensing requirements for teachers that
may differ slightly in emphasis from the
Augsburg major requirements. The state
requirements may also be subject to
change after publication of this catalog.
Students therefore should consult with
the Augsburg Department of Education to
identify current Minnesota teacher licensure requirements.
Minor
Five courses, at least three of which
must be upper division.
Departmental Honors
GPA of 3.6 in the major and 3.0 overall;
except in special instances, application
before the end of the first term of the
junior year; two years of a foreign language
at the college level (or its equivalent); an
honors thesis (equal to one course credit)
to be defended before a faculty committee.
First-year students should enroll in
one or more of the 101-104 courses.
200-level courses are normally reserved
for sophomore or upper division students.
Upper division courses are numbered
300 and above.
Prerequisites
Major
Nine courses (including HIS 495 seminar). At least four of these courses must be
upper division. A major must have at least
one course (either survey or upper level)
from each of the four areas: ancient and
Satisfactory completion of a lower division course (100- or 200-level) is normally
required before enrolling in an upper division course (300- and 400-level). See
instructor for permission.
-
5 2 History
Transfer Students
Transfer students planning a major
must normally take at least three of their
courses at Augsburg. A minor normally
requires two courses taken at Augsburg.
HIS 101
The Beginning of Western Culture
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.
HIS 102
The Shaping of Western Civilization
A consideration of European institutions and values from the waning of the
Middle Ages through the remodeling of Europe by Napoleon.
HIS 103
The Modern World
A study of the main currents in Western civilization from the time of
Napoleon to the present.
HIS 104
The Modern Non-Western World
An introduction to various centers of cultural and political power in Asia and
Africa of the last 200 years.
HIS 195
Topics in History
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.
HIS 220
America to 1815
A survey of the contacts between American, African, and European cultures
and the political, religious, and racial diversity that formed colonial life,
including a study of independence, expansion, and democratization of the new
republic.
HIS 221
19th-Century U.S.
A survey emphasizing cultural, social, political, and economic changes resulting from immigration, expansion, sectionalism, slavery, Civil War, and
Reconstruction.
HIS 222
20th-Century U.S.
A survey focusing on the nation's adjustment to industrialization and urbanization, the emergence of the U.S. as a world power, the rise of a strong federal
government, the implications of increasing racial and ethnic diversity, and the
impact of affluence.
HIS 225
History of the Twin Cities
The Minneapolis and St. Paul area serve as a case study for the themes of frontier urbanization, industrialization, and economic change; transportation,
immigration, and ethnicity; and urban politics and reform.
-
History 15:
HIS 228
American Legal History
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 modem legal system.
HIS 231
Scandinavian History: Prehistoric to 1750
An introduction to the settlement and development of Scandinavian countries.
Emphasis on topics such as the Vikings and Scandinavia's impact on and contributions to the development of European society.
HIS 232
Scandinavian History: 1750 to the Present
An introduction to the history of Scandinavian countries from the early mode m period to the present with an emphasis on the place of Scandinavian society in European and world history.
HIS 241
Topics in African American History
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.
HIS 242
History of African American Civil Rights, 1619-1915
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.
HIS 243
History of African American Civil Rights, 1915-1972
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.
HIS 311
Topics in Women's History
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.
HIS 323
Modern China
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.
HIS 326
American Indian History
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.
HIS 331
Topics in U.S. History
In-depth exploration of selected topics in U.S. history not regularly examined
in other departmental offerings. The specific topics to be offered will be
announced prior to registration.
54 History
HIS 332
History of U.S. Foreign Relations
A survey of U.S. foreign relations from the American Revolution through the
Cold War, emphasizing changing definitions of war and peace, tensions
between internationalism and isolationism, the emergence of the U.S. as an
economic and military power.
HIS 335
American Urban History
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.
HIS 336
American Labor History
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.
HIS 346
Namibia and South Africa: A Historical Perspective
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. (See page 169 in
International Studies.)
HIS 347
MesoAmerica: Legacy of the Conqueror
Four specific mini-courses together provide an overview of Mexico's historical
development from pre-Columbian times to the present day.
HIS 348
Russia and the Soviet Union in the 20th Century
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.
(Prereq.: 100-level course or consent of instructor)
HIS 352
Modern Germany
A survey of the social, political, and cultural development of modem
Germany, focusing on the question of Germany's sondenveg (special path) and
examining such topics as romanticism, unification, the rise of national socialism, and the Holocaust.
HIS 354
Britain and the Commonwealth Since 1688
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.
HIS 360
The Ancient Near East and Greece to 338 B.C.
Civilization of the Near East from earliest times through its extension and
elaboration by the Greeks. Emphasis is placed on cultural borrowing, achievement in the arts, religion, and political institutions.
-
History 15.
HIS 361
Hellenistic Greece and Rome to 330 A.D.
Alexander's Empire, the Hellenistic kingdoms, and the rise of Rome as the
world's greatest power, emphasizing personalities, the arts, and Rome's contributions in law and the political process.
HIS 370
The Late Middle Ages to 1560s
A study of the scholastic tradition and the role of the Church and state,
emphasizing modifications of these institutions by the Italian Renaissance and
the early years of the Reformation.
HIS 380
The History of Women in the West to 1870
A thematic and comparative examination with primary focus on Europe and
North America, emphasizing changing conceptions of women's work, public
roles, sexuality, life cycles, and familial roles in the Renaissance, early
American, Enlightenment, and Victorian periods.
HIS 381
The History of Women in the West Since 1870
With attention to class, racial, and ethnic differences among women, this class
examines the changing legal, political, economic, social, and sexual status of
women in Europe and North America since the Victorian period.
HIS 440
Topics in World History
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.
HIS 474
The World and the West
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.
HIS 495
Seminar
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. Permission of the instructor is required.
(Offered at least once each year, during the fall term.)
Internships and Independent Study Courses:
HIS 199
Internship
See description on page 87.
HIS 299
Directed Study
See description on page 88. A maximum of one course in directed study may
be applied to the major.
HIS 399
Internship
See description on page 87.
HIS 499
Independent StudyIResearch
See description on page 88. A maximum of one course in independent study
may be applied to the major. (Prereq.: 3.5 GPA in history)
T h e r e are two ways to graduate from
the Honors Program-Graduate with
Distinction or Honors Program graduate.
Graduating with distinction requires satis-
fying all program requirements, a 3.5 GPA,
and successful completion of a departmental honors project. Honors Program graduate requires a 3.3 GPA and service on the
Honors Review editorial board.
HON 100-101 Freshman Honors Seminar
This is the program's introduction to the Honors Program and to collegiate
scholarship. We explore an interdisciplinary mix of Western history, the Bible,
English literature, and philosophical texts as we assess the Western tradition
and Christianity's place within that tradition.
HON 160
Introduction to Computing and Communications
Integrated with HON 100, this course introduces computing basics, hardware
and software, the possibilities and limitations of computing, artificial intelligence, communications basics, the Internet, and some of the social, philosophic, and economic implications of computing.
HON 210
Self-Identify and Society
Psychological, sociological, anthropological, and theological perspectives are
used to explore the role of the individual in community and other social institutions.
HON 21 1
Dyanamic Social Systems
This course is designed specifically to facilitate the development of this understanding through the exploration of alternative social science perspectives of
how social organizations function and adapt.
HON 212
Human Community and Modern Metropolis
Using the basic concepts and methods of sociology, this course enables students to explore the concept of human community and the social institutions
which facilitate that community.
HON 214
Chemistry in Context
A one-semester introduction to science through selected topics in chemistry
that emphasize current issues in science. More specifically, it introduces honors students to science and scientific ways of knowing.
HON 365
Philosophy of Science
Explores and assesses scientific theories, laws of nature, evidence, whether science generates truth, and, from more recent developments, the philosophical
implications of chaos and complexity
HON 401
Senior Honors Seminar
This capstone course explores one of three topics: the relationship of science
to religion, the life and thought of C.S. Lewis, or the history and significance
of Hispanic Christianity in the United States.
I
nterdisciplinary studies covers a broad
spectrum of experience and coursework.
Through interdisciplinary courses, students
gain greater insight and understanding of
cultures and perspectives different from
their own. Through these experiences students are better prepared to become contributing members of the global community.
Augsburg also offers students the
opportunity to major and minor in
Women's Studies, and to minor in metrourban studies and American Indian studies.
For other interdisciplinary course
listings, see International Studies.
American Indian studies is a minor that
gives students the opportunity to learn
about the original, indigenous cultures of
INS 105
North America. Courses are cross-disciplinary, representing the religion, modern
language, art, history, English, and
women's studies departments. Interdisciplinary courses are offered as well in
cinema and contemporary issues. This
integrated course of study exposes students
to the beauty and richness of the diverse
tribal cultures still existing in our
country today.
Coordinator
Virginia Allery
Minor
Students must take five courses in
American Indian studies to get a minor.
The only requirements are INS 105 and at
least one upper division course. These
courses may also be taken as part of majors
or minors in other academic subjects or to
meet distribution/general education
requirements.
Introduction to American Indian Studies
This course is an introduction to the content areas of the American Indian
studies curriculum, including an overview of American Indian history,
American Indian literature, federal Indian policy, land issues, reservation and
urban issues, cross-cultural influences, art, music, and language. (Required f o ~
American Indian studies minor.)
OJB 111, 112 Beginning Ojibwe
(See Department of Modem Languages for course description.)
ENG 216
American Indian Literature
(See Department of English for course description.)
INS 233
Women: A Cross-Cultural Perspective
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. (Cross-listed with the Women's Studies Program.)
58 Interdisciplinary Studies
INS 260
Contemporary American Indians
This course examines the situation of American Indians in the United States
since the Indian Reorganization Act (1934). Emphasis is on such current
issues as tribal sovereignty, treaty rights, and education. The tension of cultural
change and religious, traditional persistence among selected American Indian
tribes today is highlighted.
INS 264
American Indians in the Cinema
Various images of the North American Indian, created by Hollywood and television, are studied. Films from 1913 to the present are viewed in order to provide 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 ideologies.
ART 290
Tribal Arts and Culture
(See Department of Art for course description.)
INS 320
American lndian Women
The focus is on the roles played by women in the tribal cultures of North
America. It explores the continuity of women's roles over time, as well as
changes in these roles, precipitated by the influence of Western colonialism. It
examines the life histories of Indian women and assesses their contributions to
Indian community life today. (Prereq.: one course in women's studies or
American Indian studies or consent of instructor. This course also applies to
women's studies.)
HIS 326
American lndian History
(See Department of History for course description.)
REL 370
American lndian Spirituality and Philosophical Thought
(See Department of Religion for course description.)
(Prereq.: junior standing)
REL 231
Religion in African American History
(See Department of Religion for course description.)
INS 225
Introduction to Islam
The course covers the ideological foundations of Islam, its basic concepts and
tenets, Islamic law (Shari'ah), Islamic economic and policial systems, and
Islamic patterns of life.
INS 232
The African American Experience in America
An overview of the major issues related to the African American experience,
focusing on historical, sociological, economic, legal, and psychological aspects
of that experience.
HIS 241
Topics in African American History
(See Department of History for course description.)
INS 3811581 Qualitative Research Methods
This course introduces students to the range of qualitative methods available
for the applied study of social issues and prepares them for a substantial
research project. In separate labs, students will acquire skills in either archival
research, content analysis, interviewing, or participant observation. (Prereq.:
upper division or graduate standing and at least one upper division course in
the student's major, or consent of the instructors)
Metro-urban studies is a multidisciplinary major and minor taught by faculty in
sociology, economics, history, political science, psychology, and other related disciplines. Metro-urban studies is designed to
blend classroom and field experience, theory,
and internships that focus the content of
liberal learning on the metropolitan community and the process of urbanization.
Metro-urban studies and the general
education Perspective on The City introduce students to the wide variety of developing careers related to urban and metropolitan affairs and equip students with the
analytical and theoretical tools required to
understand and contribute to the metropolitan community. The metro-urban studies major and minor also provide undergraduate preparation for postgraduate
studies in planning, architecture, law, public administration, environmental studies,
social welfare, government, community
organization, and theology.
Internships, community service-learning,
and cooperative education are available as
ways to enhance the quality of the major and
make fuller use of the extensive metropolitan opportunities afforded by the College's
location. The Higher Education Consortium
for Urban Affairs (HECUA) and Associated
Colleges of the Twin Cities (ACTC) enrich
the overall program with additional courses
and semester-long programs.
Metro-Urban Studies Faculty
Gany Hesser (Director, SOC), Andrew
Aoki (POL), Jeanne Boeh, (ECO), Chris
Kimball (HIS), Michael O'Neal (SOC),
Michael Shock (SWK)
Major
10 courses including:
POL 122 Metropolitan Complex
SOC 211 Community and the Modern
Metropolis
HIS 225 History of the Twin Cities
HIS 335 Urban American History
SOC 362 Statistical Analysis
or POL 483 PoliticaVStatistics/
Methodology
SOC 363 Research Methods
or POL 484 Political Analysis Seminar
SOC 381 The City and Metro-Urban
Planning
INS 399 Internship
Plus two additional approved urban-related
courses. (Courses fulfilling The City
Perspective generally meet the urbanrelated requirement.)
HECUA off-campus programs are highly
recommended, especially the MetroUrban Studies Term (MUST) T ~ Cities
n
program. Students interested in graduate
school are encouraged to take ECO 113
Principles of Microeconomics.
60 Interdisciplinary Studies
Minor
POL 122, SOC 211, HIS 225, and two
of the following: HIS 335, SOC 381, or INS
399.
The INS 399 Internship is highly recommended where appropriate. Other combinations are feasible if approved by the
director of the program.
METRO-URBAN STUDIES COURSES
Internships and Independent Study Courses:
INS 199
Internship
See description on page 87.
INS 299
Directed Study
See description on page 88. (Prereq.: POL 122 or SOC 211)
INS 399
lnternship
See description on page 87. Internships place students with sponsoring organizations that provide supervised work experience for a minimum of 10 hours a week.
INS 498
lndependent Study-Metropolitan Resources
An independently-designedcourse 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. (Prereq.: POL 122 or SOC 211 and consent of
instructor)
INS 499
lndependent StudyIResearch
See description on page 88. (Prereq.: POL 484 or SOC 363)
URBAN STUDIES OPTIONS
THROUGH HECUA
Augsburg co-founded and plays a leading role in the Higher Education
Consortium for Urban Affairs. Through
HECUA, Augsburg students have access to
I. Metro-Urban Studies Term (MUST)-Fall
six interdisciplinary field learning programs of exceptional quality located in
Scandinavia, South America, Central
America, and the Twin Cities.
Also see International Studies listings.
or Spring
This "Semester in the Cities" program focuses upon the Twin Cities metro area.
INS 358
Reading Seminar: Diversity and Unequal Urban Development
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.
-
Interdisciplinary Studies 16'
INS 359
Field Seminar: Urban Inequality and Social Change
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.
INS 399
Internship
(2 course credits)
See description on page 87.
II. City Arts-Spring
Study of the politics of artistic expression and the relationship between emerging art and
urban cultures. Minneapolis-St. Paul provides rich resources for the program.
INS 330
Field Seminar: Emerging Art and Urban Cultures
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.
INS 331
The Politics of Artistic Expression
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.
INS 399
Internship
(2 course credits)
See description on page 87.
Ill. See HECUA under International Studies (SUST, SAUS, CILA, and EECLA)
equivalent competency)
The Middle East studies minor offers
students the opportunity to learn about the
religions, economic situation, historical
and political developments, literature, philosophy, and culture of Middle Eastern
people and countries.
Requirements
Six courses, including language and
area studies courses (consult the program
director for ACTC listing of approved
courses):
1. Language courses: one year (2 courses) of elementary Arabic, Hebrew, or
another Middle Eastern language (or
2. Required foundational course: POL
358 (Hamline) Politics and Society of the
Middle East.
3. Area courses: three courses distributed among the humanities and social sciences, with at least one course to be selected in each area.
Students are encouraged to continue
more advanced language study through the
ACTC language contract with the
University of Minnesota. A program of
study abroad or an internship in the
Middle East is recommended strongly and
will receive credit toward the minor.
-
162 Interdisciplinary Studies
NORDIC AREA STUDIES-NAS
Nordic area studies is an interdisciplinary program. The curriculum treats
Norden (Denmark, Finland, Iceland,
Norway, and Sweden) not only as a geographical area, but as an integrated cultural
region with a shared history, common values, and a high degree of political, social,
and economic interdependency Courses in
Nordic area studies postulate a Nordic
regional identity as a context in which to
appreciate the differences between the five
individual countries and to understand the
complexity of their interactions among
themselves and the global community.
Coordinator
Frankie Shackelford
Major
Eight courses, six of which must be upper
division.
Other Requirements
At least four of the courses required for
the major must be Augsburg courses. The
remainder may be transfer credits included
in the major on approval of the program
coordinator. Students graduating with a
major or minor must also present the
equivalent of intermediate level competence in a Scandinavian language. See
Norwegian language course listings under
the Department of Modem Languages.
Recommended supporting preparation:
Study abroad through International
Partners, or SUST (See International
Studies, International Partners, and
Scandinavian Urban Studies Term); independent study in Denmark, Norway,
Sweden, Finland or Iceland; elective courses or a second major such as Norwegian,
history, political science, urban studies,
business administration, international relations, sociology or social work.
Minor
Four upper division courses.
NORDIC AREA STUDIES COURSES
HIS 231
Scandinavian History: Prehistoric to 1750
An introduction to the settlement and development of Scandinavian countries.
Emphasis on topics such as the Vikings and Scandinavia's impact on and contributions to the development of European society.
HIS 232
Scandinavian History: 1750 to the Present
An introduction to the history of Scandinavian countries from the early
modem period to the present with an emphasis on the place of Scandinavian
society in European and world histoly.
NAS 230
Contemporary Norden
A broad survey of Nordic culture with special emphasis on conditions and
developments in the 20th century. No knowledge of Scandinavian language
required.
NAS 351
The Modern Nordic Novel
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. (Spring: alternate years)
-
Interdisciplinary Studies 16:
NAS 352
The Modern Nordic Drama
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. (Spring: alternate years)
NAS 372
Norwegian Language and Culture
(See International Studies, Scandinavian Urban Studies Term)
NAS 377
Scandinavia in the World
(See International Studies, Scandinavian Urban Studies Term)
ART 382
Scandinavian Arts
(See Department of Art)
NAS 393
Norwegian Art and Literature: Perspectives on Social Change
(See International Studies, Scandinavian Urban Studies Term)
NAS 394
Urbanization and Development in Scandinavia
(See International Studies, Scandinavian Urban Studies Term)
Internships and Independent Study Courses:
NAS 199
lnternship
See description on page 87.
NAS 299
Directed Study
See description on page 88.
NAS 399
lnternship
See description on page 87
NAS 499
Independent StudyIResearch
See description on page 88.
For degree and major requirements see page 262.
164 INTERNATIONAL KELATIONS
I
nternational Relations is an interdisciplinary major that offers the student both
breadth and depth. The student may focus
on a discipline or geographic area of the
world. The program consists of a core of
seven courses and six electives chosen
from a wide list of courses offered at
Augsburg and other colleges. Students are
encouraged to consider foreign study for
an Interim or semester. Competency in one
language is required, and some students
study two languages.
The goal of the program is to give students a broad exposure to international
studies with considerable freedom to
choose options for specialization. Students
in the recent past have focused their studies on Latin America, the Middle East,
Western Europe, Russia and East Central
Europe, the Far East, Southeast Asia, etc.
Recent students have had double
majors in history, political science, international business or a foreign language.
Numerous combinations of majors and
minors are possible with the international
relations major.
Director
Norma Noonan
Required courses:
ECO 112 Principles of Macroeconomics
Principles of
or ECO 113
Microeconomics
HIS 103 The Modem World
or HIS 104 The Modem Non-Western
World
POL 158 Political Patterns and Processes
or POL 160 World Politics
POL 490 Seminar in International
Relations
Two of the following:
HIS 332 History of U.S. Foreign
Relations
POL 363 Russian and Chinese Foreign
Policy
POL 461 Topics in International Politics
Also, the equivalent of four terms of
college work in a modem language.
Required electives
Six of the following (not more than three
from any one discipline may be counted
toward the major):
BUS 362,364,368,465,466
ECO 314,317,360,365
HIS 346,348,352,354,440,474
PHI 355
POL 350,351,359,382,459
REL 356,420
SOC 336
SPC 329
FRE 332, GER 332, NOR 331, SPA 331,
SPA 332, NAS 330 (See Modem Languages.)
SWK 230
Interim courses, seminars, independent
study, topics courses, and courses at other
colleges/universities can be considered here
with the approval of the program director,
as well as a fourth term or higher of college work in a second language.
Departmental Honors
GPA of 3.5 in the major; 3.0 overall. In
addition to fuming the requirements for
the major, the student must complete an
honors thesis no later than March 1 of the
senior year and must defend the thesis
before a faculty committee. Students
should declare their intention to complete
an honors major by the end of their
junior year.
-
International Studies 162
Minor
ECO 112 or 113, HIS 103 or 104, and
POL 158 or 160. One course from HIS
332, POL 363 or 461. One year of modem
language. Three courses from the list of
required electives for the major. Not more
than two courses from any department can
count toward the minor.
I
nternational study at Augsburg aims to
increase intercultural competency and
reflects the College's strong commitment to
internationalism. Programs administered
by the Center for Global Education, by
International Partners, and by the Higher
Education Consortium for Urban Affairs
(HECUA) offer excellent opportunities for
rigorous academic work, greater understanding of cross-cultural issues, and
exploration of the benefits of global
citizenship.
Study abroad is an integral part of several majors at Augsburg, but will add an
international dimension to any academic
program. Students normally receive the
same number of course credits abroad as
they would if studying on campus. Courses
abroad can fulfill major, distributionlgenera1 education, and graduation requirements
when approved by the
appropriate program directors and
faculty before departure.
Note: Only the fourth or higher term of
language counts toward the major; prerequisite courses or competencies cannot be
credited toward the 13 required courses.
Students should confer with the program
director about regional and disciplinary
concentrations possible within the major;
for example, a concentration in a geographic area or one of the major disciplines
in the program.
Students in good academic standing (a
minimum GPA of 2.5) at Augsburg may
apply for permission to study off campus
through the Center for Global Education
or through International Partners. In addition to semester and year-long programs,
Interim and summer abroad courses also
provide a number of educational opportunities. Students interested in these or other
external off-campus study experiences
should contact the Center for Global
Education. Applications are due March 1
for the fall term or academic year, and
September 30 for the spring term. The cost
for many programs is comparable to full
room, board, and tuition for on-campus
study, plus airfare. Financial aid is granted
on the same basis as on-campus study
THE CENTER FOR GLOBAL
EDUCATION
The mission of the Center for Global
Education at Augsburg College is to provide cross-cultural educational opportunities in order to foster critical analysis of
local and global conditions so that personal and systemic change takes place leading
to a more just and sustainable world.
66 International Studies
The center's study programs are conducted in Mexico, Central America, and
Namibia. They integrate rigorous academic
work with real-life experiences. Students
learn not only from textbooks but live in
the midst of the society they are studying,
encountering the people and culture inside
and outside the walls of a classroom. All
programs include family stays, regional
travel, community-based living, and opportunities for volunteer work and internships.
International study programs administered by the Center for Global Education
and approved by Augsburg are listed below.
For information on these programs, contact
the academic programs abroad office.
INTERNATIONAL PARTNERS
The International Partners Program
combines rigorous academic work with
daily immersion in another culture. It
offers students an opportunity to study
abroad with outstanding faculty and to
gain practical experience overseas in their
major fields.
The program is founded on reciprocal
agreements with selected institutions of
higher learning in Europe. Under these
agreements International Partner students
from abroad receive part of their academic
training at Augsburg, and qualified
Augsburg students are guaranteed admission to partner institutions, where courses
are pre-approved for credit toward graduation requirements at Augsburg.
Study abroad through Intemational
Partners emphasizes business, education,
and social work, but is not limited to these
fields. The study program may be for one
year, one semester, a one-month Interim,
or a summer session. Participation may be
on an individual basis or as part of a student group. For further information, contact the International Partners office.
THE HIGHER EDUCATION
CONSORTIUM FOR URBAN
AFFAIRS (HECUA)
Augsburg, in consortium with other
colleges and universities, offers programs
through HECUA in four different fullsemester programs in Norway, Guatemala,
and Ecuador. All programs emphasize the
impact of social change and cross-cultural
factors on the human community. HECUA
programs include intense language experience and field study. The cost is equivalent
to full tuition, roAm, and board for one
semester on campus, plus airfare.
For non-international HECUA courses,
see Interdisciplinary Studies (INS), MetroUrban Studies.
Intemational study programs administered by HECUA and approved through
Augsburg are listed below. For information
on these programs, contact the Center for
Global Education.
-
International Studies 16;
CENTER FOR GLOBAL EDUCATION COURSl
CROSSING BORDERS: GENDER AND SOCIAL CHANGE IN MESOAMERICA
(M EXIC0)-FALL
This program is an intensive semester of study and travel designed to introduce students to the central issues facing Mesoamerica, with emphasis on the experiences and
empowerment of women. Students engage in gender analysis of key social, economic,
political, and cultural issues in Mexico and Guatemala, explore the interconnectedness of
race, class, and gender, and learn first-hand from both women and men who are involved
in struggles for sustainable development and social change.
Courses are offered for credit in the disciplines as listed. INS 311 and POL 359 are also
approved for credit in women's studies. Participation in the program will fulfill one IAl
general education perspective credit. REL 366 will fulfill one CF3 perspective credit, and a
Spanish course will fulfill one IAl, 2 or 3 perspective credit. Application deadline is April
1
SPA 116, 216, 316 Intensive Individualized Spanish
Intensive, individualized instruction for several hours a day for four weeks at
the beginning of the semester, taught by Mexican instructors. (Required
course. Placement level determined by program director.)
SPA 356
20th-Century Voices
Students examine issues of social change through the voices of contemporary
Latin American writers. Attention is given to short stories, poetry, and testimonials of indigenous peoples and Central American refugees. (will fulfill IA 1, 2,
or 3 perspective)
INS 311
The Development Process
Students reflect critically on issues of development, hunger, injustice, and
human rights, with special emphasis given to the experience of women. Latin
American development and educational theories and practices are examined,
as well as social change strategies.
POL 359
Women in Comparative Politics-Women in Latin America
An examination of critical global issues affecting Latin America and the impact
these factors have on women: diminishing resources and sustainable development, refugee issues, foreign debt and international trade, political ideologies,
and revolution. (Required course.)
REL 366
The Church and Social Change in Latin America
A study of the dominant theological perspectives that have shaped Latin
America culture and politics. Focuses on the relationship between theology
and sociaVpolitica1transformation.
SPAIINS 399 Service-Learning Internships
Students gain hands-on work experience in a Mexican organization that promotes social change andlor development. 800-100 hours of community service
required.
-
168 International Studies
RELIINS 499 Independent Study
Students design a proposal to independently explore a topic of interest that is
either interdisciplinary or related to religious studies. If the proposal is
approved, the student will collaborate with an instructor who will guide the
independent study.
GENDER AND THE ENVIRONMENT: LATIN AMERICAN PERSPECTIVES
(MEXICO)-SPRING
This program introduces students to the socio-economic and political issues of the
region with a focus on the impact of environmental policies on the lives of women and
men from varying economic classes and ethnic groups in Mexico and Central America.
Students examine this complex web of issues and how the people of Mexico are responding to pressures on family, society, and the natural environment. Application deadline
is Oct. 15.
Participation in the program will fulfill one IA1 general education perspective credit,
and a Spanish course will fulfill one IA1, 2 or 3 perspective credit.
SPA 116, 216, 316 Intensive Individualized Spanish
Intensive, individualized instruction for several hours a day for four weeks,
taught by Mexican instructors. (Placement level determined by program director.)
SPA 356
20th-Century Voices
Students examine issues of social change through the voices of contemporary
Latin American writers. Attention is given to short stories, poetry, and testimonials of indigenous peoples and Central American refugees.
SOC 286
Social Stratification
A study of social stratification theory, focusing on its application in the Latin
American context. Special attention will be given to the forms, causes, and
consequences of gender, class, and raciallethnic stratification in Mexico.
POL 295
Political Economy of Development in Latin America: Gender and
Environmental Perspectives
Topics studied include development politics in Latin America from preColumbian times to the present, environmental issues from a gender perspective, and political and economic policies that promote and/or hinder sustainable development.
REL 31 1
Theology, Ethics, and the Environment
An overview of contemporary environmental theology and theologically-based
approaches to environmental ethics using case studies of environmental problems in Mexico and Central America.
SPAIINS 399 Service-Learning Internships
Students gain hands-on work experience in a Mexican organization that promotes social change and/or development. 800-100 hours of community service
required.
International Studies 16
RELIINS 499 Independent Study
Students design a proposal to independently explore a topic of interest that is
either interdisciplinary or related to religious studies. If the proposal is
approved, the student will collaborate with an instructor who will guide the
independent study.
1 MULTICULTURAL SOCIETIES IN TRANSITION: SOUTHERN AFRICA PERSPECTIVES (NAMIBIA)-FALL
This intensive program of travel and study is designed to introduce participants to the
central issues facing Southern Africa. Namibia is a nation that has recently gained independence and is making a transition from colonialism to independence. Students will explore
the complex political, social, and economic dynamics of building a new nation.
Application deadline is April 1.
Participation in the program will fulfill one IAl general education perspective credit.
REL 346 will fulfill one CF3 perspective credit.
INS 312
The Development Process-Southern Africa
This course provides the opportunity to reflect critically on issues of development, hunger, injustice, and human rights and examines basic theories of
development as well as particular strategies of development that are being
implemented in Namibia and South Africa.
REL 346
The Church and Social Change in Southern Africa
This course examines the changing role of the church in the midst of the
political transformations of Southern Africa. Students will meet with people
representing a variety of religious perspectives and roles within churches and
religious organizations.
HIS 346
Namibia and South Africa: A Historical Perspective
This course is an overview of the history of Namibia and South Africa, including the experience of indigenous peoples, the impact of occupation by South
Africa, and the war for independence.
POL 353
Political and Social Change in Namibia: A Comparative
Perspective
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.
INS 399
Internships
1 SUSTAINABLE DEVELOPMENT AND SOCIAL CHANGE: GUATEMALA,
EL SALVADOR, NICARAGUA)-FALL
OR SPRING
This program introduces students to the key issues facing the Central Americans. For
two decades the people of Central America have been in upheaval and have experienced
fundamental social and political change. Students examine the impact of revolution and
civil war on the lives and culture of the people and the environment of Guatemala, El
70 International Studies
Salvador, and Nicaragua. Application deadline is April 1.
Participation in the program will fulfill one IA1 general education perspective credit.
REL 366 will fulfill one CF3 perspective credit, and a Spanish course will fulfill one IAl, 2
or 3 perspective credit.
SPA 116, 216, 316 Intensive Individualized Spanish
Intensive, individualized instruction for several hours a day for four weeks at
the beginning of the semester, taught by Guatemalan instructors. (Placement
level determined by program director.)
INS 267
Contemporary Social Movement in Central America
This course focuses on social movements in the region and their relationship
to the environment. Students explore impact of ongoing colonization and
modernization on indigenous cultures.
ECO 495
Topics: Sustainable Economic Development
This course examines the concepts of economic development and growth in
the "third world." Students are introduced to the theories of economic development and definitions of sustainable development. They study the relationship between economic development and ecological damage.
REL 366
Church and Social Change in Latin America
This course explores the role of religion in Latin American societies, past and
present, given the factors of political oppression and social injustice. Students
examine the "theologies of liberation."
NATION BUILDING, GLOBALIZATION, AND DECOLONIZING THE MIND:
SOUTHERN AFRICAN PERSPECTIVES (NAMIBIA)-SPRING
This program examines these crucial issues from the perspectives of the new democracies of southern Africa. Namibia won its independence in 1990 after decades of apartheid
South African colonialization. South Africa had its first democratic election in 1994. As
these nations struggle to build nationhood and deal with the legacies of apartheid and
colonialism they are faced with the challenges posed by the rapid process of globalization
in today's world; the challenges posed by under and unequal development; and the longterm project of decolonizing the mind. Augsburg application deadline: Sept. 30.
Participation in the program will fulfill one IA1 general education perspective credit
and REL 346 will fulfill one CF3 perspective credit.
INS 312
The Development Process-Southern Africa
This course provides the opportunity to reflect critically on issues of development, hunger, injustice, and human rights, with special emphasis given to the
experience of women. The course examines basic theories of development.
REL 346
The Church and Social Change in Southern Africa
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.
-
International Studies 17
POL 359
Topics: Women in Comparative Politics-Southern
Africa
This course is an integrative seminar focusing on the participation of women
in struggles for liberation in Southern Africa and on their emerging role in
newly-independent Namibia.
INS xxx
Roots and Realities of Racism in Southern Africa and the USA: A
Comparative Examination
This course explores historical parallels of the development in southern Africa
and in the US, 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.
INS 399
Internships
SCANDINAVIAN URBAN STUDIES TERM: NORWAY (SUST)-FALL
This interdisciplinary program focuses on the contemporary Scandinavian societies and
issues of the development of cities, urban problem solving, and urban life. Local, regional,
and international field study and site visits in Scandinavia and the former Soviet Union.
Augsburg application deadline: March 1.
INS 372
Norwegian Language
Intensive language instruction at beginning or intermediate levels, with
emphasis on conversational listening and speaking skills. Students with
advanced Norwegian language proficiency have the option of studying
Norwegian literature. Students should consult with the chair of the modem
languages department for language credit.
INS 377
Scandinavia in the World
Exploration of Scandinavian viewpoints as small power nations in a world of
superpowers and their role in issues of peace, conflict resolution and arms
control, East-West relations, European security, trade, and the Third World.
INS 393
Scandinavian Art and Literature: Perspectives on Social Change
Social change and issues of change and development in Norway as reflected in
its art and literature. Selected works for survey of Norwegian history with
emphasis on the contemporary period. Field study, site visits (theatres, museums, galleries), and discussions with artists active in a variety of media.
INS 394
Urbanization and Development in Scandinavia
Examination of urban economic, social, and cultural policies and practices as
a reflection of issues of the modem welfare state and social democracies.
Includes historical survey of transformations from rural and regional cultures
to urbanized and advanced industrialized nations. Emphasis on Norway, with
field travel to other capitals for a comparative view.
INS 499
Independent Study (Students may choose either INS 372 or 499)
-
72 International Studies
SOUTH AMERICAN URBAN SEMESTER: GUATEMALA AND ECUADOR-FALL
This interdisciplinary program, with travel to Guatemala and Ecuador, provides an
overview of history, culture, economy, and politics of these regions. Students study theories
and models of development and explore their usefulness in understanding the regional and
global context. Augsburg application deadline: March 1.
INS 261
Spanish Language
All students take Spanish at the intermediate level or conduct an independent
study if they are at an advanced level (see below). Language emphasizes acquisition of skills for maximum participation in SAUS program and field work.
INS 361
Introduction to Latin America
Overview of Latin American geography, history, economy, politics, culture, and
arts with emphasis on program sites as case studies. Focus is on economic
development issues, theories, and models applicable to Latin America.
INS 362
Urbanization in Latin America
The development of cities and implications for social change in Latin America.
Topics include history of cities, rural-urban migration, industrialization, environmental issues, governmental policies, and urban elites. Models and theories
of urbanization and development are compared.
INS 363
Wealth, Poverty, and Community Development
The plight and prospects of the urban poor in Latin America. Emphasis on
field study in barrio communities and site visits to public and private agencies
dealing with urban problems.
INS 499
Independent Study
COMMUNITY INTERNSHIPS IN LATIN AMERICA: ECUADOR (GILA)-FALL
CILA combines an internship, independent study and seminars on community participation, and development in the Latin American urban setting. Based in Quito, Ecuador,
students live with local families, work in an agency three days a week, and meet as a group
twice a week. Augsburg application deadline: March 1.
INS 366
Community Participation for Social Change
Examines pressing social realities and policy initiatives in Colombia in recent
decades. Explores concepts of community, democracy, participation, and community organization, and their meaning for community work. Provides tools
to evaluate strategies for social, political, and economic development.
Integrates readings, guest lectures, faculty and student presentations, discussions, and field work.
INS 499
Independent Study
Students define topic of interest related to program themes and use analytical
tools gained in CILA to study a particular issue or case. A faculty member
advises the student throughout to assure adequate focus and incorporation of
primary field research in the project design.
International Studies 1;
INS 399
(2 course credits)
Internship Placement and Seminar
Placement matches student-defined goals and interests with one of a wide
range of agencies working toward community development and social change.
Students work 20 hours per week, assisting with special projects and a program operations. A learning contract outlines expectations of student. agency,
and program for the term. The internship seminar provides for structured
reflection, analysis, and integration of the experience.
ENVIRONMENT, ECONOMY, AND COMMUNITY I N LATIN AMERICA:
GUATEMALA AND CUBA (EECLA)--SPRING
Through fieldwork and hands-on projects, students explore the impact of global d e w opmenl on local culture and environment and the response of indigenous cornmunitics in
Guatemala, with travel to Cuba or another Latin American country. Aupburg application
deadline: Sepr. 30.
All students take these four inter-related courses:
Social Dynamics and the Environment
The Ethics of Development: Local and Global Implications
Spanish in the Field (advanced-level language course)
INS 499 Independent Study Project (students chooses topic)
Check with the specific international studies program director for requirements in the
program.
MANAGEMENT
INFORMATION
SYSTEMS
See listing under Business Administration, Accounting, and Management
Information Systems.
76 Mathematics
in calculus should consult with the mathematics department. All other students must
take the Augsburg Math Placement Exam,
which is administered by the Academic
Advising Center. The exam is given during
College registration sessions and at other
announced times during the year. Practice
questions and other information are available from the Academic Advising Center.
Students in MPG 1 may take MAT 103 to
advance to MPG 2. Students in MPG 2
may take MAT 105 to advance to MPG 3.
Students in MPG 3 may take MAT 114 to
advance to MPG 4. No other MAT course
changes a student's MPG. Students are also
permitted to retake the Math Placement
Exam during their first term of enrollment
at Augsburg College. Review help is available from the Academic Enrichment
Center.
Prerequisites
A course must be completed with a
grade of 2.0 or higher to count as a prerequisite for a mathematics course.
MATHEMATICS COURSES
MAT 103
Everyday Math
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 MPG 2. MAT 103 does not count as a credit
toward graduation. (Prereq.: MPG 1)
MAT 105
Applied Algebra
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 MPG 3. Students
preparing for MAT 114 should consult the department. (Prereq.: MPG 2 and a
year of high school algebra. WEC-additional sessions are required)
MAT 114
Precalculus
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 MPG 4. (Prereq.: MPG
3)
MAT 121
Finite Mathematics
Concepts of finite mathematics such as combinatorics, probability, matrices,
linear programming, theory of interest, and graph theory with an emphasis on
quantitative reasoning. Students who have completed MAT 271 may not register for credit. (Prereq.: MPG 3)
MAT 122
Calculus for the Social and Behavioral Sciences
Concepts of differential and integral calculus with an emphasis on applications
in the social and behavioral sciences and business and quantitative reasoning.
Students who have completed MAT 145 may not register for credit. (Prereq.:
MPG 3)
Mathematics 17;
MAT 131
Mathematics for the Liberal Arts
An examination of the interaction between the development of mathematics
and that of Western civilization with an emphasis on connections to teaching
mathematics to children. Students who have completed MAT 331 may not register for credit. (Prereq.: MPG 3)
MAT 132
Numeracy for Contemporary Society
An examination of the applications of mathematics in an interdisciplinary setting with an emphasis on quantitative reasoning and connections to students'
life, work, and interests. Students who have completed a Quantitative
Reasoning course may not register for credit. (Prereq.: MPG 3)
MAT 145-146 Calculus 1 8 11
Concepts of calculus of one-variable functions, including derivatives, integrals,
differential equations, and series with an emphasis on mathematical investigation and quantitative reasoning. (Prereq.: MPG 4 for MAT 145; MAT 145 for
MAT 146)
MAT 163
Introductory Statistics
Concepts of elementary statistics such as descriptive statistics, methods of
counting, probability distributions, approximations, estimation, hypothesis
testing, analysis-of-variance, and regression. (Prereq.: MPG 3)
- -
MAT 171
Discrete Mathematics for Computing
Concepts of discrete mathematics including binary representations, sequences,
recursion, induction, formal logic, and combinatorics with an emphasis on
connections to computer science. Students who have completed MAT 271 may
not register for credit. (Prereq.: MPG 3; Coreq.: CSC 160)
MAT 173
Math of Interest
Concepts of elementary financial mathematics such as annuities, loan payments, mortgages, and life insurance with an emphasis on quantitative reasoning. (Prereq.: MPG 3)
MAT 245
Calculus Ill
Concepts of multivariable calculus including functions of several variables,
partial derivatives, vectors and the gradient, multiple integrals, and parametric
representations. (Prereq.: MAT 146)
MAT 246
Linear Algebra
Concepts of linear algebra including systems of linear equations, matrices, linear transformations, abstract vector spaces, determinants, and eigenvalues.
(Prereq.: MAT 245 or MAT 271)
MAT 247
Modeling and Differential Equations
Concepts of differential equations including methods of solving first and second order equations and modeling using difference equations and differential
equations with an emphasis on applications to the sciences. (Prereq.: MAT
146)
178 Mathematics
MAT 252
Exploring Geometry
Concepts of geometry including Euclidean and non-Euclidean geometries
and geometric transformations with an emphasis on geometric reasoning,
conjecturing, and proof. (Prereq.: MAT 145 or MAT 122 and MPG 4)
MAT 271
Discrete Mathematical Structures
Concepts of discrete mathematics including number theory, combinatorics,
graph theory, recursion theory, set theory, a i d formal logic with an emphasis
on algorithmic thinking, mathematical reasoning, conjecturing, and proof.
(Prereq.: MAT 146)
MAT 314
Abstract Algebra
Concepts of algebra including the abstract structures of groups, rings, integral
domains, and fields. (Prereq.: MAT 246, MAT 271)
MAT 324
Analysis
Concepts of real analysis including functions, derivatives, integrals, and series
in a theoretical setting with an emphasis on written communication of mathematical ideas. (Prereq.: ENG 111, at least two of MAT 245, 246, 247, or 271)
MAT 327
Special Functions of Mathematical Physics
(See PHY 327)
MAT 331
History of Mathematics
Concepts of historical importance from the areas of geometry, number theory,
algebra, calculus, and modem mathematics. An examination of the interaction
between the development of mathematics and that of western civilization.
Does not apply toward the mathematics major or minor. (Prereq.: MAT 145 or
MAT 122 and MPG 4, junior or senior standing)
MAT 373
MAT 374
Probability and Statistics I
Concepts of probability including methods of enumeration, random variables
and probability distributions, expectation, the Central Limit Theorem, and
important ideas and problems of statistics. (Prereq.: MAT 245)
Probability and Statistics II
Concepts of statistics including sampling distributions associated with the
normal and other distributions, methods of estimation, hypothesis testing,
regression, analysis of variance, and nonparametric statistics. (Prereq.: MAT
373)
MAT 385
Mathematics Practicum
The application of mathematical problem solving to real-world projects sought
from off-campus nonprofit organizations. Contains a service learning component. (Prereq.: at least two of MAT 245, 246, 247, or 271 and consent of
instructor)
-
Mathematics 1 7 s
MAT 481
Topics in Mathematics
Study of an advanced topic such as complex analysis, numerical analysis,
mathematical biology, operations research, chaotic dynamical systems, fractal
mathematics, knot theory, topology, or foundations of mathematics. (Prereq.:
at least two MAT courses numbered above 200 and consent of instructor)
MAT 491
Mathematics Colloquium
Information about contemporary applications, career opportunities, and other
interesting ideas in mathematics. Presented by outside visitors, faculty members, or students. Cames no course credit.
Internship and Independent Study courses:
MAT 1991399 Internship
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. (Prereq. for upper division: at least one upper division MAT
course, junior or senior standing). See also description on p. 87.
MAT 499
Independent StudyIResearch
Selection and study of an advanced topic outside of the offered cumculum
with the guidance of a faculty member. Presentation at a departmental colloquium is required. (Prereq.: at least one upper division MAT course, junior or
senior standing, and consent of instructor). See also description on p. 88.
See listing under Interdisciplinary Studies.
- M O D E R N LANGUAGES
Modern Languages Faculty
The
Department Of
Languages
at Augsburg College contributes in many
ways to realizing the College's mission of
liberal arts educkon for service
in today's world. The department is committed to the view that education should
go beyond career preparation and that
familiarity with the language and culture of
another people is an essential step in the
development of a truly global perspective.
The modem languages department
offers language, literature, and culture
courses leading to majors in French,
German, Norwegian, and Spanish.
Introductory courses in Ojibwe and
American Sign Language are offered at
Augsburg, and courses in Chinese, Japanese,
Latin, and Greek are available to Augsburg
students through the College's affiliation
with ACTC, a consortium of Twin Cities
colleges.
Knowledge of several languages, perhaps combined with the study of linguistics, is essential in preparing for careers in
second-language education and translation,
but also represents a valuable special qualification in many other professions.
Students anticipating careers in intemational business, social work, the diplomatic
corps, the health professions, or the ministry may wish to take a second major or
minor in modem languages. In addition,
a minor in languages or linguistics is a
valuable research tool for those intending
to pursue graduate study in most academic
disciplines.
Mary Kingsley (Chair), Pary PezechkianWeinberg, Frankie Shackelford, R o m h
Soto, Donald Steinmetz
Major
The major consists of nine courses
above 21 1, including two courses in culture, two courses in language, two courses
in literature and three electives (from any
of the three areas above). At least seven of
these courses must be taught in the target
language of the major and at least four of
them must be taken on the Augsburg campus.
Minor
The minor consists of four courses
above 2 11,including one each in language,
literature, and culture. At least three of
these courses must be taught in the target
language, and at least two of them must be
taken on the Augsburg campus.
Graduation with Distinction
Majors seeking graduation with distinction must apply in the junior year.
Requirements: 3.5 GPA in the major, 3.5
GPA overall, and honors thesis.
Prerequisite
A prerequiste must be completed with a
minimum grade of 2.0 or P.
Transfer Students
Transfer students intending to major or
minor in languages must take a minimum
of one upper division course per year at
Augsburg. See major/minor above for lim-
-
Modern Languages 181
its on non-Augsburg courses. Courses
accepted for transfer must have been taken
within the past seven years.
Study Abroad
A semester of study abroad is required
for majors and some study abroad is
strongly recommended for minors. An
advanced-level internship in the major language (399) or an interdisciplinary internship (INS 199), linking language skills
with community service and career exploration, is strongly encouraged.
Teaching Licensure
Teacher candidates in French, German,
and Spanish must consult with the
Department of Education for specific information and enrollment in the program as
well as for information on special methods
courses. All transfer teacher candidates,
including those who have completed a college language major elsewhere, must take
at least two courses in language, literature,
or culture at Augsburg. A minimum grade
of 3.0 in Conversation and Composition
(311) is a departmental requirement for
teaching majors. Licensure requires successful completion of the Competency
Exam prior to student teaching. See
requirements for State of Minnesota
Licensure for Teaching in Secondary
Schools under Department of Education.
After spring term 2001, Augsburg
College will no longer offer a licensure
program in modem languages. See the
Department of Education or the chair of
the Department of Modem Languages for
information on other options.
AMERICAN SIGN LANGUAGE (ASL)
ASL 101, 102 Beginning American Sign Language I, II
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.
CHINESE (CHN)
Chinese language studies are possible through a contractual arrangement with the
ACTC East Asian Studies Program and the University of Minnesota East Asian language
department. Contact the East Asian studies director for more information.
FRENCH (FRE)
FRE 111, 112 Beginning French I, II
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. Four
class meetings per week. Laboratory work is an integral part of the course.
(Fall: 111; spring 112. WEC-additional sessions required)
-
182 Modern Languages
FRE 21 1, 212 Intermediate French I, II
Selected articles, inteniews, 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 &&mar. Laboratory work.
(Fall: 211; spring: 212)
FRE 295
Topics in Literature, Culture, or Linguistics
FRE 311
Conversation and Composition
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.
Laboratory assignments. A prerequisite to other upper division courses. (Fall)
FRE 331
French Civilization: Historical Perspective
A study of the diversified development of the French from their beginnings to
the modem 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. (Prereq.: FRE 311 or consent of instructor. Spring: on rotational basis)
FRE 332
French Civilization Today
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. (Prereq.: FRE 311 or consent of instructor. Spring:
on rotational basis)
FRE 350
Introduction to Literature for Language Students
Theory and practice of literary studies. A theoretical component (in English)
treats the basic principles of literature, literary genres, and different approaches to literary analysis. Students apply the elements of theory through reading,
analyzing, and discussing selected works. (Prereq.: FRE 311 or consent of
instructor. On demand)
FRE 351, 353 Survey of French Literature I, II
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. (Prereq.: FRE 311 or consent of instructor.
Spring: on rotational basis)
FRE 41 1
Advanced Conversation and Composition
By means of reading, speaking, and writing on topics of intellectual, social, or
political interest, the student acquires extensive training in the four skills at an
advanced level. Attention to accuracy and effectiveness, characteristic levels of
expression, refinements in style and organization. Laboratory assignments.
(Prereq.: FRE 311 or consent of instructor. Fall)
FRE 495
Topics in Literature, Culture, or Linguistics
-
Modern Languages 18:
Internships and Independent Study Courses:
FRE 199
Internship
See description on page 87.
FRE 299
Directed Study
See description on page 88.
FRE 399
Internship
See description on page 87.
FRE 499
Independent StudyIResearch
See description on page 88.
GERMAN (CER)
CER 111, 112 Beginning Cerman I, II
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. Laboratory materials available. (Fall: 111; spring:
- 112.
WEC-additional sessions required.)
CER 211, 212 Intermediate Cerman I, II
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. (Fall: 211; spring: 212)
CER 295
Topics in Literature, Culture, or Linguistics
CER 31 1
Conversation and Composition
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. (Fall)
CER 331
German Civilization and Culture I
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 (1643). In German. (Prereq.: GER 311 or consent of instructor.
Spring: on rotational basis)
CER 332
German Civilization and Culture II
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. (Prereq.: GER 311 or
consent of instructor. Spring: on rotational basis)
-
184 Modern Languages
CER 350
Introduction to Literature for Language Students
Theory and practice of literary studies. A theoretical component (in English)
treats the basic principles of literature, literary genres, and different approaches
to literary analysis. Students apply the elements of theory through reading,
analyzing, and discussing selected works. (Prereq.: GER 3 11 or consent of
instructor. On demand)
CER 351
Survey of Literature: German Literature from Chivalry to
Romanticism
The intellectual, cultural, and political history of all peoples is reflected in
their literature. 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.
CER 354
Survey of Literature: German Literature in the 19th and 20th
Centuries
The literary, cultural, and scientific background of the new millennium has
many German-speaking roots in the works of figures like Karl Man, 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 modem age.
CER 41 1
Advanced Conversation and Composition
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.
(Prereq.: GER 3 11 or consent of instructor. Fall)
CER 495
Topics in Literature, Culture, or Linguistics
Internships and Independent Study Courses:
CER 199
lnternship
See description on page 87.
CER 299
Directed Study
See description on page 88.
CER 399
lnternship
See description on page 87
CER 499
Independent StudyIResearch
See description on page 88.
-
Modern Languages 18:
JAPANESE(JPN)
Japanese language studies are possible through a contractual arrangement with the
ACTC East Asian Studies Program and the University of Minnesota East Asian language
department. Contact the East Asian studies director for more information.
NORWEGIAN (NOR)
NOR 111, 112 Beginning Norwegian I, II
Introduction of the four basic language skills: speaking, listening, reading, and
writing. Stress is on communication and its cultural context. Laboratory work
expected. (Fall: 111; spring: 112)
NOR 21 1, 212 Intermediate Norwegian I, II
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. Laboratory
work expected. (Prereq.: NOR 112 or equivalent. Fall)
NOR 295
NOR 31 1
Topics in Literature, Culture, or Linguistics
Conversation and Camposition
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. (Prereq.:
NOR 21 1 or equivalent. Spring)
NOR 331
Norwegian Civilization and Culture
A two-tiered approach allows students to place contemporary cultural devel-
opments, 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. (Prereq.: NOR 311 or consent of
instructor. Fall: alternate years)
NOR 350
Introduction to Literature for Language Students
Theory and practice of literary studies. A theoretical component (in English)
treats the basic principles of literature, literary genres, and different approaches
to literary analysis. Students apply the elements of theory through reading,
analyzing, and discussing selected works. (Prereq.: NOR 311 or consent of
instructor. On demand)
NOR 353
Survey of Norwegian Literature
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.
(Prereq.: NOR 311 or consent of instructor. Fall: alternate years)
-
186 Modern Languages
NOR 41 1
Advanced Conversation and Composition
Extensive practice in spoken and written Norwegian, based on litera~yand
cultural readings. Students serve as peer-tutors for those registered in NOR
311. Readings, journals, discussion, role-playing, and written, and oral reports
in Norwegian. (Prereq.: NOR 311 or consent of instructor. Spring)
NOR 495
Topics in Literature, Culture, or Linguistics
Internships and Independent Study Courses:
NOR 199
lnternship
See description on page 87.
NOR 299
Directed Study
See description on page 88.
NOR 399
lnternship
See description on page 87.
NOR 499
Independent StudyIResearch
See description on page 88.
OJIBWE(OJB)
Two courses in Ojibwe (Chippewa) are offered a>Augsburg, both as part of the modem
languages department and as part of the American Indian studies minor.
OJB 111, 112 Beginning Ojibwe I, II
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.
SPANISH (SPA)
Courses in addition to those below are offered through various programs listed under
International Studies.
SPA 111, 112 Beginning Spanish I, II
Aims to develop the four basic skills: understanding, speaking, reading, and
writing of elementary Spanish. Introduction to culture of the Spanish-speaking
world. Laboratory work is an integral part of the course. (Fall: 111; spring:
112. WEC-additional sessions required.)
SPA 211, 212 Intermediate Spanish I, II
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. (Fall: 211; spring: 212)
SPA 248
Spanish and Latin American Culture Through Film
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. (On demand)
.-V
^
-
3* O 2F %4
@:;
&
w
o
o
at;
s E 2
- 8 s
5
c
3 .E
w
.ss
Z
8
. m- s
c % i8
0 m e *
33,"
=.-
l;:g;
04
E e9;
Q Q )
E
o u * . .
Uzg+
W
d
O
E
C h.m E
a v .l$
c z Z
0 m .2 ~6
""a
;.2'gg
,z
03.2 w
Z E Z Z
O ;.z m3 .z
d
u
,o&z
u.y8
3 s
acl
8,
4 gga
a w a9
M
usic has the power to strengthen
the mind, heal the body, and unlock the
creative spirit. Whether we experience
music as a listener, performer, or teacher, it
adds a significant dimension to our lives.
The Department of Music at Augsburg
College offers music training within the
context of a liberal arts education, and is
an institutional member of the National
Association of Schools of Music (NASM)
and the American Music Therapy
Association (AMTA) . Music majors may
choose from four majors in three degree
programs: bachelor of arts (music major);
bachelor of music (music education
major); bachelor of music (performance
major); and bachelor of science (music
therapy major). Music minors and nonmusic majors may also participate in a
variety of music experiences including
music ensembles, private lessons, some
music courses, and additional Interim
courses or special performances.
Full-time Faculty
Robert Stacke (Chair), Jill Dawe, Stephen
Gabrielsen, Peter Hendrickson, Roberta
Kagin, Merilee Klemp
Part-time Faculty
Trudi Anderson, Matt Barber, Bridget
Doak, Sally Dorer, Susan Druck, Lynn
Erickson, Janet Fried, Jennifer Gerth,
Bradley Greenwald, Nancy Grundahl, Mary
Horozaniecki, Ned Kantar, Kathy Kienzle,
Caroline Lemen, Steve Lund, Norbert
Nielubowski, Celeste O'Brien, Paul Ousley,
Rick Penning, Nicholas Raths, Sonja
Thompson, Angela Wyatt.
Fine Arts Coordinator
Carley Miller
Augsburg students who enroll as freshmen must apply to the Department of
Music for acceptance to a degree program
by the end of the sophomore year. Transfer
students should meet with a music adviser
immediately after enrolling at Augsburg to
establish an appropriate course of music
study and application/evaluation process.
AU students interested in pursuing a
music degree at Augsburg are strongly
encouraged to contact a music faculty
adviser in their degree area as soon as
possible to ensure a smooth program of
study and timely completion of music
degree requirements.
Bachelor of Arts-Music Major
For acceptance to the bachelor of arts-music
major degree program, students must:
submit an application for admission
prior to spring juries of the sophomore
year
submit a copy of a current academic
transcript with the application
submit the studio instructor
recommendation form for the major
instrument or voice with the application
(found in Music Student Handbook)
complete the piano proficiency
requirement
Acceptance to the degree program will
be based on the successful completion of
the above, as well as on the student's performance at his or her spring sophomore jury.
Bachelor of Music-Education Major
For acceptance to the bachelor of
music-education major degree program,
students must:
submit an application for admission
prior to spring juries of the sophomore
year
-
Music 185
submit a copy of a current academic
transcript with the application
submit the studio instructor recommendation form for the major instrument or
voice with the application (found in
Music Student Handbook)
complete the piano proficiencyrequirement
Acceptance to the degree program will
be based on the successful completion of
the above, as well as on the student's performance at his or her spring sophomore
jury. In addition to applying to the music
department, bachelor of music-education
major candidates must also apply to the
Department of Education for acceptance
into the music education licensure program. Recommendation for teacher licensure is granted only to students who successfully complete the requirements for the
bachelor of music-education major. All
music requirements must be completed
prior to student teaching. A cumulative
GPA of 2.5 in all music courses is necessary for the music education licensure program.
Bachelor of Music-Performance Major
For acceptance to the bachelor of
music-performance major program,
students must:
submit an application for admission prior
to spring juries of the sophomore year
submit a copy of a current academic
transcript with the application
submit the studio instructor recommendation form for the major instrument or
voice with the application (found in
Music Student Handbook)
complete the piano proficiency requirement
Acceptance to the degree program will
be based on the successful completion of
the above as well as on the successful outcome of the audition and interview (see
Music Student Handbook).
Bachelor of Science-Music Therapy
Major
For acceptance to the bachelor of
science-music therapy major program,
students must:
submit an application for admission prior
to spring juries of the sophomore year
submit a copy of a current academic
transcript with the application
submit the studio instructor recommendation form for the major instrument
or voice with the application (found in
Music Student Handbook)
complete the piano, guitar, and vocal proficiency requirements
Acceptance to the degree program will
based on the successful completion of the
above, as well as on the student's performance at his or her spring sophomore jury.
A cumulative GPA of 2.5 in all music
courses and a 2.5 in all music therapy
courses is necessary for the music therapy
degree. Bachelor of science-music therapy
major candidates should consult with the
director of music therapy before applying
for acceptance into the program.
Transfer Students
For acceptance to a music degree
program, transfer students must:
submit an application for admission
prior to the end of the sophomore year,
or as soon as possible after enrolling
at Augsburg
submit a copy of a current academic
transcript and transferred credits with
the application
submit the studio instructor recommendation form for the major instrument or
voice with the application (found in
Music Student Handbook)
complete the piano proficiency requirement
-
190 Music
Acceptance to the degree program will
be based on the successful completion of
the above, as well as on the student's performance at his or her first jury if enrolled
as a junior or senior, or spring semester
sophomore jury if enrolled as a freshman
or sophomore. For bachelor of musicperformance major candidates, acceptance
will be based on the completion of the
above as well as on the successful outcome
of the audition and interview (see Music
Student Handbook).
Equivalency/Certification Students
The music therapy equivalency program is available to students who already
have a bachelor's degree and wish to meet
the requirements set by the American
Music Therapy Association to become professional music therapists. This equivalency
program prepares students for eligibility
to take the Music Therapy Board
Certification Examination. Depending
upon the student's degree and skill level,
individual requirements will be outlined by
the director of music therapy There is a
minimum two-year residency requirement,
which includes participation in a major
ensemble for four terms and successful
completion of a two-year music theory
equivalency test.
For acceptance to the degree program,
equivalency/certification students must:
submit an application for admission during
the first semester of residency at Augsburg
submit a copy of a current academic
transcript and transferred credits with
the application
submit the studio instructor recommendation form for the major instrument or
voice with the application (found in
Music Student Handbook)
complete the piano, guitar, and vocal
proficiency requirements during the first
semester of residence
Acceptance to the degree program will
be based on the successful completion of
the above, as well as on the student's performance at his or her first jury.
Music Minor
Candidates must submit an application
for admission prior to spring juries of the
sophomore year.
Core curriculum (required of all music
majors):
MUS 101 Materials of Music I
MUS 102 Materials of Music I1
MUS 111 Aural Skills I
MUS 112 Aural Skills 11
MUS 201 Materials of Music 111
MUS 202 Form and Analysis
MUS 21 1 Aural Skills 111
MUS 212 Aural Skills IV
MUS 23 1 History and Literature of Music I
MUS 232 History and Literature of Music I1
MUS 341 Basic Conducting
Large and Small Ensemble Participation
Performance Studies
Music Repertoire Tests
Piano Proficiency
Plus fulfillment of recital requirements
as given under each specific degree and
major. Language requirements are fulfilled
in accordance with Augsburg's general education guidelines and with the approval of
the student's music adviser. Checklists for
specific degree programs are available in
the music department.
H BACHELOR OF ARTS
Music Major
Offers the broadest education in liberal
arts and prepares the student for the greatest range of graduate, business, and professional opportunities. Students who intend
to pursue non-performance graduate study
-
Music 19'
or desire to enter one of the many musicrelated business fields most often choose
this course of study.
Requirements
Core cuniculum plus one music credit
elective plus MUS 458 (Senior Recital)
plus two semesters chosen from:
MUS 311,312 Composition I, I1
MUS 342 Choral Conducting
MUS 344 Instrumental Conducting
MUS 331 Music of the Baroque Era
MUS 332 Music of the Classical Era
MUS 333 Music of the Romantic Era
MUS 334 Music of the 20th Century
MUS 241 History of Jazz
MUS 320 Worlds of Music
Eight quarter course credits of
performance studies in the major
instrument/voice
Eight quarter course credits in a
major Augsburg ensemble on the major
instrument/voice
Four semesters in a non-credit small
Augsburg ensemble on the major instrumenuvoice
Pass piano proficiency test
Pass three music repertoire tests
BACHELOR OF MUSIC
Music Education Major
Offers students the preparation necessary to become teachers of music in public
schools. This preparation includes coursework that allows the student to become
certified to teach at the elementary through
the secondary level. Students select either
vocavgeneral or instrumentavgeneral
emphasis. Recommendation for teacher
licensure is granted only to students who
successfully complete the requirements for
the bachelor of music education major. All
music requirements must be completed
prior to student teaching.
Requirements
Core curriculum plus:
MUS 311,312 Composition I, I1
MUS 358 Half junior recital
MUS 459 Full senior recital
HPE 115 Health and Chemical
Dependency Education
ENG 111 Effective Writing
INS 105, or Intro. to Amer. Indian
Studies
INS 260 Contemporary American
Indians
EDC 200 Orientation to Education
EDC 210 Diversity in the Schools
EDC 310 Learning and Development
EDC 315 Critical Issues in Education
Seminar
ESE 300 ReadingNriting in Content
Area
ESE 325 Creative Learning
Environments
ESE 370 Music K-12 Methods
EDC 410 Special Needs Learner
EDC 480 School and Society
EED 481c, 483c, ESE 485,487 Student
Teaching
VocaVGeneral:
MUS 359 Music Methods: ChoraWocal
(.5)
MUS 356 Music Methods:
Brass/F'ercussion (.25)
MUS 357 Music Methods: Woodwinds
(.25)
MUS 355 Music Methods: Strings (.25)
InstrumentaWGeneral:
MUS 359 Music Methods: ChoraWocal
(.25)
MUS 356 Music Methods:
Brass/Percussion (.5)
MUS 357 Music Methods: Woodwinds
(.5)
MUS 355 Music Methods: Strings (.5)
92 Music
One of the following two:
MUS 342 Choral Conducting
MUS 344 Instrumental Conducting
One of the following two areas of emphasis:
Vocal emphasis-MUS 251, 252, 253,
254
Instrumental emphasis-ne
course credit
of music elective
Two quarter course credits of performance
studies in the major instrumentlvoice (first
year)
Four half course credits of performance
studies in the major instrumendvoice (second and third year)
Two full course credits of performance
studies in the major instrurnentlvoice
(fourth year)
Eight quarter course credits in a major
Augsburg ensemble on the major
instrurnentlvoice (winds and percussionBand; strings-Orchestra; voice-Choir)
Four semesters in a non-credit small
Augsburg ensemble on the major instrumendvoice
Improvisation competency on major
instrumendvoice
Pass piano proficiency test
Pass three music repertoire tests
Achieve a cumulative GPA of 2.5 in
all music courses and in the major
instrurnentlvoice
BACHELOR OF MUSIC
Music Performance Major
Emphasizes intensive work in performance, supplemented by other courses in
music and the liberal arts. The program is
made available only to students of exceptional performing ability who are selected on
the basis of an auditionlinterview application
process. The bachelor of music performance
program prepares gifted performers to com-
pete for professional performing opportunities andlor graduate school auditions.
Requirements: 19.5 course credits
Core curriculum
MUS 311,312
MUS 358
MUS 459
plus:
Composition I, 11
Full junior recital
Full senior recital
One of the following three areas of emphasis:
Vocal emphasi+MUS 251,252, 253, 254,
435, EDS 359, one course credit of music
elective
Piano or organ emphasi+MUS 301,302,
436, 456, one half course credit of music
elective
Inshumental emphasisMUS 301,302, one
and one half course credits of music electives, one methods course for major instrument
Two quarter course credits and six full
course credits of performance studies in
the major instrurnentlvoice
Eight quarter course credits in a
major Augsburg ensemble on the
major instrumentlvoice
Or, for piano or guitar emphasis:
Four quarter course credits in a major
Augsburg ensemble plus four semesters of
departmental ensemble work as assigned
by the student's academic adviser and studio instructor.
Four semesters in a non-credit small
Augsburg ensemble on the major instrumendvoice
Pass piano proficiency test
Pass three music repertoire tests
Achieve a cumulative GPA of 2.5 in
all music courses and 3.0 in the major
ins trumendvoice
-
Music 19;
BACHELOR OF SCIENCE
Music Therapy Major
Fulfills the academic and clinical
requirements for eligibility to take the
Music Therapy Board Certification
Examination. The B. S. in music therapy is
minimally a 4 1/2 year degree program,
which includes a full-time (six months or
1,040 hours) internship in a clinical facility
approved by the American Music Therapy
Association (AMTA). This course of study
is chosen by students who wish to become
professional music therapists.
Requirements: 23 course credits
Core curriculum plus:
MUS 271 Music Therapy Techniques and
Materials
MUS 274,275
Music Therapy
Practicums
MUS 311 or 312 Composition I or 11
MUS 372, 373
Psychological
Foundation of Music I, I1
MUS 374,375
Music Therapy
Practicums
MUS 472 Human Identity Through the
Creative Arts
MUS 473 Music Therapy Senior Seminar
MUS 474,475
Music Therapy
Practicums
MUS 479 Music Therapy Clinical
Internship
MUS 458 Half senior recital
EDS 282 Introduction to Special
Education
PSY 105 Principles of Psychology
PSY 362 Abnormal Psychology
BIO 103 Human Anatomy and
Physiology
MUS 356 Music Methods: Brass and
Percussion
MUS 357 Music Methods: Woodwinds
MUS 358 Music Methods: Strings
Strongly recommended:
MUS 359 Music Methods: Vocal
One of the following two:
SOC 362 Statistical Analysis
PSY 230 Research Methods: Design,
Procedure, and Analysis I
Eight quarter course credits of
performance studies in the major
instrumentlvoice
Eight quarter course credits in a major
Augsburg ensemble on the major
instrumentlvoice
Two semesters in a non-credit small
Augsburg ensemble on the major instrumendvoice
Pass piano, guitar, and vocal proficiency
tests
Pass three music repertoire tests
Achieve a minimum grade of 2.5 in all
music therapy courses
Music Minor
Requirements: 6 course credits
MUS 101, 102
Materials of Music I, 11
MUS 111, 112 Aural Skills I, I1
MUS 341
Basic Conducting
One of the following two:
MUS 231 History and Literature of Music I
MUS 232 History and Literature of Music I1
One additional music course.
Four consecutive quarter courses in a
major ensemble concurrent with four
quarter courses of performance studies
on the major instrument/voice
Pass one music repertoire test
Departmental Honors
Students may qualify for participation
in the music honors program if they:
have earned a GPA of at least 3.0 in
music courses
apply by petition for the honors program
before the senior year
-
9 4 Music
provide leadership in one or more of the
following areas:
- promotion of high music
performance standards within
the music department
- breadth of music interests by
attendance at concerts on and
off campus
- major ensembles
Honors may be achieved in one of the
following ways:
writing a senior thesis and defending it
before a faculty committee
presenting an additional senior recital of
graduate quality
composing a work for vocal andfor
instrumental ensemble of not less than
15 minutes duration
conducting an ensemble concert
a combination of the above
Ensembles (MUE)
These musical organizations are open
to music majors, music minors, and nonmusic majors. All music students are
required to participate in a major ensemble
on their major instrument (where possible)
during their time at Augsburg College.
Auditions for membership in ensembles
are scheduled during the first week of the
school year or by arrangement with the
individual ensemble director.
While the music department strongly
encourages both formal and informal
ensemble experience, only membership in
the Augsburg Concert Band, the Augsburg
Chamber Orchestra, the Augsburg Choir,
or Riverside Singers of Augsburg will satisfy the major, minor, or general education
requirements. Ensemble requirements are
fulfilled by participation for the entire year.
One quarter course credit per semester is
granted to members of major ensembles
(MUE 111, 112, 121, 141); other ensembles carry no credit. Traditional grading is
required for music majors and minors in
ensemble courses. The general student
may register for credit with either traditional or P/N grading, or may choose no
credit with audit (V) designation. A maximum of two course credits in an ensemble
may be counted toward graduation requirements.
Performance Studies (Private Lessons)
Private instruction in voice, piano,
organ, or any instrument is available for all
students in the following categories:
No credit-112 hour lesson, 3 hours of
practice per week
114 course credit-1R hour lesson,
4 hours of practice per week
112 course credit-1 hour lesson,
8 hours of practice per week
One course credit-1 hour lesson,
12 hours of practice per week
Lessons for credit require:
Private lessons
Jury examination at the end of each
semester
Attendance at departmental student
recitals and master classes
Attendance at concerts and recitals
Lessons for non-credit:
Students may take private lessons for
no credit and are not required to fulfill the
performance and listening requirements.
A semester of study consists of 14
weeks of lessons, coaching, and a jury
examination. Music majors and minors are
required to register for music lessons for
credit (quarter, half, or full credit depending on year of study and degree being
sought). Credit is granted only for study
with faculty members of the Augsburg
College Department of Music, and private
-
Music 1 9
instruction for credit is graded traditionally
Music majors and minors must declare an
area of concentration. Freshmen may be
awarded free lessons, if taken for credit, in
their major instrumendvoice and with the
recommendation of their private lesson
instructor. Any lessons during Interim or
summer are arranged privately with the
instructor. A student who cannot attend a
scheduled lesson is required to notify the
instructor at least 24 hours in advance.
Otherwise, except for illness immediately
prior to a lesson, the student will forfeit
the right to a make-up lesson. Limited
school instruments are available for student use.
Music majors are required to attend
departmental student recitals and will perform if requested by their instructor. All
students registered in performance studies
for credit are required to attend eight designated music events during each semester.
Four of these events will be made up of
major ensemble concerts, senior student
recitals, faculty recitals, or designated campus music events. Four events should be
professional, off-campus concerts that have
the prior approval of the student's major
instrumendvoice instructor. Off-campus
concerts will require that a program and a
one-sheet review be submitted to the
instructor. Music minors are required to
attend four events (on or off campus) that
meet the approval of their private instructor.
Note: Final grades for private lessons are
affected by attendance requirements.
Student Recitals
Students planning a recital should
carefully read the Music Student Handbook
and consult regularly with their applied
instructor. Concurrent registration in
performance studies in the major instrumendvoice is required for recital
performance. At least two full-time music
faculty members and the student's private
instructor must be present to evaluate
junior and senior recitals. Recitals are
given a pass/fail grade.
Recitals required for the fulfillment of
the B.M., B.A., or B.S. degree requirements
or honors program will be sponsored by
the music department. Other student
recitals may be considered for departmental sponsorship. All music degree recitals
must be representative of the academic
guidelines set forth in this catalog and
repertoire lists.
B.M. degree junior recitals (MUS 358)
will be one-half hour in duration for
music education majors, and one hour in
duration for music performance majors.
B.M. degree senior recitals (MUS 459)
will be one hour in duration for music
education majors and music performance
majors.
B. A. and B. S. degree senior recitals (MUS
458) will be one-half hour in duration.
EXAMINATIONS
Piano Proficiency
All music majors enrolled in a music
degree program must complete the piano
proficiency requirement by the end of the
sophomore year. Consult the Music Student
Handbook for piano major and non-piano
major requirements and test dates.
Music Repertoire Tests
Music majors are required to pass three
music repertoire tests, transfer students
must pass two, and music minors must
pass one. Consult the Music Student
Handbook for contents of music repertoire
tests and test dates.
96 Music
-
Many music courses are offered alternate years. Consult the ACTC Joint Class Schedule
or the music department for course offerings in each term.
THEORY
MUS 101
Materials of Music I
(.5 course)
Notation, scales, intervals, triads, keyboard harmony, and principles of part writing. To be taken concurrently with MUS 111. (Prereq.: Theory Placement Test)
MUS 102
(.5 course)
Materials of Music 11
Diatonic harmony, secondary dominants, and simple modulations. To be taken
concurrently with MUS 112. (Prereq.: Passing MUS 101 with a minimal grade
of 2.0)
MUS 111
Aural Skills I
MUS 112
Aural Skills 11
MUS 201
(.5 course)
Continuation of MUS 102 with chromatic harmony and modulation. To be
taken concurrently with MUS 211. (Prereq.: Passing MUS 101 and 102 with a
minimal grade of 2.0)
MUS 202
Form and Analysis
(.5 course)
Musical structures of common practice period and introduction to 20th-century
practice. To be taken concurrently with MUS 212. (Prereq.: Passing MUS 201
and 211 with a minimal grade of 2.0)
MUS 211
Aural Skills 111
MUS 212
Aural Skills IV
MUS 301
Counterpoint 1
(.5 course)
16th- through 18th-century contrapuntal techniques including double counterpoint, passacaglia, fugue, and canon. (Prereq.: Passing MUS 202 and 212
with a minimal grade of 2.0)
MUS 302
Counterpoint 11 (.5 course)
Study of contemporary counterpoint including works of Schoenberg, Barber,
Copland, Hindemith, and Shostakovitch. (Prereq.: Passing MUS 202 and 212
with a minimal grade of 2.0)
(.5 course)
Rhythmic and melodic dictation, interval and triad recognition, sight singing,
and harmonic dictation to parallel progress in MUS 101. To be taken concurrently with MUS 101.
(-5 course)
Development of listening and reading skills to parallel progress in MUS 102.
To be taken concurrently with MUS 102. (Prereq.: MUS 111)
Materials of Music 111
(.5 course)
Melodic, harmonic dictation, and sight singing to parallel progress in MUS
201. To be taken concurrently with MUS 201. (Prereq.: MUS 112)
(.5 course)
Further development of listening skills to parallel progress in MUS 202. To be
taken concurrently with MUS 202. (Prereq.: MUS 211)
-
Music 19
MUS 31 1
Composition 1
(.5 course)
Study of notational systems, score layout, calligraphy, physical basis of sound,
ranges of and arranging music for voices and instruments. Simple forms and
tonal harmonic materials are employed. (Prereq.: Passing MUS 202 and 212
with a minimal grade of 2.0)
MUS 312
Composition 11
(.5 course)
Advanced arranging for vocal and instrumental ensembles of varying sizes and
types. Contemporary techniques, atonal systems, and larger forms are studied
and used. (Prereq.: Passing MUS 311 with a minimal grade of 2.0 or permission from instructor)
MUS 341
Basic Conducting
(.5 course)
Study of fundamental conducting patterns and baton technique, score analysis
and preparation, rehearsal techniques, basic nomenclature. (Prereq.: MUS 101,
111, 231)
MUS 342
Choral Conducting
(.5 course)
Choral literature and organization, vocal methods and voice selection,
advanced conducting techniques with class as the choir. (Prereq.: Pass piano
proficiency test and MUS 341)
MUS 344
Instrumental Conducting
(.5 course)
Preparation of and conducting instrumental literature, advanced conducting
techniques, organization of instrumental ensembles. (Prereq.: Pass piano proficiency test and MUS 341)
HISTORY AND LITERATURE
MUS 130
Introduction to Music in the Fine Arts
Relationship between music of each period and the other fine arts. For nonmusic majors.
MUS 231
History and Literature of Music I
A study of the evolution of music from antiquity to 1750. (Prereq.: MUS 101,
102, 201)
MUS 232
History and Literature of Music II
Continuation of MUS 231 from 1750 to the present. (Prereq.: MUS 101,102,201)
MUS 241
History of Jazz
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.
MUS 320
Worlds of Music
A survey of non-Western musical cultures.
-
98 Music
Thefollowing four half courses are extensive studies of special eras in the histoly of music:
MUS 331
Music of the Baroque Era
(Prereq.: MUS 231, 232)
(.5 course)
MUS 332
Music of the Classical Period
(Prereq.: MUS 231, 232)
(.5 course)
MUS 333
Music of the Romantic Period
(Prereq.: MUS 23 1, 232)
(.5 course)
MUS 334
Music of the 20th Century
(Prereq.: MUS 231, 232)
(.5 course)
MUS 432
Church Music and Worship
Development and influence of church music as evidenced in contemporary
worship practices. Designed for the general as well as the music and theology
student.
MUS 435
Voice Repertoire
(.5 course)
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. (Prereq.: MUS
251, 252, 253, 254 or permission from instructor)
MUS 436
Piano Repertoire
(.5 course)
Study of the piano literature from the 17th century to the present by listening,
analyzing, and performing. (Prereq.: MUS 231, 232)
MUS 498
Independent Study
(.5 course)
Advanced research and projects not otherwise provided for in the department
cuniculum. Open only to advanced students upon approval by the faculty.
H INTERNSHIPS AND INDEPENDENT STUDY COURSES
MUS 199
lnternship
See description on page 87.
MUS 299
Directed Study
See description on page 88.
MUS 399
lnternship
See description on page 87.
MUS 499
lndependent StudyIResearch
See description on page 88. Open only to advanced students upon approval of
the faculty.
Music 19
7
TECHNIQUE
MUS 152
Class Voice
(.25 course)
Fundamentals of tone production and singing.
MUS 155
Class Piano
(.25 course)
Basic keyboard familiarity, including scales, chords, arpeggios, sight-reading,
and simple accompaniment and music reading skills necessaly to pass the
piano proficiency test. (Prereq.: MUS 101 or permission from instructor)
MUS 158
Class Guitar
(.25 course)
Beginning techniques of classic guitar.
MUS 251-254 English Diction (251), Italian Diction (252) German Diction (253),
French Diction (254)
(each .25 course)
Intensive course covering basic singing pronunciation of English, Italian,
German, and 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.
MUS 456
Piano Pedagogy (.5 course)
Principles, methods, materials, and techniques for teaching piano. Survey of
various pedagogical schools of thought.
MUS 358
JuniorRecital
(.O course)
B.M. candidates only. One-half hour recital at repertoire Level 111 for music
education majors, one hour recital at Level IV for music performance majors.
No course credit. Private instructor may request a pre-recital hearing.
MUS 458
Senior Recital
(.O course)
One-half hour recital at repertoire Level 111 for B.A. or B.S. candidates. No
course credit. Private instructor may request a pre-recital hearing.
MUS 459
Senior Recital
(.O course)
B.M. candidates only. One hour recital at repertoire Level IV for music education majors, one hour recital at Level V for music performance majors. No
course credit. Private instructor may request a pre-recital hearing.
MUSIC THERAPY
MUS 271
MUS 272
Music Therapy Techniques and Materials
(.5 course)
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.
Human Identity through the Creative Arts
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.
00 Music
MUS 274, 275 Music Therapy Practicums
(.O course)
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.
MUS 372
Psychological Foundations of Music I
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.
MUS 373
Psychological Foundations of Music II
Implementation of group and individual research projects, emphasis on a multidisciplinary approach to music therapy Theories of learning music, musical
talent, and performance.
MUS 374, 375 Music Therapy Practicums
(.O course)
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.
MUS 472
Human Identity through the Creative Arts
See course description for MUS 272. Enrollment for upper division credit
required for music therapy majors; will include an additional course module.
MUS 473
Music Therapy Senior Seminar
Class discussions of theories and research as they apply to therapeutic settings,
including discussion of professional ethics. A holistic approach to therapy
with music.
MUS 474,475 Music Therapy Practicums
(.25 course each)
Volunteer work under the s u p e ~ s i o nof a registered music therapist, requiring more advanced clinical and musical skills, including improvisation. Two
hours per week. (Prereq.: Three of MUS 274,275,374,375, and pass piano, guitar, and vocal proficiency tests)
MUS 479
Music Therapy Clinical Internship
(.5 course)
Full-time placement in an AMTA-approved internship site for six months.
(1040 hours) Application for internship must be made nine months in advance.
Sites in Minnesota are limited. (Prereq.: completion of all other graduation
requirements, including all proficiency exams and music repertoire tests)
-
Music 20'
ENSEMBLES (MUE)
These musical organizations exist not
only for the benefit of the music student,
but for any student who wishes to participate. Membership is determined by audition during the first week of fall semester
or by arrangement with the ensemble
director. Assignment to an ensemble is
then made at the discretion of the appropriate faculty. For Jazz Ensemble membership, preference is given to Concert Band
members.
While the department strongly encourages both formal and informal ensemble
experience, only membership in the
Augsburg Concert Band, Augsburg
Chamber Orchestra, Augsburg Choir, or
Riverside Singers of Augsburg will satisfy
the major, minor, or general education
requirements. Some instruments are available for use by students.
MUE 111
Augsburg Choir (.25 course)
MUE 112
Riverside Singers o f Augsburg (.25 course)
MUE 113
Vocal Chamber (.O course)
MUE 114
Masterworks Chorale (.25 course)
MUE 121
Orchestra (.25 course)
MUE 122
String Ensemble (.O course)
MUE 131
Woodwind Chamber Music (.O course)
MUE 141
Concert Band (.25 course)
MUE 142
Brass Ensemble (.O course)
MUE 143
Jazz Ensemble (.O course)
MUE 144
Percussion Ensemble (.O course)
MUE 145
Piano Ensemble (.O course)
-
!02 Music
PERFORMANCE STUDIES (MUP)
Private instruction for credit is graded
traditionally. All areas of study are available
to the non-music major or minor. All
lessons are adapted to the individual needs
of the student and those bearing credit are
supplemented by accompanying, ensemble
participation, and other performances.
Repertoire lists are graded I-V to indicate
levels of achievement and the following
expectations: No-credit study has no repertoire requirements; music minor-Level I;
B.A. and B.S. majors-Enter I and attain
111; B.M.-Education major-Enter I1 attain
IV; B.M.-Performance major-Enter I1 and
attain \!
LESSONS
MUP 111-411 Voice
MUP 137-437
Horn
MUP 121-421 Violin
MUP 141-441
Trumpet
MUP 122-422 Viola
MUP 142-442
Trombone
MUP 123-423 Cello
MUP 143-443
Baritone
M UP 124-424 Bass
MUP144-444
Tuba
MUP 131-431 Oboe
MUP 152-452
Piano
MUP 132-432 Bassoon
MUP 159a
Piano accompanying
MUP 133-433 Clarinet
MUP 161-461
Guitar
MUP 134-434 Saxophone
MUP 171-471
Percussion
MUP 135-435 Flute
MUP181-481
Organ
MUP 191-491
Harp
MUP 192-492
Improvisation
Note carefully the following provisions:
A semester of study is 14 weeks of
lessons and coaching. Any lesson during
the Interim or summer are arranged
privately with the teacher.
A student who cannot attend a scheduled
lesson is required to notify the teacher at
least 24 hours in advance; otherwise
except for illness immediately prior to
the lesson, the student will forfeit the
right to a make-up lesson.
Credit is granted only for study with
faculty members of the Augsburg
College Department of Music.
T
he natural science licensure program
for teachers is designed to provide strong
preparation for science teaching and to satisfy Minnesota licensure requirements.
Courses are designed to provide a
broad, basic background in science and
allow for specialization in an area. The following programs assume that the student
will meet the distributionlgeneral education requirements of the College, the
requirements for appropriate majors, the
courses required in the Department of
Education and, in the physical sciences,
have at least one year of calculus. Consult
with the Department of Education for
requirements in education. Early consultation with the major area coordinator is
essential.
Coordinators
Karen Ballens, Biology, Sandra Olmsted,
Chemistry, Jeff Johnson, Physics
Teaching Licensure Major
The State of Minnesota has specific
licensing requirements for teachers that
may differ slightly in emphasis from the
Augsburg major requirements. The state
requirements may also be subject to
change after publication of this catalog.
Students therefore should consult with the
Augsburg Department of Education to
identify current licensure requirements.
Broad Base Requirements
GEO XXX Introductory Geology
PHY 101 Introductory Astronomy
PHY 106 Introductory Meteorology
BIO 113 Introductory Organisrnal Biology
BIO 114 Introductory Genetics,
Evolution, and Ecology
PHY 116 Introduction to Physics
or PHY 121, 122 General
Physics I, I1
CHM 105, 106 Principles of Chemistry
or CHM 115, 116 General Chemistry
Biology Major
(for licensure in biology 5-12)
Broad base requirements, plus:
BIO 215 Introductory Cellular Biology
BIO 491 Seminar
Six other biology courses, including at
least one from each of the following
groups:
BIO 351 Invertebrate Zoology
or BIO 353 Comparative Vertebrate
Zoology
or BIO 473 Animal Physiology
BIO 361 Plant Biology
or BIO 440 Plant Physiology
BIO 367 Biochemistry
or BIO 476 Microbiology
BIO 355 Genetics
or BIO 481 Ecology
BIO 471 Advanced Cellular and
Molecular Biology
or BIO 474 Developmental Biology
CHM 351,352 Organic Chemistry
One math course: MAT 114, 122, 145, or
163
-
!04 Natural Science Teaching Licensures
Physical Science Broad Base
Requirement
BIO 113,114,215
PHY 101,106
Geology
Chemistry Major
(for licensure in chemistry 5-12)
Physical Science Broad Base Requirement,
plus Graduation major in chemistry:
CHM 105,106 Principles of Chemistry
or CHM 115,116 General Chemistry
CHM 351 Organic Chemistry
CHM 352 Organic Chemistry
CHM 353 Quantitative Analytical
Chemistry
CHM 361 Physical Chemistry
CHM 363 Physical Chemistry Laboratory
CHM 491 Chemistry Seminar
MAT 145, 146 Calculus I, I1
Physics Major (for licensure in physics
5-12)
Physical Science Broad Base Requirement,
plus Graduation major in physics:
PHY 121 General Physics
PHY 122 General Physics
PHY 245 Modem Physics
PHY 351 Mechanics I
PHY 362 Electromagnetic Fields I
PHY 363 Electromagnetic Fields I1
PHY 395 Comprehensive Laboratory
PHY 396 Comprehensive Laboratory
Two additional physics courses above 122;
recommended from PHY 261,320,327,
352,420,486,488
One year of general chemistry- CHM
105,106 or CHM 115,116
Two courses from:
CHM 364,367,464,481,482,495
One year of general physics-PHY
122
121,
NORDIC
AREASTUDIES
See listing under Interdisciplinary Studies.
NORWEGIAN
See listing under Modem Languages.
T
-
he Augsburg
of Nursing
- Department
is designed exclusively for registered nurses
who want to increase their opportunities in
the health care field.
The scope of nursing practice is changing and expanding. Nurses are being called
on to function in a variety of settings that
differ from those in the past. Today nurses
work in hospitals, clinics, corporations,
government agencies, schools, and community organizations, or in their own practices. Wherever they practice, nurses provide comprehensive health care through
the entire life span for people of diverse
cultures and socioeconomic levels.
The bachelor's degree equips nurses
with a working knowledge of the biological, physical, social, behavioral, and nursing sciences. The nursing program at
Augsburg also provides educational opportunities to increase their skills in critical
thinking, clinical investigation, and decision-making that prepares them to handle
challenging new positions in today's health
care field.
Augsburg's nursing program, leading to
a bachelor of science degree with a major
in nursing, is accredited by the National
League for Nursing. Graduates of the program are eligible to apply for public health
nurse registration in Minnesota. With two
additional courses, they are eligible to
apply for school nurse certification.
Nursing Faculty
Beverly Nilsson (Chair), Meny Beth Gay,
Sue Nash, Pamela Weiss
Major
Nine courses including:
NUR 305 Contemporary Nursing I:
Communication
NUR 306 Contemporary Nursing 11:
Paradigms in Nursing
NUR 310 Community Health Nursing I
NUR 311 Community Health Nursing 11:
Practicum
NUR 330 Trends and Issues in Nursing
NUR 350 Introduction to Nursing
Research
NUR 403 Contemporary Nursing 111:
Families
NUR 43 1 Leadership and Management:
Theory and Practice
PHI 380 Ethics of Medicine and Health
Care
A minimum grade of 2.0 in each nursing course and cumulative GPA of 2.5 at
the completion of Level I and Level I1
courses of study are required. Students also
must complete Augsburg's residence and
general education requirements.
The program has been planned so that
the major can be completed within two
academic years; however, students may
pursue their studies at a slower pace.
Courses in the nursing major are
offered on weekends with practicum courses
requiring additional weekday time. More
time may be required to complete the total
course of study depending on the number
of credits transferred from other colleges or
universities. Students in nursing may take
non-nursing courses in both day school
and Weekend College. Students interested
in pursuing the nursing major should
consult with the program coordinator from
the Department of Nursing for program
planning.
-
06 Nursing
Departmental Honors
Admission to the honors major requires:
a GPA of at least 3.6 in the major and 3.3
overall, application to the department chair
by Nov. 1 of the senior year, recommendation by nursing faculty, and honors thesis
to be presented before a faculty committee
by April 15. Candidates register for NUR
499 to complete the honors requirement.
The following steps may be taken in
any order, but all must be completed prior
to application for admission into the nursing major.
1. Submit an application to Augsburg
College. All applicants must present a high
school diploma or equivalent and a 2.2
GPA.
2. Graduation from an accredited nursing program: Applicants must have graduated from an NLN-accredited associate
degree or diploma nursing program with a
2.5 overall GPA.
3. Unencumbered RN licensure: The
applicant must be a registered nurse who is
licensed and currently registered to practice in Minnesota prior to beginning the
nursing major.
4. Prerequisite course content: The following content must have been completed
with a minimum grade of Z.O-chemistry,
anatomy and physiology, microbiology,
English composition, introductory sociology, and introductory psychology. These
courses may be taken at Augsburg or at
another accredited college or university.
5. Current clinical practice: Applicants
must give evidence of current clinical nursing practice (within the past five years).
This may include graduation from a school
of nursing, work experience, completion of
a nursing refresher course, or an acceptable
equivalent.
6. Applicants must have their own malpractice insurance, current CPR certification, and an updated immunization record.
Options for Completing the Degree
Augsburg recognizes that nurses have a
variety of time schedules, personal responsibilities, and work demands that must be
taken into account in any decision to work
toward a college degree. For this reason,
Augsburg offers full- and part-time sequential alternatives for pursuing this degree.
Nursing courses at Augsburg are
available only through Weekend College.
Classes usually meet on alternate weekends
for one 3 l/2 hour time block. Clinical
practice usually occurs on weekdays.
Students can complete their liberal arts
general education requirements by taking
courses in day school and Weekend
College. It is recommended that most liberal arts courses be taken before starting
the nursing major.
Nursing majors can complete the baccalaureate at the Minneapolis and
Rochester sites.
-
Nursing 20
NUR 305
Contemporary Nursing I: Communication
Introduces 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.
NUR 306
Contemporary Nursing II: Paradigms in Nursing
An introduction to the idea of theory-based nursing practice. Nursing theory
and conceptual models for nursing practice are studied and then utilized in a
patientlclient situation.
NUR 310
Community Health Nursing I
Introduces the theory and methods that are essential to maintain or improve
the health of culturally diverse individuals, families, and communities.
NUR 31 1
Community Health Nursing II: Practicum**
Provides clinical experience in community-based health care delively systems.
Students will apply nursing process, teachingearning theory, and basic public
health principles with culturally diverse clients. (Prereq.: NUR 310)
NUR 330
Trends and Issues in Nursing
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.
NUR 350
Introduction to Nursing Research
Emphasis on research process and methods in nursing. Ethical issues in nursing research are examined. Students critique nursing research for its value in
nursing practice and design a research proposal. (Prereq.: MPG 3)
-
08 Nursing
NUR 403
NUR 431
Contemporary Nursing Ill: Families
Provides a theoretical basis for nursing interventions with culturally diverse
families and explores theories related to family structure and function
throughout the life span. The role of the nurse in family health care is
examined. (Prereq.: NUR 306, 350)
LeadershipIManagement: Theory and Practice**
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.
NUR 432
Topics in Nursing
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.
Independent Study:
NUR 499
Independent StudyIResearch
See description on page 88.
Note: I f NUR 31 1 is not taken immediately following NUR 31 0, students are required to consult
withfaculty prior to registration regarding review of the theoretical content. Students who deceleratefor more t h a n j v e years may be asked to audit courses already taken. There is afee to
audit courses.
** This course involves an additional clinical fee.
P
hilosophy is in an important sense
the most fundamental of the disciplines.
All of the sciences and most other disciplines have their source in it, and it is concerned with asking and answering the
"big" questions that are the most basic. For
example, Is there a God? Is there life after
death? Are there absolute moral standards?
What kind of life is the best? What is
knowledge and what are its sources?
Students learn to ask and answer these
and other similar questions for themselves
through the development and use of critical reasoning with the help of great
philosophers from the past and present.
The philosophy major has been carefully planned so that students can easily graduate with two majors. Some majors continue on to graduate school in philosophy,
while others use the major to prepare for
other professional studies such as law,
medicine, or the Christian ministry.
Philosophy Faculty
David Apolloni (Chair), Mark Fuehrer,
Bruce Reichenbach
Philosophy Major
Nine courses including:
PHI 241 History of Philosophy I: The
Classical Philosophers
PHI 242 History of Philosophy 11:
Medieval and Renaissance
Philosophy
PHI 285 Intro. to Formal Logic and
Computation Theory
PHI 343 History of Philosophy 111:
Enlightenment and 20thCentury Analytic Philosophy
A 400-level course (other than PHI 499)
Four elective courses in philosophy
Five courses must be upper division.
Major in Computational Philosophy
In addition to a major and minor in
philosophy, the philosophy department
also offers a cross-disciplinary major in
conjunction with the computer science
department emphasizing areas of interest
in which philosophy and computer science
overlap: logic, artificial intelligence, cognitive science, philosophy of mind, and philosophy of language. The purpose of the
major is to augment the technical skills of
a computer scientist with the creativity and
liberal arts perspective of a philosopher.
The result is a degree that is very marketable in industry and that provides an
excellent logical and philosophical background for those wishing to pursue graduate study in philosophy See course listing
on page 118.
Departmental Honors
Admission to the philosophy honors
program is by recommendation of the philosophy faculty. Such recommendations
will be made at the end of the junior year.
The program will consist of an honors thesis on an approved topic of the student's
choice that involves research above the
course level, and a defense of this thesis
before the faculty of the department.
Philosophy Minor
Five courses, including two from
PHI 241,242, and 343.
-
!lo Philosophy
.-
-- -
PHI 110
Introduction to Philosophy
This course introduces students to typical philosophical problems (like 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
PHI 120
Ethics
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. Christian ethics will inform the considerations. Students who
receive credit for PHI 120 may not receive credit for PHI 125.
PHI 125
Ethics and Human Identity
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.
PHI 175
Philosophy of Love and Sex
Issues such as the ethics of sex in relation to marriage, pornography, and
homosexuality are considered. Then consideration is given to the nature and
history of romantic love and its relationship to sex.
PHI 215
Philosophy of the Emotions and Passions
An examination of several classical and contemporary philosophical essays on
the nature of human emotion and passion with the intention of discovering
the nature and role on this aspect of human nature. The impact of emotions
upon language, music, art, interpersonal relations, and even religion are
explored.
PHI 241
History of Philosophy I: The Classical Philosophers
Central philosophical questions that concerned the Greek philosophers 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, from Thales to Plotinus.
PHI 242
History of Philosophy II: Medieval and Renaissance Philosophy
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 (Suggested prior course: PHI 241. Spring)
-
Philosophy 21
PHI 260
Philosophy and the Arts
Class discussion of philosophical issues raised and illustrated by painting,
sculpture, literature, music, architecture, and film: the truth and falsehood of
aesthetic judgment, the definition of "work 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.
PHI 2851385 Introduction to Formal Logic and Computation Theory
An introduction to sentential and first-order logic including logical connectives, proof theory, and quantification. Formal models of computation inclueding finite state automata, pushdown automata, and Turing machines.
Incompleteness and uncomputability. (1.5-hour lab for PHI 385. Prereq. for
PHI 285: None. Prereq. for PHI 385: CSC 210 and one of MAT 122 or MAT
145 or MAT 171)
PHI 343
History of Philosophy Ill: Modern Philosophy
The quest for the nature and origin of knowledge in the writings of the
Continental Rationalists, Descartes, Spinoza, Leibniz; and in the the writings
of the British Empiricists, Locke, Berkeley, and Hume. Kant's idealist answer to
Hume's skepticism; the rejection of idealism and the formation of analytic philosophy in the early 20th century: Moore, Russell, and Wittgenstein.
PHI 350
Philosophy of Religion
We systematically investigate a series of 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? (Suggested: one prior course in philosophy)
PHI 355
Asian Philosophy
A study of the basic concepts and philosophies that underlie Hinduism,
Buddhism, Confucianism and Taoism. (Suggested: one prior course in philosophy. Alternate years)
PHI 365
Philosophy of Science
The course explores what scientific knowledge is, whether the scientist's
knowledge of the world is profoundly different and better than that of the
non-scientist, and what degrees of certainty are yielded by scientific methods.
(Suggested prior course: PHI 399 or one course in natural science)
PHI 370
Existentialism
Studies in the writings-both philosophical and literary-of prominent existentialist authors. The course examines what it means to be a being-in-theworld and explore such themes as absurdity, freedom, guilt, despair, and paradox. (Suggested: one prior course in philosophy. Alternate years)
PHI 380
Ethics of Medicine and Health Care
Application of ethical principles 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.
'
-
1 2 Philosophy
PHI 3851285 Introduction to Formal Logic and Computation Theory
(See description for PHI 285/385)
PHI 410
Topics in Philosophy
Advanced studies covering either an individual philosopher or a specific area
of 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, or consent
of instructor. Offered annually)
Internships and Independent Study Courses:
PHI 199
Internship
See description on page 87.
PHI 299
Directed Study
See description on page 88.
PHI 399
lnternship
See description on page 87.
PHI 499
Independent StudyIResearch
See description on page 88.
PHYSICALEDUCATION
See listing under Health and Physical Education.
T
he Augsburg
Assistant
- Physician
Program is designed for students interested
m careers as health care providers.
The physician assistant concept originated during the mid-1960s. Physicians
and educators recognized that there was a
shortage and uneven distribution of primary
care physicians. To combat these problems,
the Physician Assistant Program was developed. All PAs must, by law or regulation,
have a supervising physician. An important
element of the physician assistant education is the emphasis on patient education.
The Augsburg Physician Assistant
Program is a 27-month program of study
for students with at least 64 semester
hours of college credit. A new class of 28
students begins each May. Students who
intend to enter the Physician Assistant
Program must apply by December of the
previous year. The program is very competitive and not all students who apply are
accepted. Physician assistant students who
have not previously obtained a baccalaureate degree will earn a bachelor of arts in
physician assistant studies upon successful
completion of the program.
The Augsburg Physician Assistant
Program is currently accreditated from
CAAHEP (Commission on Accreditation of
Allied Health Education Programs).
In order for someone to practice as a
physician assistant, one must graduate from
an accredited PA program and pass the PA
National Certification Examination. Practice
regulations differ from state to state.
The mission of the Augsburg College
Physician Assistant Program is to educate
students in a manner consistent with the
College's mission. It is based on a foundation of respect and sensitivity to persons of
all cultures and backgrounds and oriented
toward providing care to undersewed
populations. Students are well educated in
current medical theory and practice, and
graduates are encouraged to work in primary care settings. The program promotes
dedication to excellence in performance,
with the highest standards of ethics and
integrity and commitment to lifelong personal and professional development.
Physician Assistant Faculty
Dawn B. Ludwig (Chair), Martha Kelly,
Terry Lewis, LuAnn Shay, Christine
Bosquez, Donna DeGracia
Major
First Year (Twelve Months)
Twelve courses including:
PA 311
Human Anatomy and
Neuroanatomy
PA 321
Human Physiology
PA 331
PA Seminar
PA 351
Pharmacology I
PA 361
Clinical Medicine I
PA 371
History & Physical Exam
Skills I
PA 341
Current Trends
PA 362
Clinical Medicine I1
PA 352
Pharmacology I1
PA 363
Clinical Medicine 111
History & Physical Exam
PA 372
Skills I1
PA 380
Emergency Medicine
and three supporting courses including:
PSY 368 Behavioral Health Care I
PSY 369 Behavioral Health Care I1
PHI 380 Ethics of Medicine and Health
Care
-
1 4 Physician Assistant
Second Year (Fifteen Months)
ENTRANCE REQUIREMENTS
Prerequisite: successful completion of the
first year of the PA Program and all courses
must be taken as maditional grading.
The following steps must be completed
to apply for admission into the Physician
Assistant Program.
Clinical rotations in prearranged health
care facilities including:
PA 400 Family Medicine .............6 weeks
PA 410 Internal Medicine ............6 weeks
PA 420 General Surgery ..............6 weeks
PA 430 Pediatrics........................ .6 weeks
PA 440 OB/Gynecology ...............6 weeks
PA 450 Emergency Medicine ......6 weeks
PA 460 Psychiatry........................6 weeks
PA 470 Electives ..........................6 weeks
PA 480 Family Medicine
Preceptorship ..................Final 11
weeks of
program
1. Prerequisite course content: The following courses must have been completed
at Augsburg (or an approved equivalent
course at another accredited institution)
with a GPA of 2.0 or better:
A minimum grade of 2.0 in each physician assistant and supporting course of
study is required. Students in the degree
program also must complete Augsburg's residence and general education requirements.
The program is planned so that the
major will be completed in 27 months.
The courses are offered consecutively, with
subsequent courses based on material
taught in previous courses; therefore, students are accepted for full-time study only.
Program Change
As of May 2001, the PA Program will
be a graduate program and award a master
of science degree with the PA Certificate.
Prerequisites will change accordingly.
One year biological sciences for majors
One full course sequence oE
Organic Chemistry
Microbiology
Biochemistry
General Psychology
One course in medical terminology
2. It is recommended students maintain
a cumulative and science GPA of 3.0 or
better to remain competitive with all
potential applicants.
3. All general education
perspectives/skills (except The City, one
Writing Skill, Speaking Skill, and Critical
Thinking) must have been completed. The
above perspectives and skills are included
in the physician assistant curriculum.
4. Submit a complete application to the
program prior to the deadline, usually the
end of December. Call the office for the
official deadline each year. A complete
application packet includes: the application, three or four letters of reference, an
application fee, and an official transcript
from each post-secondary school attended.
5. Application and admission to
Augsburg College prior to matriculation to
the Physician Assistant Program.
-
Physician Assistant 21
Human Anatomy and Neuroanatomy
This course takes a regional approach to the study of human anatomy. The
course will involve dissection of human cadavers. This course is offered only
to students accepted into the PA Program.
Human Physiology
A course involving lectures, demonstrations, discussions, and laboratory exercises designed to present general physiological principles involving the nervous, respiratory, cardiovascular, gastrointestinal, and endocrine systems, and
the special senses. (Prereq.: Admission to the PA Program)
PA Seminar
A seminar exploring the history and role of physician assistants, including the
laws and regulations governing their practice and education. (Prereq.:
Admission to the PA Program or consent of instructor)
Current Trends
This course educates the student in understanding medical literature, research
of literature, and analysis of medical articles. (Prereq.: Admission to the PA
Program)
Pharmacology I
This course covers drug metabolism, chemotherapy, toxicology, and prescriptive practice as related to disease processes of the autonomic, cardiovascular,
respiratory, and gastrointestinal systems. (Prereq.: Admission to the PA
Program and successful completion of summer semester)
Pharmacology II
This course covers drug metabolism, chemotherapy, and prescriptive practices
as related to the pediatric, dermatologic, otolaryngologic, endocrine, and gynecologic systems. (Prereq.: PA 351)
Clinical Medicine I
A course designed to teach pathologic process, clinical disease, treatment, and
the clinical skills associated with the cardiovascular, respiratory, gastrointestinal, renal, and endocrine systems. (Prereq.: Admission to the PA Program and
successful completion of summer semester)
Clinical Medicine II
A course designed to teach pathologic process, clinical disease, treatment, and
the clinical skills associated with the otolaryngologic, ophthalmalogic, and
neurologic systems. (Prereq.: PA 361)
16 Physician Assistant
7
Clinical Medicine Ill
A course designed to teach pathologic process, clinical disease, treatment, and
the clinical skills associated with the rheumatologic, orthopedic, gynecologic,
obstetric, pediatric, geriatric, dermatologic, and immunologic systems.
(Prereq.: PA 363)
History and Physical Exam Skills I
A lecturddiscussion/laboratory course with extensive clinical exposure
designed to demonstrate and apply the techniques and skills essential to the
interviewing and physical examination of patients. (Prereq.: Admission to the
PA Program)
History and Physical Exam Skills II
A lecturddiscussion/laboratory course with extensive clinical exposure
designed to demonstrate and apply the techniques and skills essential to the
interviewing and physical examination of patients. (Prereq.: PA 371)
Emergency Medicine
A lecturdaboratory course designed to educate the student in common emergency procedures. Topics covered will be adult and pediatric trauma, surgical
procedures, and cardiac arrest protocol. (Prereq.: PA 371 and 362)
Family Medicine
A six-week required rotation that emphasizes the pathophysiology, evaluation,
diagnosis, and management of systemic diseases, and conditions unique to the
clinical practice of family medicine.
Internal Medicine
A six-week required rotation during which the indication, limitation, and
methods of performing the necessary diagnostic procedure and therapeutic
measures used in the treatment of general medicine disorders are reviewed.
General Surgery
A six-week required rotation providing an orientation to patients of various
ages with surgically manageable diseases, emphasizing -preoperative,intraoperative, and postoperative periods.
Pediatrics
A six-week required rotation designed to emphasize care of the child from
birth through adolescence, emphasizing common childhood illnesses, normal
growth and development, and abnormal variations.
-
Physician Assistant 217
OBICYN
A six-week required rotation that provides an exposure to the spectrum of
problems and issues associated with women's health care, including pregnancy,
common gynecological diseases, and preventive care.
Emergency Medicine
A six-week required rotation designed to provide an in-depth exposure to the
illnesses and injuries sustained by all ages that necessitate emergency care.
Psychiatry
A six-week required rotation designed to provide an understanding of the
behavioral components of health, disease, and disability with exposure to
patients with a variety of psychiatric diagnoses.
Electives
A total of six weeks spent by the student in a department-approved rotation of
the student's choice, such as, but not limited to, cardiology, orthopedics, radiology, dermatology, and neurology.
Family Medicine Preceptorship
An 11-week required rotation providing the student an opportunity to utilize
all skills and knowledge gained in the program, emphasizing complete patient
care in a family medicine setting. (Prereq: completion of the clinical year of
PA studies)
P
hysicists are a curious and ambitious
lot. Their aim is to understand the fundamental principles that describe and govern
all physical aspects of the universe.
Historically called "natural philosophers,"
physicists investigate by means of controlled experimentation and mathematical
analysis. Physics includes the study of systems ranging from sub-atomic particles to
the largest galaxies and from the relative
stillness of near absolute zero to the fiery
activity of stars. Physics plays an important
role in many of the liberal arts disciplines
and contributes to society's understanding
of such areas as energy, weather, medical
science, and space exploration.
Recognizing the importance of physics
in contemporary life and the need to keep
abreast of rapid technological advances,
the department strives to give students not
only an understanding of basic concepts,
but also insights into recent developments.
A rigorous major provides students with
the preparation required for graduate study
in physics. It also provides flexibility, serving as a stepping stone to advanced work
in related areas such as astronomy, engineering, computer science, atmospheric
science and meteorology, oceanography,
biophysics, environmental science, and the
medical and health-related fields. The
department serves the liberal arts by offering courses for non-science students that
enable them to attain a general understanding of a particular area of science.
These courses provide the basis for
further study and enable students to
follow new developments with some
degree of comprehension.
The department supervises the preengineering program, with degree programs available at cooperating universities
at both the bachelor's and advanced degree
levels, and administers Augsburg College's
portion of funds designated for the
Minnesota Space Grant College
Consortium, funded by NASA. It also
maintains active research programs (supported by NASA, the National Science
Foundation, and other federal agencies)
through its Center for Atmospheric and
Space Sciences. Several students work as
research assistants in these efforts during
the academic year and in the summer.
Cooperative education, internship, and
undergraduate research programs provide
opportunities for students to apply their
knowledge and problem-solving skills in
practical situations in industrial, governmental, and academic settings.
Physics Faculty
Mark Engebretson, Kenneth Erickson,
Anthony Hansen, William Jasperson,
Jeffrey Johnson, David Venne, J. Ambrose
Wolf
Physics Research Staff
Jennifer Posch, Thomas Powers
BACHELOR OF ARTS
Major
13 courses including:
PHY 121 General Physics I
PHY 122 General PKysics I1
PHY 245 Modem Physics
PHY 351 Mechanics I
PHY 362 Electromagnetic Fields I
PHY 363 Electromagnetic Fields I1
PHY 395, 396 Comprehensive Laboratory
-
Physics '219
Two elective physics courses above PHY 122
MAT 145, 146 Calculus I, 11
MAT 245, 247 Calculus 111 and Modeling
and Differential Equations
or MAT 245
Calculus 111
and PHY 327 Special Functions of
Mathematical Physics
BACHELOR OF SCIENCE
Major
17 courses including:
PHY 121 General Physics I
PHY 122 General Physics I1
PHY 245 Modem Physics
PHY 261 Electronics
PHY 351 Mechanics I
PHY 352 Mechanics I1
PHY 362 Electromagnetic Fields I
PHY 363 Electromagnetic Fields I1
PHY 395 Comprehensive Laboratory I
PHY 396 Comprehensive Laboratory 11
PHY 486 Quantum Physics I
One physics course above PHY 122
CHM 105, 106 Principles of Chemistry
or CHM 115, 116 General Chemistry
MAT 145, 146 Calculus I, 11
MAT 245, 247 Calculus I11 and Modeling
and Differential Equations
or MAT 245
Calculus 111
and PHY 327 Special Functions of
Mathematical Physics
BACHELOR OF SCIENCE
Physics Major With Concentration in
Space Physics
18 course credits. It is the same as the
B.S. major, with the addition of PHY 320
and PHY 420, and the omission of the elective physics course.
Graduation with Distinction
A GPA of 3.7 in physics and 3.5 overall.
An original research project on a significant topic in physics with an oral presentation and written report. Project proposals
should be made to the department by Sept.
30 of the senior year.
Departmental Honors
A GPA of 3.5 in physics and 3.3 overall.
An original research project on a significant topic in physics with an oral presentation and written report. Project proposals
should be made to the department by Sept.
30 of the senior year.
In planning their courses of study, students are encouraged to work closely with
members of the physics faculty. Normally,
students should have MAT 145, 146, and
PHY 121,122 during the freshman year,
and MAT 245 and 247 (or PHY 327) during the sophomore year.
Teaching Licensure Major
The State of Minnesota has specific
licensing requirements for teachers that
may differ slightly in emphasis from the
Augsburg major requirements. The state
requirements may also be subject to
change after publication of this catalog.
Students therefore should consult with the
Augsburg Department of Education to
identify current Minnesota teacher licensure requirements.
Minor
Seven courses including:
PHY 121 General Physics I
PHY 122 General Physics I1
Three elective physics courses
above PHY 122
MAT 145, 146
Calculus I, 11
-
'22 Physics
PHY 363
Electromagnetic Fields II
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.
Prereq.: PHY 362, MAT 247 or PHY 327. Spring)
PHY 395
Comprehensive Laboratory 1 (.5 course)
An emphasis on independent laboratory work and participation in physics
seminars. Experiments in mechanics, thermodynamics, vacuum physics, electronics, electricity, magnetism, optics, and modem physics. (One three-hour
laboratory and one seminar hour per week. Prereq.: junior or senior standing
or consent of instructor. Fall)
PHY 396
Comprehensive Laboratory 11 (.5 course)
A continuation of PHY 395. (One three-hour laboratory and one seminar hour
per week. Prereq.: PHY 395, junior or senior standing or consent of instructor.
Spring)
PHY 420
Plasma Physics
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. Prereq.: PHY 362, 363 or concurrent registration)
PHY 486
Quantum Physics I
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. Prereq.:
PHY 245, 35 1. Fall)
PHY 488
Quantum Physics II
The application of quantum mechanics to specific topics chosen from the
areas of solid state physics, atomic and molecular physics, nuclear physics,
and particle physics. (Three one-hour lectures. Prereq.: PHY 486. Spring)
Internships and Independent Study Courses:
PHY 199
lnternship
See description on page 87.
PHY 299
Directed Study
See description on page 88.
PHY 399
lnternship
See description on page 87.
PHY 499
Independent StudyIResearch
See description on page 88. Open to juniors and seniors with departmental
approval.
F
irmly grounded in the liberal arts tradition, political science shares concerns
with the humanities, other behavioral sciences, and mathematics and the sciences.
The role and significance of authority in
human affairs establish the focus of political science. Augsburg political science students have the benefit of an experienced
faculty that offers courses in all major
areas of political science, and also possesses special expertise in the areas of campaigns and elections, comparative and
international politics, mass communications and other information technolgoy,
racial and ethnic politics, and American
public law.
Political scientists use systematic
inquiry and analysis to examine political
reality. The student who majors in political
science will explore political ideas and values, investigate political cooperation and
conflict, analyze and compare political systems, and develop perspectives on international relations. In the process, the student
will be encouraged to relate insights from
other liberal arts disciplines such as philosophy, psychology, economics, history, and
sociology to the study of politics.
Providing work in several subfields of
political sciene, the major supplies the
breadth appropriate for graduate work in
political science, public administration,
public policy analysis, law, and other professions. It also serves as a foundation on
which to develop careers in public service,
business, communications, and other
fields. Legislative and other internships, as
well as significant independent research
projects, are within easy reach of Augsburg
political science students in the Twin Cities
area. Combined with broad, balanced, and
flexible course offerings, these special
opportunities enhance the student's potential for graduate study and a successful
career.
Political Science Faculty
Andrew Aoki (Chair), Philip Fishman,
Milda Hedblom, Mary Ellen Lundsten,
William Morris, Norma Noonan, Susan
Riley, Joseph Underhill-Cady
Political Science Major
Ten courses:
POL 158 Political Patterns and Processes
POL 483 PoliticaVStatistics/Methodology
POL 484 Political Analysis Seminar
Required elective-one of the following:
POL 121 American Government and
Politics
POL 122 Metropolitan Complex
POL 160 World Politics
POL 170 Law in the United States
Also at least five other upper division
courses in four out of five political science
areas. A seminar in one of the five areas
may be counted for that area. Only one
internship may count for an upper division
area. Also one other political science course
in any area, upper or lower division.
Departmental Honors
The honors major in political science
includes the requirements listed above,
plus the following: The student's GPA must
be 3.5 in the major and 3.0 overall; the
student must take an honors independent
study and a seminar, and must submit an
honors thesis to be defended before a fac-
-
?24 Political Science
ulty committee. Students may work with
any member of the department on their
honors thesis. For specific requirements,
consult the department chair. Students
should apply for the honors major no later
than the junior year.
Minor
Five courses, including POL 121 or 122
or 170; POL 158; and at least three upperdivision courses in three out of five political science areas.
POL 483 may not usually be used
for a minor.
Teaching Major in Political Science
and Economics
Education Courses:
EDC 200 Orientation to Education
(required for licensure)
EDS 375 Social Studies Methods-capstone course (required for
licensure)
Political Science Courses:
POL 121 American Government (social
science core course)
Two upper-level political science courses
(must be in two different areas)
Two other political science courses
In addition, in order to graduate with this
major, a student must have been admitted
into the Department of Education.
Political Science Areas
Total of 12 courses required: five courses in economics, five courses in political
science, and two courses in education.
ECO 112 or 113 and POL 121 also fulfill
requirements for the social studies core;
education courses also fulfill licensure
requirements for secondary educaiton.
(I) American Government and Politics,
(11) Comparative Politics and Analysis,
(111) International Politics, (IV) Public Law,
and (V) Political Theory and Analysis. Any
course listed in more than one area may be
counted in only one area toward major or
minor requirements.
Economics Courses:
ECO 112 Principles of Macroeconomics
(elective for social science core)
ECO 113 Principles of Microeconomics
(elective for social science core)
ECO 312 Intermediate Macroeconomics
or ECO 315 Money and Banking
ECO 313 Intermediate Microeconomics
One other upper division course
Note: Students interested in secondary
education may take a political science
major or the teaching major in economics
and political science. Either option
requires that the student also take courses
required for the social studies core. For
more information, see the department
chair.
See the class schedule for precise listing
of terms in which courses are offered.
-
Political Science 22
I. AMERICAN GOVERNMENT AND POLITICS
POL 121
American Government and Politics
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.
POL 122
Metropolitan Complex
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.
POL 124
American Women and Politics
Investigates the roles women play in the political system. Political, economic,
and social issues will be explored from contemporary and historical perspectives.
POL 325
Public Administration and Policy Analysis
The politics of public administration and bureaucratic policy-making in the
United States; governmental regulation, promotion, and management, emphasizing political and economic interaction. (Prereq.: one course in political science or consent of instructor)
POL 326
Political Parties and Behavior
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). (Prereq.: one
course in political science or consent of instructor. Fall term of election years)
POL 342
Mass Communication in Society
Studies effects of new information technology (such as the Internet) and of the
traditional electronic media. Covers uses of technology and media for newsmaking, selling, entertainment, and public affairs. (Prereq.: Sophomore, junior,
or senior standing.)
POL 370
Constitutional Law
(See Section I V for description.)
POL 375
Media Law
(See Section IV for description.)
POL 421
Topics in American Politics
Topics include legislative, executive, or judicial politics, public policy, and
leadership. Can include focus on national, state, or local level. (Prereq.: one
course in political science or consent of instructor)
-
26 Political Science
II. COMPARATIVE POLITICS AND ANALYSIS
POL 158
Political Patterns and Processes
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.
POL 350
Topics In European Politics
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. (Prereq.: one course in political science
or consent of instructor)
POL 351
Topics In Communist/Post-Communist Systems
Analysis of the former Soviet Union andlor other communist/post-communist
states in terms of political behavior, evolution, institutions, and political
processes. (Prereq.: one course in political science or consent of instructor)
POL 359
Topics: Women in Comparative Politics
Various aspects of women in comparative politics will be explored. Themes
and countries vary. (Prereq.: one course in political science or consent of
instructor)
POL 459
Topics in Comparative Politics
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. (Prereq.: one
course in political science or consent of instructor)
Ill. INTERNATIONAL POLITICS
POL 160
World Politics
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.
POL 363
Russian and Chinese Foreign Policy
Analysis of theory and policy in the foreign policy process in Russia (and the
former USSR) and China. (Prereq.: one course in political science or consent
of instructor)
POL 461
Topics in International Politics
Selected themes including interpretations of international politics, foreign
policy decision-making, simulations of international problems. Topic to be
included in subtitle. (Prereq.: one course in political science or consent of
instructor)
POL 490
Seminar in International Relations
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. (Prereq.: four
courses in the international relations sequence)
-
Political Science 22
IV. PUBLIC LAW
POL 170
Law in the United States
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.
POL 370
Constitutional Law
The legal-political-philosophicalrole 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. (Prereq.: POL 170 or at
least junior status and one previous course in political science)
POL 371
Topics in Constitutional Law
Selected topics in constitutional law. Content will vary, defined by the subtitle
of the course. (Prereq.: POL 170 or consent of instructor)
POL 375
Media Law
Study of key issues and contemporary conflicts in media law and regulation,
including the uses of law to settle disputes about media content, access, ethics,
and ownership. (Prereq.: one course in political science, POL 342, or consent
of instructor)
V. POLITICAL THEORY AND ANALYSIS
POL 158
Political Patterns and Processes
(See Section I1 for description.)
POL 282
Understanding Asian America
Asian Americans and their place in American politics and society. Includes
some coverage of Asian American history and looks at struggle to define Asian
Americans.
POL 380
Western Political Thought
A study of influential political philosophers, emphasizing the values, goals,
and assumptions that continue to inform and to rationalize human governance. (Prereq.: one course in political science or consent of instructor)
POL 381
Topics in Democratic Theory
Selected topics including the emergence of political democracy in comparative
perspective and American political thought. Topic to be included in the
subtitle. (Prereq.: one course in political science or consent of instructor)
POL 382
Marxist Theory
Origins and evolution of Mantist theory and movements, emphasizing
Marxism as developed in Russia and China. Considers the political, social, and
economic dimensions, and changing role of Marxist doctrines in society.
(Prereq.: POL 158 or consent of instructor)
- Political Science
28
POL 383
Social and Political Change
Examines interaction between cultural, social, and political change, looking primarily but not exclusively at the United States. Also looks at how
individuals can try to effect political change. (Prereq.: one previous course
in political science, or junior or senior status or consent of instructor)
POL 484
Political Analysis Seminar
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. (Prereq.: POL 158, POL 483, and two upper
division courses, or consent of instructor)
VI. SEMINARS, INDEPENDENT STUDY, AND INTERNSHIPS
POL 295
Lower Division Seminar
Special topics. Consult department chair concerning terms and subject matter.
(On demand)
POL 483
Seminar in Political Statistics and Methodology
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.
POL 495
Seminar
Selected topics. Consult department chair concerning terms and subject matter.
Internships and Independent Study Courses:
POL 199
lnternship
See description on page 87. P/N grading unless internship supervisor grants
exception.
POL 299
Directed Study
See description on page 88.
POL 399
lnternship
See description on page 87.
POL 499
Independent StudyIResearch
See description on page 88.
P
sychology is an exploration of
behavior and mental processes. A s an integral part of a liberal arts education, psychology contributes to the understanding
of individual and group behavior.
Psychology's scientific method also equips
students to understand and use scientific
research and to make more informed judgments about claims in the popular media.
To prepare students for graduate study
and work in psychology, the major emphasues the complementary components of a
strong foundation in research and theoretical work with application of knowledge and
skills in coursework, research experience,
and internships within the community. The
cuniculum's emphasis on problem-solving
skills and current information about human
development and interaction is also relevant to careers in many related s e t t i n g s
business, education, social services,
research, law, government, church,
and medicine.
Faculty members in the Department of
Psychology have varied professional specializatio=linical,
counseling, physiological, developmental, social, cognitive,
and industrial/organizational psychologyas well as expertise in psychological applications to health, law, and public policy.
Students may tap this expertise through a
variety of learning experiences-within
and outside the classroom, with group and
individual projects, and through association with Augsburg's active Psychology
Club, Psi Chi Honor Society, and facultystudent research teams.
Psychology Faculty
Nancy Steblay (Chair), Grace Dyrud,
Emily Hause, Victoria Littlefield, Bridget
Robinson-Riegler,Jennifer Wenner
Major
Ten courses including:
PSY 105 Principles of Psychology
or PSY 102 The Individual in a Social
World
PSY 200 Psychological Science
Laboratory
PSY 230 Research Methods: Design,
Procedure, and Analysis I
PSY 330 Research Methods: Design,
Procedure, and Analysis 11
PSY 399 Internship
At least one course from the following:
PSY 354 Cognitive Psychology
PSY 355 Biopsychology
PSY 359 Assessment
At least one course from the following:
PSY 491 Advanced Research Seminar
PSY 493 Seminar: Contempora~yIssues
At least three additional psychology courses.
(Majors are strongly encouraged to take
more than 10 psychology courses; no more
than 13 count for graduation. )
Note: A minimum of five courses must be
from Augsburg. No more than two courses
from among PSY 299,399, and 499 may be
counted.
Transfer-course policy for majors
and minors: All transfer courses, including ACTC courses, must be approved in
writing by the chair. Only those psychology courses successfully completed (2.0 or
above) within the last 10 years will be considered. In general, courses that meet the
transfer guidelines may only be applied to
elective or PSY 105 credit for the major.
WEC psychology courses are offered
only on an alternating year basis.
All psychology majors must have an
adviser in the psychology department.
-
30 Psychology
Teaching Licensure Major
The State of Minnesota has specific
licensing requirements for teachers that
may differ slightly in emphasis from the
Augsburg major requirements. The state
requirements may also be subject to
change after publication of this catalog.
Students therefore should consult with the
Augsburg Department of Education to
identify current Minnesota teacher licensure requirements.
Concentration in Social Psychology
Both the sociology and psychology
departments offer courses relevant to students with interests in social psychology.
The intent of the social psychology concentration is to provide students of either
major with a solid disciplinary foundation
along with specific course work to
strengthen a cross-disciplinary social psychological perspective. Students will participate in internship and research experiences specific to their social psychology
interest. Course work will emphasize
research skills, theoretical analysis, and
applied work in areas intended to prepare
students for careers in law, consulting,
research, and social policy, as well as many
other areas. In addition, the social psychology concentration is ideal for graduate
school preparation. See department chair
for specific requirements.
Departmental Honors
GPA of 3.0 in the major and 3.5 overall,
and completion of a high-quality research
project culminating the major program.
Formal application must be made during
the junior year. Please consult the department chair for more detailed requirements.
Minor
Five courses, including PSY 102 or 105,
and four electives. A minimum of two
courses must be from Augsburg. No more
than two courses from among PSY 299,
399, and 499 may be counted.
PSY 102
The Individual in a Social World
A scientific investigation of social issues, with analysis of both individual and
group factors. Topics include media, prejudice, conformity, legal processes,
and consumer issues. Research participation is required. (This course does
substitute for PSY 105 as a prerequisite to upper division psychology courses.)
PSY 105
Principles of Psychology
An introduction to the methods and principles of psychology. Applications
of psychological concepts to everyday situations are emphasized. Research
participation is required.
PSY 200
Psychological Science Laboratory
An introduction to the science of psychology through problem-solving. The
focus is application of psychological principles to real-world issues. Emphasis
on data collection, summary, and communication. (Prereq.: PSY 102 or 105)
PSY 201
Health Psychology
Consideration of the impact of psychological, behavioral, social, and biological
interactions on health. (Prereq.: PSY 102 or 105)
-
Psychology 23
PSY 230
Research Methods: Design, Procedure, and Analysis I
Part I of a two-term sequence. Scientificmethod as practiced in psychology.
Emphasis on skills of bibliographic research, research design and data collection, statistical analysis and interpretation, computer-assisted data analysis,
and APA-style presentation of research findings. PSY 230 must precede
PSY 330. (Prereq.: PSY 200)
PSY 325
Social Behavior
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. (Prereq.: PSY 200 or consent of insh-uctor)
PSY 330
PSY 351
Research Methods: Design, Procedure, and Analysis II
Part I1 of a two-term sequence. See PSY 230. PSY 330 should be taken in the
term immediately following PSY 230. PSY 230 may be taken for one course
credit without taking 330. (Prereq.: PSY 230 with a grade of 2.0 or higher)
Child Development
Emphasis on normal development and behavior. Practical implications of data
and theory are stressed. (Prereq.: PSY 102 or 105)
PSY 352
Adolescent and Young Adult Development
Consideration of research and theory related to development during the adolescent and young adult years. (Prereq.: PSY 102 or 105)
PSY 353
Aging and Adulthood
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. (Prereq.: PSY 102 or 105)
PSY 354
Cognitive Psychology
Theory, data, and practical applications relevant to the following topics: attention, perception, pattern recognition, memory, mental imagery, problem-solving, decision-making, and language. (Prereq.: PSY 200)
PSY 355
Biopsychology
Relationship between brain and behavior. Considers biological bases of learning and cognition, emotions, abnormal psychology, personality, normal and
altered states of consciousness. (Prereq.: PSY 200)
PSY 356
Environmental Psychology
This course uses a cultural-ecologicalviewpoint to study the influence of the
physical environment, both natural and human-made, on behavior. (Prereq.:
PSY 102 or 105)
PSY 357
Behavior Analysis
Principles of learningbehavior change and their application to self-management, family, work, school, and clinic settings. Individualized projects.
(Prereq.: PSY 102 or PSY 105)
- Psychology
32
PSY 359
Assessment
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 validity, and legal and ethical issues. (Prereq.: PSY 200)
PSY 361
Personality/Cultural Context
Current scientifically-based approaches to description, dynamics, and
development of personality. Includes study of gender, social position, and
cross-cultural behavior. (Prereq.: PSY 102 or 105)
PSY 362
Abnormal Psychology
An introduction to psychological disorders. (Prereq.: PSY 102 or 105)
PSY 368
Behavioral Health Care I
(Physician Assistant Program requirement) Application of psychological theory, research, and clinical principles to health care practice. Emphasis on developmental health issues and a biopsychosocial health model. (Prereq.:Junior
standing in PA Program or PSY 355 and instructor approval)
PSY 369
Behavioral Health Care II
(Physician Assistant Program requirement) Continuation of PSY 368. Specific
skills and knowledge for effective clinical interviewing, diagnosis, and development of health care plans. Emphasis on psychopathology. (Prereq.: PSY 368)
PSY 371
Psychology of Gender
Emphasis on the social construction of gender and its impact on the lives and
behavior of individuals. (Prereq.: PSY 102 or 105)
PSY 373
Industrial/Organizational Psychology
The theoretical and applied study of organizations. Topics include personnel
selection and evaluation, career development, conflict and decision-making, group processes, and organizational change. (Prereq.: PSY 102 or 105)
PSY 381
Historical Perspectives
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. (Prereq.: PSY
102 or 105)
PSY 485
Counseling Psychology
Principles and methods involved in the counseling process. Consideration of
goals and ethical guidelines for the counseling relationship. (Prereq.: Three
PSY courses and junior class standing)
PSY 490
Current Topics in Psychology
Specific topic will be published prior to registration. (Prereq.: PSY 230 and
consent of instructor)
-
Psychology 23:
PSY 491
Advanced Research Seminar
Research team experience in a seminar format. Designed to extend students'
knowledge of statistical and methodological techniques and to explore contemporary research issues. Recommended for students headed for graduate
school and those electing an honors major. (Prereq.: PSY 330 or comparable
course approved by instructor)
PSY 493
Seminar: Contemporary Issues
Discussion and exploration of contemporary societal issues from a psychological viewpoint. Faculty-supervised student research. (Prereq.: PSY 230
and junior standing)
Internships and Independent Study Courses.
PSY 199
Internship
See description on page 87. (Prereq.: PSY 102 or 105 and one other
psychology course).
PSY 299
Directed study
See description on page 88. (Prereq.: PSY 102 or 105)
PSY 399
lnternship
See description on page 87. Participation in a concurrent seminar is required.
(Prereq.: PSY 330)
PSY 499
Independent StudyIResearch
See description on page 88. (Prereq.: PSY 330)
R
eligion asks fundamental questions
of life and meaning: Who are we as human
beings? Where did we come from? Where
did the world come from? What do good
and evil mean in this time and
place? Students will wrestle with these
questions and with responses from the
Christian traditions and from the perspectives of the other major world religions.
Through this study of religion, students
will learn to understand, appreciate, and
articulate the Christian faith, as based in
the Bible, as lived in the Christian fellowship, as embodied in the Christian Church
and its history, and as interactive in the
contemporary world and with other world
religions. Students will also develop the
ability to read and interpret the Bible,
other religious texts, and various expressions and practices of faith, so that their
meaning for human life in relation to God
becomes evident. In addition students will
develop skills for becoming leaders in the
religious communities to which they
belong and for living as responsible citizens with others whose religious views and
practices differ from their own.
A religion major encourages students to
seek their future in the world andfor
church through a sense of vocation, serving as pastors, associates in ministry, nurses,
youth and family ministry lay professionals
in congregations, and as social service and
human resource professionals in a wide
variety of settings.
Religion Faculty
Beverly Stratton (Chair), Janelle Bussert,
Bradley Holt, Rolf Jacobson, Lynne
Lorenzen, Philip Quanbeck 11, Mark
Tranvik
BACHELOR OF ARTS
Religion Major
Eight courses including:
REL 111 Introduction to Theology
REL 221 Biblical Studies
REL 356 World Religions
REL 481 Contemporary Theology
REL 495 Seminar
Three additional religion courses, of which
two must be upper division courses.
Note: Seminar, especially for majors,
should be taken in the junior or senior year.
Only one Interim course may be applied to
the major. One New Testament Greek
course may be applied to the major.
Graduation with Distinction
Graduation with Distinction requires
application to the department chair in the
junior year. Specific requirements are available from the chair.
Departmental Honors
GPA of 3.5 in the major and 3.0 overall,
research project approved by the department, and colloquium with the department. Application must be received by the
department by Dec. 30 of the student's
senior year.
Minor
Five religion courses. Not more than
one Interim course may be counted for the
minor.
Note: Not all courses that meet
Christian Faith Perspectives are REL courses and do not count toward tlie religion
major or minor.
-
Religion 23:
Youth and Family Ministry Major
The major in youth and family ministry
prepares persons for faithful work as youth
and family ministers in Christian congregations and other ministry settings. This
major is interdisciplinary, combining a core
study of theology and Bible with supporting coursework in the social sciences. A
distinctive part of the major is the combination of practical and theological training,
using resources of the Youth and Family
Institute of Augsburg College. Students are
accepted into the program through a twostep candidacy process.
This major requires an approximately
100-hour internship administered by the
Youth and Family Institute in partnership
with a congregation. It may be possible for
the intern to receive a stipend for this
internship.
The candidacy process begins with
application, normally in the fall of the
student's sophomore or junior year. Two
of the theology core courses must be completed before making application to the
program. An essay, one letter of reference,
an assessment instrument called "Self
Portrait," and an interview are required for
candidacy review. The teaching staff will
conduct step one.
The second step will be conducted by
the Youth and Family Institute staff with
help from experienced pastors, a member
of the religion faculty, and youth and family ministers. This usually follows the
internship in the fall of the senior year.
Retaking the "Self Portrait," an essay, an
assessment of the internship, and an interview are required. This step is very important for recommending the students for
employment.
Youth and Family Ministry Major
Ten religion courses including:
Theology core:
REL 111 Introduction to Theology
REL 221 Biblical Studies
REL 362 Theology of the Reformers
REL 481 Contemporary Theology
REL 495 Seminar
Youth and family ministry core:
REL 235 Basics in Youth and Family
Ministry (Interim)
REL 232 Peer Ministry: Principles and
Leadership
REL 358 Life and Work of the Church
REL 399 Internship
Theology elective: choose one of the
following:
REL 356 World Religions
REL 353 Denominations and Religious
Groups in America
REL 343 Theology of Marriage and
Family
and four supporting courses:
SOC 121 Introduction to Human Society
SOC 231 Family Systems: A CrossCultural Perspective
PSY 105 Principles of Psychology
or PSY 102 The Individual in a Social
World
PSY 351 Child Development
or PSY 352 Adolescent and Young Adult
Development
or SWK 260 Humans Developing
Note: A student with a youth and family ministry major may not also major or
minor in religion.
-
!36 Religion
2217Or 331 is prereq~site to aU other courses. REL 111 or 221
is expected to be taken in either the freshman or sophomore year at Augsburg.
Junior or senior transfer students who are
required to take two Christian Faith
Perspective courses may take REL 331 as
the prerequisite for other courses.
REL 111
Department approval is necessary
before courses taken in other colleges can
be accepted for religion department credit.
All majors must have an adviser in the
department.
Introduction to Theology
An introduction to the academic discipline of theology and to the dialogue
between the church and the world that concerns Christian doctrine.
REL 221
Biblical Studies
The origin, literary character, and transmission of the biblical documents; the
task of biblical interpretation; and the history of Israel and the emergence of
the church.
REL 231
Religion in African-American History
An examination of selected topics related to the Black experience, e.g., African
backgrounds, religion under slavery, and evangelicalism.
REL 232
Peer Ministry: Principles and Leadership
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
listenerlhelper. Peer ministry integrates the act of caring and serving others
within a Christian belief system.
REL 235
Basics in Youth and Family Ministry
Development of youth and family ministry in the U.S. Conceptual models and
basic skills for holistic approach to youth and family ministry in a congregation.
REL 331
Foundations in Bible and Theology
An advanced introduction to the biblical and theological foundations of the
Christian faith, focusing on writing and advanced critical thinking skills.
Open only to advanced transfer students. Not accepted for credit for students
who have taken REL 111 or REL 221.
REL 343
Theology of Marriage and Family
An examination of the nature of modem marriage and family relationships
within the context of the faith and practice of the Christian church.
-
Religion 23:
REL 353
Denominations and Religious Groups in America
A study of the beliefs and worship practices of the major Christian
denominations and of many contemporary American religious groups.
Some controversial religious movements will also be considered.
REL 356
World Religions
An introductory survey of some of the major living religions of the world,
including Hinduism, Buddhism, Confucianism, Taoism, Shinto, and Islam.
REL 357
Giants of Christian Faith
Christian history is examined through the lives and theology of notable figures. Thinkers that may be studied include Augustine, Martin Luther,
Dorothy Day, and Martin Luther King, Jr.
REL 358
Life and Work of the Church
Congregational life in its varied character with attention to Christian education and curriculum, youth work, and parish work.
REL 360
Religion and Society
An examination of the interaction of religion and society in terms of sociological analysis with particular emphasis on contemporary sociological research on
religious movements in American society.
REL 361
The Church in the First Four Centuries
A study of the early Christian Church, including persecution and martyrdom,
councils and creeds, and conflict with Gnosticism and mystery religions.
REL 362
Theology of the Reformers
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.
REL 363
Religion in America
A study of the history of religion in America. Special attention to the rise of
religious liberty, revivalism, denominations, and the responses of religion to
the challenges of its environing culture.
REL 370
American Indian Spirituality and Philosophical Thought
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)
REL 374
Science and Religion
A study of the implications for Christian theology of modem science, particularly physics and biology, and the ethical implications of some of the technologies that have derived from these sciences.
-
138 Religion
REL 383
Process Theology
Influences of the relational world view of process philosophy on Christian
faith and ethical deliberations (including killing, abortion, human sexuality,
and euthanasia).
REL 386
Speaking of Genesis
An investigation of scholarship on Genesis and the role of interpretaton
through study of the characters and values portrayed in Genesis and related
biblical texts.
REL 390
Theology of Death and Dying
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 modem medical technology.
REL 420
The Russian Orthodox Church
Theology and history will be studied primarily from the perspective of those
Christians who live in Greece, Turkey, and Eastern Europe, with special attention to the Orthodox Church in Russia.
REL 425
Christian Spiritual Practices
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.
REL 441
Feminism and Christianity
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 terns of language and metaphor.
REL 471
Jesus and His Interpreters
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.
REL 472
Paul the Apostle
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.
REL 475
Judaism
An introduction to the Jewish faith as the tradition has developed, as well as
attention to current issues facing the Jewish community The Jewish
Chatauqua Society annually makes a grant to Augsburg College in partial support of this course in Judaism.
REL 481
Contemporary Theology
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.
-
Religion 23'
REL 483
Christian Ethics
The bases of Christian social responsibility, in terms of theological and sociological dynamics. Emphasis on developing a constructive perspective for critical reflection upon moral action.
REL 486
Psychology of Religion and Theology
A study of current psychological views of religion in the context of the tradi-
tional Christian view of human nature. Special attention will be given to the
classics in the field by Freud, Jung, and William James, and to those Christian
theologians who have been influenced by them.
REL 490
Topics in Religion
Individual study in selected religion courses not addressed in regular course
offerings.
REL 495
Seminar
Selected topics. Required of majors in the junior or senior year; others
by permission of instructor. Before taking the seminar, each major must have
written one formal research paper and placed it on file with the department
chair. (Fall)
Internships and Independent Study Courses:
REL 199
Internship
See description on page 87. Limited to special cases.
REL 299
Directed Study
See description on page 88.
REL 399
Internship
See description on pages 87 and 235.
REL 499
Independent StudyIResearch
See description on page 88.
See department listingfor a description of thefollowing approved elective:
RELIPHI 350 Philosophy of Religion
(See PHI 350)
40 RUSSIAN, CENTRAL,
AND EAST
EUROPEANSTUDIES (ACTC
T
his major, offered through the
Associated colleges of the ~ w i Cities
i
(ACTC), seeks t i give the broadest possible exposure to the history, politics, economics, literature, and philosophy of
Central and Eastern Europe and Russia.
This interdisciplinary major offers an
opportunity to become well acquainted
with societies in socio-economical and
political transition as well as the rich literary and cultural achievements of the area.
Experience with the Russian language or,
through the University of Minnesota one of
the Eastern European languages, is
required. Russian, Central, and East
European studies is a sound liberal arts
major offering considerable flexibility and
career opportunities, especially when combined with another major or minor in business, economics, history, language, and literature or political science.
Courses are offered at Augsburg
College, Hamline University, Macalester
College, the College of St. Catherine, and
the University of St. Thomas, thus drawing
on the faculty and resources of the five
ACTC institutions.
Adviser
Magda Paleczny-Zapp
PROGRAM)
DEGREE AND MAJOR REQUIREMENTS
Major
Eleven courses, including language and
area studies courses:
A. Language Courses: Two years of
basic college Russian, Polish, SerboCroatian, Czech, Hungarian, or
equivalent competencies.
B. Area Studies Courses:
Track 1: Concentration in humanities
Five courses: Four courses from the list of
approved courses in Track 1,plus one
course from Track 2, as approved by adviser.
Track 2: Concentration in social sciences
Five courses: Four courses from the list of
approved courses in Track 2, plus one
course from Track 1,as approved by adviser.
C. Two other courses selected from either
Track 1 or Track 2.
D. Students are strongly recommended to
take a third year of Russian or any other
East European language. A program of
study abroad in Russia or one of the
Central or East European countries during
a semester, Interim, or during the summer
is strongly encouraged. All options should
be discussed with the student's adviser.
I
AUCSBURC
TRACK 1
HUMANITIES CONCENTRATION
HIS 348 Russia and Soviet Union in the
20th Century
REL 420 The Russian Orthodox
Church
TRACK 2
SOCIAL SCIENCES CONCENTRATION
REL 420 The Russian Orthodox Church
ECO 317 Comparative Economic
Systems
EC0 495 Topics (Requires permission
of adviser)
POL 351 Topics in Communist/Post
Communist Systems (Requires
permission of adviser)
POL 363 Russian and Chinese
Foreign Policy
Students may take other Eastern
European language courses that are offered
at the University of Minnesota through
ACTC. See the adviser or contact the
ACTC office for further information.
Students may not receive credit for the
same course taken on different campuses.
The following courses are considered to be
equivalent to one another:
(Location:A = Augsburg; H = Hamline;
M = Macalester; C = St. Catherine; T = St.
Thomas.)
HIS 60 M = HIS 337 H
HlST 333 T = HIST 373 H =
HIST 348 A = HIST 351 C
ECO25M=ECO317A=
ECO 349 T = ECO 349 C
Faculty Advising
Students should consult an adviser regularly in order to secure a coherent and
effective program. Each ACTC institution
has a faculty member on the Russian,
Central, and East European Studies
Committee. These advisers can help with
selection of courses, recommendations for
study abroad, and consideration of career
options.
See Nordic Area Studies under Interdisciplinary
Studies.
The current advisers are: Augsburg,
Magda Paleczny-Zapp, (612) 330-1761;
Hamline, Karen Vogel, (651) 641-2973 and
Nick Hayes, (651) 641-2314; Macalester,
Gary Krueger, (651) 696-6222; St.
Catherine, Sr. Margery Smith, (651) 6906553; and St. Thomas, Sr. Mary Shambour,
(651) 962-5164.
s
tudents preparing to teach social
studies at the secondary level must complete, in addition to the professional
requirements to be met within the
Department of Education, a program
designed to provide a broad foundation in
the social sciences.
Coordinator
Christopher Kimball
Social Studies Teaching Licensure
Broad base requirements:
ECO 112 Principles of Macroeconomics
or ECO 113 Principles of
Microeconomics
HIS 220 America to 1815
or HIS 221 19th-Century United States
or HIS 222 20th-Century United States
POL 121 American Government and
Politics
PSY 105 Principles of Psychology
SOC 121 Introduction to Human Society
SOC 336 Introduction to Cultural
Anthropology
One course in geography
(human or cultural)
Plus a major in one of six fields-economics, history, political economics, political
science, psychology, or sociology.
Geography and anthropology are also
acceptable fields, although they are not
offered as majors on the Augsburg campus.
An interdisciplinary social studies
major is available for persons holding a
bachelor's degree and seeking licensure
only.
Students considering a career in
social studies education should consult,
as soon as possible, the Augsburg
Department of Education and the social
studies coordinator.
Teaching Licensure Major
The State of Minnesota has specific
licensing requirements for teachers that
may differ slightly in emphasis from the
Augsburg major requirements. Students
should consult with the Augsburg
Department of Education to identify current Minnesota teacher licensure requirements.
T h e social work major prepares graduates for entry-level generalist practice in
the field of social work. The baccalaureate
social work uroeram (B.S.W.) is accredited
by the Council on Social Work Education
and leads to a bachelor of science degree.
Graduates are prepared to work with individuals, families, groups, and communities
building on strengths, and to develop and
analyze social policy. The mission of the
department is to develop social work professionals for practice that promotes social
justice and empowerment towards the
well-being of people in a diverse and global society.
.
L,
Augsburg's social work major provides
a strong foundation for graduate studies in
a variety of fields. Since 1991 Augsburg
has offered a full-time Master of Social
Work (M.S.W.) degree on a weekend
schedule.
Augsburg College's motto, "Education
for Service," exemplifies the philosophy of
the Department of Social Work. The Twin
Cities area provides both a variety of field
placements for social work students and
extraordinary community resources for the
classroom. The ethnic and economic diversity in this metropolitan area enriches
opportunities for social work students to
learn to understand, appreciate, respect,
and work with people different from themselves.
The social welfare minor and electives
in the department allow students from
other majors to gain knowledge about
human needs and growth, human services,
global social welfare, and the methods of
effective citizenship. Using this knowledge,
students are encouraged to use their talents
and skills to address the needs of society,
always emphasizing social justice and the
central importance of diversity in the social
fabric of our world.
Social Work Faculty
Terry Cook (Co-Chair), Edward
Skarnulis (Co-Chair), Anthony Bibus
(BSW program director), Susan Bullerdick,
Vem Bloom, Laura Boisen (MSW field
coordinator), Lois Bosch (MSW program
director), Francine Chakolis, Maria Dinis,
Sumin Hsieh, Rosemary Link, Sharon
Patten, Curt Paulsen, Phu Phan, Glenda
Dewberry Rooney, Michael Schock (BSW
field coordinator), Clarice Staff, Maryann
Syers
- 3ocial Work
44
Concentration
Major
Ten core courses:
SWK 301 History and Analysis of
Social Policy
SWK 306 Social Work Practice I:
With Individuals
SWK 307 Field Work I:
Integrative Seminar
SWK 316 Social Work Practice 11:
With Families and Groups
SWK 317 Field Work 11:
Integrative Seminar
SWK 401 Research: Evaluation of Practice
and Programs
SWK 406 Social Work Practice 111:
With Communities and Policies
SWK 407 Field Work 111:
Integrative Seminar
SWK 417 Field Work IV
Integrative Seminar
SWK 419 The Social Worker as
Professional
and seven supporting courses:
BIO 101 Human Biology
PSY 105 Principles of Psychology
soc 121 Introduction to Human Society
SOC 231 Family Systems:
A Cross-Cultural Perspective
SOC 265 Culture: Ethnicity, Gender,
and Race
SWK 257 Exploring Human Services
SWK 260 Humans Developing
A minimum grade of 2.0 is required for
each core course and a 2.0 GPA is required
in the supporting program. A statistics
course is recommended for students planning on graduate school.
Concentrations in aging, chemical
dependency, crime and corrections, social
ministries, and youth are possible. A concentration consists of elective courses in
the area and a senior practicum in that
special area. For social ministries, a minor
in religion with specific coursework is
required. Completion of a concentration is
noted on the transcript.
Candidacy
Social work majors must be granted
candidacy status before the beginning of
the first practicum in the junior year.
Certain 300- and 400-level courses list
candidacy as a prerequisite. A written selfstatement, reference letters, and the completion or planned enrollment in all core
and supporting program courses below the
400 level are necessary for candidacy.
Social Welfare Minor (for other
majors)
Six courses including:
SWK 257 Exploring Human Services
SWK 260 Humans Developing
SWK 301 History and Analysis of
Social Policy
SWK 406 Social Work Practice 111:
With Communities and Polices
SOC 265 Culture: Ethnicity, Gender,
and Race
and one course from:
POL 121 American Government
and Politics
POL 158 Political Patterns and Processes
POL 325 Public Administration
-
Social Work 24
Social Ministries
This concentration helps to focus social
workers on work in church congregations
or church-sponsored social programs and
projects. The concentration was designed
by the Departments of Religion and Social
Work. The concentration is achieved by
completing the following course of study:
SWK 257 Exploring Human Services
SWK 260 Humans Developing
SWK 301 History and Analysis of
Social Policy
SWK 306 Social Work Practice I:
With Individuals
SWK 307 Field Work I:
Integrative Seminar
SWK 316 Social Work Practice 11: With
Families and Groups
SWK 317 Field Work 11:
Integrative Seminar
SWK 401 Research: Evaluation of
Practice and Programs
SWK 406 Social Work Practice 111:
With Communities and Policies
SWK 407 Field Work 111:
Integrative Seminar
SWK 417 Field Work IV
Integrative Seminar
SWK 419 The Social Worker as
Professional
Social Ministries Minor in Religion
Required course--choose one:
REL 111 Introduction to Theology or
REL 221 Biblical Studies
Suggested c o u r s e ~ h o o s four:
e
REL 231,263,342,343,353,360,363,
366,370,415,441, and 483.
ELECTIVE COURSES ARE OPEN TO ALL STUDENTS.
SWK 230
Global Peace and Social Development
This course offers a framework of non-violent social change and development
in the global context. It also identifies the focus of social work in addition to
many other disciplines that are vital to fostering peace.
SWK 257
Exploring Human Services
This experiential learning course is designed to help students learn about
themselves in relation to a possible major or future career in social work.
Students must arrange to perform 60 hours of work in a human service
agency and must attend the weekly seminar. The course also critically examines how economic and political structures affect diverse groups.
SWK 260
Humans Developing
This course provides an understanding of human growth through life and of
the sociocultural, biological and psychological factors that influence the
growth of individuals and families. Growth related to diverse populations and
groups or special stresses is also a focus.
SWK 301
History and the Analysis of Social Policy
This course describes the historical and contemporary systems of human service. The values and social movements that form charitable and governmental
responses to human needs and the contribution of social workers historically
will be explored. (Prereq.: junior standing or consent of instructor)
-
46 Social Work
SWK 406
Social Work Practice Ill: With Communities and Policies
This course focuses on social change through community organization and
influencing policies. Students build an understanding of communities, human
service agencies, and policy practice in the local community through a
required service-learningproject. (Prereq.: senior standing or consent of
instructor)
COURSES RESERVED FOR SOCIAL WORK MAJORSONLY
SWK 306
Social Work Practice I: With Individuals
This course covers the basic features of the helping process, theoretical foundations, principles, and techniques of social work with individuals, and development of relationship building skills. Includes video-taping laboratory sessions. (Concurrent with SWK 307 Integrative Seminar in WEC and with SWK
301 in the day program, and junior standing)
SWK 307
Field Work I: lntegrative Seminar*
Beginning supervised professional practicum experience in a social work
agency that focuses on interviewing experience and relationship building. A
total of 120 hours, plus a small-group integrative seminar. (Prereq.: SWK 301,
junior standing, concurrent with SWK 301 in day program and SWK 306 in
WEC. P/N grading only)
SWK 316
Social Work Practice II: With Families and Croups
This course builds skills in the problem-solving model with diverse populations through lecture, classroom exercise, and regular class work focusing on
generalist practice in group and family work. (Prereq.: SWK 306, SWK 307,
and candidacy status)
SWK 317
Field Work II: lntegrative Seminar*
Progressively-responsible, supervised professional social work experience
including work with individuals, families, groups, and communities in a social
service agency A total of 120 hours, continuing SWK 307, plus an integrative
seminar. (Prereq.: candidacy status; concurrent with SWK 316. P/N grading
only)
*Can be taken in coordination with cooperative education, which may provide paymentfor
work infield sites.
-
Social Work 24
SWK 401
Research: Evaluation of Practice and Programs
This is an overview of commonly-used research methods, especially experimental designs and applications to program and practice evaluations, plus use
of data-processing equipment for statistical analysis. (Prereq.: MPG 3)
SWK 407
Field Work Ill: lntegrative Seminar*
Field work practicum, a total of 120 hours plus integrative seminar. (Prereq.:
Senior and candidacy status. P/N grading only)
SWK 41 7
Field Work IV: lntegrative Seminar*
Continuation of SWK 407; a total of 120 hours plus integrative seminar.
(Prereq.: Senior and candidacy status. P/N grading only)
SWK 419
The Social Worker as Professional
This course reviews professional ethical practice, bureaucratic survival, job
attainment, and strategies for agency change and empowering clients. (Prereq.:
Senior and candidacy status.)
Internships and lndependent Study Courses:
SWK 199
lnternship
See description on page 87.
SWK 295
Topics:
Special themes in social work specified in subtitle.
SWK 299
Directed Study
See description on page 88.
SWK 399
lnternship
See description on page 87.
SWK 499
lndependent StudyIResearch
See description on page 88.
*Can be taken in coordination with cooperative education, which may provide payment for
work infield sites.
S
ociology
-. is the study of society as a
whole and of human social organization in
groups. The sociological perspective provides a way to better understand the social
world and how human beings come to
think and act as they do.
The goal of the department is to guide
students in gaining knowledge of the social
order, how it affects them in their daily
lives, and how it can be applied to their
vocation. Sociology majors develop an
understanding of the theories of society
and social groups, learn to create and use
scientific tools of analysis, and practice the
application of sociological concepts to the
solution of social problems.
Students are encouraged to select as
electives some of the non-traditional learning models available, such as internships,
independent study, Interim courses, and
field studies. The department urges students to use Augsburg's metropolitan setting as a laboratory for learning.
Internships and cooperative education
enable majors to apply the theories and
research skills of sociology while they
explore career alternatives. Augsburg alumni who have majored in sociology are currently employed in the human resources
departments of both government and private corporations, in the criminal justice
field, and as professors of sociology. Others
have used their majors as preparation for
advanced study in areas such as law, the
ministry, social work, urban planning, and
human services.
Sociology Faculty
Diane Pike (Chair), Eric Buffalohead,
Gany Hesser, Gordon Nelson, Michael
O'Neal, Tim Pippert, James VelaMcConnell
Major
Ten courses including:
SOC 121 Introduction to Human Society
SOC 349 Complex Organizations
SOC 362 Statistical Analysis
SOC 363 Research Methods
SOC 375 Social Psychology
SOC 485 Modern Sociological Theory
and four additional sociology courses.
Note: SOC 399 is highly recommended.
Majors must have a 2.0 or better in each
required course to receive credit in the
major.
Concentration in Crime and Community
Many of our students are interested in
the field of criminal justice. This concentration, however, is not a traditional criminal justice program. Rather, the focus is on
understanding crime in the community
with respect to prevention, and the solution of problems that lead to crime.
Students interested in community crime
prevention as well as the traditional
aspects of criminal justice-ourts,
prisons, probation, and law-will be served by
this major. See department chair for specific requirements.
Teaching Licensure Major
The State of Minnesota has specific
licensing requirements for teachers that
may differ slightly in emphasis from the
Augsburg major requirements. The state
requirements may also be subject to
change after publication of this catalog.
Students therefore should consult with the
Augsburg Department of Education to
identify current Minnesota teacher licensure requirements.
-
Sociology 249
Concentration in Social Psychology
Departmental Honors
Both the sociology and psychology
departments offer courses relevant to students with interests in social psychology.
The intent of the social psychology concentration is to provide students of either
major with a solid disciplinary foundation
along with specific course work to
strengthen a cross-disciplinary social psychological perspective. Students will participate in internship and research experiences specific to their social psychology
interest. Course work will emphasize
research skills, theoretical analysis, and
applied work in areas intended to prepare
students for careers in law, consulting,
research, and social policy, as well as many
other areas. In addition, the social psychology concentration is ideal for graduate
school preparation. See department chair
for specific requirements.
To complete the honors major in sociology, the student must have a minimum
GPA of 3.5 in the major and overall. In
addition, students must: (1) successfully
complete an internship, independent study,
or cooperative education experience; (2)
submit a portfolio including an honors
essay and completed papers and projects.
See department chair for specific requirements. An application for the honors major
must be completed by spring of the junior
year.
Minor
Five courses including SOC 121 and at
least two upper division courses taken at
Augsburg College. Students are expected to
have at least a 2.0 GPA in courses counting
toward the minor.
SOC 121
Introduction to Human Society
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. (Fall, spring)
SOC 21 1
Community and the Modern Metropolis
How is community possible in the face of multicultural, economic, and
ideological forces that are characteristic of urban life? The cultural and
structural dynamics of the Twin Cities are a basis for exploring this possibility.
(Fall, spring)
SOC 231
Family Systems: A Cross-Cultural Perspective
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 the modem cultural and
social patterns.
-Sociology
250
SOC 241
Foundations of Cultural Anthropology
Course objectives include giving students 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.
SOC 265
Gender, Race, and Ethnicity
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.
(Fall, spring)
SOC 277
Introduction to Criminology
What do we know about crime in American society? How can we explain
crime sociologically? Topics include: theories and patterns of crime, police,
courts, corrections, and criminal policy. (Fall)
SOC 300, 301, 302, 303, 304
Special Topics in Sociology
A variety of topics offered periodically depending on needs and interests that
are not satisfied by regular course offerings. (Prereq.: consent of instructor)
SOC 349
Complex Organizations
What is the nature of these modem organizations in which we spend so much
of our daily lives? Organizations as corporate actors are analyzed with respect
to their goals, culture, technology and structure, as well as corporate deviance.
(Prereq.: SOC 121 or consent of instructor. Spring)
SOC 360
Religion and Society
An examination of the interaction of religion and society in terms of sociological analysis with particular emphasis on contemporary sociological research on
religious movements and institutions in American society. (Prereq.: SOC 121
recommended. Fall)
SOC 362
Statistical Analysis
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. (Prereq.:
MPG 3 . Fall)
SOC 363
Research Methods
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.
(Prereq.: SOC 362 or consent of instructor. Spring)
SOC 375
Social Psychology
How does soceity construct the individual? How does the individual construct
society? This course analyzes the dynamic tension between the self and
society, as well as the major questions, issues, perspectives, and methods of
the field. (Prereq.: Soc 121 or consent of instructor. Fall, spring)
-
-
Sociology 251
SOC 381
The City and Metro-Urban Planning
Emphasis centers on alternative theories and approaches to planning and
shaping metropolitan areas. Readings, simulations, outside speakers, and walking research field trips in a seminar format. (Prereq.: SOC 121 or 211 or consent of instructor. Spring)
SOC 485
Modern Sociological Theory
An examination of the major theoretical traditions within sociology, tracing
the course of their development in the 19th and 20th centuries. (Prereq.:
Two courses in sociology including SOC 121 or consent of instructor. Fall)
Internships and Independent Study Courses:
SOC 199
lnternship
See description on page 87.
SOC 299
Directed Study
See description on page 88.
SOC 399
lnternship
See description on page 87.
SOC 498
lndependent Study-Metropolitan
Resources
An independently designed course a student (or group of students) develops,
making extensive, systematic, and integrated utilization of resources available
in the metropolitan community, supplemented by traditional College
resources. (Prereq.: SOC 121 or 211 andfor consent of instructor. Fall, spring)
SOC 499
lndependent StudyIResearch
See description on page 88. (Prereq.: SOC 121, consent of instructor and
department chair. Fall, spring)
SPANISH
See listing under Modem Languages.
SPEECH/COMMUNICATION
AND
THEATRE
ARTS-spc, THR
0
ur quality
- - of life, both personally
and professionally, depends in large part
upon the quality of our communication. A
communication major at Augsburg is
designed to enhance understanding of
communication in a variety of contexts
and to improve communication skills.
Since communication careers demand a
broad educational background, the department strongly encourages a second major
or two minors in fields such as business,
economics, English, history, international
relations, political science, psychology, religion, social work, sociology, or theatre arts.
The Augsburg communication major
focuses on competency in both speech and
writing, as well as effective use of media.
Since the study and practice of communication is grounded in both the humanities
and the social sciences, majors are encouraged to include such related subjects as
aesthetics, ethics, philosophy, logic, literature, statistics, and research methods in
their programs.
Prospective majors should meet with a
departmental adviser as early as possible to
design an approved major program, preferably by the end of the sophomore year.
Speech/Communication and Theatre
Arts Faculty
Martha Johnson (Chair), Julie Bolton,
Michael Burden, Darcey Engen, Robert
Groven, Daniel Hanson, David Lapakko,
Deborah Redmond
BACHELOR OF ARTS
Communication Major
12 courses overall--seven required core
courses and five courses within one of
seven emphases. For transfer students, at
least six of these 12 courses must be upper
division courses offered at Augsburg.
Required of all communication majors:
SPC 111 Public Speaking
or SPC 112 Contest Public Speaking
SPC 188 Forensics Practicum
(non-credit)
SPC 321 Advanced Public Speaking
or THR 350 Voice for Speech, Stage, and
Screen
or THR 360 Interpretive Reading
SPC 35 1 Argumentation
SPC 352 Persuasion
SPC 354 Interpersonal Communication
SPC 355 Small Group Communication
One of the following: ENG 223, 225,
226, 227.
Rhetoric Emphasis (Day)
Five additional electives from the following: SPC 329,343,345,347,399,495,
499; THR 350,360; LIN 311; PHI 120,
230; PSY 325,371; SOC 362,375.
Organizational Communication
Emphasis (Day)
Five additional electives from the following: SPC 329,345,399,495,499; ART
132,225,330; SPC 345; BUS 340,355 or
450; CSC 160; INS 395; PSY 325,371,
373; SOC 265,349,375.
Mass Communication Emphasis (Day)
Five electives from the following: SPC
343,347,348,399,495,499; ART 132,
225,330; ENG 226,241,327,347; POL
342,375; THR 232,325,350,360;
SPOTHR 333.
Public Relations and Advertising
Emphasis (WEC)
Students interested in this emphasis are
strongly urged to take ENG 227
Journalism as part of the major.
Five electives from: ART 132, 224, 225;
BUS 242,252,355; MIS 379; PSY 373;
SOC 349; SPC 345,399,480; POL 342.
Marketing Communications Emphasis
(WEC)
Five electives from: BUS 252, 352,355,
357,450; SPC 399,480; POL 342.
Human Relations Emphasis (WEC)
Five electives from: INS 395; PSY 373,
485; SOC 231,265,349,375; SPC 329,
345,399,480.
Supervisory Management Emphasis
(WEC)
Five electives from: BUS 242, 340, 440;
INS 395; MIS 175,379; PSY 373; SOC 349;
SPC 345,399
For All Seven Emphases
We encourage all majors to participate
in Augsburg's interscholastic forensics program. Day students are required to attend
at least two interscholastic speech tournaments. Registering for and completing SPC
188 (Forensics Practicum) is required to
document participation. Students should
be aware that the tournament season is
essentially from October through midMarch, and should plan schedules accordingly.
All day majors should plan to include
at least one internship (SPC 399) as one of
their electives.
Students may petition the department
to include as part of their major concentration other Augsburg courses not listed
above. Such requests must be submitted in
writing to the departmental adviser for
prior approval. Also, students may petition
to include up to three courses from other
ACTC schools as electives, with prior
approval of the adviser or department chair.
Departmental Honors
The honors major is designed to
encourage overall excellence as well as
outstanding achievement on a specific project of special interest to the student.
Honors majors must maintain a 3.5 GPA in
the major and a 3.0 GPA overall, and, as
part of their major program, complete a
substantial independent project of honors
quality (SPC 499 registration). Honors
candidates should meet with their departmental adviser prior to their senior year to
develop a proposal for the honors project.
Communication Minor
Six courses including:
SPC 111 Public Speaking
or SPC 112 Contest Public Speaking
POL 342 Mass Communication in
Society
or SPC 343 Broadcast Production I
SPC 351 Argumentation
or SPC 352 Persuasion
SPC 354 Interpersonal Communication
SPC 345 Organizational Communication
or SPC 355 Small Group
Communication
ENG 223,225,226 or 227
Film minor
Six courses including:
ENG 241 Introduction to Cinema Art
SPCITHR Topics 295: 16mm Film
SPCrrHR Topics 295: Contemporary
Issues in Film
SPC 343 Broadcast Production I
THRISPC 333 Acting for Camera
Plus one of the following:
SPCrrHR Topics 295: Screenwriting
THRJENG 325 Playwriting
THR 328 Stage Design
SPC 347 Documentary Video
SPC 348 Broadcast Production I1
THR 366 Stage Direction
Prospective minors must obtain prior
approval from a communication faculty
adviser.
Communication Arts/Literature
Teacher Licensure Major
This major is only for students who
seek to be licensed in speech or communication arts. Students should consult directly with both the Augsburg speech/communication and education departments. The
course requirements for the new licensure
are listed under the Department of English,
on p. 139.
Note: For transfer students, at least
three of these six courses must be upper
division courses offered at Augsburg.
SPC 111
Public Speaking
The course focuses on speech preparation, organization, audience analysis,
style, listening, and overcoming speech fright. (Note: Students may take either
SPC 111 and 112 for credit, but not both. Fall, spring)
SPC 112
Contest Public Speaking
Theory and practice of speaking in formal contest situations. Students must
attend three interscholastic speech tournaments in at least two of the following: informative speaking, persuasive speaking, Lincoln-Douglas debate,
speaking to entertain, andlor communication analysis. (Note: Students may
take either SPC 111 or 112 for credit, but not both.)
SPC 188
Forensics Practicum
A non-credit experience in forensics. Students must attend two interscholastic
forensics tournaments between October and March. (Fall, spring)
SPC 321
Advanced Public Speaking
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 i n t e ~ e w i n gand sales presentations, in order to hone students' speaking skills. (Prereq.: SPC 111 or
112)
SPC 329
lntercultural Communication
This course explores cultural differences and their implications for communication, including differences in values, norms, social interaction, and code syst e m . (Fall: alternate years)
SPC 343
Broadcast Production I
Introduction to video production with an emphasis on creative concept development, script-writing, directing, and producing for video. Should be taken
concurrently with THR 333. (Fall)
SPC 345
Organizational Communication
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. (Fall: alternate years)
SPC 347
Documentary Video
A video production course that integrates lecture and criticism with hands-on
experience dealing with non-fiction subjects.
SPC 348
Broadcast Production I1
This course combines studio and field production with special emphasis on
post-production editing. Students work in production teams to create and produce a one-hour magazine format news program and music video. (Prereq.:
SPC 343 or 347)
SPC 351
Argumentation
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. (Prereq.: SPC
111 or consent of instructor. Fall)
SPC 352
Persuasion
Examination of the process of influence in a variety of social contexts, paying
special attention to the psychological aspects of persuasion. (Prereq.: SPC 111
or consent of instructor. Spring)
SPC 354
Interpersonal Communication
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. (Fall, spring)
SPC 355
Small Croup Communication
A study of group dynamics and leadership with emphasis on decision making,
leadership styles and conflict management. (Spring)
SPC 410
The Self and the Organization
Understanding through 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. Collateral readings, open dialogue, and individual projects. (WEC only)
SPC 480
Public Relations/PromotionaI Communication
Public relations in the modem 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. (WEC only)
SPC 495
Communication Topics
Selected topics in communication with emphasis on the use of primary
sources and methodology of research.
Internships and Independent Study Courses.
SPC 199
-
lnternship
See description on page 87.
SPC 299
Directed Study
See description on page 88.
SPC 399
lnternship
See description on page 87.
SPC 499
Independent Study/Research
See description on page 88.
See department listings for the following approved electives:
ART 132
ART 224
ART 225
ART 330
BUS 242
BUS 252
BUS 340
BUS 352
BUS 355
BUS 440
BUS 450
CSC 160
ENG 226
ENC 241
ENG 347
INS 395
MIS 379
PHI 120
POL 342
POL 375
PSY 325
PSY 371
PSY 373
PSY 485
SOC 231
SOC 265
SOC 349
SOC 362
SOC 375
THR 232
THR 325
THR 350
THR 360
I HEATRE ARTS-THR
T
he study of theatre is finnly grounded
in the liberal arts, integrating kno&ledege
and principles from many academic and
artistic disciplines, including speechlcommunication, art, music, history, English,
literature, business, philosophy, and religion. Both the cumculum and dramatic
productions by the Theatre Arts Program
offer valuable cross-disciplinary connections for the campus while also providing
a solid base in classical, modem, contemporary, and multicultural theatre.
Augsburg's location in the heart of a
major theatre center makes it an ideal
place to study theatre. At Augsburg we
seek to create every opportunity for students to grow both as theatre artists and
scholars, by encouraging connections
between our campus and the greater arts
community while also exploring connections between theory and application.
Student opportunity to make these connections includes course study, theatrical production work, participation in the Artist
Series (an annual series of events featuring
visiting theatre professionals from the Twin
Cities community who work closely with
students,) and attendance at numerous
professional productions in the Twin
Cities. Augsburg theatre productions are
treated as unique learning laboratories
where students can enter into creative collaboration with faculty and professional
artists-in-residence.
In addition to learning skills specific to
theatre, students in theatre arts learn valuable skills applicable to other professions:
collaboration, verbal and non-verbal communication, organization, critical thinking,
leadership, creativity, and self-expression.
Involvement in theatre arts can help prepare students for such careers as law, education, business, communication, and jour-
nalism, as well as prepare theatre students
for careers in professional or academic theatre, television, and film. In order to prepare the student for graduate school or the
workplace, the department strongly
encourages a second major or minor in
such fields as speech/communication, art,
English, education, music, or religion.
BACHELOR OF ARTS
Theatre Arts Major
Ten courses overall-eight required core
courses and two courses chosen from THR
electives.
Eight core courses:
THR 222 Introduction to Theatre
THR 228 Introduction to Stagecraft
THR 232 Acting
THR 245 Introduction to Asian and
Asian American Theatre
THR 328 Theatrical Design
THR 361 Theatre History and Criticism I
THR 362 Theatre History and Criticism
I1
THR 366 Stage Direction I
Two electives from:
THR 116 Creative Drama
THR 350 Voice for Speech, Stage, and
Screen
THR 360 Interpretive Reading
THR 365 Advanced Acting
The following cross listed and capstone
courses are encouraged, but not required:
THRJMUS235 Introduction to Music
Theatre Performance
THRlENG 325 Playwriting
THRISPC 333 Acting for the Camera
THR 399 Internship
THR 499 Independent Study
Students may take a maximum of 13
credits in the major.
-
158 Theatre Arts
Ten experiential learning units in three
or more of the following areas: performance (three required), artistic (one
required), and production (four required).
Unless you are a transfer student, all
six core courses must be taken at
Augsburg; therefore, careful, early planning
is required.
Freshmen planning to major in theatre
arts should begin with courses THR 116,
222, 232; sophomores: THR 228, 245,361,
362; juniors: THR 325, 328, 350,360,361,
365; seniors THR 365, 366.
Note: Several courses are offered alternate years only. Thirteen theatre courses
are allowed toward graduation.
A capstone course, such as an internship, is encouraged, but not required. THR
002, 003, 004, or 005 is recommended to
fulfill lifetime sports requirements.
Majors must participate in two out of
three dramatic productions every year.
Students must maintain an overall 2.0 GPA
to have major participation in productions.
Departmental Honors
Designed to encourage overall excellence as well as outstanding achievement
on a specific project of special interest to
the student. Honors majors must maintain
a 3.5 GPA in the major and a 3.0 GPA
overall and, as part of their major, complete a substantial independent project of
honors quality (THR 499). Honors candidates should meet with their departmental
adviser prior to their senior year to develop
a proposal for the honors project.
Transfers: Transfer students are
required to take a minimum of three
Augsburg upper division theatre arts
courses.
Theatre Arts Minor
Five courses including:
THR 222 Introduction to Theatre
THR 228 Introduction to Stagecraft
or THR 328 Theatrical Design
THR 232 Acting
THR 361 Theatre History Criticism I
or THR 362 Theatre History
Criticism I1
THR 366 Stage Direction I
Five experiential learning units in the following areas: performance (two required),
artistic (one required), and production
(two required).
Film Minor
Six courses including:
ENG 241 Introduction to Cinema Art
SPC/THR Topics 295: 16mm Film
SPC/THR Topics 295: Contemporary
Issues in Film
SPC 343 Broadcast Production I
THRISPC 333 Acting for Camera
Plus one of the following:
SPCrrHR Topics 295: Screenwriting
THRIENG 325 Playwriting
THR 328 Stage Design
SPC 347 Documentary Video
SPC 348 Broadcast Production I1
THR 366 Stage Direction
Theatre History and Criticism
Dramaturgy Minor
Five courses:
THR 222 Introduction to Theatre
THR 325 Playwriting
THR 361 Theatre History Criticism I
THR 362 Theatre History Criticism I1
A directed studies course in dramaturgy or
theatre criticism or theatre history
-
Theatre Arts 25!
Dance and Theatre Teacher Licensure
Major
The State of Minnesota has changed the
licensing requirements for teachers who
seek to be licensed in theatre. At publication of this catalog, the Theatre Arts
Program is in the process of seeking
approval of a dance and theatre teacher
licensure major with a theatre specialization. Students should consult directly with
both the Augsburg Theatre Arts Program
and the education department.
THRIHPE 002, 003 Lifetime Sports-Introduction
to Dance
(.O course)
This course offers an overview of various exercises and gives an introduction
to a variety of movement styles, cultures of dance, and stretches. Each class
includes a rigorous, physical warm-up, mixing yoga, pilates, and modem
dance.
THRIHPE 004, 005 Lifetime Sports-Modern
(.O course)
Dance and Improvisation
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. (Prereq.: THRlHPE 002, 00, or instructor's permission.
NOTE: Students are allowed to use only one of THRIHPE 002, 003,004, or
005 to fulfill the lifetime sports requirement.)
THR 116
Creative Drama
A study of theatrical movement, voice, mime, mask, acting with an emphasis
on active participation and reflective writing. (Fall)
THR 222
Introduction to Theatre
An introduction to dramatic art including major historical periods, plays,
artists; dramatic structure; basic concepts and techniques of the play production process. Students attend and review stage productions. (Fall)
THR 228
lntroduction to Stagecraft
Introduction to the backstage world of the theatre; its organization, crafts,
magic, and art. Technical production experience, practical projects and theatre
tours. Open to all students. Lab required. (Fall)
THR 232
Acting
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. Students attend and review live productions. (Spring)
THR 245
lntroduction to Asian and Asian American Theatre
A survey of the theatrical performance styles, aesthetic theories, and plays of
traditional Asia and Asian American cultures. The course includes lectures,
films, videos, and demonstrations by visiting performers. (Fall: alternate years)
-
!60 Theatre Arts
THR 325/ENC 325 Playwriting
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. (Prereq.: ENG 111 and one
literature course. ENG 226 also recommended. Fall: alternate years)
THR 328
Theatrical Design
Introduction to scenery and lighting design for the stage. Each student will
execute two design projects dealing with stage design process. Class will take
theatre tours, have visiting designers, and practical involvement with the
Augsburg spring production. (Lab required, materials needed. (Prereq.: THR
228 or permission of instructor. Spring)
THR 333/SPC 333 Acting for Camera
An exploration of acting principles and techniques as applied to video and
film. Since the art of acting enhances skills for on-camera effectiveness, actual
TV drama scripts, commercials, and others will be used for video performance;
should be taken concurrently with SPC 343.
THR 350
Voice for Speech, Stage, and Screen
A study of vocal skills including tone production, breathing, placement, relaxation, resonating, articulating, listening, introduction to phonetics, and the
vocal mechanism. Theory and practice are combined in oral projects, reports
and papers, voice tapes, and individual coaching. (Fall)
THR 360
Interpretive Reading
Basic principles of oral interpretation of prose, poetry, and drama. Study, discuss, practice, and perform readings in prose, poetry, and drama before small
and large groups. (Spring)
THR 361
Theatre History and Criticism I
An overview of theatre history, dramatic literature, and criticism from the classical Greek through the Medieval period. Reading of several plays and attendance at local theatre productions are required. Need not be taken sequentially
with THR 362. (Prereq.: ENG 111. Fall or spring: alternate years)
THR 362
Theatre History and Criticism II
An overview of theatre history, dramatic literature, and criticism from the
Elizabethan through the contemporary theatres. Reading of several plays and
attendance at local theatre productions are required. Need not be taken
sequentially with THR 361. (Fall or spring: alternate years)
THR 365
Advanced Acting
This course explores the elements of characterization through character analysis and extensive scene, monologue study. Emphasis is on a variety of roles
from the classics (Shakespeare, French neoclassicism,Restoration comedy, realism, and non-realism), culminating in public recital. (Prereq.: THR 222 and
THR 232. Fall or Spring)
-
Theatre Arts 26'
THR 366
Stage Direction
Basic directorial techniques: play analysis, production organization, technical
collaboration, casting, rehearsals, blocking, and characterization. Direction of
two pieces required, the latter for public recital. Permission from instructor
required. (Prereq.: THR 361, or 362, or 328, or consent of instructor. Spring)
THR 495
Theatre Topics
Selected topics in theatre.
Internships and Independent Study Courses:
THR 199
lnternship
See description on page 87.
THR 299
Directed Study
See description on page 88.
THR 399
lnternship
See description on page 87.
Independent StudyIResearch
See description on page 88.
See Metro-Urban Studies listing under Interdisciplinary Studies.
T
he Women's Studies Program provides students with the opportunity to
examine critically women's contributions
and experiences in various historical and
cultural contexts. This is an inter-college
Program with 'Ourse offerings at Augsburg
College, Hamline University the College of
St. Catherine, and the University of St.
Thomas. Courses are drawn from many
disciplines and combine theoretical, practical, and research components that focus
not
On gender, but also
that race, class, and sexual identity are crucia1 aspects of women's experiences.
The Women's Studies Program offers
both a major and a minor, and provides
students with academic preparation for
careers in human services, education, and
social work as well as graduate study
Women's Studies Faculty
Jacqueline deVries (Coordinator), Kristin
M. Anderson, Grace B. Dyrud, Doug
Green, Milda Hedblom, Lynne Lorenzen,
Patty Murphy, Beverly J. Nilsson, Norma
Noonan, Michael O'Neal, Timothy Pippert,
Beverly J. Stratton, James Vela-McConnell
Major
Ten courses that must include WST 201
Foundations in
Studies, WST 495
(Seminar), and WST 199 or WST 399
(internships). The remaining seven electives are to be selected from approved
studies courses, and should
include at least two courses in the social
sciences, two in the humanities, and one in
cross-cultural studies. At least three tourses must be upper division courses.
Students may take courses at any of the
colleges participating in the
Studies Program. However, at least three
courses must be completed at Augsburg.
The writing component of the graduation
skills requirements for the women's studies
major must also be completed at Augsburg.
Each student's program must have the
written approval of the women's studies
program coordinator.
Both majors and minors are encouraged
to participate in one of the gender-focused
semester study abroad programs offered
through Augsburg's Center for Global
Education. Two programs have been prestudy credit:
approved for
Crossing Borders: Gender and Social
Change in Mesoamerica (offered fall
semester) and Gender and the
Environment: Latin American Perspectives
(offered spring semester).
Minor
Five courses that must include WST
201; three electives, one of which must be
upper division; and WST 495 or 499.
Courses may be taken from the other
ACTC colleges as well as Augsburg. Each
student's program must have the written
approval of the women's studies program
coordinator.
-
Women's Studies 26:
WST 201
Foundations in Women's Studies
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.
INS 233
Women: A Cross-Cultural Perspective
This course will examine a variety of issues concerning the lives of women in
non-Western societies, including their economic, political and social contributions, familial roles, and status in society. Emphasis will be placed on the comparative roles of women in different cultures.
WST 205
lntroduction to Cay and Lesbian Studies
This course will introduce students to basic issues surrounding sexual orientation in contemporary U.S. culture, including sexual identity, life experiences of
gayAesbianhisexuaVtransgender (glbt) persons, homophobia, and heterosexism. Students will visit Twin Cities agencies and participate in an immersion
experience. (Lab fee: $50)
WST 281
Topics in Women's Studies
INS 311
The Development Process
(See International Studies, Crossing Borders: Gender and Social Change in
Mesoamerica.)
INS 320
American Indian Women
(See American Indian Studies for course description.)
WST 405
lntroduction to Cay and Lesbian Studies
(See description for WST 205)
WST 481
Topics in Women's Studies
WST 495
Women's Studies Seminar
This advanced course will include student research and presentations that
incorporate feminist theory. The seminar is required of all majors and minors
who do not elect to do an independent study (499). It is offered at a different
college each year.
Internships and Independent Study Courses:
WST 199
lnternship
See description on page 87.
WST 299
Directed Study
See description on page 88.
WST 399
lnternship
See description on page 87
jd BOARD OF KECENTS
Chair
Kathryn H. Tunheim
Secretary
Ruth E. Johnson '74
Vice Chair
Norman R. Hagfors
Treasurer
Glen E. Person '47
The year in parentheses after each name is the expiration date of current term. An asterisk
before a name indicates the person is an Augsburg graduate.
*Rev. Gary E. Benson '70 (2002)
Directing Pastor, Zumbro Lutheran
Church, Rochester, Minn.
*Jackie Cherryhomes '76 (2004)
President, Minneapolis City Council,
Minneapolis, Minn.
Rev. Roger C. Eigenfeld (2000)
Senior Pastor, St. Andrew's Lutheran
Church, Mahtomedi, Minn.
*Tracy Lynn Elftmann '81 (2002)
Owner, Customized Employer Solutions,
Edina, Minn.
*H. Theodore Grindal'76 (2002)
Attorneypartner, Lockridge Grindal
Nauen 65 Holstein P.L.L.P., Minneapolis,
Minn.
Norman R. Hagfors (2001)
President, Norsen, Inc., Minneapolis,
Minn.
*Dr. Ruth E. Johnson '74 (2000)
Assistant Professor of Medicine, Mayo
Clinic; Director, Mayo Breast Clinic,
Rochester, Minn.
Dean C. Koppemd (2004)
Chief Executive Officer, Fortis Financial
Group, Woodbury, Minn.
David J. Larson (2002)
Sr. Vice President, Secretary and General
Counsel, Lutheran Brotherhood,
Minneapolis, Minn.
Gloria C. Lewis (2005)
Director, Violence Prevention Programs,
Chicago Department of Health, Chicago,
Ill.
Rev. Jose Antoinio Machado (2004)
Pastor, Todos Los Santos Congregation,
Minneapolis, Minn.
James E. Haglund (2000)
President/Owner, Central Container
Corporation, Minneapolis, Minn.
*Julie R. Nelson '83 (2002)
Executive Director, The Dwight D.
Opperman Foundation, Minneapolis,
Minn.
*Rev. Mark S. Hanson '68 ex officio(2002)
Bishop, Saint Paul Area Synod ECLA, St.
Paul, Minn.
*Ronald G. Nelson '68 (2002)
Vice President and Controller, 3M
Company, St. Paul, Minn.
Beverly Thompson Hatlen (2005)
Board Chair, Minnesota Life College;
President, Hatlen Foundation, Richfield,
Minn.
Rev. Glenn W. Nycklemoe ex officio
(2002)
Bishop, Southeastern Minnesota Synod
ELCA, Rochester, Minn.
Allen A. Housh (2001)
Business Consultant and President, A.A.
Housh and Associates, Edina, Minn.
Ronald J. Peltier (2004)
President and CEO, Edina Realty Home
Services, Edina, Minn.
-
Board of Regents 26
*Glen E. Person '47 (2005)
Retired Businessman, Eden Prairie, Minn.
*P. Dawn Taylor '78 (2002)
Des Moines, Iowa
Wayne G. Popham (2000)
Senior Attorney, Hinshaw & Culbertson,
Minneapolis, Minn.
Michael W. Thompson (2001)
Realtor, Edina Realty Inc., Edina, Minn.
Curtis A. Sampson (2001)
President and CEO, Communications
Systems, Hector, Minn.
Glen J. Skovholt (2000)
President, Skovholt.com Government and
Community Affairs Consultants, St. Paul,
Minn.
Kathryn H. Tunheim (2004)
President, Tunheim Santrizos Company,
Minneapolis, Minn.
*Joan L. Volz '68 (2000)
Welch, Minn.
May Ka-Yee Yue (2000)
President and CEO, Sky BioHealth
Solutions, Inc., Eden Prairie, Minn.
*Jean M. Taylor '85 (2000)
Vice President, Development, Taylor
Corporation, Eagan, Minn.
DIVISION
FOR HIGHER
EDUCATION AND SCHOOLS
THEEVANGELICALLUTHERANCHURCH
IN AMERICA
(ELCA)
Chair, Board of Directors
The Rev. John G. Andreasen
Vice-Chair, Board of Directors
Donna Coursey
Secretary, Board of Directors
Dr. Dean Baldwin
Executive Director
Dr. W. Robert Sorensen
Director for Administration and
Planning
Sue Rothmeyer
Director for Colleges and Universities
Dr. Arne Selbyg
Asst. Director for Colleges and
Universities
Dr. Cheryl Chatman
AND
Beginning year of service offaculty is indicated with parenthesis.
Officers of the College
William V. Frame (1997). President. B.A., M.A., University of Hawaii; Ph.D., University of
Washington.
Richard S. Adamson (1989). Vice President for Finance and Administration. B.A.,
University of St. Thomas; Certified Public Accountant.
Earl R. Alton (1960). Interim Vice President for Academic and Learning S e ~ c e and
s Dean
of the College. Professor of Chemistry. B.A., St. Olaf College; M.S., Ph.D.,
University of Michigan.
Ida B. Simon (1998). Vice President for Advancement and Community Relations. B.A.,
Lincoln University; M.Ed., University of Illinois, Urbana; M.Div., Union
Theological Seminary.
Rick J. Smith (1998). Vice President for Admissions and Enrollment. B.A., St. Olaf College;
M.P.A., Hamline University; M.B.A., University of Chicago.
Administration
Stuart M. Anderson (1989). Associate Dean for Library and Information Technology.
Associate Professor of Physics. B.A., Augsburg College; Ph.D., University of
Minnesota.
Lany J. Crockett (1985). Interim Associate Dean of Faculty Affairs. Professor of Computer
Science. B.A., M.A., Pacific Lutheran University; M.Div., Luther Theological
Seminary; Ph.D., University of Minnesota.
Sally Daniels (1979). Director, Undergraduate Admissions. B.A., Augsburg College.
Marilyn E. Florian (1980). Assistant Professor of Health and Physical Education. Women's
Athletic Director. B.A., Augsburg College; M.S., St. Cloud State University.
Ann L. Gamey (1998). Associate Dean of Students. B.A., College of St. Catherine;
M.A., Loyola University; J.D., University of Minnesota.
Paul H. Grauer (1979). Men's Athletic Director, Instructor of Health and Physical
Education. B.S., Concordia College-Seward, Nebraska; M.Ed., University of
Nebraska; M.A., Ph.D., University of Minnesota.
Herald A. Johnson (1968). Director, Financial Aid. B.A., Augsburg College.
Benjamin G. Kent (1996). Director, Academic Advising, Academic Advising Center.
B.A., University of Wisconsin-Madison; M.S., University of Oregon.
Ann M. Klamer (1993). Director, Residence Life. B.S., University of Wisconsin-Stevens
Point; M.S., Ohio University.
William M. Kuehl (1996). Director, Weekend College Admissions. B.A., St. Olaf College.
Regina McGoff (1992). Interim Director, Center for Global Education. B.S., University of
Minnesota; M.B.A., University of St. Thomas.
Donna D. McLean (1985). Director, Alumni and Parent Relations. B.A., University of
Minnesota.
-
Augsburg College Faculty 2C
Marie 0. McNeff (1968). Academic Master Planner. Professor of Education. B.S., M.Ed.,
Ed.D., University of Nebraska.
Arthur H. Meadowcroft (1985). Director, Facilities Management Services. B.S., University
of Minnesota.
Thomas E Morgan (1983). Assistant to the President. Professor of Business
Administration/Accounting/MIS.B.S., Juniata College; M.B.A., University of
Denver; M.S., University of Oregon; Ph.D., University of Minnesota.
Barbara E Nagle (1998). Director, Public Relations and Communication. B.S., Ohio
University.
Jane Ann Nelson (1999). Director of Library Services. B.A., University of Sioux Falls; M.A.,
University of Minnesota.
Julie A. Olson (1991). Director, Enrollment and Financial S e ~ c e Center.
s
B.A., Augsburg
College.
Lois A. Olson (1985). Director, Center for Service, Work, and Learning. B.S., University of
Minnesota; M.S., Mankato State University
John S. Schrnit (1990). Associate Professor of English. Weekend College Director. B.S., St.
John's University; M.A., University of New Orleans; Ph.D., The University of
Texas.
Paul Simmons (1992). Registrar. B.A., M.A., University of Wisconsin-Milwaukee.
Lora F! Steil (1994). Director, Human Resources. B.A., University of St. Thomas.
Richard J. Thoni (1972). Assistant to the President. B.A., St. Olaf College; Ph.D.,
University of Minnesota.
Donald M. Warren (1978). Director, Academic Enrichment. B.A., M.A., University of
Minnesota.
David T. Wold (1983). Director, Campus Ministry. College Pastor. B.S., St. Olaf College;
M.Div., Luther Seminary.
Faculty
A
Duane L. Addison (1994). Instructor, part-time, Religion. B.A., University of Minnesota;
B.D., Luther Theological Seminary; M.A., Ph.D., Yale University.
Sandra J. Agustin (1997). Instructor, part-time, Speech/Communication and Theatre Arts.
B.S., University of Wisconsin-Madison.
Virginia I! Allery (1993). Associate Professor of Education. Director of American Indian
Studies Minor. B.S., Viterbo College; M.S., Eastern Montana College; Ph.D.,
University of Minnesota.
Brian R. Ammann (1988). Instructor of Health and Physical Education. Men's Basketball
Coach. B.A., Augsburg College; M.S., North Dakota State University.
Kristin M. Anderson (1984). Associate Professor of Art. A.B., Oberlin College; M.A.,
University of Minnesota; M.A., Luther-Northwestern Seminary.
Sheldon M. Anderson (1988). Visiting Associate Professor of History. B.A., Augsburg
College; M.A., College of St. Thomas; Ph.D., University of Minnesota.
Tmdi J. Anderson (1990). Studio ArtistRlute, part-time, Music. B.M., Augsburg College;
M.M., Northwestern University
-
70 Augsburg College Faculty
Andrew L. Aoki (1988). Associate Professor of Political Science. B.A., University of
Oregon; M.A., Ph.D., University of Wisconsin-Madison.
David B. Apolloni (1989). Assistant Professor of Philosophy. B.A., University of Minnesota;
M.Div., Luther-Northwestern Seminary; Ph.D., University of Minnesota.
B
Karen G. Ballen (1998). Assistant Professor of Biology. B.A., Kalamazoo College; Ph.D.,
University of Minnesota.
Matthew C. Barber (1992). Studio Artist/Percussion, part-time, Music. B.M., University of
Michigan.
Mary Ann Bayless (1990). On Leave. Associate Professor of Education. B.S., University of
Minnesota; M.A., San Diego State University; Ph.D., University of Minnesota.
Aroti G. Bayman (1996). Instructor, part-time, Education. B.S., University of Minnesota;
M.A., University of Edinburgh.
Marilyn D. Bennett (1995). Instructor, part-time, Physician Assistant Studies. B.A.,
Pomona College; Registered Physical Therapy, Children's Hospital of Los Angeles
School of Physical Therapy; Ph.D., University of Minnesota.
John E. Benson (1963). Professor of Religion. B.A., Augsburg College; B.D., Luther
Theological Seminary; M.A., Ph.D., Columbia University.
Anthony A. Bibus, 111 (1992). Associate Professor of Social Work. B.A., University of St.
Thomas; M.A., University of Virginia; Ph.D., University of Minnesota.
William F! Bierden (1997). Instructor, part-time, Education. B.S., M.S., Mankato State
University.
Vern M. Bloom (1965). Assistant Professor of Social Work. B.A., M.S.W., University of
Minnesota.
Bradley G. Board (1999). Instructor, part-time, Education. B.A., Augsburg College; M.Ed.,
University of Minnesota.
Jeanne M. Boeh (1990). Associate Professor of Economics. B.S., M.A., Ph.D., University of
Illinois.
Laura S. Boisen (1996). Assistant Professor of Social Work. B.A., Wartburg College; M.S.,
University of Wisconsin-Madison; M.EA., Iowa State University; Ph.D., University
of Minnesota.
Lynn Allen Bollman (1991). Instructor, part-time, Art. B.A., Augsburg College; M.A.,
University of Northern Colorado; M.EA., University of Minnesota.
Julie H. Bolton (1975). Professor of Speech/Communication, and Theatre Arts. B.S.,
M.EA., University of Minnesota.
Lois A. Bosch (1997). Director, Master of Social Work Program. Assistant Professor of
Social Work. B.A., Northwestern College; M.S.W., University of Iowa; Ph.D.,
University of Illinois at Urbana-Champaign.
Christine A. Bosquez-Herman (1999). Assistant Professor of Physician Assistant Studies.
A.N., College of St. Catherine; B.H.S., Wichita State University; M.l?A.S.,
University of Nebraska.
Nora M. Braun (1997). Assistant Professor of Business Administration1Accounting/ MIS.
B.S.B.A., University of Missouri-Columbia; M.B.A., University of Minnesota.
Lisa A. Broek (1993). Instructor, part-time, Health and Physical Education. B.A., Central
College; M.A., University of Iowa.
-
Augsburg College Faculty 27
Stanley H. Brown (1997). Instructor, part-time, Education. B.A., Iona College; M.Ed.,
Boston College.
Eric L. Buffalohead (1997). Assistant Professor of Sociology/American Indian Studies. B.A.,
M.A., University of Minnesota.
Priscilla K. Buffalohead (1983). Instructor, part-time, American Indian Studies. B.A., M.S.,
University of Wisconsin-Madison.
Susan K. Bullerdick (1999). Assistant Professor of Social Work. B.A., M.S.W., Michigan
State University; Ph.D., University of Minnesota.
Michael R. Burden (1990). Associate Professor of SpeecWCommunication and Theatre
Arts (Designer and Technical Director). B.A., Augsburg College; MIA., University
of Minnesota.
Janelle M. Bussert (1995). Assistant Professor of Religion. B.A., Luther College; M.Div.,
Yale University.
C
William C. Capman (1994). Assistant Professor of Biology. B.A., University of IllinoisChicago; Ph.D., University of Illinois at Urbana-Champaign.
John C. Cemto (1983). Assistant Professor of Business Administration/Accounting/MIS.
B.A., Rhode Island College; M.S., University of Wisconsin-Stout.
Margaret M. Cemto (1991). Instructor, part-time, Business
Administration/Accounting/MIS.B.A., University of Minnesota; M.A., Hamline
University.
Francine Chakolis (1983). Assistant Professor of Social Work. B.S., Augsburg College;
M.S.W., University of Minnesota.
Daniel J. Challou (1997). Instructor, part-time, Computer Science. B.S., S.U.N.Y.-Albany;
M.S., University of Illinois at Urbana; Ph.D., University of Minnesota.
Steven D. Chapman (1991). Instructor, part-time, Art. B.A., Augsburg College; M.A.,
Harnline University.
Tara K. Christopherson (1992). Assistant Professor, part-time, Art. B.S., University of
Wisconsin-Stout; MIA., Minneapolis College of Art and Design.
C. Lee Clarke (2000). Assistant Professor of Business Administration/Accounting/MIS.
B.A., Capital University; M.Div., Trinity Lutheran Seminary; M.B.A., University of
St. Thomas.
Candyce L. Clayton (1990). Instructor, part-time, English. B.A., Macalester College. M.A.,
Ph.D., University of Minnesota.
Joseph R. Clubb (1994). Instructor, part-time, Social Work. B.S.W., St. John's University;
M.S.W., University of Minnesota.
Lawrence E. Copes (1980). Professor of Mathematics. B.A., Illinois Wesleyan University;
M.A., Ph.D., Syracuse University
Robert J. Cowgill (1991). Instructor, part-time, English and SpeecWCommunication and
Theatre Arts. B.A., M.A., Ph.D., University of Minnesota.
' 2 Augsburg College Faculty
-
D
Cathleen A. Dalglish (1986). Associate Professor, part-time, English. B.A., College of St.
Catherine; M.EA., Vermont College; Ph.D., The Union Institute.
Jill A. Dawe (1994). Assistant Professor of Music. B.M., Memorial University of
Newfoundland; M.M., D.M.A., Eastman School of Music.
Donna K. DeGracia (1998). Instructor, part-time, Physician Assistant Studies. B.A., Ohio
State University; PA., Bowman Gray School of Medicine.
Mary K. Devitt (1999). Instructor, part-time, Psychology. B.S., M.A., Ph.D., University of
North Dakota.
Jacqueline R. devries (1994). Assistant Professor of History. Director of Women's Studies.
B.A., Calvin College; M.A., Ph.D., University of Illinois-Urbana.
Maria C. Dinis (1996). Assistant Professor of Social Work. B.A., M.S.W., California State
University; Ph.D., University of California-Berkeley
Bridget A. Doak (1996). Instructor, part-time, Music. B.M., University of Dayton; M.A.,
Saint Mary's University.
Suzanne L. Donsky (1997). Instructor, part-time, English. B.A., Macalester College.
Suzanne I. Doree (1989). Associate Professor of Mathematics. B.A., University of
Delaware; M.A., Ph.D., University of Wisconsin-Madison.
Sally Gibson Dorer (1998). Studio ArtistICello, part-time, Music. B.M., New England
Conservatory of Music.
Susan Sacquitne Druck (1993). Studio ArtistNoice, part-time, Music. B.A., Iowa State
University; M.A., University of Iowa.
Anthony J. Dunlop (1998). Assistant Professor of Mathematics. B.A., Bard College.
Rebekah N. Dupont (1995). Associate Professor of Mathematics. B.A., University of
Wisconsin; M.S., Ph.D., Washington State University.
Grace B. Dyrud (1962). Professor of Psychology. B.A., M.A., Ph.D., University of
Minnesota.
E
Nancy Edwards (1997). Instructor, part-time, Sociology. B.A., Indiana University; M.A.,
University of Minnesota.
Ruth C . Enestvedt (1999). Instructor, part-time, Nursing. B.S.N., St. Olaf College; M.S.,
Ph.D., University of Minnesota
Mark J. Engebretson (1976). Professor of Physics. B.A., Luther College; M.Div., Luther
Theological Seminary; M.S., Ph.D., University of Minnesota.
Darcey Engen (1997). Assistant Professor of Speech/Communication and Theatre Arts.
B.A., Augsburg College; M.EA., University of Wisconsin-Madison.
Carol A. Enke (1986). Instructor of Health and Physical Education. B.S., M.Ed., University
of Minnesota.
Joseph A. Erickson (1990). Associate Professor of Education. B.A., M.A., College of St.
Thomas; M.A., Luther-Northwestem Theological Seminary; Ph.D., University of
Minnesota.
Kenneth N. Erickson (1964). Professor of Physics. B.A., Augsburg College; M.S., Michigan
State University; Ph.D., Colorado State University
-
Augsburg College Faculty 27:
Lynn M. Erickson (1991). Studio ArtistTTrumpet, part-time, Music. B.A., Bethel College;
M.EA., D.M.A., University of Minnesota.
Mindy S. Eschedor (1999). Studio Artisth'iano, part-time, Music. B.EA., B.A., Central
Michigan University; M.M., University of Minnesota.
Mary L. Ewert-Knodell (1998). Instructor, part-time, Health and Physical Education. B.S.,
M.A., Mankato State University.
F
Heidi M.' Farrell (1995). Instructor, part-time, Modem Languages. B.A., Augsburg College;
M.A., Middlebury College; J.D., University of Minnesota.
Ronald L. Fedie (1996). Assistant Professor of Chemistry. B.A., University of St. Thomas;
Ph.D., University of Minnesota.
Norman B. Ferguson (1972). Professor of Psychology. B.A., Franklin and Marshall College;
M.S., Ph.D., University of Wisconsin.
Anita L. Fisher (1991). Instructor, part-time, Modem Languages. B.A., M.A., University of
Montana.
Richard M. Flint (1999). Instructor, part-time, Mathematics. B.A., St. Olaf College; M.S.,
Iowa State University.
Marilyn E. Florian (1980). Assistant Professor of Health and Physical Education. Women's
Athletic Director. B.A., Augsburg College; M.S., St. Cloud State University.
Bruce D. Forbes (1990). Instructor, part-time, Religion. B.A., Momingside College; M.Th.,
Perkins School of Theology; Ph.D., Princeton Theological Seminary.
Mathew R. Foss (1988). Instructor, part-time, Mathematics. B.S., M.A., Northeast Missouri
State University.
Karen B. Franzmeier (1993). Instructor, part-time, Education. B.A., Concordia CollegeMoorhead; M.A., University of Minnesota.
Janet Gottschall Fried (1998). Studio ArtistNoice, part-time, Music. B.M., Aquinas
College.
Philip A. Fried (1999). Instructor, part-time, Music. B.M., M.A., Queens College; Ph.D.,
University of Chicago.
Mark L. Fuehrer (1969). Professor of Philosophy B.A., College of St. Thomas; M.A., Ph.D.,
University of Minnesota.
C
Stephen M. Gabrielsen (1963). Professor of Music. B.A., Augsburg College, M.A., Ph.D.,
University of Minnesota.
Anne C. Garcia-Romero (1999). Instructor, part-time, Speech, Communication and
Theatre Arts. A.B., Occidental College; M.EA., Yale University.
Meny Beth Gay (1998). Assistant Professor, part-time, Nursing. A.L.A., Bethel College;
A.N., Anoka Ramsey Community College; B.S., Metropolitan State University;
M.S., University of Colorado.
Annette M. Gerten (1997). Instructor, part-time, Social Work. B.A., College of St.
Catherine; M.S.W., University of Michigan; Ph.D., University of Minnesota.
Jennifer L. Gerth (1994). Studio ArtistfClarinet, part-time, Music. B.A., St. Olaf College;
M.M., Northwestern University.
114
Augsburg college Faculty
7
Linda J. Gesling (1999). Instructor, part-time, Religion. B.A., Augustana College; M.Div.,
Ph.D., Northwestern University - Garrett-Evangelical Theological Seminary.
Sandra E Gilbert (1997). Instructor, part-time, Business Administration /Accounting /MIS.
B.A., St. Olaf College; J.D., William Mitchell College of Law.
Janet L. Goldstein (1997). Instructor, part-time, Social Work. B.S.W., Hebrew University,
Jerusalem; M.S.W., Yeshiva University.
J. Michael Gonzalez-Campoy (1995). Instructor, part-time, Physician Assistant Studies.
B.A., Macalester College; M.D., Ph.D., Mayo Medical School and Mayo Graduate
School.
Walter L. Goodwin (2000). Instructor, part-time, Education. B.S., Morgan State University;
M.A., Kean College; Ph.D., University of Minnesota.
Mark A. Granquist (1988, 1999). Instructor, part-time, Religion. B.A., St. Olaf College;
M.Div., Yale University; Ph.D., University of Chicago.
Paul H. Grauer (1979). Men's Athletic Director, Instructor of Health and Physical
Education. B.S., Concordia College-Seward, Nebraska; M.Ed., University of
Nebraska; M.A., Ph.D., University of Minnesota.
Karen M. Graves (1991). Instructor, part-time, Education. B.A., St. Cloud State University;
M.A., University of St. Thomas.
Nansee L. Greeley (1996). Instructor, part-time, Education. B.A., M.A., University of
Minnesota.
Douglas E. Green (1988). Professor of English. B.A., Amherst University; M.A., Ph.D.,
Brown University.
William D. Green (1991). Assistant Professor of History. B.A., Gustavus Adolphus College;
M.A., Ph.D., J.D., University of Minnesota.
Bradley L. Greenwald (1998). Studio ArtistNoice, part-time, Music. Music studies at the
University of Minnesota.
Jeanine A. Gregoire (1996). Assistant Professor of Education. B.S., M.A., Ph.D., University
of Minnesota.
Richard A. Gresczyk, Sr. (1990). Instructor, part-time, Modem Languages. B.S., M.Ed.,
University of Minnesota.
Joan L. Griffin (1986). Professor of English. A.B., Washington University; M.A., Ph.D.,
Haward University.
Robert C. Groven (1997). Assistant Professor of Speech, Communication and Theatre Arts.
B.A., Concordia College-Moorhead; M.A., J.D., University of Minnesota.
Nancy J. Grundahl (1993). Instructor, part-time, Music. B.M., St. Olaf College; MIA.,
University of Minnesota.
Satya F! Gupta (1976). Professor of Economics. B.S., M.S., Agra University, India; M.S.,
Ph.D., Southern Illinois University.
Donald R. Gustafson (1961). Professor of History. B.A., Gustavus Adolphus College; M.A.,
Ph.D., University of Wisconsin.
Arlin E. Gyberg (1967). Professor of Chemistry. B.S., Mankato State University; Ph.D.,
University of Minnesota.
-
Augsburg College Faculty 27
H
Abo-el-Yazeed T. Habib (1989). Instructor, part-time, Business Administration/
AccountinghlIS. B.B.A., Tanta University, Egypt; B.A., M.A., Cairo University,
Egypt; M.B.A., Mankato State University; Ph.D., University of North Texas.
Lori Brandt Hale (1998). Instructor, part-time, Religion. B.A., University of Iowa; M.A.,
University of Chicago.
Anthony R. Hansen (1990). Instructor, part-time, Physics. B.A., University of MinnesotaMorris; M.S., Ph.D., Iowa State University.
Daniel S. Hanson (1988). Instructor of Speech/Communication and Theatre Arts. B.A.,
Augsburg College; M.A., University of Minnesota.
John A. Hanson (1991). Instructor, part-time, Psychology. B.S., University of WisconsinEau Claire; M.S., University of Wisconsin-Stout; M.S.Ed., University of
Wisconsin-Oshkosh; Ph.D., University of Toledo.
Philip L. Harder (2000). Instructor, part-time, Speech, Communication and Theatre Arts.
B.A., University of Wisconsin-Eau Claire.
M. Anaam Hashrni (1990). Instructor, part-time, Business Administration1Accounting/
MIS. B.E., N.E.D., University of Engineering & Technology, Karachi, M.B.A, Ball
State University; D.B.A., Kent State University.
Kathryn M. Hathaway (1997). Instructor, part-time, Psychology. B.A., Macalester College;
M.A., Ph.D., Northern Illinois University.
Emily L. Hause (1995). Assistant Professor of Psychology. B.A., University of WisconsinMadison; M.A., Ph.D., Ohio State University.
Warren E. Hawkins (1999). Instructor, part-time, Computer Science. Two B.A. degrees,
Augsburg College; M.B.A., University of St. Thomas.
Robert G . Hazen (1995). Instructor, part-time, Education. B.A., Macalester College; B.S.,
M.Ed., University of Minnesota.
Milda K. Hedblom (1971). Professor of Political Science. Director of Canadian Studies
Program. B.A., Macalester College; M.A., J.D., Ph.D., University of Minnesota.
Rebecca E. Hegstad (1998). Instructor, part-time, Modem Languages. B.A., Luther College;
M.A., University of Wisconsin.
Mark D. Henderson (1999). Instructor, part-time, Music. B.A., North Texas State
University; M.M., University of Minnesota.
Peter A. Hendrickson (1993). Assistant Professor of Music. Director of Choral Activities.
B.A., Augsburg College; M.A., Macalester College; M.A., Columbia University;
D.M.A., Manhattan School of Music.
Robert S. Herforth (1966). Professor of Biology. B.A., Wartburg College; M.S., Ph.D.,
University of Nebraska.
Garry W. Hesser (1977). Professor of Sociology. Director of Metro-Urban Studies. B.A.,
Phillips University; M.Div., Union Theological Seminary; M.A., Ph.D., University
of Notre Dame.
Harlan A. Hewitt (1998). Instructor, part-time, Mathematics. B.S., M.S., St. Cloud State
University; M.A., University of Illinois; D.A., Idaho State University.
Norman D. Holen (1964). Professor of Art. B.A., Concordia College-Moorhead; MIA.,
University of Iowa.
76 Augsburg College Faculty
Bradley I! Holt (1981). Professor of Religion. B.A., Augsburg College; B.D., Luther
Theological Seminary; M.Phil., Ph.D., Yale University
James M. Honsvall (1997). Instructor, part-time, Business Administration /Accounting
/MIS. B.S., Bemidji State University; M.B.T., University of Minnesota.
Marilyn B. N. Horowitz (1988). Instructor, part-time, Business Administration/
Accounting /MIS. B.A., M.B.E., University of Minnesota.
Sumin Hsieh (1999). Assistant Professor Social Work. B.A., M.A., Tunghai University,
Taiwan; Ph.D., University of Minnesota.
Mary A. Budd Horozaniecki (1988). Studio ArtistNiolin and Viola, part-time, Music. B.M.,
Indiana University.
Steven C . Huchendorf (1999). Assistant Professor, part-time, Economics. B.A., St. Cloud
State University; M.S., D.A., Illinois State University.
Debra K. Huntley (1998). Instructor, part-time, Psychology. B.A., University of Minnesota;
M.A., Ph.D., University of Houston.
I
Louis J. Iacovo, Jr. (1999). Instructor, part-time, Business Administration/Accounting/MIS.
B.S., University of Notre Dame; M.S., University of Wisconsin; M.A., New York
University; M.B.A., Harvard Business School.
Gretchen Kranz Irvine (1993). Assistant Professor of Education. B.S., College of St. Teresa;
M.S., University of Wisconsin-River Falls; Ph.D., University of Minnesota.
Marc D. Isaacson(l998). Instructor, part-time, Business Administration/Accounting/MIS.
B.A., St. Olaf College; M.S., Rensselaer Polytechnic Institute.
J
Lisa E. Jack (1994). Instructor, part-time, Psychology. B.A., Occidental College; M.A.,
Ph.D., University of Southern California.
Mary J. Jacobson (1999). Assistant Professor of Education. B.S., University of North
Dakota; M.A.Ed., Hamline University.
Rolf A. Jacobson (2000). Assistant Professor of Religion. B.A., University of St. Thomas;
M.Div., Luther Seminary.
William H. Jasperson (1990). Instructor, part-time, Physics. M.B.A., University of
Minnesota. B.S., M.S., Ph.D., University of Wisconsin.
Anne M. Jensen (1987). Associate Professor of Education. B.S., M.A., Ph.D., University of
Minnesota.
Jeffrey E. Johnson (1985). Associate Professor of Physics. B.S., M.A., Ph.D., University of
Minnesota.
Kathleen A. Johnson (1999). Instructor, part-time, Education. B.S., University of
Wisconsin-Eau Claire; M.S., Mankato State University.
Martha B. Johnson (1988). Associate Professor of Speech, Communication, and Theatre
Arts. B.A., M.A., Ph.D., University of Wisconsin-Madison.
David R. Jones (1995). Instructor, part-time, Business Administration /Accounting /MIS.
B.S., University of Wisconsin-Lacrosse; M.S., University of St. Thomas.
Jeffrey E Judge (1995). Instructor, part-time, Modem Languages. B.A., Augsburg College;
M.A., Middlebury College.
-
Augsburg College Faculty 27:
K
Arnin E. Kader (1974). Associate Professor of Business Administration/ Accounting1MIS.
B.Comm., University of Cairo, Egypt; M.B.A., University of Michigan.
Roberta S. Kagin (1974). Associate Professor of Music (Music Therapy). B.A., Park
College; B.Music Ed., M.Music Ed., University of Kansas.
Gerald T. Kaminski (1994). Instructor, part-time, Business
Administration/Accounting/MIS.B.S., M.S., Case Western Reserve; M.B.A.,
College of St. Thomas.
Kenneth S. Kaminsky (1987). Professor of Mathematics. A.B., M.S., Ph.D., Rutgers State
University.
Jane A. Kammerman (1986). Instructor, part-time, Business Administration/ Accounting
/MIS. B.A., University of California; J.D., University of Minnesota.
Ned D. Kantar (1999). Assistant Professor of Music. B.S., M.A., University of Minnesota.
Manuel E. Kaplan (1995). Consulting Memcal Director, Professor of Physician Assistant
Studies. B.S., University of Arizona; M.D., Harvard Medical School.
Ashok K. Kapoor (1998). Assistant Professor of Business Administration/Accounting/MIS.
B.A., M.A., University of Delhi; M.A., M.B.A., University of Minnesota; Ph.D.,
Temple University.
Robert A. Karlen (1973). Professor of Music. B.M., New England Conservatory; M.A.,
University of Minnesota.
Dino G. Kasdagly (1999). Instructor, part-time, Business Administration/Accounting/MIS.
A.S., Nonvalk State Technical College; B.S., M.S., University of Louisville; M.B.A.,
University of Minnesota.
Ten L. Kaslow (1993). Instructor, part-time, Economics. B.A., St. Olaf College.
W. James Kattke (1999). Assistant Professor of Business Adminismation/Accounting/MIS.
B.A., Augustana College; M.B.A., University of South Dakota; M.S., Rensselaer
Polytechnic Institute.
Patricia A. Keahna (1996). Instructor, part-time, American Indian Studies. B.A., University
of Maryland; J.D., University of Minnesota.
Martha H. Kelly (1995). Academic Coordinator, Assistant Professor of Physician Assistant
Studies. B.A., Michigan State University; PA. Certification, Bowman Gray School
of Medicine.
Hazel K. (Kathy) Kienzle (1999). Studio Artistmarp, part-time, Music. B.M., The Juilliard
School; M.M., University of Arizona.
Christopher W. Kimball(1991). Associate Professor of History. B.A., McGill University;
M.A., Ph.D., University of Chicago.
Mary A. Kingsley (1965). Associate Professor of Modem Languages. B.A., St. Olaf College;
M.A., Middlebury College.
Elizabeth P: Klages (1996). Instructor, part-time, Political Science and Nordic Area Studies.
B.A., Carleton College; M.A., Paul H. Nitze School of Advanced International
Studies.
Merilee I. Klemp (1980). Assistant Professor of Music. B.A., Augsburg College; M.A.,
University of Minnesota.
-
!78 Augsburg College Faculty
Alvin L. Kloppen (1976). Assistant Professor of Health and Physical Education. B.S.,
Augustana College; M.A., University of South Dakota.
Xavier J. Knight (1998). Instructor, part-time, Computer Science. B.A., Metropolitan State
University; M.A., M.S., St. Mary's University of Minnesota.
Boyd N. Koehler (1967). Associate Professor, Librarian. B.A., Moorhead State College;
M.A., University of Minnesota.
Ruth A. Krueger (2000). Instructor, part-time, Social Work. B.S., M.A., University of
Minnesota; D.P.A., University of Southern California.
Thomas L. Kuhlrnan (1990). Instructor, part-time, Psychology. B.A., Marquette University;
M.A., Xavier University; Ph.D., Case Western Reserve University.
Diane 0. Kuhlmann (1995). Instructor, part-time, Business Administration /Accounting
/MIS. B.A., M.B.T., M.B.A., University of Minnesota.
Jane M. Kuhn (1998). Instructor, part-time, Business Administration/Accounting/MIS.B.S.,
M.S., North Dakota State University; M.B.A., Moorhead State University.
Joan C. Kunz (1987). Associate Professor of Chemistry. B.S., University of Missouri-St.
Louis; Ph.D., University of Wisconsin-Madison.
L
Steven J. LaFave (1991). Associate Professor of Business Administration /Accounting /MIS.
B.A. Michigan State University; M.A., University of Michigan; M.B.A., University
of Minnesota.
David V. Lapakko (1986). Assistant Professor of Speech, Communication, and Theatre
Arts. B.A., Macalester College; M.A., Ph.D., University of Minnesota.
Roger A. Larson (1999). Instructor, part-time, Mathematics. B.S., University of MinnesotaDuluth; M.S., St. Cloud State University.
Caroline M. Lemen (1991). Studio Artistfirench Horn, part-time, Music. B.A., Potsdam
College of Arts and Science, SUNY; M.M., Northwestern University
Kathleen J. Lenzmeier (1999). Assistant Professor of Education. B.A., Kearney State
College; M.A., Mankato State University.
Cheryl J. Leuning (1996). Instructor, part-time, Nursing. B.A., Augustana College; MS.,
University of Minnesota; Ph.D., University of Utah.
Dallas H. Liddle (1999). Assistant Professor of English. B.A., Grinnell College; Ph.D.,
University of Iowa.
Lynn Lindow (1985). Assistant Professor of Education. B.S., Mankato State University;
M.S., North Dakota State University.
Rosemary J. Link (1986). Professor of Social Work. B.A., University of Southampton;
C.Q.S.W., London University; Ph.D., University of Minnesota.
Victoria M. Littlefield (1992). Assistant Professor of Psychology. A.B., University of
Michigan-Flint; M.A., Ph.D., Miami University.
Roseann Lloyd (1995). Instructor, part-time, English. B.S., M.A., University of Minnesota.
Lori L. Lohman (1990). Associate Professor of Business Administration /Accounting /MIS.
B.A., M.B.A., Ph.D., University of Minnesota.
J. Lynne E Lorenzen (1988). Associate Professor of Religion. B.A., University of Iowa;
M.Div., Northwestern Lutheran Theological Seminary; M.A., Ph.D., The
Claremont Graduate School.
-
Augsburg College Faculty 275
Dawn B. Ludwig (1995). Director, Assistant Professor of Physician Assistant Studies. B.A.,
University of Colorado, Denver; M.S., PA. Certification, University of Colorado
Health Science Center.
Steven F! Lund 1982). Studio ArtisttTrombone, part-time, Music. B.S., University of
Minnesota.
Mary Ellen Lundsten (1977). Assistant Professor, part-time, Political Science. B.A., Smith
College; M.A., Johns Hopkins School of Advanced International Studies; Ph.D.,
University of Minnesota.
M
Margaret H. Madson (1999). Instructor, part-time, Honors Program. B.A., St. Olaf College;
M.Div., Th.D., Luther Seminary.
Karen M. Mateer (1984). Associate Professor, Librarian. B.S., University of South Dakota;
M.A., University of Iowa.
Esther G . McLaughlin (1989). Associate Professor of Biology. B.A., Ph.D., University of
California-Berkeley
Mary Lee McLaughlin (1993). Assistant Professor, Librarian. B.A., Western Michigan
University; A.M.L.S., University of Michigan; M.A., Michigan State University.
Carter T. Meland (1998). Instructor, part-time, English. B.A., University of Minnesota.
Jane C. Melton (1999). Instructor, part-time, Modem Languages. B.A., Lindenwood
College; M.A., Tulane University.
Cynthia J. Meyer (1994). Instructor, part-time, Psychology. B.A., Macalester College; M.A.,
Ph.D., University of Minnesota.
Fekri Meziou (1987). Associate Professor of Business Administration /Accounting /MIS.
B.A., University of Tunis; M.A., Ph.D., University of Minnesota.
Monem Meziou (1997). Instructor, part-time, Business Administration /Accounting /MIS.
B.A., Augsburg College; M.B.A., Northern Arizona University.
Diane M. Mikkelson (1997). Instructor, part-time, Modern Languages. B.A., California
State University; M.A., California State University-Northridge.
Jeannette H. Milgrom (1992). Instructor, part-time, Social Work. B.S.W., Christian Social
Academy, Groningen, Netherlands; M.S.W., University of Minnesota.
Kinney G. Misterek (1989). Instructor, part-time, Business Administration/ Accounting
/MIS. B.S., M.B.A., University of South Dakota; M.B.T., University of Minnesota.
John R. Mitchell (1968). Associate Professor of English. B.A., Maryville College; M.A.,
University of Tennessee.
Idella S. Moberg (1997). Instructor, part-time, Religion. B.S., Concordia College-St. Paul;
M.S., St. John's University.
William B. Monsma (1987). Instructor, part-time, Physics. B.A., Calvin College; M.Div.,
Calvin Seminary; Ph.D., University of Colorado.
Thomas E Morgan (1983). Assistant to the President. Professor of Business
Administration/Accounting/MIS.B.S., Juniata College; M.B.A., University of
Denver; M.S., University of Oregon; Ph.D., University of Minnesota.
William D. Morris (1987). Assistant Professor, part-time, Political Science. B.A., Oakland
University; Ph.D., Carnegie-Mellon University.
Patricia A. Murphy (1991). Assistant Professor of Health and Physical Education. B.S.,
M.S., Mankato State University.
Augsburg College Faculty
N
Susan K. Nash (1998). Assistant Professor, part-time, Nursing. B.S.N., M.S.N., University
of Minnesota.
Eliawira N. Ndosi (1990). Instructor, part-time, Economics. B.A., Carleton College; M.A.,
University of Minnesota.
Gordon L. Nelson (1967). Professor of Sociology. B.A., M.A., University of Minnesota;
B.D., Luther Theological Seminary; M.A., Ph.D., University of Chicago.
Richard C. Nelson (1968). Professor of History. B.A., University of Nebraska; M.A., Ph.D.,
University of Minnesota.
Capper E. Nichols (1999). Instructor, part-time, English. B.A., M.A., San Diego State
University; Ph.D., University of Minnesota.
Norbert Nielubowski (1997). Studio Artist/Bassoon, part-time, Music. Lane Technical High
School (music concentration); private study.
Beverly J. Nilsson (1977). Professor of Nursing. B.S., M.S., Ph.D., University of Minnesota.
Norma C . Noonan (1966). Director, Master of Arts in Leadership Program. Professor of
Political Science. B.A., University of Pennsylvania; M.A., Ph.D., Indiana
University.
0
Celeste M. O'Brien (1975). Studio ArtistPiano, part-time, Music. B.A., Hamline University.
Robert L. O'Connor (1999). Instructor, part-time, Social Work. B.S., St. John's University;
M.S.W., Augsburg College.
Susan E. O'Connor (1994). Assistant Professor of Education. B.S., University of Minnesota;
M.S., Ph.D., Syracuse University.
Michael E. O'Neal (1989). Assistant Professor, part-time, Sociology. B.A., University of
Missouri; M.A., Ph.D., University of Minnesota.
Wayne L. Olhoft (1993). Instructor, part-time, Business Administration /Accounting /MIS.
B.A., Metropolitan State University, St. Paul, MN; M.B.A., University of
Minnesota.
Sandra L. Olrnsted (1979). Assistant Professor of Chemistry. B.A., Augsburg College; M.S.,
University of Wisconsin; Ph.D., University of Minnesota.
Stephen T. Olsen (1992). Instructor, part-time, Speech, Communication, and Theatre Arts.
B.A., St. Olaf College; M.A., Ph.D., Pennsylvania State University.
Vicki B. Olson (1987). Associate Professor of Education. B.S., M.A., Ph.D., University of
Minnesota.
Jack Osberg (1991). Head Football Coach. Instructor, Health and Physical Education. B.A.,
Augsburg College.
Paul H. Ousley (1993). Orchestra Director, Instructor of Music. B.M., University of
Wisconsin-Eau Claire; M.M., Eastrnan School of Music.
P
Magdalena M. Paleczny-Zapp (1986). Associate Professor of Business
Administration/Accounting/MIS.B.A., M.A., Central School for Planning and
Statistics, Warsaw; Ph.D., Akademia Ekonomiczna, Krakow.
Ronald G. Palosaari (1965). Professor of English. B.A., Bethel College; B.Div., Bethel
Seminary; M.A., Ph.D., University of Minnesota.
-
Augsburg College Faculty 28
Sharon K. Patten (1991). Associate Professor of Social Work. B.A., St. Olaf College;
M.S.W., M.A., Ph.D., University of Minnesota.
Catherine L. Paulsen (1989). Instructor, part-time, Master of Arts in Leadership. B.A., St.
Olaf College; M.A., Lone Mountain College (of University of San Francisco).
Curtis M. Paulsen (1990). Associate Professor of Social Work. B.A., St. Olaf College;
M.S.W., University of Minnesota; Ph.D., The Fielding Institute.
Richard W. Pearl (1992). Instructor, part-time, Education. B.A., M.A., College of St.
Thomas.
Dale C. Pederson (1992). Associate Professor of Biology. B.A., Augsburg College; Ph.D.,
University of Minnesota.
Rick A. Penning (1993). Studio ArtistNoice, part-time, Music. B.A., Luther College; M.M.,
University of Cincinnati.
William A. Perkins (1995). Instructor, part-time, Business Administration
/Accounting/MIS. B.S., University of Detroit.
Noel J. Petit (1984). Professor of Computer Science. B.A., St. Olaf College; MS., Ph.D.,
University of Minnesota.
Ronald W. Petrich (1980). Assistant Professor of Education. B.A., Augsburg College; M.A.,
United Theological Seminary.
Pary Pezechkian-Weinberg (1994). Assistant Professor of Modem Languages. B.A.,
National University, Tehran; M.A., University of Nice; Ph.D., U.C.L.A.
Joyce M. Pfaff (1966). Associate Professor, part-time, Health and Physical Education. B.A.,
Augsburg College; M.Ed., University of Minnesota.
Phu Tai Phan (1998). Instructor of Social Work. B.A., M.S.W., University of Minnesota.
Clayton A. Pharr (1996). Instructor, part-time, Social Work. B.S., Claflin University;
M.S.W., Barry University.
Diane L. Pike (1981). Professor of Sociology. A.B., Connecticut College; Ph.D., Yale
University.
Timothy D. Pippert (1999). Assistant Professor of Sociology. B.A., M.A., Ph.D., University
of Nebraska-Lincoln.
Q
Philip A. Quanbeck, I1 (1987). Assistant Professor of Religion. B.A., St. Olaf College;
M.Div., Ph.D., Luther Seminary.
R
Larry C. Ragland (1985). Professor of Computer Science. B.S., M.A., Central Missouri
State College; Ph.D., University of Texas at Austin.
Karl l? Raschke (1999). Instructor, part-time, Art. B.A., MIA., University of Minnesota.
0.Nicholas Raths (1987). Studio ArtistIGuitar, part-time, Music. B.M., M.M., D.M.A.,
University of Minnesota.
Deborah L. Redmond(l981). Assistant Professor of Speech, Communication, and Theatre
Arts. B.A., M.A., University of Minnesota.
Bruce R. Reichenbach (1968). Professor of Philosophy. B.A., Wheaton College; M.A.,
Ph.D., Northwestern University.
Kathy J. Reinhardt (1997). Instructor of Modem Languages. M.A., Middlebury College.
82 Augsburg College Faculty
Frances M. Reisner (1999). Instructor, part-time, Mathematics. B.S., University of
Wisconsin-Lacrosse; M.S., Winona State University.
Susan E. Riley (1996). Instructor, part-time, Political Science. B.A., University of
Minnesota; M.A., Ph.D., University of California-Berkeley
Nan T. Reese Rivers (2000). Instructor, part-time, Psychology. B.A., Augsburg College;
PsyD., Minnesota School of Professional Psychology.
Mary K. Roberts (1994). Instructor, part-time, Education. B.A., Mount Marty College;
M.A., University of St. Thomas.
M. Bridget Robinson-Riegler (1994). Assistant Professor of Psychology. B.S., Indiana
University; M.S., Ph.D., Purdue University.
Glenda Dewberry Rooney (1992). Associate Professor of Social Work. B.S., University of
North Texas; M.S.W., University of Illinois; Ph.D., University of Minnesota.
Moira W. Runganadhan (2000). Instructor, part-time, Education. B.T., B.S., University of
Madras; M.Ed., University of Minnesota; Ed.D., University of St. Thomas.
S
Edward M. Sabella (1961). Professor of Economics. B.S., University of Rhode Island;
Ph.D., University of Minnesota.
Mark L. Sateren (1997). Instructor, part-time, Education. B.A., Augsburg College; M.A.,
University of St. Thomas.
Milo A. Schield (1985). Associate Professor of Business Administration /Accounting /MIS.
B.S., Iowa State University; M.S., University of Illinois; Ph.D., Rice University.
Bruce D. Schleuter (1999). Instructor, part-time, Mathematics. B.S., M.S., St. Cloud State
University
John S. Schmit (1990). Associate Professor of English. Weekend College Director. B.S., St.
John's University; M.A., University of New Orleans; Ph.D., The University of
Texas.
Michael D. Schock (1993). Assistant Professor of Social Work. B.A., University of
Washington; M.S.W., University of Minnesota; Ph.D., University of Washington.
Edward J. Schoenfeld (1999). Instructor, part-time, History. B.A., Marquette University;
M.A., University of Wisconsin-Milwaukee.
Sandra Nei Schulte (1987). Costume Designer, part-time, Speech, Communication, and
Theatre Arts. B.A., M.A., M I A , University of Minnesota.
David G. Schwain (1995). Instructor, part-time, Business Administration /Accounting
/MIS. B.B.A., University of Cincinnati; M.B.A., Harvard University
Kathryn A. Schwalbe (1991). Associate Professor of Business Administration /Accounting
/MIS. B.S., University of Notre Dame; M.B.A., Northeastern University; Ph.D.,
University of Minnesota.
Christopher L. Schwartz (1999). Assistant Professor of Mathematics. B.S., M.S., Oregon
State University; Ph.D., University of Minnesota.
Frankie B. Shackelford (1990). Associate Professor of Modem Languages. B.A., Texas
Christian University; Ph.D., University of Texas.
Gregg S. Shadduck (1998). Instructor, part-time, Computer Science. B.A., University of
Minnesota.
-
Augsburg College Faculty 28'
Timothy J. Shaw (1995). Instructor, part-time, Physician Assistant Studies. B.A., St. Mary's
College; Ph.D., University of Minnesota.
Peter S. Shea (2000). Instructor, part-time, Philosophy B.A., Macalester College.
Charles M. Sheaffer (1995). Assistant Professor of Computer Science. B.A., Metropolitan
State University; M.S., Ph.D., University of Minnesota.
Edward R. Skarnulis (1990). Professor of Social Work. B.A., Omaha University; M.S.W,
Ph.D., University of Nebraska.
David M. Smith (1999). Instructor, part-time, Business Administration/Accounting/MIS.
B.S.B., University of Minnesota; M.B.A., University of Wisconsin-Madison.
Sheilah I! Smith (1999). Instructor, part-time, Education. B.S., M.Ed., Wayne State
University.
Richard J. Spratt (1996). Instructor, part-time, Social Work. B.S.W., Augsburg College;
M.S.W, University of Minnesota.
Robert J. Stacke (1990). Associate Professor of Music. Band and Jazz Director. B.A.,
Augsburg College; M.A.C.I., College of St. Thomas; Ph.D., University of
Minnesota..
Clarice A. Staff (1995). Assistant Professor of Social Work. B.A., Augsburg College; M.S.,
D.S.W, Columbia University
John J. Stangl (1991). Instructor, part-time, Education. B.S., M.A., University of
Minnesota.
Nancy K. Steblay (1988). Professor of Psychology. B.A., Bemidji State University; M.A.,
Ph.D., University of Montana.
John I? Stein (1992). Instructor, part-time, Economics. B.S., University of Detroit; M.A.,
University of Illinois.
Donald B. Steinmetz (1968). Professor of Modem Languages. B.A., M.A., Ph.D., University
of Minnesota.
Linda Lee Stevens (1999). Instructor, part-time, Education. B.A., University of Northern
Colorado; MS., Mankato State University.
Stuart M. Stoller (1986). Associate Professor of Business Administration /Accounting /MIS.
B.S., M.S., Long Island University.
Beverly J. Stratton (1986). Associate Professor of Religion. B.A., M.A., Boston University;
M.A., Th.D., Luther Seminaly.
Grace K. Sulerud (1966). Associate Professor, Librarian. B.A., Augsburg College; M.A.,
University of Minnesota.
Karen T. Sutherland (1999). Associate Professor of Computer Science. A.B., Augustana
College; two M.S. degrees, Ph.D., University of Minnesota.
Kathryn A. Swanson (1985). Professor of English. B.A., St. Olaf College; M.A., Ph.D.,
University of Minnesota.
Maryann Syers-McNairy (1998). Assistant Professor of Social Work. B.A., Arizona State
University; M.S.W., Ph.D., University of Minnesota.
-
:84 Augsburg College Faculty
T
Joan E. Thompson (1997). Assistant Professor of English. B.A., Fort Lewis College; M.A.,
Ph.D., University of Minnesota.
Sonja K. Thompson (1993). Instructor, part-time, Music. B.M., University of Minnesota;
M.M., The Juilliard School.
Mark D. Tranvik (1995). Assistant Professor of Religion. B.A., Luther College; M.Div., Yale
University; Th.D., Luther Seminary.
Cynthia K. Troy (1991). Instructor, part-time, Psychology. B.A., University of California,
Santa Cruz; Ph.D., University of Minnesota.
U-v
Joseph B. Underhill-Cady (1998). Assistant Professor of Political Science. B.A., University
of California-Berkeley; M.A., San Francisco State University; Ph.D., University of
Michigan.
James A. Vela-McComell (1997). Assistant Professor of Sociology. B.A., Loyola University;
Ph.D., Boston College.
David E. Venne (1992). Instructor, part-time, Physics. B.S., University of Minnesota; Ph.D.,
Iowa State University.
Joseph M. Volker (1993). Instructor, part-time, MAL Program. B.A., University of
California-Irvine;M.A., Ph.D., University of Minnesota.
W
Donald M. Warren (1978). Instructor, part-time, Introduction to Liberal Arts. Director of
Academic Enrichment. B.A., M.A., University of Minnesota.
David B. Washington (1997). Instructor, part-time, Business Administration /Accounting
/MIS. B.A., B.L., J.D., University of Pittsburgh.
Charee M. Watters (1990). Instructor, part-time, Business Administration /Accounting
/MIS. B.A., University of Minnesota; M.Org.L., College of St. Catherine; M.B.A.,
College of St. Thomas.
Pamela J. Weiss (1983). Associate Professor, part-time, Nursing. B.S.N., University of
Nebraska; M.P.H., Ph.D., University of Minnesota.
Patricia F. Weiss (1991). Associate Professor, part-time, Education. Paideia Associate-inResidence. B.A., Boston College; M.Ed., Ph.D., University of North Carolina.
Jennifer A. Wenner (1999). Assistant Professor of Psychology. B.A., University of St.
Thomas; Ph.D., University of Minnesota.
Barbara A. West (1997). Instructor of Education. Faculty Coordinator of Teacher
Placement Licensing. B.S., St. Cloud State University; M.S., Syracuse University.
Jean H. Whalen (1995). Instructor, part-time, Education. B.S., M.A., University of
Minnesota.
Mary Louise Williams (1984). Assistant Professor of Social Work. B.EA., M.S.W.,
University of Pennsylvania.
Michael S. Wilson (1996). Instructor, part-time, Business Administration /Accounting
/MIS. B.A., University of St. Thomas; M.B.A., University of Minnesota.
Marcus A. Wing (1995). Instructor, part-time, Education. B.S., Moorhead State University;
M.S., Winona State University; Ph.D., University of Minnesota.
-
Augsburg College Faculty 281
J. Ambrose Wolf (1999). Assistant Professor of Physics. B.S., M.S., University of Muenster;
Ph.D., University of Cologne and KFA-Julich, Germany.
Angela J. Wyatt (1981). Studio Artist/Saxophone and Clarinet, part-time, Music. B.A., St.
Olaf College.
Robert D. Wykstra (1989). Instructor, part-time, Business Administration /Accounting
/MIS. B.A., Calvin College; M.B.A., Western Michigan University.
X-Y-z
- kACULTY
z86
Ruth L. Aaskov. Professor Emerita of Modem Languages. B.A., Augsburg College; M.A.,
Middlebury College; Ph.D., University of Wisconsin.
Lyla M. Anderegg. Professor Emerita of Psychology. B.A., University of Minnesota; M.A.,
Northwestern University.
Barbara L. Andersen. Professor Emerita of English. B.A., Northwestern College; M.A.,
Northwestern University
Charles S. Anderson. President Emeritus. B.A., St. Olaf College; M.A., University of
Wisconsin; B.Th., Luther Theological Seminary; Ph.D., Union Theological
Seminary, New York.
Ernest W. Anderson. Professor Emeritus of Health and Physical Education. B.A., Augsburg
College; M.Ed., University of Minnesota.
Margaret J. Anderson. Professor Emerita, Library. B.S., M.A., University of Minnesota.
Oscar A. Anderson. President Emeritus. B.A., St. Olaf College; B.D., Luther Theological
Seminary; L.L.D., Concordia College, Moorhead.
Dr. Raymond E. Anderson. Professor Emeritus of Speech, Communication and Theatre
Arts. B.S., M.A., Ph.D., University of Minnesota.
Valeria Baltina. Professor Emerita of Modem Languages. Magister der Philosophia,
University of Latvia.
Richard A. Borstad. Professor Emeritus of Health and Physical Education. B.A., M.A.,
Ph.D., University of Minnesota.
Maria L. Brown. Professor Emerita of Social Work. B.A., M.A., American University;
M.S.W., University of Minnesota.
Carl H. Chrislock. Professor Emeritus of History. B.A., Augsburg College; M.A., Ph.D.,
University of Minnesota.
L. Gracia Christensen. Professor Emerita of English. B.A., Hunter College; M.A., Radcliffe
College.
Robert W. Clyde. Professor Emeritus, Institutional Research Analyst. B.A., Coe College;
M.A., Rockford College; Ph.D., University of Iowa.
Ailene H. Cole. Professor Emerita of Speech, Communication and Theatre Arts. B.A.,
Gustavus Adolphus College; M.A., Ph.D., University of Minnesota.
Beverly C. Durkee. Professor Emerita of Mathematics. B.A., B.S.L., B.S.Ed., M.A.,
University of Minnesota; Ph.D., Arizona State University.
Henry G. Follingstad. Professor Emeritus of Mathematics. B.E.E., MS., University of
Minnesota.
Jeny Gerasimo. Professor Emeritus of Sociology. B.A., Lake Forest College; M.A., Ph.D.,
University of Chicago.
Orloue Gisselquist. Professor Emeritus of History. B.A., M.A., Ph.D., University of
Minnesota.
Theodore J. Hanwick. Professor Emeritus of Physics. B.E.E., MS., Polytechnic Institute of
Brooklyn; Ph.D., New York University
Katherine Hennig. Artist-in-ResidenceEmerita of Music. M.A., University of Minnesota.
-
Faculty Emeriti 287
Edwina L. Hertzberg. Professor Emerita of Social Work. B.A., Cedar Crest College; M.S.W.,
Ph.D., University of Minnesota.
John R. Holum. Professor Emeritus of Chemistry. B.A., St. Olaf College; Ph.D., University
of Minnesota.
Irene Khin Khin Jensen. Professor Emerita of History. B.A., Rangoon University, Burma;
M.A., Bucknell University; Ph.D., University of Wisconsin.
Duane E. Johnson. Professor Emeritus of Psychology. B.A., Huron College; B.A. University
of Minnesota; M.E., South Dakota State University; Ph.D., University of
Minnesota.
James D. Johnson. Professor Emeritus of Music. M.S., The Juilliard School; Ph.D.,
University of Minnesota.
Mary E. "Mimi" Johnson. Professor Emerita of Modem Languages. B.A., Smith College;
M.A., Columbia University; M.A., University of Minnesota.
Erwin D. Mickelberg. Professor Emeritus of Biology. B.A., Augsburg College; M.A.,
University of Minnesota.
Mildred "Mike" Mueller. Professor Emerita of Education. B.A., M.A., Central Michigan
University; Ed.D., University of Minnesota.
Edor C. Nelson. Professor Emeritus of Health and Physical Education. B.A., Augsburg
College; M.Ed., University of Minnesota.
Catherine C. Nicholl. Professor Emerita of English. B.A., Hope College; M.A., University
of Michigan; Ph.D., University of Minnesota.
Patricia A. Parker. Associate Academic Dean Emerita. B.A., Eastern Michigan University;
M.A., Ph.D., University of Michigan.
Lauretta E. Pelton. Professor Emerita of Education. M.Ed., Marquette University.
Philip A. Quanbeck, Sr. Professor Emeritus of Religion. B.A., Augsburg College; B.D.,
Augsburg Theological Seminary; M.Th., Th.D., Princeton Theological Seminary.
Gunta Rozentals. Professor Emerita of Modem Languages. B.A., M.A., Ph.D., University of
Minnesota.
Marianne B. Sander. Dean of Students Emerita. B.A., Valparaiso University; M.A.,
University of Minnesota.
Leland B. Sateren. Professor Emeritus of Music. L.H.D., Gettysburg College; D.Mus.,
Lakeland College.
Edwin J. Saugestad. Professor Emeritus of Health and Physical Education. B.A., Augsburg
College; M.A., University of Minnesota.
Marjorie H. Sibley. Professor Emerita, Library. B.A., M.A., University of Illinois; M.A.,
University of Minnesota.
Eugene M. Skibbe. Professor Emeritus of Religion. B.A., St. Olaf College; B.Th., Luther
Theological Seminary; Th.D., University of Heidelberg, Germany.
Paul T. Steen. Professor Emeritus of Sociology. B.A., Gustavus Adolphus College; M.A.,
Ph.D., University of Minnesota.
Myles C. Stenshoel. Professor Emeritus of Political Science. B.A., Concordia College,
Moorhead; Concordia Theological Seminary; M.A., Ph.D., University of Colorado.
Ralph L. Sulerud. Professor Emeritus of Biology. B.A., Concordia College, Moorhead; M.S.,
Ph.D., University of Nebraska.
Philip J. Thompson. Professor Emeritus of Art. B.A., Concordia College-Moorhead;M.EA.,
University of Iowa.
Joel S. Torstenson. Professor Emeritus of Sociology. B.A., Augsburg College; M.A., Ph.D.,
University of Minnesota.
Butler Place
-Interstate
94 West
Interstate 94 East
College Map Information
1. Admissions Weekday Program
2. Air Structure Entrance (November through March)
3. Anderson-Nelson Athletic Field and Seasonal Air
Structure
4. Christensen Center (Information Desk)
5. East Hall
6. Faculty Guest House
7. Foss, Lobeck, Miles Center for Worship, Drama
and Comunication (Tjornhom-Nelson Theatre,
Hoversten Chapel)
8. George Sverdrup Hall
9. Husby-Strommen Tennis Courts
10. Ice Arena
11. Jeroy C. Carlson Alumni Center
12. Lindell Library
13. Maintenance and Grounds Shop
14. Mortensen Hall
15. Murphy Place
16. Murphy Square
17. Music Hall
18. New Residence Hall
-3
k~isabilivX
=
\
=
19. Old Maln
20 Oscar Anderson Hall
21. Public
& Communications
22. Quad
23. Science Hall
24. Security Dispatch Center
25. Shipping and Receiving
26. Si Melby Hall
27. Sverdrup-Oftedal Memorial Hall
28. Urness Hall
Parking Lots
A. Adm~ssionslFacultylStafiParking
B. FacultylStafflCommuteriResident Parking
C. FacultylStaff Parking
D. FacultylStafflCommuter Parking
E. Commuter Parklng
F. Resident Parking
G. Visitor Parking
H. Fairview-University Parking Ramp(pay parking available)'
- CAMPUS LOCATION
5
5
$
4 MINNEAPOLIS
9.
0
-
?-
ST. PAUL b
DIRECTIONS TO CAMPUS
PUBLIC PARKING
I-35W from the NorthTake Washington Avenue exit and turn left
on Washington (curves right to become
Cedar Avenue), turn left at Riverside
Avenue, right at Zlst Avenue South.
Street parking on campus is posted for
one-, two-, or four-hour limits. Pay
parking is available at the FairviewUniversity Medical Center across
Riverside Avenue. For major events on
campus during evenings and weekends,
parking is also available in the facultylstaff
and commuter lots.
1-94 East from MinneapolisTake 25th Avenue exit, turn left at 25th
Avenue, turn left at Riverside Avenue, turn
left at Zlst Avenue South.
1-94 West from St. PaulTake Riverside exit, turn right at Riverside
Avenue, turn left at 21st Avenue South.
I-35W from the SouthFollow the 1-94 St. Paul signs (move to
right lane after each of two mergers). Take
25th Avenue exit and turn left at Riverside
Avenue, turn left at 2lst Avenue South.
92 INDEX
A
About Augsburg 10, 18
Academic Advising Center 54
Academic Calendar 4-7, 52
Academic Divisions 55
Academic Information 51
Academic lnternships 63
Academic Policies and Procedures 66
Academic Progress, Probation and
Dismissal 82
Academic and Learning Services 44
Academic Skills Center 44
Accessibility 18
Accounting 100, 106-108
Accreditation and Memberships 11, 17, 18
Activities 42
Admissions 14, 20-24
Administrative Officers of the College 268
Advanced Placement Program Test (AP) 80
Advanced Transfer Students 73
African American Student Services (see
Pan-Afrikan Student Services) 46
Air Structure 43
Alumni Center 14
American Indian Studies 157-158
American Indian Student Services 45
American Sign Language 181
AmeriCorp Scholarship 32
Anderson Hall 14, 49
Anderson-Nelson Athletic Field 14
Anishinabe Library Project 46
Application Procedures 20, 31
Art 89-93
Art History 89-90, 92
Asian American Student Services (see Pan
Asian Student Services) 46
Asian Studies (see East Asian Studies) 122-123
Assessment of Previous Learning (APL)
Program 79
Associated Colleges of the Twin Cities
(ACTC) 59
Associated Support Organizations 16
Athletic Affiliation 18
Athletic Training Internship 147
Athletics 43
Audit Fee 26
Auditing Courses 79
Augsburg Echo 43
Augsburg Seminar 54, 72, 94
Augsburgian, The 43
B
Biology 95-99
Board of Regents 266-267
Books and Supplies 27
Business Administration 100-105
Business Administration and
Economics Major 102, 125
C
Calendar 4-7, 52
Campus Location 13, 18, 289-290
Campus Map 289-290
Campus Ministry 42
Campus Tours 20
Canadian Program 66
Career Services 65
Carlson (Jeroy C. Carlson) Alumni Center 14
Center for Global Education 15, 61, 165-166
Center for Global Education Courses 61-62,
167-171
Center for Learning and Adaptive Student
Services (CLASS) 44
Center for Service, Work, and Learning 63
Chemistry 112-1 16
Chinese 181
Chapel 14,42
Choir 43, 194, 201
Christensen Center 14
Class Confirmation 70
Class Schedule 86
Classification (Class Year) 79
Coaching Endorsement 147
College Costs 2000-01 26
College Level Examination Program
(CLEP) 80
College of the Third Age 66
Commencement 83
Commons 49
Communication 252-256
Communication ArtsILiterature Teaching
Maior 139
comr;lunitY and Public Service
Scholarships 33
Community lnternships in Latin
America 62, 172
Community Service-Learning 64
Computational Economics 118
Computational Philosophy 118, 209
Computer Resources 53
Computer Science 11 7-121
Concert Band 43, 194, 201
Continuing Education Program 66
Cooperative Education 64
Costs 26
Counseling 47
Counseling and Health Promotion 47
Course Descriptions 85-264
Credits 86
Crime and Community Concentration
(Sociology) 248
Index 293
D
Dean's List 82
Degrees Offered 18, 52
Departmental Comprehensive Exams 80
Departments and Programs 85-264
Deposits 27, 46
Development 8
Directory 8
Disabled Student Program 44
Dismissal 82
Discrimination Complaints 50
Divisions and Departments 55
Dormitories 14, 27, 48
Dual Degree Programs 57, 136-137
E
Early Admission of Freshmen 21
East Asian Studies 122-123
East European Studies 240-241
East Hall 14
Echo 43
Economics 124-128
Economics/Business Admin. Major 125, 102
Economics/Political Science Teaching Major
224, 125
Education 129-135
Education for Service 11
Elementary Education 130-131, 133
Employment 35
Engineering 136-137
English 138-144
English as a Second Language (ESL)
Program 81
English Placement Test 140
Enrollment 18
Enrollment and Financial Services Center 67
Enrollment Deposit 27
Ensembles 194, 201
Entry-level Skills 72
Ethnic Studies 158
Evaluation and Grading 77
Evangelical Lutheran Church in America
(ELCA) 18, 267
Experiential Education Programs 63-64
Explanation of Grades 77
F
Facilities and Housing 14, 48
Facts and Figures 18
Faculty 18, 53, 269-285
Faculty Emeriti 286-287
FAFSA (Free Application for Federal Student
Aid 31
Family Educational Rights and Privacy Act
(FERPA) 50, 83-84
Federal Work Study Program 35
Fees 26-27
Film Minor 258
Finance Specialization (Business
Administration) 102
Financial Aid 18, 30-36
Financial Policies 28-30
Fine Arts 43
Fitness Center 47
Food Service 49
Foreign Languages 77, 180-187
Former Students 23, 70
Foss, Lobeck, Miles Center for Worship,
Drama, and Communication 14
Four-Year Assurance Program 83
French 180-183
Freshmen 20, 21
C
Gage Family Endowment 45
General Education Curriculum 71-77
General Education Requirements 68-69, 7177
General Studies 145
German 180, 183-184
Gift Assistance 33-34
Global Education Center 15, 61, 165-166
Global Education Program
Courses 61-62, 167-171
Grade Point Average 72, 79
Grading 77-79
Graduate Programs Office 67
Graduate Programs 65
Graduation Level Skills 73
Graduation Requirements 68-69, 71-77
Graduation With Distinction 83
Grants 34
Green (Richard R.) Institute for Teaching and
Learning 16
Gymnasium (Melby Hall) 15
H
Health and Physical Education 146-150
Health Education 146, 148
Health Promotion 47
Health Service 47
HECUA Courses 62-63, 171-1 73
Higher Education Consortium for Urban
Affairs (HECUA) 60, 62, 166
HispanicILatino Student Services Program
46
History 151-155
History of Augsburg College 10
Honor Scholarship 32
Honors Program 59, 156
Housing 14, 27, 48
Hoversten Peace Scholarships 33
294 Index
I
Ice Arena 15
Incomplete Grade 78
Independent Studies 87
lnformation Technology Resources 53
Inter-Institutional Programs 59-60
Inter-Race 16
Intercollegiate Athletics 43
Interdisciplinary Studies 157-163
lnterim 52
lnterim Abroad 63
lnterim Office 67
lnternational Baccalaureate Program (IB) 79
lnternational Business Minor 103
lnternational Business Specialization
(Business Administration) 102
lnternational Partners 166
lnternational Relations 164-165
lnternational Student Advising 48
lnternational Student Services 24
lnternational Students 24, 48
lnternational Studies 165-173
Internships 63-64, 87
Intertribal Student Union 45
Intramural Athletics 43
J
Japanese 180, 185
K
Marketing Specialization (Business
Administration) 102
Master's Degrees 50, 65
Math Placement Group (MPG) 73, 175
Mathematics 174-179
Medical Refund 30
Melby Hall 15
Memberships 17, 18
Memorial Hall 15
Metro-Urban Studies 159-160
Middle East Studies Minor 161
Minnesota Indian Teacher Training
Partnership (MNITTP) 45
Minnesota Minority Education Partnership
(MMEP) 16
Minnesota Work Study Program 35
Minors 56-57, 85-264
MIS Courses 109-111
Mission Statement 10
Modern Languages 180-187
Mortensen Hall 15, 49
Murphy Place 15
Murphy's 49
Music 188-202
Music Education Major 191, 194
Music Ensembles 193, 201
Music Hall 15
Music Performance Major 189, 192
Music Repertoire Tests 195
Music Therapy Major 189, 192, 199-200
KCMR Radio 43
L
Language Courses 180-187
Leadership Scholarships 33
Learning Disabilities Program 44-45
Learning Laboratory 44
Leave of Absence 70
Legacy Scholarship 32
Liberal Arts Perspectives 68-69, 74-77
Library and lnformation Technology
Center 15, 18, 53, 59
Licensure (Teaching) 57
Lifetime Sports 74
Lindell Library 15, 18
Loan Assistance 34-35
Location 13, 18, 289-290
Lutheran Leader Scholarships 33
M
Majors and Minors 55-57, 85-264
Management lnformation Systems 109-111
Management Specialization (Business
Administration) 102
Maps 289,290
N
NASA Scholarship 33
Natural Science 203-204
New Hall 15, 49
No-Credit Grades 77
Nordic Area Studies 162-163
Norwegian 180, 185-186
Notification of Admissions Decision 21, 22
Number Grades 78
Numbering of Courses 86
Nursing 205-208
0
Off-Campus Programs 18
Officers of the College 268
Ojibwe 180, 186
Old Main 15
Orchestra 43, 194, 201
Orientation (AUG) 54, 72, 94
Index 29:
p,
Q
Paired Resources in Ministry and
Education (PRIME) Awards 32
Pan-Afrikan Student Services 46
Pan Asian Student Services 46
Part-Time Students 26-27
Pass/No Credit 77-78
Pastor 42
Payments 28
Performance Studies 194, 202
Performing Arts Scholarships 33
Perspective Requirements 68, 74-77
Philosophy 209-212
Phi Theta Kappa Scholarships 32
Physical Disabilities Program 44
Physical Education 149-150
Physical Science Teaching Licensure 113
Physician Assistant Program 67, 21 3-21 7
Physics 218-222
Piano Proficiency Test 195
Policies 16, 18, 49, 82
Political Science 223-228
Political Science/Economics teaching major
224, 125
Portfolio Assessment Program 80-81
Pre-Professional Programs 58
Pre-Registration 67
Prerequisites 86
President's Greeting 2
President's Scholarships 32
PRIME Scholarship 32
Probation 82
Psychology 229-233
Public Relations and Communication 15
R
Refunds 28-30
Regents 266-267
Regents' Scholarships 32
Registration 66, 67
Religion 234-239
Religious Affiliation 18
Residence Life Program (see also
Housing) 48-49
Residence Requirements 72
Room and Board 26
Rochester Program 65
ROTC 60
Russian, Central, and East European Studies
240-241
5
Scandinavian Studies 162-163
Scandinavian Urban Studies 62, 171
Scholarships 32-33, 36-40
School Year 4-7, 18
Science Hall 15
Science Scholarship 32
Secondary Education 131-1 32, 134-135
Service-Learning 64
Sigma Pi Sigma 220
Skills Requirements 72-74
Social, Cultural, Recreational Activities 43
Social Psychology Concentration 230, 249
Social Studies 242
Social Welfare Minor 244
Social Work 243-247
Society of Physics Students 220
Sociology 248-251
Space Physics 21 9
Spanish 186-187
Special Education 135
Special Interest Housing 49
Special Students (Non-Degree) 23
Speech/Communication and
Theatre Arts 252-261
Sponsored Scholarships 36-40
sports 43
StepUP Program 45
Student Activities 42
Student Affairs (see Academic
and Learning Services) 44
Student Educational Loan Fund (SELF) 35
Student/Faculty Ratio 18
Student Government 42
Student Life 41-50
Student Newspaper 43
Student Project for Amity Among Nations
(SPAN) 18
Student Publications 43
Student Rights 50
Student Standards of Behavior, Complaints,
Records 49
Student Teaching Abroad 63, 129
Studio Art 89-92
Study Abroad 60-63, 166-174
Summer School Office 67
Support Programs 44-45
Sverdrup Hall 15
Sverdrup-Oftedal Memorial Hall 15
-
!96 Index
T
Teaching Licensure (see also individual
majors) 57
Test Scores 20
Theatre Arts 257-261
Transcripts 20, 21
Transfer Scholarships 32
Transfer Students 19-21, 66-67, 70
Tuition, Fees, Room and Board 22, 26-27
Tutor Center 44
U
Upper Midwest Association of Intercultural
Education (UMAIE) 18
Urban Studies 160-161
Urness Hall 15, 49
v
Veterans 83
W
Weekend College, history 12
Withdrawal From College 30, 70
Women's Studies 262-264
Work Study Program 35
x, y, z
Yearbook 43
Youth and Family Institute 16
Youth and Family Ministry Major 235
Show less
URG
OLLEGE
-
T
II
augsburg in the summer
summer session info
Augsburg College offers a varied summer curriculum
that includes courses in more than 15 academic
disciplines as well as internships and independent studic
Term I runs from May 29 to June 29.
Term I1 runs from July 9 to Aug... Show more
URG
OLLEGE
-
T
II
augsburg in the summer
summer session info
Augsburg College offers a varied summer curriculum
that includes courses in more than 15 academic
disciplines as well as internships and independent studic
Term I runs from May 29 to June 29.
Term I1 runs from July 9 to August 9.
A detailed listing of courses begins
o n page 8.
Course loads in Summer Session:
Students may take up to two course
credits during Term I and during Term
11. Unless otherwise indicated, all
courses carry a value of one course
credit. O n e Augsburg course credit is
the equivalent of four semester credits
and six quarter credits.
II
I
'1
term one
I
May 29 to June 29
term two
July 9 to August 9
1
I
a :
I
I
I
about
augsburg
Augsburg College is a four-year, liberal arts college located in the heart of
Minneapolis, and affiliated with the Evangelical Lutheran Church in America.
Augsburg is accredited by the North Central Association of Colleges and Schools.*
T h e small college environment, about 3,000 students during the academic year, is
enriched by the many opportunities found in this vibrant metropolitan area.
Augsburg's setting allows students to participate in a host of cultural and recreational activities.
I
I
I
1
I'
I
* North Central Associntion of Colleges and Schools, Commission on Institutions of Higher Education
(31 2) 263-0456. Web site <~utuw.ncacihe.mg>
2
Augsburg general education:
Courses fulfilling Augsburg's Liberal
Arts Perspectives and Graduation
Skills requirements are so noted along
with the description of the course.
Course levels: T h e first digit of the
three-digit course number indicates the
course level. Course numbers heginning with a "1" or "2" are lower division courses and are intended primarily
for freshmen and sophomores; course
numbers beginning with a "3" or "4"
are upper division and are primarily for
juniors and seniors.
Independent study: Independent studies may be arranged in consultation
with individual faculty members.
Internships: In addition to those listed, internship opportunities may be
arranged individually during the summer. Academic internships are carefully planned work-based learning experiences, supervised and evaluated by a
faculty member. Consult the Center
for Service, Work, and Learning at
(612) 330-1 148 for more information.
Employer reimbursement: Students
who qualify for reimbursement by their
employers may use their reimbursernent to pay for Summer Session courses. However a nonrefundable deposit
of $100 is required to register for each
summer course.
Housing: Students who need housing
may contact the Residence Life Office
at (612) 330-1488.
T h e College reserves the right to
cancel listed courses.
inf0rmafion
Additional information may be
obtained from:
Augsburg College
Campus Box #56
221 1 Riverside Avenue
Minneapolis, MN 55454
(612) 330-1628
www.augsburg.edu/su~nmer
eligibility
Persons i n good standing at regionally
accredited colleges and universities,
graduates of such institutions, and students admitted for the next fall term
are eligible to attend Augshurg
Summer Session. Good standing
implies that the student has been
admitted and not subsequently
dropped by that institution.
Other persons wishing to take summer
courses should contact the coordinator
of summer school to ascertain eligibility under special circumstances.
Students accepted for Summer Session
are not automatically granted admission as regular students of Augsburg
College. Those wishing to begin a
degree program at Augsburg should
apply to the Office of Undergraduate
Admissions, (612) 330-1001, or the
Weekend CollegeAdmissions Office,
(612) 330-1743.
3
re
-
calendar
7
.
lning AK
ner Seqi
Enrollment
4 p.m. A $101
paid at that t~
led. This dcl:
your summe
refundable unless
celed. If a c o ~ ~ r ts e ,
led I
eled, you may elect
rl
Je :I refund or apply the deposit to
the tuition for another c o ~ ~ r sWe
e . recom~nertdthat you schedule your courses as early as possible. Many C O L I ~ S fill
~S
early, and courses with 1 0 ~ 1 enrollments
will he canceled one week hefore the
first day of the term. Tuition must bc
paid in full at the Enrollment Center
(see deadlines below), or you will be
dropped from your course(s).
111 SaturL ayh
n . when Weekend
L ( t h r o ~ ~ July
gh 1).
d in fill1 in order for
he complete.
whc, !--.re unpaid
IrcvL,
lust pay
ces before they may comsummer school registra-
..
Summer registration may he completed
heginning May 9. Students taking
courses ~ L I I - i Term
u g I must complete
their registration by May 30. Tel-111I1
registration must be completed by July
10. This proceilurc applies to all sumlner registrations, including internships
and independent studies. T h e
Enrollment Center is locatect in thc
Svcrdrup HiiII and is open from 9 a.m.
to 4 p.m. Monday t h r o ~ ~ gFriday.
h
It
will he open ~ ~ n t6i p.m.
l
o n May 29
and May 30 and on July 9 ancl 10. T h e
summer 2001
term I
term I1
Scheduling begins
Balance of tuition due
Classes begin
April 9
May 17
May 29
April 9
June 28
July 9
I
I
..late fee
a
5 will be assessed for
students w
egister after the second
day of the term. No Tcrrn 1 rcgistratious will lie accepted after J ~ l n clst,
and Term 11 registrations will not be
accepted after July 13th.
To change ytlur registration you will
need to fill out a n add/Llrop fo1.m at the
Enn~llmentCenter. There is a charge
of $75 for changing a course after 3:30
p.m. o n the second schedulc~lday of
each term. This procedure applies to
internsl~ipsand independent studies as
well as scheduled courses. Refilnds and
adjustments to fees are outlined in the
"Tuition R e f ~ ~ nPolicy1'
d
section of this
brochure.
Last day to:
Change grading option
June 8
*Drop class without notation
June 1
*Register with late fee of $75
June 1
(no registrations will be accepted after this date)
July 20
July 13
July 11
Last day to withdraw from class
Classes end
Grades due in registrar's office
July 27
August 9
August 17
June 15
June 29
July 9
I
1
'
lI
schedule of refunds
100°i6 of the refundable portion of the fee...
Cancellation at the Enrollment Center prior to May 29 (Term I) &
July 9 (Term 11)
75% of the refundable portion of the fee ...
Prior to May 3 1 Term I) & July 11 (Tenn 11)
50% of the refundable portion of the fee...
Prior to June 4 (Term I) &July 16 (Term 11)
Ill
:-fll
1
rn
_I
-
-
-
-
map of augsburg
A
7
4
1
!!ITrns I,
C
fees
The tuition ch
In cours
100 for
$650 for h
Audits arl
listed abo
I
1
lmmer
it courses
dit courses
at the tuition rates
Day program
Students enrolled in su
I
and I1 combined or in either Term I or
Term I1 may be eligible to apply for the
Federal Stafford Loan, Federal Pell
Grant, or the Minnesota State Grant.
I:,
g
P
policy
I"
mb%
e s ~ is
t not
refmu of all or part
fee is calculated fro!
date of the student's official rn..--cancellation at the Enrollr
See page 5.
Nc
liven for summer Term I as it
ru
..~rrentlywith the WEC spring
mmester.
0;.
,..
R
WEC stude t enrolled in summer
Term I1 may be eligible for the Federal
Stafford Loan, Federal Pel1 Grant, or
the Minnesota State Grant.
financial aid
To apply
Eligibility for Summer
Session attendees
The financial aid deadline for the
Summer Session is April 15, 2001.
Contact the Enrollment Center at
(612) 330-1046 for application materials and additional assistance.
Financial aid is available to students
enrolled in day or weekend programs.
Students who maintain half-time status
(as defined by the program in which
they are enrolled) are eligible to apply
for financial aid.
COLLEGE MAP INFORMATION
1. Admissions Weekday Program
2, Admissions Annex and Weekend
Admissions
3. Air Structure Entrance
12. Development,
PR/Communications, and
Alumni/Parenl Relations
13. Lindell Library
(November through March)
4. Andenon-Nelson Athlelic
Field and Seasonal Air Slructure
5. Christensen Center
6 East Hall
7. Faculty Guest House
8. Foss, Lobeck. Miles. Cenler for
Wonhip. Drama & Communication
9 Sverdrup Hall
10. Husby-Stmmmen Tennis Courts
11. Ice Arena
14. Maintenance and Grounds Shop
15. Mortensen Hall
16.Murphy Place
17. Murphy Square
18. Music Hall
19. New Residence Hall
20. Old Main
ZI.,Andenon Hall
22. Quad
2 2 Science Hall
24. Security Dispatch Center
campus location
I
w&d**+,
h h b k l~
&
1
A.Admissions/Faculty/Staff Parking
B+CommuterResident Parking
C. FacultyIStaRParking
D. FacultylSlaff/Commuter Parking
E.Commuter Parking
F, Resident Parking
G. Visitor Parking
H. airv view-university Parking Ramp
stww ~
~m,
1
3 5 from
~ the ~ ~ ~ t h T a k e W a s h i n g t o n A v e n u e e x i t a n d t u r n left o n
W a s h i n g t o n ( t u r n s right o n t o C e d a r A v e n u e ) ,
t u r n left a t Riverside A v e n u e , right a t 21st
Avenue South.
1-94 East f r o m MinneapolisT a k e 2 5 t h A v e n u e e x i t , t u r n left a t 2 5 t h A v e n u e ,
t u r n left a t Riverside A v e n u e , t u r n left a t 21st
Avenue South.
m # k d S r r U r b h b h W ~ ~ W MpWI &&
M
@w,&, creed, relrpon,
&,d
PARKING INFORMATION
Early application is advised.
J'
&@&,
25. Shipping and Receiving
26.,Melby Hall
27. Sverdrup-Oftedal Memorial Hall
28. urness Hall
~
~RPU~IIC
h k h ~ . ~ & h @ ~ pa nt d ~l r~ n
1-94 W e s t f r o m St. PaulT a k e Riverside e x i t , t u r n right a t Riverside
A v e n u e , t u r n left a t 21st A v e n u e S o u t h .
~ ~ ? ; ~
occupatrod qunl~ficntron Augsburg
rstered programs, except m t?iose Instances where relrpon u a born
Colkge IS comm~ttedto prowdng reasonable accommodntrm to rts employees and ru s h u
fide
I
35W h o m t h e SouthFollow t h e 1-94 S t . P a u l signs ( m o v e t o r i g h t
.
-
l a n e after e a c h of t w o mergers). T a k e 2 5 t h
A v e n u e e x i t a n d t u r n left a t Riverside A v e n u e ,
t u r n left a t 21st A v e n u e S o u t h .
7
6
-
-.
-
ter6 one
-
The camera is us
EED 33.
Middle S
(0.5 crec
I Methods: Writing
Olson
I1 focus on writing strzb--:-s and
..,,-uuL., Yyp.~priateto middle leve
ents.
Emphasis will include the writing PI
, types of
writing and integra ed writing :---- culum. This course i required f o ~
"g
elementary licensure with a communication
artsjliterature specialty.
(Prereq.: Admissiop
Iuntion dept or permission of instructor)
6:00-9:30 p.m
/i
Sverdrup 17
ASL 2 1 1-S
Topics: Intermediate American
Sign Language
Mikkelson
This course continues to build the skills of signing
and the ability to listen, to use body language and
to use facial expressions. (Prereq.: ASL 102)
T El Th
Science 108
6:OO-9:30 p , m
i
OldMain
L
1
Accounting
ce I
Kader
An analysis or nnancla
punting with emphasis
on accounting theory pertaming to financial state~nents,income concepts, valuation concep~
FASB statements, and othcr relevant issue:
applied to assets.
(P~ereq.:A C C 222)
8:30 a.m.-I2:OO p.m. M B W
Science 108
'1
BUS 2 4 2 3
Principles of Management
cerrito
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
Science 108
6:OO-9:30 p m
M 8W
BUS 3 3 1-S
Financial Management
KapOor
Topics related to theory acquisition, fund allocation and management, sources and uses of long
and short-term funds, capital costsjbudgeting,
leve~age,and dividend policy.
(Prereq.: ECO 113, A C C 222, M1S 379, and
MPG 3).
Sverdrup 206
6:00-9:30 p.m
M,WB F
~
d
~~
~
~~(0.5~
~i
credit)
~~ h ~ ~
You will he exposed to basic theories of communication, selection, evaluation and research.
Become skilled in some of the digital tools used in
today's schools. Learn how to choose appropriate
applications of theories and techniques for educa.
tional settings.
9:OO-11:30 a m.
M B W Suerdrup 204
C
liate Expository Writing
Swanson
s course builds on the practices and methods
(ENG 111). Its workshop
of Effective W
format stresses
d organization, the process
SPA I l l - T
Beginning Spanish I
6:00-8:30 p,m
M , T, W, Th
of revision, sell
~ = eevaluation,
r
and the relationship between reading and writing,
(Prereq.: ENG 11I)
6:OO-9:30 p.m
MBW
Kingsley
Main 25
Old Main 10
m-~-
-
'SY 3
Adolescent and Young Adult Development
Hanson
Consideration of research and theory related to
development during adolescent and young adult
years. (Prereq.: PSY 102 or 105)
6:OO-9:30 9.m M b W
Old Main 25
S r c 111-s
Introduction to Public Speaking
Groven
The course focuses on speech preparation, organization, audience analysis, style, listening, and
overcoming speech fright (Students may take
either SPC 111 or SPC 112 for credit hut not
both).
Grad Skill: Speaking
8:30-12:00 p m.
MBW
Suerdrup 202
-m '
I
REL 35723
Giants of the Faith
Tranvik
A study of Christian history through the lives and
theology of notable figures. Thinkers to be studied include Augustine, Luther, C . S. Lewis,
Martin Luther King,]r., and Dorothy Day.
(Prereq.: REL 111, 221, or 331)
Pcrspective: Christian Faith 2 or CF 3.
El
Old Main l8
6'00-9:30 ') m'
HIS 1 0 3 3
Modern World 1789-Present
Anderson
A study of the main currents in Western civilization from the French Revolution to the present.
Persp.: Western Heritage
6:00,9:30 m,
T B ~h
Old Main 13
-
EDC 220-S
SPA 111-5
Beginning Spanish I
Kingsley
Aims to develop four basic skills: understanding,
speaking, reading, and writing of elementary
Spanish. Introduction to the culture of the
Spanish-speaking world.
Persp : intercultural Awareness 2
8:30-11:00 a m. M, T, W, Th
Old Main 26
students able to spend 3-4 days on the river with a
group of canoeist coming down the river from
Lake ltasca to Minneapolis.
Grad. Skill: Critical Thinking, Persp.: Social
World.
Limit: 20 students
M €4 W
Old Main 16
6:OO-9:30 p.m.
,,
!-
i
I N S 199-S/399-S
Olson
A work-based learning experience in which a student designs a learning agreement plan that links
the opportunities and responsibilities found in the
placement with specific learning objectives that
~ are
~i evaluated
l
l ~credit. ~The
~ ~ for academic
k
~ internship
~~
placement must be approved by the faculty supervisor prior to registration. P/ii grading.
Arranged
*Note: Internships may also be arranged with
individual faculty in the specific majors. Contact
the academic department directly to make
a~angements.
~
,2 4 1 3
Environmental and River Politics
Underhill-Cady
The course explores the relationship between
urban develop~nent,government policy, and the
river environment. Students will critically examine historical developments, the changing relationship between society and the environment,
and current policy debates about the river.
Students will undertake service-learning projects
relating to chc Mississippi River and explore the
river by boat. One longer river trip is planned for
SPC 351-S
Argumentation
Lapakko
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 sti~dentsin
[heir everyday lives.
(Prereq.: SPC 111 or consent of instructor)
Grad Skill: Critical Thinking
.%erd~up202
6:OO-9:30 p m
M BW
-
term two
july 9 to august
ART 1001300-S (with HIS 1951331)
Topics: Designed Environment
Anderson
This course addresses the designed environment,
the intentionally designed places in which we
live. We will investigate architecture, landscape
architecture, and urban design, both in class and
in site visits to prominent examples of design
excellence. Persp.: City or Aesthetics
I:00-4:30 p.m.
MBW
Science 123
ART 107-S
Drawing
Bollman
This is a first level drawing course. Students work
with a variety of traditional and non-traditional
drawing media and explore important concepts of
drawing. Slide lectures, demonstrations, and critiques complete the learning experience. Persp.:
Aesthetics
6:OO-9:30 p.m
T B Th
Old Main 17
ART 118-S
Painting I
Bollman
In this first level painting course, students learn
important concepts of painting. Most class time is
spent painting. Slide lectures, demonstrations, and
critiques complete the learning experience.
Persp.: Aesthetics.
6:OO-9:30 p,m.
T B Th
Old Main 17
BUS 4 4 0 3
Strategic Management
Cerrito
Concepts and principles related to the management of operating functions taught from a managerial viewpoint with examples from various
industries and sectors. (Prereq.: BUS 242 or consent of instructor)
T B Th
Sverdrup 202
6:OO-9:30 p.m.
MKT 2 5 2 3
Principles of Marketing
Meziou
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.
6:00-9:30 p , m
T B Th
Sverdrup 206
EED 4 9 5 3
Topics: Elementary Earth Science Subject
Matter Standards
Stangl
This workshop course for elementary education
majors includes earth science "hands-on" inquiry
based activities that model the teaching and
learning process of scientific inquiry. Meets basic
earth science subject matter standards for initial
licensure.
5:OO-9:00 p.m.
ACC 2 2 2 3
Kader
Principles of Accounting I1
A continuation of A C C 221. lntroduction to
business activitics, accounting for corporations.
Basic concepts and fundamentals of managerial
accounting, planning and controlling processes,
decision-making, and behavioral considerations.
(Prereq.: A C C 221)
8:30 a,m.-12:OO p.m. M B W
Sverdrup 202
BUS 340-S
Human Resource Management
Cerrito
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.
(Prereq.: BUS 242)
6:OO-9:30 p.m.
MBW
Suerdrup 202
s
TBK
Science 19
ESE 351-S
5-12 Methods: Speaking and Listening
(0.5 credit)
Lapakko
The course covers teaching of public speaking,
interpersonal communication, small group communication and listening, as well as directing cocurricular speech and debate activities.
(Prereq.: PPST and admission to the education
department)
6:OO-9:30 p.m
T
Science 108
(0.5 credit)
The course presents
the critical analysis (
INS 1 0 5 3
contempora
Indians will
(Prereq.: PPST
tion p o g r a m r
6:OO-9:30 p.m-
M
The course focuses on contemporary 20th
~ry
prose works. It includes Native American and
European writers, with an emphasis on nonWestern (Asian and African) fiction. (hereq.:
ENG 245 or consent of instructor) Persp.:
l~ltcrculturalAwareness 1. Grad. Skill: Writing
T B Th
6:OO-9:30 p.m.
Old Main 10
(0.5 credit)
Minnesota
where appropriate.
pd~rness1
TBTh
OldMain16
NS 1 1-S
Paideia Seminars
16-20, 2001
Students will participate in a
ies of seminar discussions following the Paidera .~,oinarformat as
developed by Mortimer Adler. Seminar topics
emphasize selectio~isthat help students to think
critically, understand timeless ideas, listen carefully, and question thoughtfully.
Grad Skill: Critical Thinking Limit: 20
Portfolio is due on July 27. Contact Anne Jensen
for registration (612) 330-1188.
8:00 a.m. - 4:00 p.m. M-F
Old Main 16 & 11
This Institute is also open to current teachers.
ply
ENG 3 6 1 4
Studies in Modern Fiction
H P E 115-S
chemical ~~~~~d~~~~
.-.arts.
~~~~k
A n analysis of chemical abuse and what can be
done for the abuser. Includes information about
school health education and services.
6:00-9:30 p.in.
M
~
~ 1I 1 ~
HIS 1951331-S (with ART 1001300)
Topics: Designed Environment
Kimball
This course addresses the designed environment,
the intentionally designed places in which we
live. We will investigate architecture, landscape
architecture, and urban design, both in class and
in site visits to prominent examples of design
excellence.
Persp.: City or Aesthetics
1 :00-4:30 p.m.
M b* W
Science 123
INS 199,S/3YY-S
Internship
Olson
A work-based learning experience in which students design a learning agreement plan that links
the opportunities and responsibilities found in the
placement with specific learning objectives that
are evaluated for academic credit. The internship
placement
p
h
~ must be approved by the faculty
supervisor prior to registration.
~iranged
*Note: Internships may also be arranged with
individual faculty in the specific majors. Contact
the academic department directly to make
arrangements.
I N S 225-8
Introduction to Islam
Kader
The course covers the ideological foundations of
Islam, it's basic concepts and tenets, Islamic law
(Shari'ah), Islamic economic and political systems, and Islamic patterns of life.
Persp.: intercultural Awareness 1.
6:00 p.m.-9:30 p+m. M B W
Old Main 16
9
POL 421-5 (ML
ve:
Developing a Mi
- ~ Aoki
Race and Ethnic
This course focu:
the ability to function and
rse and ever changing conlead in culturally
texts within the u.3.f ' proved cultural awareand interpersonal senness, communication !
sitivity and appreciation for the complexity of the
racial and ethnic groupings are among thc goals of
Extensive discussion and several short
t*
wnmmts with emphasis on applying
\
o leadership situations.
.
L
,.,-"
Dupont
Math of Inten
he monthly payments
Learn how to c
how much you need to
on a house or car. Fi
have a million \,,hen you
be stocking awav no
vu~iiies,
perpetuities,and life
retire. Learn hs
=-a
F-r-luation will be
insurance work,
'----oo
In, quizzes, and a
based on
.
Lv...
i
3) G
.,
kill: (
v....
MBW
SOC 356-S
Crime and Community
Bloom
Analysis of correctional programs and community
responses. Lecture, discussion, and site visits to
prisons, courts, and community agencies. Special
attention given to concepts of restorative justice.
(Prereq.: SOC 121)
1-4:30 pm
T, Th
Kingsley
PSY 361-S
Personality/Cuh
~ntext
Hanson
Curtent scientifically-based approaches to description, dynamics, and development of personality.
ing, speaking, reading, and writing of elementary
Spanish. Introduction to the culture of the
Spanish-speaking world.
l'cnp : l ~ i t ~ r c ~ A\vilrcncs
~ l ~ ~ ~ r .3 ~ l
8.33-11 00 a m M, 'I., W, Th
Old MLIUI26
includes the study of gender, social position, and
cross-cultural behavior. (Prereq.: PSY 102 or 105)
6:00-9:30 p.m
M El W
Old Main 25
6
REL 4 7 2 3
SPA 112-T
Beginning Spanish I1
6:00-8:30 p.m.
M , T,W , Th
Kingsley
Old Main 26
POL 1 7 0 3
Underhill-Cady
Law in the United States
A n introduction to basic legal concepts in the
United States, with a special focus on environmental issues. We will explore the tensions
between justice, order, rights, and freedoms in the
context of debates over water pollution, wet-lands
preservation, endangered species, urban brownfields, and global warming. Students will work on
individual projects studying current environmental cases and controversies in the Twin Cities.
6:OO-9:30 p.m
MB W
Science 205
Quanbeck I1
Paul the Apostle
A study of the Apostle Paul, including appropriate
historical background, Paul's relationship with the
early church, major themes in his writings, and
reflection concerning the reasons Paul remains an
important figure and thinker in Christian theology. Persp.: Christian Faith 1 or 3. Grad Skill:
Critical Thinking.
6:OO-9:30 p.m
MB W
I
SPEECH, COMMUNICATION,
Soerdrup I
SPC 3 2 9 3
Intercultural Communication
Beginning Spanish I1
Old Main 18
Old Main 18
Lapakko
This coursc cxplores cultural differences and their
implications for communication, including differences in values, norms, social interaction, and
code systems.
Persp.: Intercultural Awareness 1
6:OO-9:30 p.m,
MB W
Suerdmp 20
term two
july 9 to august 9
SWK 5 6 0 Assessment and Diagnosis in Mental
Health Practice
Syers
This course examines assessment and diagnosis of
mental health Emphasis is placed on understanding mental health disorders from a systems
and ecological perspective as well as understanding bio/psycho/social influences on incidence and
course. (Prereq.: Advanced standinglsecond year
MSW/ Post MSW)
6:OO-9:30 p.m.
M@ W
Sverdrup 206
--
ML 560-S (POL 4 2 1 3 )
Developing a Multicultural Perspective:
Race and Ethnicity
Aoki
This course focuses on the ability to function
and lead in culturally diverse and ever changing
contexts within the U.S.A Improved cultural
awareness, communication skills and interpersonal sensitivity and appreciation for the complexity of the racial and ethnic groupings are
among the goals of the course. Extensive discussion and several short written assignments with
emphasis on applying course material to leadership situations
M@W
Sverdrup 1
6:OO-9:30 p.m
center for
global education
upcoming programs:
Human Rights and Indigenous Issues ir
May 15-24, 2001
\
Poverty and Perseverance: Life in N'
June 9-17, 2001
latemala
:agu
4'
The Plight of Indigenous People in Countries in Transitio
Guatemala and Chiapas, Me+-June 2-15, 2001
Mexico: Educatior
A Professional nJune 14-21, 2001
.
Cuba: Our Isl;..,
July 16-24, 2001
iiobal Citizenship
Neighbor
m
Namibi
tional Educ
July 13 - L U , 2001
Mexico 2001: Daunting Cha"
July 17-25, 2001
Accompanying Our Brothers
July 27 to August 7, 2001
ges, Wellsprings of Ho
\;
Sisters in El Salvador
South Africa: Racial Justice and Gender Equity
July 28 to August 12, 2001
For information and other possible educational opportunities, contact the Center for
Global Education at ( 6 12) 330-1 159 or e-mail, <globaled@augsburg.edu>.
Show less
"The good we secure for ourselves
Table of Contents
is precarious and uncertain ... until
it is secured for all of us and
Overview ................... .... . ....................... ... 1
incoryorated into our common life."
MSW Program Mission and Goals ............................... ... Show more
"The good we secure for ourselves
Table of Contents
is precarious and uncertain ... until
it is secured for all of us and
Overview ................... .... . ....................... ... 1
incoryorated into our common life."
MSW Program Mission and Goals ............................... 2
-Jane Addams
MSW Program Format ....... .............................. ...3
MSW Curriculum Components .......................... .. .. .. .5
MSW Courses and Upcoming Changes ..... .................... .. 7
Field Work Education and Field Practicum ........................ 10
Admission to the MSW Program ....... ............... ....... .. 12
International Applicants ............... .................... .. 16
Summary of MSW Fees and Charges ..... .. ... ...... .. ........ .. 17
Financial Aid ........................ ........ . ...... .. ..... 18
Academic Policies ................... .. ...... .. ............ .20
MSW Program Management ........... ...................... .23
Department of Social Work Faculty ......... ... ..... ............ 24
Lindell Library and Information Technology .. .. . .. ... ............ 26
Accreditation .............................................. 27
About Augsburg College ..................................... 28
Campus Location and Map ... .................... .inside back cover
•
I
overview
The Augsburg Master of Social Work
concentrations: Family Practice or
of other countries, including England,
is a small program of distinction and
Program Development, Policy and
Mexico, Norway, Portugal, Slovenia,
quality. Our purpose is to prepare
Administration. The academic
and Taiwan.
social work students for agency-based
coursework consists of 18 full courses
practice in public and non-profit
for regularly admitted students or 13
are internationally known for their
settings. We offer a challenging
full courses for those admitted with
teaching and research. Our adjunct
curriculum, combining social work
advanced standing (see explanation of
faculty are innovative practitioners
theory, policy, practice methods, skills
advanced standing on page 13).
training, research, and evaluation
techniques.
Our philosophy is to emphasize
In addition to the academic
We have outstanding faculty who
and administrators from agency-based
settings. Our faculty provide expertise
coursework, students complete 900
in a broad range of areas within social
hours of field practica in two settings
work. All our faculty are available for
client strengths and empowerment;
and a summative evaluation project.
mentoring relationships. They
problem solving within a holistic,
The Twin Cities offer many unique
schedule office hours convenient to
systems framework; and practice
opportunities for field practicum sites
weekend students.
informed by solid research and
such as non-profit advocacy
evaluation. Throughout our
organizations, counseling centers,
the liberal arts base of the College and
The Augsburg MSW builds on
curriculum, we stress social work
neighborhood centers, state and
supports the College's mission: "To
values and ethics. We also emphasize
county agencies, schools, hospitals,
nurture future leaders in service to the
responsibility to the local and global
correctional facilities, and non-
world by providing high-quality
community, promotion of social and
governmental organizations. We have
educational opportunities, which are
economic justice, understanding of
field sites in both urban and rural
based in the liberal arts and shaped by
and appreciation for diverse peoples
settings.
the faith and values of the Christian
and cultures, and commitment to
oppose oppression of all forms.
Our classes are offered on a
weekend intensive format. Field
Church, by the context of a vital
metropolitan setting, and by an
placements are available weekdays, as
intentionally diverse campus
complete a year of generalist
well as some evenings and non-class
community."
professional preparation (the
weekends. We maintain small class
foundation) and a year of advanced
sizes of 10 to 25 students. We offer
preparation in one of two
trips abroad to compare social services
Augsburg MSW students
MSW Program Mission and Goals
The mission of the
sound, scholarly
on combined strengths
Department of Social Work
research; and
of the client, group, or
is: "To develop social work
professionals for practice
that promotes social justice
and empowerment towards
the well-being of people in
community rather than
• how to evaluate the
effectiveness of your
As you progress through
our MSW curriculum, you
will learn:
• how an individual lives
of social work programs.
Student learning is guided
education, graduate or
by the following MSW
post-graduate, in social
program goals:
work or related fields;
1. prepare students to be
competent, creative,
and ethical social work
professional
or her environment;
practitioners who
programs affect
individuals, families,
communities, and
society;
• to use a range of client-
maintain a perspective
4. prepare students to
work for peace, social
justice, and human
well-being at a variety
of levels with a global
perspective;
that is multi-cultural
and holistic (that is,
5. prepare students to
one which encompasses
apply critical thinking
the integrated needs of
skills within
individual, family, and
professional contexts
community), with
and to demonstrate the
centered approaches to
attention to the special
professional use of self;
practice with client
needs of our migrant,
groups of all types and
immigrant, and Native
sizes;
American local
populations;
• to apply theories and
methods of practice
excel in problem-
placement experience;
solving within systems
practice informed by
perspective that creates
a holistic approach to
practice; and
through the field
• the importance of
6. integrate a liberal arts
2. prepare students to
of many sizes, to
•
3. prepare students for
continuing advanced
in and is affected by his
• how social policies and
pathology;
social work practice and
a diverse and global
society."
focusing on individual
7. provide students with
increased access to
social work education.
become advanced
practitioners who build
I
3
MSW Program Format
The Augsburg MSW degree
offered at the mid-point of
expectation of substantial
Fall Trimester 2000
is designed to meet the
class. Each class meets for
independent study outside
Class Weekends
needs of a wide range of
eight sessions in a given
of class.
Sept. 15-16
students with differing
trimester.
responsibilities and time
commitments. Scheduling
classes in a weekend
intensive format allows
students some flexibility in
coordinating school
obligations with weekday
work and family
commitments. Our weekend
format also provides access
to an MSW education to
those living outside of the
Twin Cities metropolitan
area, who must travel some
distance.
Sept. 29-30
Cohons and Course
Sequence
Oct. 13-14
MSW students are admitted
Nov. 3-4
Foundation students
with a particular "cohort."
Nov. 17-18
complete 18 full courses.
Cohorts are distinguished
Dec. 1-2
Full-time students enroll in
by: level of admission
Dec. 15-16
three courses per trimester
(foundation or advanced
for six trimesters, totaling
standing), rate of attendance
Winter Trimester 2001
two years. Part-time students
(full-time or part-time), and
Class. Weekends
enroll in one or two courses
preferred concentration
Jan. 5-6
per trimester for 12
(Family Practice or Program
Jan. 19-20
trimesters, totaling four
Development, Policy, and
Jan 26-27
years. Advanced standing
Administration-"PDPA").
Feb. 9-10
students attend full time,
Augsburg offers six cohorts.
Feb. 16-17
Course Load and Program
Duration
enrolling in three courses
per trimester for five
Academic Calendar
trimesters, totalling 13 full
We follow a trimester
courses over one year and
academic calendar, offering
two trimesters. The part-
classes September through
time option is not offered for
June, exclusively on
those with advanced
weekends. Classes typically
standing. All students must
meet every other weekend
complete the MSW degree
with some back-to-back
in no more than four years
weekends.
following matriculation.
Oct. 27-28
Mar. 2-3
Field Practicum
Mar. 16-17
MSW students spend 900
Mar. 23-24
hours in two field practica.
The foundation field
Spring Trimester 2001
practicum requires 420
Class Weekends
hours. The concentration
Apr 6-7
field practicum requires 480
Apr 20-21
hours. Each practicum
May 4-5
experience is spread out over
May 18-19
two trimesters (fall and
Jun 1-2
winter) and is completed
Jun 8-9
concurrent with enrollment
Jun 22-23
Classes meet in four-hour
Course Credh and contact
Hours
in integrative field work
Jun 29-30
blocks on Friday evenings,
A full credit MSW course
seminars (SWK 502-503 and
6 to 10 p.m., Saturday
( 1.0) is equal to 4 semester
SWK 523-524) as well as
mornings, 8 a.m. to noon,
credits or 6 quarter credits.
other MSW coursework.
and Saturday afternoons,
Each full course meets for 32
1 to 5 p.m. A short break is
contact hours, with the
Class Periods
Summatlve Evaluation
Proiect
spend 15 to 20 hours per
Paul) have developed a dual
All students apply
week in the field practicum
degree: Master of Social
knowledge and skills from
during the fall and winter
Work and Master of Arts in
the foundation and
trimesters (a span of six or
Leadership for Mission
concentration curriculum in
seven months for each
(MSW/MA). The dual
completing a project
practicum).
degree focuses on meeting
designed to evaluate their
projects. A student also may
In the final year of
Luther Seminary (in St.
the educational interests of
social work practice.
study, students complete a
people planning to serve the
Students conduct and
summative project, which
spiritual and social needs of
present this evaluation/
requires substantial
families, individuals, and
research project during their
independent research,
communities.
final year of study. They
analysis, and writing.
may also select the thesis
Some MSW students
A pilot project has
been approved by both
option as an elective (see
work full time while
schools. Augsburg is
page 6).
enrolled in the MSW
currently seeking approval
program. Most, however,
from the Council on Social
arrange to reduce their work
Work Education. For more
Time Commitment
Although classes meet on
weekends, students spend
time on their studies during
non-class weekends and
weekdays. The typical
student will spend 12 hours
in classes within a 23-hour
period. For every hour spent
in class, a student may
hours or request time away
information, contact the
during their graduate
Augsburg social work office,
studies. Each student's
(612) 330-1233, or Luther
situation is unique and must
Seminary, (651) 641-3521,
be decided individually. All
for their catalog. Applicants
students must develop
apply to each program
strategies for balancing
separately; admission to one
family, work, and academic
does not guarantee
responsibilities.
admission to the other. This
spend 3 to 4 hours outside
of class, working on
Dual Degree
assignments or group
Augsburg College and
joint program is ecumenical
in its admissions policies
and academic outlook .
•
I
MSW Curriculum Components
The MSW curriculum, which
knowledge of theories and practice
Administration. In either
includes both academic coursework
methods in the foundation field
concentration, you will deepen your
and field education, has two
practicum. The field practicum is
knowledge of the primary issues
components: foundation and
completed concurrently with your
affecting families and communities,
concentration.
enrollment in two integrative field
develop a range of client-centered
work seminar courses (SWK 502 and
approaches to practice, gain a broader
Foundation Curriculum
The foundation curriculum is made
up of nine courses and a generalist
field practicum. In the foundation
courses, you are introduced to social
work as a profession. You will learn
both historical and contemporary
theories, issues, and practice methods,
relating to both the individual and
503). The full foundation curriculum
understanding of human diversity,
is required of all students, with the
develop competencies in practice
exception of those admitted with
based-research, and learn practice or
advanced standing (see explanation
program evaluation techniques.
of advanced standing on page 13 ).
you will apply this advanced
curriculum, all foundation
knowledge of theories and practice
coursework and field hours must be
methods in the concentration field
successfully completed.
the environment. During the
foundation year, you will study
Concentration Curriculum
human behavior and the social
The concentration curriculum is
environment; history of social welfare
made up of nine courses and an
policy; and services, research
advanced field practicum. After
methods, practice methods,
completing the foundation
assessment frameworks, family and
requirements, you will enroll in the
community diversity, and social work
concentration curriculum of your
values and ethics.
choice. Augsburg offers two
In the foundation curriculum,
you will apply this generalist
[n the concentration curriculum,
Before beginning the concentration
concentrations: Family Practice and
Program Development, Policy, and
practicum experience. The field
practicum is relevant to your chosen
concentration and is completed
concurrently with your enrollment in
two field seminar courses (SWK 523
and 524). As a capstone to your
MSW program, you will complete a
summative evaluation project in
practice or program evaluation.
'
Family Practice
concentration was
building upon but separate
Concentration:
developed in response to
from the summative
Family, in its diverse forms,
the growing demand for
evaluation project. Course
is central to society.
leadership and
credit is given for this
"Family," in this context, is
administration. Effective
option as an elective.
interpreted broadly as the
services require competent
Students work with a thesis
nurturing system
practitioners to provide
adviser to develop more in-
surrounding people. It is
strong leadership and
depth research skills
inclusive of many areas of
effective administration. In
contributing to social work
need. As a growing number
this concentration you will
knowledge.
of family-related challenges
learn the knowledge and
face society, there is an
skills necessary to promote
ever-increasing need for
and achieve needed change,
professionals who base their
and to develop, lead, guide,
practice on in-depth study
and administer programs
of the broad spectrum of
that serve diverse people in
issues that confront the
a variety of settings.
family. In the Family
Practice concentration, you
will concentrate on
promoting empowerment of
the family-nurturing systems
from a developmental and
holistic perspective.
Program Development,
Degree Requirements
To be conferred with the
MSW degree, students must
achieve the following:
• successful completion of
18 MSW courses (13 for
advanced standing), with
Summatlve Evaluation
Proiect
with a grade of 2.0 or 2.5,
All students will apply
and with a cumulative
knowledge and skills from
GPA of 3.0 or higher;
the foundation and
no more than two courses
• successful completion of
concentration curricula in
900 hours of approved
completing a final project
field practica ( 480 hours
designed to study social
for advanced standing);
Policy, and
work efficacy. Students will
Administration:
conduct and present this
submission of the
Social change is necessary
advanced research project
summative evaluation
to foster policies and
during their final year of
project; and
services that respond to
study.
human need. The Program
Development, Policy, and
Administration
Master's Thesis
Students have the option of
• successful completion and
• successful completion of
all degree requirements
within four years of
matriculation.
completing a thesis,
•
I
MSW Courses and Upcoming Changes
Below are two curricula: existing
intend for the new curriculum to
date. We will offer this new course in
and revised. The revisions are in
begin in 2001-02. This means
winter 2001-02. Because of the
response to feedback requested from
students who begin in 2000-01 will
earlier start for advanced standing
several constituencies, including
complete the first year under our
students, we will move the advanced
students, alumni, faculty, field
existing curriculum, but will complete
standing application deadline for
agencies, and CSWE. The revised
subsequent years under the revised
2001-02 admission to January
curriculum is approved by the social
curriculum.
work department and awaiting
15, 2001. (Advanced standing
For advanced standing students,
approval from the College Academic
the revised curriculum adds a new
Affairs Committee in 2000-01. We
course and requires a winter start
applicants previously applied in
October.)
EXISTING Curriculum
Foundation Courses:
Human Behavior and the Social Environment
Integrative Field Work Seminar II
Integrative Field Work Seminar I
Methods and Skills II
Methods and Skills I
Introduction to Family Practice
History of Social Welfare Policy
Introduction to Program Development, Policy & Admin.
Research I
Family Practice Concentration Courses:
Integrative Field Work Seminar III
Thesis Seminar
Family Practice I
Creative Problem Solving in Supervision
Research II
Family Diversity/Family Social Policy
Integrative Field Work Seminar IV
Elective
Family Practice II
Program Development, Policy, & Administration Concentration Courses:
Integrative Field Work Seminar lII
Thesis Seminar
Processes of Program Planning & Development
lnterorganizational, Community, Political Relations
Research II
Advanced Social Policy
Integrative Field Work Seminar IV
Elective
Organizational Development & Administration
7
REVISED Curriculum
Foundation Courses:
0
)
Human Behavior and the Social Environment
Methods and Skills II: Families & Groups
Field Work I: Integrative Seminar and Skills Lab
Community Development for Social Change
Methods and Skills I: Individuals
Theories of Family: Intro. to Family Practice
History of Social Welfare Policy
Research I
Field Work II: Integrative Seminar and Skills Lab
Advanced Practice Methods (advanced standing only)
Family Practice Concentration Courses:
Field Work III: Integrative Seminar (.5)
Family Practice II
Diversity in an Urban Environment I (.5)
Family Social Policy
Family Practice I
Creative Problem Solving in Supervision
Research II: Practice Evaluation
Family Practice Elective
Field Work IV: Integrative Seminar (.5)
General Elective
Diversity in an Urban Environment Il (.5)
Program Development, Policy, and Administration Concentration Courses:
Field Work III: Integrative Seminar (.5)
Planning and Policy Practice I
Diversity in an Urban Environment I ( .5)
Organizations/Social Admin Practice II
Organizations/Social Admin. Practice I
Planning and Policy Practice II
Research II: Program Evaluation
Organizations/Social Admin. Practice III
Field Work IV: Integrative Seminar (.5)
General Elective
Diversity in an Urban Environment II (.5)
ENROUMENT Options
Foundation • Full-time
YEAR 1
Fall
Human Behavior & the Social
Environment
Field Work I: Integrative Seminar &
Skills Lab
Methods & Skills I: Individuals
(foundation practicum begins)
YEAR2
Fall
Field Work III: Integrative Seminar &
Diversity (.5 each)
Research II: Evaluation (practice
or program)
Concentration Course #l
(concentration practicum begins)
Winter History of Social Welfare Policy
Field Work II: Integrative Seminar &
Winter Field Work IV: Integrative Seminar &
Diversity (.5 each)
Skills Lab
Concentration Course #2
Methods & Skills II: Families & Groups
Concentration Course#}
(foundation practicum continues and finishes)
(concentration practicum continues
Spring Research I
and finishes)
Theories of Family: Intro. to Family Practice
Community Development for Social Change
Spring
General Elective
Concentration Course #4
Concentration Course #5
I
Advanced Standing • Full-time
YEAR 1
No Courses
Fall
YEAR2
Fall
Field Work Ill: Integrative Seminar &
Diversity ( .5 each)
Winter Advanced Practice Methods
Research II: Evaluation (practice
Spring
Research I
or program)
Theories of Family: Intro. to Family Practice
Concentration Course # 1
Community Development for
(concentration practicum begins)
Social Change
Winter Field Work IV: Integrative Seminar &
Diversity ( .5 each)
Concentration Course #2
Concentration Course #3
(concentration practicum continues
and finishes)
Spring
General Elective
Concentration Course #4
Concentration Course #5
Foundation • Part-time
YEAR 1
YEAR2
Fall
Fall
Human Behavior & the Social
Field Work I: Integrative Seminar/Skills Lab
Methods & Skills I: Individuals
Environment
(foundation practicum begins)
Winter History of Social Welfare Policy
Winter Field Work II: Integrative Seminar/Skills Lab
Spring
Research I
Methods & Skills II: Families & Groups
(foundation practicum continues and finishes)
Spring
Theories of Family: Intro. to Family Practice
Community Development for
Social Change
YEAR4
YEAR3
Fall
Field Work Ill: Integrative Seminar &
Fall
Diversity (.5 each)
Research II: Evaluation (practice
or program)
Concentration Course # 1
(concentration practicum begins)
Winter Field Work IV: Integrative Seminar &
Diversity ( .5 each)
Concentration Course #2
(concentration practicum continues
and finishes)
Spring
Concentration Course #3
General Elective
Winter Concentration Course #4
Spring
Concentration Course #5
9
Field Work Education and Field Practicum
Field Work Education and
Field Placement
work integrative seminars, is
education of the MSW
Social work education is
the arena for the
program is divided into two
not merely classroom based.
application of this
components: foundation
Through the field
philosophy. It is our belief
and concentration. The
experience, we expect that
that the collaborative efforts
foundation field practicum
you are able to demonstrate
between the student, the
requires 420 hours and is
your aptitude in bridging
field agency, and the MSW
completed by those students
theory and practice. The
program are essential.
admitted at the foundation
foundation of your practice
includes:
• ethical, competent
professional practice
• problem solving within a
systems framework and
strengths perspective
• an understanding of, and
respect for, diverse
peoples and cultures
• responsibility and service
to the broader community
in the interest of social
justice
• a commitment to oppose
oppression.
We recognize that the
field experience, called
"practica," with the field
Field Education Format
Under the instruction and
supervision of
professionally-trained,
MSW-level, and programapproved field instructors,
you will spend 900 hours in
two field practica. Each
practicum is spread out over
two trimesters (fall and
winter) and is completed
concurrently with
enrollment in field work
integrative seminars (SWK
502-503 and SWK 523524) as well as other MSW
The field work
level. The foundation
practicum puts emphasis on
developing competence as a
professional generalist social
worker. The concentration
field practicum requires 480
hours and is completed by
all students, including those
admitted at the foundation
level and those admitted
with advanced standing.
The concentration
practicum places emphasis
on advanced practice skills
and leadership qualities
related to the chosen
concentration.
coursework.
•
I
11
Process for Field Praclicum Selecuon
at an agency that is not on the
• senior resources
Field practicum selection for the fall
approved site list or is at your place of
• family social policy
of any academic year is done in the
employment. In either case, you can
previous spring during specified dates
work with the MSW field coordinator
determined by the MSW field
to determine if the site in which you
• corrections and probation
coordinator. You are required to
are interested is acceptable. All field
• public and
attend the student field orientation
practica must be supervised by
before beginning your field practicum
professionals who are approved as
search.
Augsburg field instructors.
At the student field orientation,
the MSW field coordinator will
provide a list of field sites approved by
Augsburg's MSW program and
classified according to type of field
setting. Based on your area of interest
and your career goals, you will choose
two or more field sites and will
arrange interviews at each. Once
interviews are finished, you will rank
your choices of field sites, and the
field sites will rank their choices of
interns. The MSW field coordinator
• youth services
• developmental disabilities
Field practica are not only the basis
for a sound social work curriculum,
• American Indian family services
but are long-remembered. The
• chronically and persistently
primary goal of the field faculty at
mentally ill
Augsburg is the success of each
student in a stimulating and
•chemical dependency
challenging field practicum. Our
• court services
current list of approved field sites
• immigrant, migrant, refugee services
includes agencies in the following
areas of practice:
• family and children services
• child welfare
with field site preferences.
• mental health
In rare instances, you may
independent schools
• hospitals
Field Practicum Settings
strives to match student preferences
petition to complete a field practicum
• health and human services
• crisis intervention
• victims of torture
• Catholic and Lutheran social
services
• neighborhood services
Admission to the MSW Program
Entering a Master of Social
must be disciplined and
Work program requires a
hard working. Most
commitment to a
importantly, they must
and a commitment to
professional career of
exhibit a commitment to
social justice
serious responsibility. Social
the values of the social
workers serve children and
work profession.
adults who are arguably the
• awareness of social issues
• clear appreciation of the
value base of the social
work profession
most vulnerable people in
program promotes the
our society and need the
widest possible diversity
strongest support that can
within its student
the ability to work with
be provided on their behalf.
populations. Therefore, the
diverse peoples and
Therefore, social work is by
admission policies ensure
cultures
necessity a rigorous course
that educational
of study requiring
opportunities are provided
Augsburg MSW
knowledge and skills in
to persons with a range of
philosophy and focus on
complex procedures which
abilities, backgrounds,
agency practice
must be applied
beliefs, and cultures.
appropriately and
sensitively with diverse
individuals and
communities.
To excel in the
Augsburg MSW program,
students must manage a
demanding academic
curriculum. They must
employ well-developed
APPiicant Qualities
A strong candidate for the
MSW program will
demonstrate the following:
• outstanding academic
abilities
• a solid foundation in the
liberal arts
• the ability to think
analytical skills and critical
clearly and communicate
thinking abilities. They
effectively
must be open to examining
their own values and
worldview. They must be
collaborative, flexible, and
be able to accept
•
The Augsburg MSW
being of others
constructive criticism. They
• strong writing skills and
• leadership qualities and
• knowledge of the
APPiication Requirements
To apply for the MSW
program you must meet the
following minimum
standards:
• bachelor's degree from an
accredited, liberal arts
college or university;
• cumulative
undergraduate GPA of
3.0 or higher;
• liberal arts course work in
the social sciences,
command of the English
humanities, human
language
biological systems, and
• healthy sense of self and
statistics.
concern for the well-
I
13
Conditions for low GPA
Human service experience
minimum score of 85 is required. To
If your undergraduate cumulative
Although it is not a requirement,
inquire about times the test is offered,
GPA (not including proprietary
we give strong preference to those
cost, study tools, testing facilities near
schools) is 2.99 - 2.50, you may file
applicants with work or volunteer
you, or to inquire about results of a
an application provided you show
experience in human services,
past test, please contact either testing
completion of at least one graduate
particularly experience that
service via their Web sites:
level course, from an accredited,
demonstrates responsibility and
<www.toefl.org> or
academic institution, with a grade of
leadership. We consider human
<www.lsa.umich.edu/eli/>.
B (3.0) or higher. If your cumulative
service experience to be direct or
GPA is 2.49 - 2.0, you may file an
indirect practice in a health and
application provided you show
human service organization. This
completion of at least two graduate
includes assessment; treatment
level courses, from an accredited,
planning and evaluation; case
academic institution, each with a
management; information and
grade ofB (3.0) or higher. All
referral; counseling; advocacy;
graduate courses must be completed
teaching; research; supervision;
and documented on an official
consultation; community
transcript at the time of application.
organization; and the development,
than seven years prior to the
implementation, and administration
desired MSW matriculation date;
Liberal arts coursework
All applicants to the MSW program
must show completion of the
following liberal arts courses, each
with a grade of C (2.0) or higher:
• four social science courses
• three humanities courses
Applicants also must show
completion of, or declare an
intention to complete, the following
courses, each with a grade of C (2.0)
or higher:
• one basic statistics course
• one human biology, physiology, or
anatomy course
of policies, programs, and activities.
Applicants are advised that MSW
field placement options may be
limited for those who lack prior
human service experience. Also, we
do not grant academic credit for work
or life experience.
Admission with Advanced Standing
Advanced standing is an application
category open to those with the
following qualifications:
• bachelor's degree in social work,
accredited by the Council on
Social Work Education (CSWE);
• BSW degree received no more
• cumulative undergraduate GPA of
3.0 or higher;
• liberal arts course work in the
social sciences, humanities,
mathematics, human biological
systems, and statistics.
If your undergraduate cumulative
Test of English as a Foreign
GPA is 2.99 or lower, you may not
Language
apply for advanced standing and must
If English is not your native language,
apply at the foundation level,
you must take the Test of English as a
following the low GPA requirements
Foreign Language (TOEFL) or the
outlined above.
Michigan English Language
Assessment Battery (MELAB). For
the TOEFL, a minimum score of 600
These courses must be completed
(paper test) or 250 (computer test) is
prior to enrollment.
required. For the MELAB, a
request to apply to Augsburg
receive a grade of B (3.0) or
Advanced standing
as a transfer student. Transfer
higher. Transfer students may
applicants are asked to
students follow the same
receive credit for up to eight
identify courses from their
application timeline as
courses. All transfer students
BSW programs that are
foundation applicants, unless
must complete no fewer than
10 courses at Augsburg.
BSW parallel courses
parallel to the MSW courses
the foundation year has been
from which they seek
completed. In the latter case,
exemption. These courses
the transfer student should
include Human Behavior
follow the timeline for
and the Social Environment
advanced standing applicants.
501), Practice Methods I and
II (SWK 505/506), and
Integrative Field Work
Seminar I and II (SWK
502/503 ), which includes
420 field practicum hours.
Only BSW courses with
a grade of B (3.0) or higher
are eligible for consideration
as a parallel course. If an
advanced standing applicant
is admitted, but does not
have an eligible BSW course
for one (or more) of these
courses, he or she will
complete that MSW course
at Augsburg, prior to
enrolling in the advanced
standing curriculum.
Additional documents
Social Work,
Transfer students follow the
(612) 330-1233 or
same procedures as a new
<swkinfo@augsburg.edu>.
applicant; however, the
The application packet
following additional
includes an application form,
documents are required:
a liberal arts checklist, a
• copy of the syllabus for
parallel course checklist,
each MSW course for
three recommendation
which transfer of credit is
forms, transcript request
sought;
• a letter of recommendation from the MSW
forms, and an application
status card.
To complete an MSW
program from which the
application, you will need to
student is transferring-
submit the following:
either from an instructor,
1.) completed and signed
an adviser, or the MSW
director; and
application form;
2.) $25 application fee;
• official transcript showing
MSW grades.
Each completed MSW
course is considered
•
materials may be requested
from the Department of
(SWK 500), History of
Social Welfare Policy (SWK
Application materials
A packet of application
3.) completed liberal arts
course checklist;
4.) completed BSW parallel
Admission as aTransfer
Student
individually and is not
course checklist (for
guaranteed to be
advanced standing
Students admitted to
transferable. Eligible courses
applicants);
another MSW program
must be from a CSWE-
accredited by CSWE may
accredited program and must
I
15
5.) three completed and signed
APPiication Deadlines
recommendation forms, with letters
The application deadline refers to actual receipt of the application packet
attached;
in our office, and does not refer to a postmark date. In the event a
6.) official transcript(s) from all postsecondary institutions attended;
7.) results of Test of English as a Foreign
deadline falls on a weekend, materials will be due the following Monday.
Foundation applicants
Received packets are processed beginning
November 15
Language (for non-native English
Priority filing date
4:30 p.m., December 15
speakers);
Final deadline
4:30 p.m., January 15
Notification date
March 15
Matriculation term
Fall trimester (September)
8.) typed personal statement, with responses
to these questions:
• What is your perspective on social
welfare and society?
• What is your understanding of the social
work profession?
• Describe your employment and/or
volunteer experiences and explain how
they have prepared you for pursuing the
MSW degree.
• Give examples of your demonstrated
Advanced standing applicants
Received packets are processed beginning
November 15
Priority filing date
4:30 p.m., December 15
Final deadline
4:30 p.m., January 15
Notification date
March 15
Matriculation term
Winter trimester (January)
"Late" applications
We may consider late applications on a space available basis. We review
all applications that are completed by the final deadline, which takes
ability to work with a diversity of
about two months. After our review and decision process we may
people.
determine we have space for additional students and will accept a select
• How would you rate your written and
oral communication skills?
• What are your personal qualities that
make you well suited for the social work
profession?
• What are your limitations and how
would you address them in your
professional education?
• What are your career and life goals?
• How do you anticipate the MSW
degree will facilitate your career
development?
number of late applications by a designated date. To file a late application,
you must request advance permission from our office. Applications that
arrive after the final deadline are not automatically considered as late
applications.
International Applicants
The Department of Social
for any transcript(s) from an
coordinate and pay for this
Work encourages qualified
institution outside of the
evaluation and to begin the
applicants from other
United States. This
process early enough so that
countries to apply to the
evaluation should include
results are received in our
MSW program. An
the following:
office by our deadline. We
international applicant is
1.) analysis of credentials-to
suggest:
someone who is not a
determine if your degree is
permanent, legal resident of
equivalent to an accredited
the United States.
U.S. bachelor's degree
International applicants
Evaluators, Inc.
Phone: ( 414) 289-3400
2.) course by course
Fax: (414) 289-3411
follow the same timelines
evaluation-to show your
and application procedures
complete course listing
as U.S. residents; however
with credit values and
they must follow these
grades received for each
World Education Services,
additional instructions:
course
Inc.
• All application materials
must be submitted in
English;
3.) calculation of grade point
average-to show your
cumulative grade point
• If English is not your
average using the standard
native language, you
U.S. grading system, i.e.,
must submit official
A=4.0, B=3.0, C=2.0,
scores from the TOEFL
D= 1.0, F=O.O
or MELAB (see
minimum required score
on page 13 );
• If your bachelor's degree
was received from an
institution outside of the
United States, you must
request an evaluation of
credentials (see below).
•
Educational Credential
4.) translation to English
(if applicable)
You should request that
OR
Phone: (800) 937-3895 ext. 2
Fax: (212) 966-6395
Declaration of Finances and
Student Visa
Before being admitted,
international applicants will
be asked to provide proof of
funds to finance the MSW
education, including tuition,
books, and living expenses.
the evaluation report be sent
A Declaration of Finances is
directly to the Department
completed by you or your
of Social Work. Typically,
financial sponsor with
the evaluating service will
appropriate documentation
send a second copy to you at
such as bank statements or
no extra charge. Usual tum-
other financial records. The
Guidelines for lnternatio11a1
TranscrlPt Submission
around time for a credential
Declaration of Finances is
evaluation is approximately
required for Augsburg to
MSW admission requires an
30 days from the time they
issue an I-20 for the student
"evaluation of credentials"
receive all your documents.
visa (F-1).
It is your responsibility to
I
summarv of MSW Fees and Charges
Application Fee
$25
Admission Deposit
$100
Campus Access Fee
$10 per trimester
Information Technology Fee
$25 per full course
Late Registration Fee
$35
per day, up to a max of $125
Registration Change Fee
$5
(if making a change after the first class session)
Transcript Fee
Continuation Fee
$3 per copy
$350 per trimester
(if work on the degree continues beyond scheduled coursework)
Tuition for 2000-2001:
per course $1,284
Tuition is set on an annual basis and is payable at the beginning of
each trimester.
Enrollment Pavment OPlions
Payment in full: due prior to first day
of classes
Payment plan:
A 3-pay plan is available each trimester
with 1/3 tuition due every 30 days,
beginning prior to the first day of classes.
Company reimbursement:
Courses that are company reimbursed
require a deposit of $150 per course, with
full payment due within 45 days after the
end of the term.
Registration is permitted only if the
student's account for a previous term is paid
in full as agreed. Augsburg College will not
Finance Charge: A finance charge is applied at a simple rate of
release diplomas or academic transcripts
one percent per month on any account with an open balance of 30
until all student accounts are paid in full.
days or more.
This policy applies to student loan funds
Tuition Refund Schedule
In order to be eligible for a refund of tuition charges, students are
responsible for canceling courses with the registrar's office. A per
course tuition refund will be made on the following basis:
Through the first scheduled class meeting: 100% of tuition
(minus a $75 administrative fee if withdrawing completely)
Prior to the second class meeting: 80% of tuition
Prior to the third scheduled class meeting: 60% of tuition
No refund after the third scheduled class meeting.
administered by the College (e.g., Perkins
Student Loan); payments must be current
according to the established repayment
schedules.
17
Financial Aid
Companv Tuition Assistance
Programs
Federal and State Aid
Programs
students enrolled in the
Many companies, agencies,
The Enrollment Center uses
MSW program. Non-degree
and corporations offer full or
standard, nationally accepted
seeking students are not
partial tuition assistance to
methodology to determine
eligible for any type of
employees who participate in
eligibility for federal and
financial aid through
work-related or degree-
state financial aid programs.
Financial assistance is
available to degree-seeking
Augsburg College. Students
related college programs.
enrolled in two or three full-
Augsburg College offers a
credit courses per trimester
payment plan by which
are eligible to apply for full-
employees may handle
time aid. Students enrolled
tuition reimbursement.
in one course are eligible to
Students should contact the
apply for half-time aid. The
Enrollment Center to make
Enrollment Center assists
payment arrangements using
students in assessing
the company reimbursement
financial aid eligibility and
payment plan.
offers financial aid from
Federal Stafford Loan
Program
Common loan provisions:
Borrowing limits: Graduate
students may borrow up to
$18,500 per year with an
aggregate of $128,500
(undergraduate and
graduate). Based on an
eligibility calculation, a
Bureau of Indian Attairs.
Tribal and State Indian
Scholarships
student may borrow from
Sponsored Scholarships
American Indian students
combination of both, but
Augsburg actively pursues
who meet federal, state, or
cannot exceed the annual
non-Augsburg funding for
tribal requirements may
loan limits.
special scholarships. The
apply for these scholarships.
available alternatives, some
of which are listed below:
either the unsubsidized or
subsidized program or a
Interest rates: The
availability of such
Indian grants generally
annually variable interest
scholarships may enable the
supplement other sources of
rate is determined by the 91-
participation of individuals
financial aid. For assistance
day T-bills + 3.1 %, capped at
of limited financial means as
in application, please contact
8.25% and changes each
well as individuals working
Augsburg's American Indian
July 1 for all borrowers. The
for volunteer agencies and
Student Services director at
interest rate for enrollment
other organizations not likely
(612) 330-1144 or your
periods beginning between
to provide tuition
tribal agency.
July 1, 2000 and June 30,
reimbursement.
2001 is 7.59% .
•
I
Federal Perkins Loan Program
to the Enrollment Center for further
begins six months after you cease to
A joint Augsburg College-federally
procesing. Loan proceeds are released
be enrolled at least half time in an
funded program administered through
through electronic funds transfer .
eligible program leading to a degree or
the College for students who
certificate. Repayment may extend up
demonstrate financial eligibility. The
students may borrow up to $9,000 per
to 10 years.
student is required to sign a
year minus any other student loan
Repayment terms: Repayment
Deferments: In most cases,
Borrowing limits: Graduate
promissory note at least once per
indebtedness. Maximum graduate
deferments are granted for continued
term, after which funds are put on the
borrowing cannot exceed $40,000
education, disability, and
student account.
including undergraduate. The
unemployment. Contact your lender
Borrowing limits: You may
if you think you are eligible for a
borrow up to $4,000 per year as a
deferment.
graduate student, with a $30,000
Program specific provisions
maximum.
Federal Stafford Loan
Interest and repayment: Simple
minimum loan amount per year is
$500.
Interest and repayment: The
interest rate is variable. Interest
payments begin 90 days after the loan
(subsidized): The Enrollment Center
interest of 5% and repayment of
is disbursed and continue quarterly
has determined that, based on the
principal (at a minimum of $50 per
thereafter while the student is
financial information submitted,
month) begin nine months after you
enrolled. Principal payments begin in
students qualify for up to the amount
graduate or leave school. Partial or
the 13th month after you leave
listed on their Award Notice.
total loan cancellation privileges exist
school.
for certain types of teaching, disability
Deferments: There are no
during the time the student is
Interest: No interest accrues
and, in certain circumstances, military
deferments. Contact the Minnesota
enrolled at least halftime.
service.
Higher Education Services Office
Fees: An origination fee of up to
Deferments: No interest accrues
3% and a guarantee fee of up to 1%
nor do payments need to be made at
may be deducted from the loan check
any time you are enrolled at least
before you receive it.
halftime or for serving three years in
the military, Peace Corps, or VISTA.
Federal Stafford Loans
(unsubsidized):
You may borrow up to the amount
Contact the student loan coordinator
in the Enrollment Center if you think
you are eligible for a deferment.
listed on your Award Notice.
regarding special circumstances and
repayment.
To APPIV for Financial Aid
Financial aid application
materials are available from the
Enrollment Center at (612) 330-1046
or <efscvctr@augsburg.edu>.
Applicants must be admitted to
SELF (Student Educational Loan
Augsburg as regular students or be
the period of enrollment and may be
Fund)
returning students in good academic
capitalized.
The SELF is administered through
standing before an award notice will
the Minnesota Higher Education
be processed.
Interest: Interest accrues during
Fees: An origination fee of up to
3% and a guarantee fee of up to 1%
Services Office. Applications are
may be deducted from the loan check
available from the Enrollment Center
before you receive it.
and should be completed by the
borrower and co-signer and returned
Academic Policies
The financial aid application
Academic Honestv
Attendance
will be processed when the
A college is a community of
Students must notify the
following documents are
learners whose relationship
professor in advance of any
received:
relies on trust. Honesty is
expected absence. In cases of
• the Free Application for
necessary to preserve the
extreme emergency, when
Federal Student Aid
integrity and credibility of
prior notification is not
(FAFSA) or the Renewal
scholarship by the Augsburg
possible, students must notify
FAFSA
College community.
the professor in a reasonable
Academic dishonesty is,
amount of time about an
therefore, not tolerated. As a
absence. Consistent
program requirement, all
attendance is expected, and
• Augsburg Financial Aid
Application
• Federal income tax
return(s) and W-Z(s).
student course projects,
missing more than one class
We recommend new
papers, and examinations
session may result in a
students complete and submit
include a statement by the
reduced grade. Missing more
all financial aid application
student pledging to abide by
than two class sessions may
materials at the same time as
the College academic
require withdrawal and a
leave of absence.
they submit MSW admission
honesty policies and to
application materials.
uphold the highest standards
Financial aid applications
of academic integrity.
Evaluation of Student Field
Performance
Advisement
The criteria for evaluating
Academic and professional
field performance include
should be submitted to the
Enrollment Center. If
applying for aid after being
admitted, apply as soon as
possible, but no fewer than
eight weeks prior to the start
of the first term. Those who
apply fewer than eight weeks
prior to classes should be
prepared to pay for the first
term of classes with personal
funds.
•
advising is essential to
attendance, field seminar
supporting and promoting
faculty feedback on field
professional growth and
journal or other assignments,
development of goals.
and a field evaluation
Therefore, the Department of
instrument, which is
Social Work provides both
completed by the field
academic and professional
instructor and then discussed
advisement. After admission,
with the student and the field
students are assigned a faculty
seminar faculty. It is the
adviser. As adult learners, the
responsibility of the field
advising relationship requires
seminar faculty to submit the
the student to take
field grade. Field courses are
responsibility for initiating
graded with a P/N. Students
contact with the adviser if
must achieve a minimum of
academic problems arise.
3.0 to receive credit.
I
21
Grade Definitions
No more than two courses
Evaluation of academic pe1formance for the Master of Social Work degree is based
with a grade of 2.0 or 2.5 will
on number grades using a 4.0 point scale with these definitions:
count toward the degree. Courses
with a grade below 2.0 must be
4.0
Achieves highest standards of excellence
3.5
Achieves above basic course standards
3.0
Achieves basic course standards
2.5
Pe1formance less than basic course standards
second time are counted in the
2.0
Pe1formance below basic course standards
grade point average. If a student
repeated. No more than two
courses can be repeated. Only the
1.5-0.0 Unacceptable performance (no credit-course must be repeated)
P
N
w
credits and grades earned the
receives a grade of N in a course,
the student must successfully
Achieves at or above the 3.0 level (not computed in grade point
petition the department before
average)
being permitted to repeat the
Does not meet minimum passing standard (no credit-not computed in
course and to continue in the
grade point average)
program. A plan for the student to
Grade given when course is dropped
follow would be outlined at that
time.
Incomplete grade given in case where student is unable to complete
course requirements on time for reasons beyond the student's control
x
A grade of X is given by the instructor to indicate that the study (field
placement or independent study) is extended. A final grade will be
issued at the end of the term in which the work is completed and
evaluated (but not longer than one year from the term in which the X
was given).
Academic Probation
A student placed on academic
probation is required to meet with
his or her adviser to review the
situation and to plan the steps the
student has to take to be removed
from probation. During the
Academic Achievement
probation trimester, the adviser
Students must maintain at least a 3.0 cumulative grade point average. If a student
and student will:
falls below a 3.0 average, the student will be placed on academic probation for the
• meet, to review the situation
following term. A 3.0 cumulative grade point average must be restored in order for
a student to be removed from probation. If the cumulative grade point average
again falls below 3.0, the student may be dismissed from the program. Students are
retained in the program who can:
• maintain expected grade point average (3.0 or higher);
• complete course requirements of the program and field placement;
• complete the program within four years; and
• abide by the Social Work Code of Ethics.
and make a plan;
• meet during the probation term
and monitor progress; and
• meet following the probation
term to determine if the GPA is
restored.
Grounds for Dismissal
request a leave of absence in
which is prerequisite to
A student may be dismissed
order to maintain their
Organizations/Social
from the MSW program for
admitted status. The request
Administration Practice III.
behavior detrimental to the
must be made in writing. A
program, such as a gross
leave of absence typically
violation of College policy
requires a full year away from
(see Student Guide) or
the program in order to
conduct unbecoming to
return to classes in sequence.
social work practice or in
violation of professional
ethics. Students may also be
dismissed for insufficient
academic performance.
Dismissal would occur only
after established procedures
Typically, full-time students
complete degree requirements
in two years. Occasionally,
some students may request to
Prerequishe courses
extend completion of the
All foundation courses are
degree if a requirement is not
prerequisite to the
yet finished. In this event,
concentration courses.
the student is charged a $350
Students may not enroll in
continuation fee, beginning
the concentration courses
in the following fall term, if
until successfully completing
the degree is still not finished
all foundation courses. Under
at that time. This charge is
Independent StudV
the new curriculum, the
again levied for each
Students may request to
following courses are
consecutive trimester that
were followed.
complete an independent
sequenced as follows:
occurs with the degree still
study course as an addition to
Research I is prerequisite to
unfinished. Part-time students
the required coursework. A
Research II, Field Work I is
do not have the option to
faculty sponsor is required for
prerequisite to Field Work II,
extend the degree as their
an independent study project.
Field Work III is prerequisite
course sequence extends over
A proposal of the project
to Field Work IV, Family
the full four years.
must be approved by the
Practice I is prerequisite to
MSW program in order to
Family Practice II, Planning
receive credit. No course
and Policy Practice I is
offered in the current
prerequisite to Planning and
curriculum may be taken as
Policy Practice II,
an independent study.
Organizations/Social
Leave of Absence
Students who interrupt their
program enrollment must
•
Conunuation Fee
Four Year limit
CSWE requires that all
students finish the degree
within four years of
matriculation.
Administration Practice I is
prerequisite to
Organizations/Social
Administration Practice II,
I
23
MSW Program Management
The Master of Social Work program
OHice Location
Social work Administration
is, in large part, managed from within
Memorial Hall,
Dr. Anthony Bibus
the Department of Social Work.
Corner of 22nd Ave
Chair, Department of Social Work
Students may contact the MSW
and 7th street;
(612) 330-1746
program with questions about any of
Room 12, ground floor
bibus@augsburg.edu
OHiceHours
Dr. Nancy Rodenborg
the services listed below.
MSW OHice Services
MSW admissions
New student orientation
Academic calendar
Classroom scheduling
MSW weekend office coverage
Academic advising
Academic standing review
Course registration
Transfer of credit review
Field practicum
coordination
Enrollment projections
Student database
management
Production of SWK
NEW SN OTES
Monday-Friday, 8 a.m. to 4:30 p.m.
Class Fridays, 8 a.m. to 6 p.m.
Class Saturdays, 8 a.m. to 1 p.m.
Contact Information
General social work info:
(612) 330-1189
BSW Program Director
(612) 330-1430
rodenbor@augsburg.edu
Dr. Lois A. Bosch
MSW Program Director
(612) 330-1633
bosch@augsburg.edu
General MSW info:
(612) 330-1233
BSW questions:
(612) 330-1307
MSW questions:
Dr. Michael Schock
BSW Field Coordinator
(612) 330-1725
schock@augsburg.edu
(612) 330-1763
Dr. Laura Boisen
swkinfo@augsburg.edu
MSW Field Coordinator
www.augsburg.edu/msw
(612) 330-1439
boisen@augsburg.edu
Doran Edwards
Graduation clearance
BSW Program Assistant
Alumni network (S.W.A.N.)
(612) 330-1307
edwardsd@augsburg.edu
Janna Caywood
MSW Program Assistant
(612) 330-1763
caywood@augsburg.edu
Kelly Anders
Social Work Department Secretary
(612) 330-1769
anders@augsburg.edu
Kerri Barrett
MSW Secretary
(612) 330-1233
barrettk@augsburg.edu
Department ol Social Work Facultv
Anthony Bibus Ill
M.S.S.W., University of
Interests: family issues,
Chair
Wisconsin;
African American and
biracial issues, multi-cultural
(612) 330-1746
M.P.A., Iowa State
bibus@augsburg.edu
University;
education, public schools, race
Memorial Hall, Room lOA
Ph.D., University of
relations, diversity training in
B.A., College of St. Thomas;
Minnesota
the workplace, leadership,
M.A., University of Virginia;
Ph.D., University of
cross-cultural adoption issues.
at risk families, kinship foster
Maria Dinis
care, delivery of child welfare
(612) 330-1704
Interests: child welfare,
services, family policy,
dinis@augsburg.edu
family-based services, work
management and supervision
Memorial Hall, Room 14
with involuntary clients,
in human service
B.A., M.S.W., California
Minnesota
supervision, social policy,
organizations.
State University;
social work ethics,
Lois A. Bosch
Ph.D., University of
international models of
MSW Director
practice, peace and justice,
(612) 330-1633
Interests: community
social work education.
bosch@augsburg.edu
organization, planning and
Vernon Bloom
Memorial Hall, Room 15
administration, substance
(612) 330-1133
B.A., Northwestern College;
abuse, addiction and
Memorial Hall, Room 24
M.S.W., University of Iowa;
prevention, social welfare.
B.A., University of
Ph.D., University of Illinois
Sumin Hsieh
Minnesota
California-Berkeley
Interests: children and
(612) 330-1376
families, developmental
hsieh@augsburg.edu
disabilities, social work in
Memorial Hall, Room 8
Interests: criminology;
schools, social policy reform,
B.A., Tunghai
mental health policy; race,
empowerment/strengths
University, Taiwan;
gender and disability issues;
perspective, mteragency
M.S.W, Tunghai University,
community organization and
collaboration, parent
Taiwan;
development.
participation.
Ph.D., University of
Laura Boisen
Francine Chakolis
Minnesota
MSW Field Coordinator
(612) 330-1156
Interests: adolescent
(612) 330-1439
Memorial Hall 115A
substance use behavior,
boisen@augsburg.edu
B.S., Augsburg College;
substance use treatment and
Memorial Hall, Room 12B
M.S.W., University of
outcome evaluation, school
B.S., Wartburg College;
Minnesota
social work, international
M.S.W., University of
Minnesota
•
Interests: child protection,
social work.
I
Rosemary Link
Phu Phan
schock@augsburg.edu
(612) 330-11 47
(612) 330-1375
Memorial Hall, Room 116B
link@augsburg.edu
phan@augsburg.edu
B.A., University of Washington;
Memorial Hall, Room 1178
Memorial Hall, Room 6
M.S.W., University of Minnesota;
B.A., Southhampton University;
B.A., M.S.W., University of
Ph.D., University of Washington
C.Q.S.W., London University;
Minnesota
Ph.D., University of Minnesota
Interests: woman battering,
Interests: social work in Vietnam,
adolescent sexua l behavior,
Interests: child and family well-
social work practice in a variety of
adolescence and social policy,
being, international social policy and
settings, activism on behalf of the
community organ ization, behavioral
comparative social work, social work
Vietnamese population in the Twin
research and program development,
in schools and prisons.
Cities.
group work.
Sharon Patten
Nancy Rodenborg
Clarice Staff
(612) 330- 1723
BSW Director
(612) 330-1374
patten@augsburg. edu
(612) 330-1430
staffc@augsburg.edu
Memorial Hall, Room 17
rodenbor@augsburg.edu
Memorial Hall, Room l 16A
B.A., St. O laf College;
Memorial Hall, Room 11
B.A., Augsburg College;
M.S.W., MA, Ph.D., University of
B.S., Indiana University;
M.S.S.W., D.S.W., Columbia
Minnesota
M.S.W., University of Minnesota;
University
Interests: social policy/health care,
long-term care, aging, income support
and soc ial services, policy research
and program evaluation, welfare
M.l.A., School for International
Training (Vt.);
Ph.D., Arizona State University
Interests: social policy and planning,
community organization and
development, role of social worker in
Glenda Dewberry Rooney
policy developmen t, program
reform .
(on leave 2000-01)
development and evaluation,
Curt Paulsen
B.S., University of North Texas;
education of future social workers.
(612) 330-1621
M.S.W., University of Illinois-
Maryann Syers
paulsen@augsburg.edu
Chicago;
(612) 330-1771
Memorial Hall, Room 7
Ph.D., University of Minnesota
syers@augsburg.edu
B.A. St. Olaf College
M.S.W., University of Minnesota
Ph.D., The Fielding Institute
Interests: ethics, occupational social
work practice, employee assistance
programs, organizational
Memorial Hall, Room 16
B.A., Arizona State University;
M.S.W., Ph.D., University of
Minnesota
Interests: The relationship of family
development, trust and justice in
systems with individua l freedom,
social relations, practice research,
Interests: domestic violence,
responsibility, loneliness, identity, and
social work licensure.
women's issues, social work practice
spirituality.
Michael Schock
with trauma survivors , men tal health,
BSW Field Coordinator
gay and lesbian issues.
(612) 330-1725
lindell librarv and Information
Technolouv center
The Lindell Library, named
service among these and
electronic resources to
for donor James G. Lindell
other local libraries
students in support of their
and family, is a state-of-the-
(including the University of
academic endeavors. The IT
art facility that houses the
Minnesota and Minneapolis
department provides two
library collection,
and St. Paul public libraries)
student computing labs on
information technology and
facilitates easy and quick
campus and offers a variety
service center, and audio-
sharing of resources.
of computer-related
visual media services. The
Additional collections
equipment to check out for
library has a vast periodical
nationwide are also
use in the library, including
collection, other circulating
accessible through
both IBM Thinkpad and
collections, a multi-media
interlibrary loan
Macintosh laptops.
classroom, a copy center, and
arrangements. Remote, off-
a library instruction room.
campus computer access to
department launched
In fall 2000, the IT
There are a variety of study
these services is provided via
"AugNet," Augsburg's
spaces, ranging from carrels
a telecommunications link.
intranet. This collection of
computer network resources
and casual seating to group
The library staff is
study rooms equipped with
experienced in guiding
includes private and shared
network access.
graduate students to
folders and a secure Web site
research materials for
for students, faculty, and
collection of 175,000
coursework as well as other
staff. By entering passwords,
volumes is complete with the
research projects. Librarians
students have access to
latest electronic catalogs,
will help students acquire
secure information from
indexes, and CD-ROM
research skills through
Web-connected computers-
stations for various academic
individual appointments and
Webmail; the campus
disciplines, e.g., Social Work
group instructional sessions.
directory; grades, schedule,
The Lindell Library's
Abstracts, Psychlit, ERIC
Located in Augsburg's
and financial aid
(education) and CINAHL
Lindell Library is the
information; and a daily
(nursing and health). An
Information Technology (IT)
summary of College
online catalog, CLICnet,
department. The IT
announcements and events.
reflects holdings of Augsburg
department has worked hard
and its seven partner Twin
to keep pace with the latest
Cities private college
advances in the technology
libraries. Twice-daily courier
industry and to provide
•
I
27
Accreditation
Accreditations and 1m11a11ons
MSW Student Forum where issues
forum. Other faculty may be invited
The Augsburg Master of Social Work
affecting them are discussed.
as permanent members or as guests.
program is accredited by the Council
The College operates in
on Social Work Education (CSWE).
compliance with the Family
these guidelines:
Augsburg College is accredited by the
Educational Rights and Privacy Act
• provide an avenue for students to
Past forum members established
North Central Association of
(FERPA) of 1974 as amended and
share and discuss ideas and/or
Colleges and Schools*. Augsburg
Title IX. Students have the right to
concerns related to the MSW
College is a member of the
inspect certain official records, files,
educational experience with the
Associated Colleges of the Twin
and data which pertain to them
social work department
Cities (ACTC), the Lutheran
(except where a waiver of access has
Education Council in North
been signed) and to challenge
among students, faculty, and
America, and the Minnesota Private
inaccurate or misleading information.
department and College
Colleges Council. Augsburg is
Students have a right to experience
administrators
registered with the Minnesota Higher
education free from discrimination.
Education Services Office.
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.
MSW Forum
All MSW students are invited to
participate in the student-run
organization, "MSW Forum." The
purpose of the forum is to facilitate
communication between social work
students and the social work
• encourage constructive dialog
• make recommendations to the
department regarding program
improvements
• receive and give feedback on
expectations of faculty, students,
and the College
• plan and coordinate MSW student
events, lectures, discussions
• organize social action projects.
department, as well as to provide the
s1uden1 Rights
opportunity for student participation
The College has adopted a statement
in department governance,
of student rights and responsibilities
curriculum development, and
and has provided for due process in
program improvements.
the matters of disciplinary action,
The forum historically has been
grievances, and grade appeal. These
volunteer based. Any student may
rights, responsibilities, and processes
serve on the forum, provided he or
are outlined in the Student Guide of
she can make a commitment to
Augsburg College. Students are
attend the meetings and share in the
encouraged to participate in the
efforts. The MSW director and MSW
program assistant also serve on the
*North Central Association of Colleges and Schools, Commission on Institutions of Higher Education, (312) 263-04 56; <www.nca-cihr.org>.
28
About Augsburg College
Historv
Accessibilhv
and thought, Buddhist, and
Augsburg College was the
Augsburg College has made
Islamic faiths.
first seminary founded by
a major effort to become one
Norwegian Lutherans in
of the most accessible
America. Named after the
campuses in the region.
confession of faith presented
Skyways, tunnels, and
by Lutherans in Augsburg,
elevators provide accessible
Germany, in 1530, Augsburg
connections between the
College opened September
major buildings-student
1869 in Marshall, Wisconsin,
housing towers, the
and moved to Minneapolis
Christensen Center, main
in 1872. Augsburg College
academic and administrative
and Seminary changed its
halls, Music Hall, Foss
name to Augsburg College in
Center, and Lindell Library.
1963 when the Lutheran
In addition, there are
Free Church merged with
services for students with
the American Lutheran
learning disabilities. The
Church.
CLASS Office phone
campus Location
number is (612) 330-1648.
Non-Discrimination Policv
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, marital status,
status with regard to public
assistance, or disability in its
education policies,
admissions policies,
scholarship and loan
programs, athletic and/or
school-administered
programs, except in those
instances where religion is a
Augsburg's 23-acre campus is
Church AHiliation
bona fide occupational
located in the heart of
Augsburg is a college of the
qualification. Augsburg
Minneapolis, Minnesota, and
Evangelical Lutheran
College is committed to
surrounds Murphy Square.
Church in America. The
providing reasonable
Adjacent to the campus are
College is a diverse
accommodations to its
the Fairview-University
community with many
employees and its students.
Medical Center complex,
strong religious traditions
the West Bank campus of
represented among the
the University of Minnesota,
students, faculty, and staff,
and Mississippi River
including but not limited to
parkways.
Lutheran, Roman Catholic,
American Indian spirituality
•
I
campus Man
Campus location
~\
0
~
::c 6th Slreet S
"'
!1
"
If
71h Street S
c
~~ ~~
. '~
~e
00
II
Directions to Campus
35W from the North Take Washington Avenue exit
and turn left on Washington
(curves right onto Cedar
Avenue), turn left at Riverside
Avenue, right at 21st Avenue
South.
1-94 East from Minneapolis Take 25th Avenue exit, turn
left at 25th Avenue, turn left
at Riverside Avenue, turn left
at 21st Avenue South.
l-94 West from St. Paul Take Riverside exit, turn right
at Riverside Avenue, turn left
at 21st Avenue South.
35W from the South Follow the 1-94 St. Paul signs
(move to right lane after each
of two mergers). Take 25th
Avenue exit, turn left at 25th
Avenue, tum left at Riverside
Avenue, turn left at 21st
Avenue South.
3
-
~
f .
Master of Social Work
program office location
Please call (612) 330-1233 for
directions to the Master of
Social Work program office.
Public Parking
Augsburg College commuter
lots are free and open for use
after 4:30 p.m. Monday
through Friday, and on
weekends, unless otherwise
posted. Lots are located on 7th
Street, between 21st and 22nd
Avenues and north or south of
8th Street between 24th and
25th Avenues. Additional
parking is available in the
Fairview-University Medical
Center ramp, or University of
Minnesota parking lots on
the north side of Riverside
Avenue.
n
Blh Streel S
O'
(f>
Buller Place
~~~~~~~~~~~~----11--~~~~~~~~~---, ~~
--.,......,.._Interstate 94 West
lnlerslate 94 East
College Map Information
1. Admissions Weekday
Program
2. Admissions Annex
3. Air Structure Entrance
(November through
March)
4. Anderson-Nelson
Athletic Field and
Seasonal
Air Structure
5. Christensen Center
6. East Hall
7. Faculty Guest House
8. Foss, Lobeck, Miles,
Center for Worship,
Drama and
Communication
9. George Sverdrup Hall
10. Husby-Strommen Tennis
Courts
11. lee Arena
12. Institutional
Advancement and
Alumni/Parent Relations
13. Lindell Library
14. Maintenance and
Grounds Shop
15. Mortensen Hall
16. Murphy Place
17. Murphy Square
18. Music Hall
19. New Residence Hall
20 Old Main
21. Oscar Anderson Hall
22. Public Relations House
23.Quad
24. Science Hall
25. Security Dispatch Center
26. Shipping and Receiving
27. Melby Hall
28. Sverdrup-Oftedal
Memorial Hall
(Social Work office)
29. Urness Hall
Parking Information
A. Admissions/Faculty/Staff
Parking
B. Commuter/Resident
Parking
C. Faculty/Staff Parking
D. Faculty/Staff/Commuter
Parking
E. Commuter Parking
F. Resident Parking
G. Visitor Parking
H. Fairview-University
Parking Ramp
1/01/2M
~
~~
(f>
Show less
•
COLLEGE
•
LEADERSHIP
,
••
<
•
"Those who hoye to lead had better
Table of Contents
understand both rationally and
Introduction
intuitively the yeoyle who mtght be
Leadership Development Model
2
their followers, and the society in
Curriculum Design
3
which they are embedde... Show more
•
COLLEGE
•
LEADERSHIP
,
••
<
•
"Those who hoye to lead had better
Table of Contents
understand both rationally and
Introduction
intuitively the yeoyle who mtght be
Leadership Development Model
2
their followers, and the society in
Curriculum Design
3
which they are embedded. They had
Thesis/Leadership Application Project Option
3
better comyrehend the values of our
Non-Thesis Option
3
Course Descriptions
4
Library
5
Admission Requirements and Procedures
6
systems work, and understand how
International Applicants
6
and why science has changed the
Student Support Services
7
world ... Leaders need syecialists as
Evaluation Standards
8
Student Rights
8
Attendance Policy
8
leaders themselves are generalists ...
Academic Policies
9
At higher leveh of leadershty they
Accred itation and Affiliations
9
cannot achieve their fall yotential
Fee and Payment Information
10
Financial Aid
11
About Augsburg
14
knowledge. only this way can they
Campus Location
15
shaye the contexts for decisions where
Campus Map
15
exyert knowledge is used."
MAL Faculty
16
common culture, yast and yresent,
know how our yolitical and economic
advisers and staff members. But
without considerable breadth of
- John Gardner
•
This catalog was current at the time of publication .
It is subject to change without notice.
I
Introduction
Accommodating the Full-Time
Work Schedule
Communitv of Learners
Designed to meet the needs and
MAL program is participation
The Master of Arts in
preferences of working adults,
in a community of learners
Leadership (MAL) program
the MAL program is based on
gathered together on the
responds to the leadership
the assumption that the students
Augsburg campus. This
development needs of both
who enroll arc career-oriented,
community is enriched by the
profit and not-for-profit
self-disciplined and well-
students with a variety of work
Developing Leaders for
Organizations and the
Communitv
Essential to the goals of the
organizations. While different in
motivated individuals, seeking a
and life experiences. To facilitate
structure and purpose, most
balance of classroom experience,
community interaction, students
organizations seek leaders with
group interaction and individual
are encouraged to make use of
the following qualities: a vision
study. Most courses are organized
the Lindell library, computer
that is ethically and morally
as seminars with the opportunity
for disrnssion and dialogue.
labs, and Christensen Center.
responsible, extending beyond
immediate concerns; an
Classes meet on alternate
understanding of how change
Saturdays for three-and-one-
occurs and affects the immediate
half hours* and alternate
environment; a sensitivity to the
Thursday evenings for one-
complex problems organizations
and-one-half hours.
face and an ability to achieve
* In spring trimester, Saturday
solutions consistent with an
organization's mission; the ability
sessions meet for four hours.
to motivate and inspire
individuals and groups to work
toward a common goal; and the
Asample class schedule for a month in the MAL program
S11nrlay
VH111rJ~v
l11eso~y
I
'Nea11e,oa1
ability to effectively represent
Friday
Satur ay
Period II
and externally. The MAL
which individuals may discover
Thursday
Period I
the organization both internally
program provides a means by
r
Period I
oak t o
Period II
and refine these and other
Period I
abilities fundamental to effective
Period II
leadership.
Period I
ok lour
Period II
Period I
Period II
Period I
Period II
Thursday 6:00 p.m. to 7:30 p.m
Saturday 8:30 a.m. to 12:00 noon
Thursday 8:00 p.m . to 9:30 p.m.
Saturday 1:00 p.m. to 4:30 p.m.
Note: Each class taken commits a student to either Period I or Period 11.
Leadership Development ModelAuosburu College
The MAL program promotes
To accomplish this, individuals
Leadership Development Model ,
leadership as a process that
aspiring to positions of
that serve as specific outcomes
1) inspires cooperation among
leadership must possess three key
for the MAL program.
people who must compete for
attributes: a sense of vision, the
Augsburg's model of leadership
limited resources, 2) promotes
ability to persuade, and the
development is designed to
productivity within and beyond
ability to direct action.
assess, promote, enhance, and
the organizat ion, and 3) works
Underlying these attributes are
refine these capabilities within
toward progress for the
a broad range of abilities and
the individual.
individual and the organization.
awareness , outlined in the
Leadership
Sense of Vision
Ethical
• Social awareness
• Environmental awareness
• Tolerance of religious and
philosophical differences
• Appreciation of situational
complexity
Orientation
Toward Action
Creative
•
•
•
•
Long-term perspective
Flexibility
Adaptability
Innovativeness
Facility for
Persuasion
Communicative
•
•
•
•
•
•
Risk Assumptive
(This model was
develofJed l;ry the
Augsburg Faculty
Graduate Advisoiy
Commiuee, 1985-87.)
• Curiosity
• Achievement motivation
• Self-esteem
Effective listener
Effective speaker
Effective writer
Diplomatic ability
Effective team member
Interpersonal sensitivity
Culturally Aware
• Appreciation for
cultural differences
• World-view perspective
• Tolerance of individual
differences
Decisive
•
•
•
•
•
Self-confidence
Analytical ability
Ability to think critically
Understanding of research
Ability to manage conflict
•
I
3
Curriculum Design
There are two ways to complete
related topic. This research- based
Non-Thesis Independent Project.
the MAL degree. In the
study gives the student the
The independent research
Thesis/Leadership Application
opportunity to "tie together" what
projects approved each year will
Project (Thesis/ LAP) Option,
has been learned from the study of
be presented in an annual
students complete a thesis or a
leadership and course-related
colloquium. Students who do
major leadership application
activities.
not complete their independent
project and 10.5 credits. In the
The principal distinction
project while enrolled in
Non-Thesis Option, students must
between the Thesis and the
ML 597 are required to pay a
complete 11 credits, two papers,
Leadership Application Project
continuation fee.
but no thesis.
lies in their underlying
For more information
Augsburg uses a course
orientation. A Thesis has a more
regarding the Non-Thesis option,
system rather than a credit system
theoretical orientation, while the
refer to the Information and
in its curriculum. An Augsburg
Leadership Application Project is
Guidelines for the Non-Thesis
course is equivalent to four
based on practical application.
Project booklet.
semester credits or six quarter
Both require similar rigor and
credits. Each course includes two
preparation. For either alternative,
or more liberal arts disciplines,
the student must register for ML
encourages pursuit of the
592, 593, and 594. Differences
designated outcomes and uses a
between these two options will be
variety of learning techniques
explored in ML 514 Research
appropriate to adult leamers.
Methods and in ML 593
Instructional techniques include
Leadership Research Seminar I.
case studies, debate, written and
For more information
oral presentations, and group
regarding the Thesis/LAP option,
activity. These techniques develop
refer
targeted leadership abilities and
Guidelines for the Thesis and
to
the Information and
understanding. Students are
Leadership Application Project
encouraged to see abilities and
booklet.
understandings as cross-
Students who do not
complete their Thesis or Leadership
Application Project while enrolled
in ML 594 Leadership Research
Seminar II are required to pay a
continuation fee.
disciplinaty and to view content
areas as integrated. The program
reflects the view that the world in
which we operate is complex and
that dealing with it successfully
requires well-developed integrative
abilities.
Non-lhesis Option
Core Courses for Thesis/LAP
Option: (3.5 course credits)
Elective Courses for Both Options:
(at least 7.0 course credits)
The following core courses are
required for all Thesis/LAP students
in the MAL program:
ML 510 Visions of Leadership
ML 514 Research Methods
ML 592 Thesis/LAP Consultation
(0.5 course)
(ML 592 is taken in conjunction
with ML 594.)
ML 593 Leadership Research
Seminar I (0.5 course)
ML 594 Leadership Research
Seminar II (0.5 course)
(ML 592, 593, and 594 are to be taken
in a student's last two consecutive
terms or after the student has
completed at least five electives and
ML 510.)
The MAL program requires that seven
elective courses be selected from the
following course list:
ML 511 Creativity and the
Problem-Solving Process
ML 520 Self-Identity, Values, and
Personal Growth
ML 521 Methods of Critical
Thought
ML 525 Personality and Systems
Theories
ML 530 Ethics in Communication
ML 531 The Dynamics of Change
ML 535 Organizational Theory and
Leadership
ML 540 Political Leadership:
Theory and Practice
ML 545 Decision Making and
Leadership
ML 550 Decision Making and
Computer Technology
ML 560 Developing a Multi-cultural
Perspective
ML 565 Women and Leadership
ML 580 Colloquium on
Contemporary Theories
of Leadership (elective for
Thesis/ LAP Option
students)
ML 598 Independent Study
ML 599 Special Topics
Core Courses for Non·Thesis
Option: (4.0 course credits)
ML 510
ML 514
ML 580
An alternative to the thesis is the
lhesis/LAP Opdon
successful completion of two
Students who select the
major papers, as described below.
Thesis/LAP Option are required
The first of these papers will be
to develop and carry out an in-
written in conjunction with ML
depth study of some aspect of
580. The second paper will be
leadership or of a leadership-
written while enrolled in ML 597
(Note: If students wish to
change from the Thesis
Option to the Non-Thesis
Option after completing the
Research Seminars, they
may petition the MAL
committee.)
ML 597
Visions of Leadership
Research Methods
Contemporary Theories
of Leadership
Non-Thesis Independent
Project
All courses are valued at 1.0 credit unless otherwise designated.
Course Descriptions
ML 500
Leadership Practicum
ML 521
Methods of Critical Thought
(1.0 course)
ML 531
The Dynamics of Change
(1.0 course)
Introduction to selected concepts of
leadership, providing a historical and
philosophical framework for the
program. This course views the
nature and purpose of leadership
from a variety of disciplines and
perspectives.
Investigation of the processes of
critical thinking, drawing from
philosophy as well as natural and
social science. The course will survey
a variety of contemporary approaches
to critical thinking, including the use
of logic and analytical reasoning, the
relationship of evidence to the
confirmation of theories and the value
of appeals to scholarly studies. A
special focus of the course will be an
assessment of the ways in which
natural and social sciences can (and
cannot) assist leaders in addressing
problems and seeking solutions.
This course offers an exploration of
the context of social change and
varying responses to diverse human
needs. Ways of achieving well-being
may be viewed differently by leaders
in public and private domains and
across cultures. The course explores
these various perspectives, including
areas of conflict and opportunities for
leadership in social and organizational
change. Sociological, human
development and economic theories
are applied to contemporary public
and private sector issues for
social change.
ML 511
Creativity and the Problem-Solving
Process (1.0 course)
ML 525
Personality and Systems Theories
(1.0 course)
ML 535
Organizational Theory and
Leadership (1.0 course)
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 world-view.
Study of leadership in the dual
context of personality theory and
systems theory. Contributions of
Jung, Fromm, Maslow, May and
others to personality theory are
considered as are the systems'
theories of von Bertalanffy and
Bateson. The theories are applied
to the concrete realities of
leadership in a variety of settings.
In-depth exploration of organizational
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.
The MAL program occasionally
sponsors professional development
workshops and seminars for
students, alumni and interested
community members .
ML 510
Visions of Leadership: A Historical
and Literary Journey (1.0 course)
ML 514
Research Methods (1.0 course)
Evaluation and documentation of
programs, projects and ideas as they
relate to leadership theories and
practice. Qualitative and quantitative
tools will be discussed.
ML520
Self-Identity, Values and Personal
Growth (1.0 course)
•
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 of learning and
leadership strategies.
ML530
Ethics in Communication
(1.0 course)
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.
ML 540
Political Leadership: Theory and
Practice (1.0 course)
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 non-profit organizations
as well as to politics.
I
I
ML 545
Decision Making and Leadership
(1.0 course)
ML 580
Colloquium on Contemporary
Theories of Leadership (1.0 course)
Review of the decision-making
process - the setting , goals, and
contingencies - as it affects leaders
Selected contemporary theories of
leadership presented by instructors
who participate in the seminar.
Emphasis on critical thinking ,
discussion, written analysis.
Prerequisite: One-year coursework
in MAL program and ML 510.
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 .
ML 550
Communication, Decision Making,
and Technology (1.0 course)
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.
ML 560
Developing a Multicultural
Perspective (1.0 course)
Investigation of multicultural issues.
This course will enhance one's ability
to lead and work more effectively
with people of different cultural
backgrounds through the study of
diverse values, beliefs, and traditions
within the global community.
ML 565
Women and Leadership (1.0 course)
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.
ML 592
Thesis/LAP Consultation
(0.5 course)
A series of meetings with a faculty
thesis/project adviser, taken
simultaneously with ML 594
Leadership Research Seminar II .
Graded on PIN basis. Students not
completing the thesis/application
project during the same term in
which they are enrolled in ML 594
are required to pay a continuation
fee for each subsequent term until
the Thesis/LAP is completed.
ML 593
Leadership Research Seminar I
(0.5 course)
First half of a two-course thesis
capstone sequence for the MAL
program to be taken in a student's
last two consecutive terms or after
the student has completed at least
five electives and ML 510. This
course provides each individual the
opportunity to develop a research
topic, to synthesize previous study
and work experience, and to
demonstrate an understanding of
the program's principles. Graded
on a PIN basis.
5
By the completion of the seminar,
students should have made
significant progress on their thesis or
Leadership Application Project.
Graded on a PI N basis.
ML 597
Non-Thesis Independent Project
(1.0 course)
Major written project to be completed
in an area of the student's choice, in
consultation with an adviser and a
reader. The research is presented in
a colloquium in partial fulfillment of
requirements for the Non-thesis
option.
Students who do not complete the
project during the term in which they
are enrolled are required to pay a
continuation fee for each subsequent
term until the project is completed.
ML 598
Independent Study* (1.0 course)
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 professor. Proposals
must be approved by the MAL
program director prior to registration
for the course.
ML 599
Special Topics (1 .0 course)
Study of selected topics in leadership
that are not treated extensively
through current course offerings.
Specific topics will be published prior
to registration.
ML 594
Leadership Research Seminar II
(0.5 course)
Continuation of the "capstone"
seminar, taken following the student's
registration in ML 593 Leadership
Research Seminar I. This seminar
focuses on the methods of inquiry
and results of individual projects.
•A student may count only one of the following for credit toward the MAL degree: ML 597 or ML 598.
Please refer to the Thesis/LAP and Non-Thesis Project booklets for additional information.
LINDELL LIBRARY
The James G. Lindell Fam
library, which opened in
1997, houses over 175,001
items and provides access
the holdings of the seven
private liberal arts college
in the Twin Cities.
Admission Requirements and Procedures
Applicants to the program must
beginning of the fall, winter,
hold a baccalaureate degree
and spring terms. Selection of
graduate institutions attended,
from an accredited four-year
candidates will be made on the
listing courses taken and
college or university and must
bas is of an evaluation of each
degree (s) conferred, if any.
have a minimum cumulative
applicant's:
undergraduate grade point
• Previous college record
to participate in an interview
average of 3.0 (on a scale of
• Letters of recommendation
with graduate program faculty
A = 4.0) and a minimum
• Experience and organizational
and/or staff members.
cumulative grade point average
Applicants may be asked
background
of 3.0 fo r graduate courses
• Written statement
completed at an accredited
• Interview, if requested
college or university. Applicants
International Applicants
The Augsburg College MAL
holding a master's or other
To apply, the following
Program Office encourages
advanced degree from accredited
materials must be submitted to
qualified applicants from other
colleges or universities are
the MAL Program Office:
countries. International
admissible. Should an applicant
• Completed application form
applicants should keep in mind
not meet the minimum
• $35.00 non-refundable
admission requirements, a
probationary term may be
possible as decided on a case-bycase bas is. Applicants to the
application fee
experience (or equivalent) with
one or more organizations in a
position of leadership or position
demonstrating leadership
potential.
Decisions about admission
Saturdays and that students can
the applicant's career and life
take only two classes for a yearly
goals to leadership aspirations
• Recommendation letter and
checklist from an immediate
supervisor, assessing leadership
potential
• Recommendation letter and
checklist from a work
to the progra m will be made on
colleague (at the same level)
an individual basis by the MAL
describing the applicant's
Admissions Committee.
work-style leadership potential
Admission to each entering
that classes meet on alternating
Thursday evenings and
• A 1-3 page statement relating
program must have five years of
•
• O fficial transcripts from all
• Official transcripts from all
graduate class will be given to
undergraduate institutions
the most highly qualified
attended, listing all courses
individuals. Admissions are
taken and any degree(s)
handled on a "rolling" basis,
conferred
total of six classes. With this
schedule students can complete
the required course work in less
than two years. See Admission
Requirements for a description
of the admission process,
selection criteria, and work
experience requirements.
Application materials required
for international applicants are:
• Completed application form
• $35.00 application fee (nonrefundable) payable in U.S.
dollars
with students admitted at the
I
7
• A 1-3 page statement relating
the applicant's career and life
goals to leadership aspirations
• Completed Declaration of
Finances (see below for further
information)
• Letter of recommendation in
English from an immediate
supervisor, assessing leadership
potential
• Letter of recommendation in
English from a work colleague
(at the same level) describing
the applicant's work style and
potential as a leader
• Official mark-sheets with
Applicants may be asked
to participate in an interview
STUDENT SUPPORT SERVICES
with graduate program faculty
Academic advising for
program planning is available.
certified translations from all
and/or staff members, if the
undergraduate institutions
applicant is in the United States.
attended listing all courses
Students and their
taken, marks earned, dates
financial sponsor must complete
attendee\, and clegree(s) or
a Declaration of Finances as part
cliploma(s) conferred, if any
of the application for admission,
• Official mark-sheets with
certified translations from all
graduate institutions attended
along with appropriate
certifications.
Students will need to
listing all courses taken, marks
provide proof of availability of
earned, dates attended, and
funds for tuition, books, and
degree(s) or diploma(s)
living costs for the academic year
conferred, if any
in which they want to attend.
• Official results on the Test of
The College requires students to
As students approach the
capstone experience, they
select thesis or project
advisers to guide them
throughout the completion of
their program. Graduate
program staff is also available
to help students with nonacademic advising issues.
Self/career assessment
counseling, resume
development and a career-
English as a Foreign Language
provide proof of a minimum of
(TOEFL) with a minimum
$10,000 in U.S. funds for living
search plan are available
through the Center for
Service, Work, and Learning,
score of 590
expenses for themselves plus the
(612) 330-1148.
cost of tuition.
NOTE: Additional information may be required, as requested by Augsburg College, to accurately evaluate
educational credentials. Furthermore, supplemental information may be needed to issue an 1-20 or J-1
for students admitted to the MAL program. Information requested for the 1-20 or J-1 will not be used to
make an admission decision.
Fee and Pavment Information
A schedule of fees is published
letter from the employer,
A per-course tuition refund will
separately in the MAL Program
stating the company's
be made on the following basis:
Supplement. Tuition is
reimbursement policy, must
• T hrough the first scheduled
determined annually. ML 592,
be filed annually with the
class meeting - 100% of tuition
ML 593, and ML 594 are half-
Business Office.
(less a $75 administration fee
credit courses and are charged
Registration is permitted
half of the current full credit
only if the student's account for
tuition. A continuation fee is
a previous term is paid in full as
charged to students who do not
agreed. Augsburg College will
complete their capstone project
not release diplomas or academic
during the terms they are
transcripts until a student's
enrolled.
account is paid in full. This also
applies to student loans
Augsburg otters the following
pavment options:
administered by the College
Various payment plans are
They must be current according
available:
to established repayment
1) Payment in Full:
schedules.
if withdrawing from current
term entirely).
• Prior to the second scheduled
class meeting - 80% of tuition.
• Prior to the third scheduled
class meeting - 60% of tuition.
• No refund after the third
scheduled class meeting.
(e.g., Perkins Student Loan).
Due day of registration.
2) Payment Plan:
Refund Schedule
A three-pay plan is available
Students are responsible for
each trimester upon
canceling courses with the
application and after College
registrar's office in order to be
approval. Payment plans will
eligible for a refund. Students
be approved only if previous
who unofficially withdraw (stop
plans have been satisfactorily
attending) and do not complete
completed.
the drop/add form are
3) Company Reimbursement:
responsible for all charges.
Full courses, or equivalent,
Financial aid may be adjusted
that are company reimbursed,
based on the student's last
require a deposit of $100 per
recorded date of attendance.
course reimbursed, with full
payment due within 50 days
after the end of the term. A
•
I
Financial Aid
Financial assistance is available
to degree-seeking students
enrolled in the MAL program.
~on-degree-seeking
students are
not eligible for any type of
financial aid through Augsburg
College. Two full-credit courses
per trimester are considered full
time. One course is considered
half-time enrollment. The
Federal and State Aid
Programs
Enrollment and Financial
or degree-related college
Services Center (EFSC),
programs. Augsburg College
(612) 330-1046, assists students
offers several payment plans by
The Enrollment and Financial
in assessing financial aid
which employees may handle
Services Center (EFSC) uses
eligibility and offers financial aid
tuition reimbursement. Students
standard, nationally accepted
from available alternatives,
should contact the EFSC to make
methodology to de termine
including the following:
payment arrangements using
eligibility for federal and state
the company reimbursement
financial aid programs.
Sponsored Scholarships
Augsburg actively pursues nonAugsburg funding for special
scholarships. The availability of
payment plan.
• Federal Stafford Loan Program
Bureau of Indian Affairs. Tribal
and State Indian Scholarships
Common Loan Provisions:
Borrowing Limits: Graduate
American Indian students who
students may borrow up to
participation of individuals of
meet federa l, state, or tribal
$18,500 per year with an
limited financial means as well as
requirements may apply for these
aggregate of $128,500
individuals wocking for volunteer
scholarships. Indian grants
(undergraduate and graduate).
agencies and other organizations
generally supplement other
such scholarships may enable the
not likely to provide tuition
reimbursement.
Companv Tuition Assistance
Programs
from either the unsubsidized or
assistance in application, please
subsidized programs or a
contact Augsburg's American
combination of both but cannot
Indian Student Services Program
exceed the annual loan limits.
director at (612) 330-1144 or
your tribal agency.
Many companies, agencies, and
corporations offer full or partial
tuition assistance to employees
who participate in work-related
A student may borrow
sources of financial aid. For
Interest Rates: The annually
variable interest rate is
determined by the 91-day
T-Bills +3.1 %, capped at 8.25%
and changes each July 1st for all
12
Financial Aid, continued
borrowers. The interest rate for
Fees: An origination fee of 3%
Borrowing Limits: You may
enrollment periods beginning
and a guarantee fee of up to 1%
borrow up to $3 ,000 per year
between July 1, 2000 and
will be deducted from the loan
as a graduate student with a
June 30, 2001 is 7.59%.
check before you receive it.
$30,000 maximum.
Repayment Terms: Repayment
Federal Stafford Loans
Interest and Repayment:
begins six months after you cease
(Unsubsidized): You may
Simple interest of 5% and
to be enrolled at least half time
borrow up to the amount listed
repayment of principal (at a
in an eligible program leading
on your award notice.
minimum of $40 per month)
begin nine months after you
to a degree or certificate.
Repayment may extend up
Interest: Interest accrues
to 10 years.
during the period of enrollment
graduate or leave school.
Partial or total loan
and may be capitalized.
cancellation privileges exist
deferments are granred for
Fees: An origination fee of
disability and, in certain
continued education, disability,
3 % and a guarantee fee of
circumstances, military service.
and unemployment. Contact
1% will be deducted from
Deferments: In most cases,
for certain types of teaching,
your lender if you think you are
the loan check before you
Deferments: No interest accrues
eligible for a deferment.
receive it.
nor do payments need to be
made at any time you are
enrolled at least half time or for
Progrnm Specific Provisions :
•Federal Perkins Loan Program
serving three years in the
Federal Stafford Loan
A joint Augsburg College-
military, Peace Corps, or VISTA.
(Subsidized): The Enrollment
federally funded program
Contact the EFSC if you think
and Financial Services Center
administered through the
you are eligible for a deferment.
has determined that, based on
College for students who
the financial information
demonstrate financial eligibility.
submitted, students qualify for
No checks are issued, but the
up to the amount listed on
student is required to sign a
•SELF (Student Educational
Loan Fund)
their Award Notice.
promissory note at least once
The SELF is administered
per term. Funds are put on the
through the Minnesota Higher
Interest: No interest accrues
student account after the
Education Coordinating Board.
during the time the student is
note is signed.
Applications are available from
enrolled at least halftime.
the EFSC and should be
completed by the borrower and
•
I
13
co-signer and returned to the
To APPIV tor Financial Aid
EFSC for further processing.
Financial Aid application
Loan checks arrive once per
materials are available from the
term and are made co-payable
MAL Program or EFSC.
to the student and Augsburg
Applicants must be admitted to
College.
Augsburg as regular students or
be returning students in good
Borrowing Limits: Graduate
academic standing.
students may borrow up to
The financial aid
$9,000 per year minus any
application will be processed
other student loan indebtedness.
when the following documents
Maximum graduate borrowing
are received:
cannot exceed $40,000
1) The Free Application for
including undergraduate.
Federal Student Aid
The minimum loan amount
(FAFSA) or the Renewal
per year is $500.
FAFSA
Interest and Repayment:
The interest rate is variable.
Interest payments begin 90 days
after the loan is disbursed and
2) Augsburg Financial Aid
Application
3) Federal income tax return(s)
and W-2(s)
continue quarterly thereafter
while the student is enrolled.
Principal payments begin in
For further information,
contact:
the 13th month after you
leave school.
Enrollment and Financial
Services Center
Deferments: There are no
deferments. Contact the
Minnesota Higher Education
Coordinating Board regarding
special circumstances and
repayment.
(612) 330-1046
efsvcctr@augsburg.edu
14
About Augsburg
Historv
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, Wisconsin,
and moved to Minneapolis
in 1872.
Campus Location
Augsburg's campus is located in
the heart of the Twin Cities,
surrounding Murphy Square, the
main academic and
orientation, marital status, status
administrative halls, the library,
with regard to public assistance,
and the music building. In
or disability in its education
addition, there are programs for
policies, admissions policies,
students with learning, physical,
scholarship and loan programs,
and psychiatric disabilities.
athletic and/or school
administered programs, except in
first of 155 parks in the "City of
Lakes." The University of
Church AHiliation
Minnesota West Bank campus
Augsburg is a college of the
and one of the city's largest
Evangelical Lutheran Church
medical complexes-Fairview
in America. It has a diverse
University Medical Center-are
community with many strong
adjacent to Augsburg, with the
religious traditions represented
Mississippi River and the Seven
among the students, faculty,
Corners theatre district just a
and staff, including Lutheran,
few blocks away.
Protestant, Roman Catholic,
Jewish, American Indian
Accessibilitv
Augsburg College has made a
Spirituality and Thought,
Buddhist, and Islamic faiths.
major effort to become one of
•
the most accessible campuses in
Hon-Discrimination Policv
the region. Skyways, tunnels,
those instances where religion is
a bona fide occupational
qualification. Augsburg College
is committed to providing
reasonable accommodations to
its employees and students.
Any questions concerning
Augsburg's compliance with
federal or state regulations
implementing equal access and
opportunity can be directed to
Lora Steil, affirmative action
coordinator, Office of Human
Resources, CB 79, Augsburg
College, 2211 Riverside Avenue,
Augsburg College, as affirmed in
Minneapolis, MN 55454. She
and elevators provide accessible
its mission, does not discriminate
can be reached by telephone
connections among major
on the basis of race, color, creed,
at (612) 330-1023; or by e-mail,
buildings-student housing
religion, national or ethnic
steil@augsburg.edu.
towers, the Christensen Center,
origin, age, gender, sexual
I
·15
Campus Location
Campus Map
~\
0
~
:c
6lh Street S
Directions to Campus
35W from the North Take Washington Avenue exit
and turn left on Washington
(cu1ves right onto Cedar Avenue),
turn left at Riverside Avenue,
right at 21st Avenue South.
I-94 East from Minneapolis Take 25th Avenue exit, turn left
at 25th Avenue, turn left at
Riverside Avenue, turn left at
21st Avenue South.
I-94 West from St. Paul Take Riverside exit, turn right
at Riverside Avenue, turn left
at 21st Avenue South.
35W from the South Follow the 1-94 St. Paul signs
(move to right lane after each
of two mergers). Take 25th
Avenue exit, turn left at 25th
Avenue, turn left at Riverside
Avenue, turn left at 21st
Avenue South.
~ lnlerslala 94 West
Master of Arts in Leadership
Program office location
Please call (612) 330-1786 for
directions to the Master of Arts
in Leadership Program office.
College Map Information
1.
2.
Public Parking
3.
All Augsburg College staff,
faculty and commuter lots are
free and open for use after
4:30 p.m. Monday through
Friday, and on weekends, unless
otherwise posted. Lots are
located on 7th Street, between
21st and 22nd Avenues and
north or south of 8th Street
between 24th and 25th
Avenues. Additional parking
is available in the FairviewUniversity Medical Center
ramp, or University of
Minnesota parking lots on
the north side of Riverside
Avenue.
4.
5.
6.
7.
8.
9.
10.
11 .
12.
13.
14.
15.
16.
17.
18.
19.
20
21.
Admissions Weekday Program
Air Structure Entrance
(November through March)
Anderson-Nelson Athletic Field
and Seasonal Air Structure
Christensen Center
(Information Desk)
East Hall
Faculty Guest House
Foss, Lobeck, Miles Center
for Worship, Drama and
Comunication (TjornhomNelson Theatre, Hoversten
Chapel)
George Sverdrup Hall
Husby-Strommen Tennis Courts
Ice Arena
Jeroy C. Carlson Alumni Center
Lindell Library
Maintenance and Grounds Shop
Mortensen Hall
Murphy Place
Murphy Square
Music Hall
New Residence Hall
Old Main
Oscar Anderson Hall
Public Relations &
Communications
22.
23.
24.
25.
26.
27.
28.
Quad
Science Hall
Security Dispatch Center
Shipping and Receiving
Si Melby Hall
Sverdrup-Oftedal Memorial Hall
Urness Hall
Parking Lots
A. Admissions/Faculty/Staff
Parking
B. Faculty/Staff/Commuter/
Resident Parking
C. Faculty/Staff Parking
D. Faculty/Staff/Commuter Parking
E. Commuter Parking
F. Resident Parking
G. Visitor Parking
H. Fairview-University Parking
Ramp (pay parking available)*
MALFacultv
John E. Benson, Professor of
Religion . B.A. , Augsburg College;
B.S., Luther Theological Seminary;
M.A., Ph .D., Columbia University.
Larry J. Crockett, Professor of
Computer Science. B.A., M.A., Pacific
Lutheran University; M.Div., Luther
Theological Seminary; Ph.D.,
University of Minnesota.
Rosemary J. Link, Professor of
Social Work, BNHons. University of
Southampton, Post graduate diploma
& C.Q.S.W. University of London,
U.K., Ph.D., University of Minnesota.
Marie 0. McNeff, Professor of
Education. B.A., M.A., Ed.D.,
University of Nebraska.
Diane L. Pike, Professor and Chair,
Department of Sociology. A.B .,
Connecticut College; Ph.D., Yale
University.
Milo A. Schield, Associate Professor
of Business Administration/MIS. B.S.,
Iowa State University; M.S.,
University of Illinois; Ph.D., Rice
University.
Thomas F. Morgan, Professor of
Cass Dalglish, Associate Professor
Faculty who teach in the
MAL program are
predominantly full-time
senior faculty with
doctorates or appropriate
professional degrees. Some
courses are team taught by
faculty from different
disciplines or occasionally
by combining a faculty
of English . B.A. , College of St.
Catherine; M.F.A. , Vermont College;
Ph.D., The Union Institute.
Business Administration/MIS. B.S.,
Juniata College; M.B.A., University of
Denver; M.S., University of Oregon;
Ph.D., University of Minnesota.
Joseph A. Erickson, Associate
William D. Morris, Assistant
Professor of Education. B.A., M.A.,
College of St. Thomas; M.A., Luther
Northwestern Theological Seminary;
Ph .D., University of Minnesota.
Professor of Political Science. B.A.,
Oakland University; Ph.D., CarnegieMellon University. President, Decision
Resources, Ltd.
Garry W. Hesser, Professor of
Sociology, Director of Cooperative
Education Program, Director of
Metro-Urban Studies. B.A., Phillips
University; M .Div., Union Theological
Seminary; M.A., Ph.D ., University of
Notre Dame.
Beverly J. Nilsson, Professor of
Nursing. B.S.N ., M.S., Ph.D.,
University of Minnesota.
David V. Lapakko, Associate
Professor of Speech, Communication
and Theatre. B.A. Macalester
College, M.A. and Ph.D., University
of Minnesota.
member with professionals
from relevant fields. All of
the program 's faculty have
extensive experience
teaching adult learners.
Velma Lashbrook, Instructor. B.S .•
Speech Communication, Iowa State
University, M.S., Speech
Communication, Illinois State
University, Ed.D., Communication
and Educational Psychology, West
VirginiaUniversity. President,
Strategy Implementation Associates .
John S. Schmit, Associate Professor,
English ; B.S., St. John's University
(MN); M.A. , University of New
Orleans; Ph.D. , The University of
Texas at Austin.
Joseph M. Vo lker, Instructor of
Psychology. B.A., University of
California-Irvine; M.A., Ph.D. ,
University of Minnesota. Licensed
psychologist at MDA Associates.
Norma Noonan, Professor of Political
Science, Director of MAL program,
and Director of the International
Relations Program. B.A., University of
Pennsylvania; M.A., Ph.D., Indiana
University.
Catherine L. Paulsen, Instructor in
Psychology, B.A. , St. Olaf College,
M.A. , Lone Mountain College, San
Francisco.
Curt Paulsen, Associate Professor of
Social Work. B.A., St. Olaf College;
M.S.W., University of Minnesota;
Ph.D., Clinical Psychology, Fielding
Institute.
•
I
•
Master of Arts in
Master of Arts in
LEADERSHIP _____P_rogram
office hours, location, & phone
Hours
Location
Phone
Monday-Friday, 8 a.m.-4:30 p.m.
Class Saturdays, appointments only
Anderson Hall
2016 South 8th St.
(612) 330-1786
FAX: (612) 330-·ffl55-
r1Si..\
Master of Arts in
LEADERSHIP
Information Sessions
Adults who are interested in the Master of Arts in Leadership Program are encouraged to attend one of the information
sessions scheduled throughout the year. Information sessions are free of charge and approximately two hours in length.
Call the Master of Arts in Leadership Office at (612) 330-1786 for details or to sign up for one of the following dates:
Fall Trimester 2000-200 I
Spring Trimester 2000-200 I
Thursday, July 6, 6 p.m.
Wednesday, August 2, 6 p.m.
Wednesday, February 7, 5:30 p.m.
Saturday, March 10, 9 a.m.
Winter Trimester 2000-2001
Fall Trimester 2001-2002
Tuesday, October 17, 5:30 p.m.
Thursday, November 16, 5:30 p.m.
Tuesday, May 8, 5:30 p.m.
Tuesday, June 26, 5:30 p.m .
For more information, write or call :
The Master of Arts in Leadership Program
Campus Box 144
2211 Riverside Avenue
Minneapolis MN 55454
Master of Arts in
LEADERSHIP
--
Phone: (612) 330-1786
Fax: (612) 330-1355
malinfo@augsburg.edu
www.augsburg.edu
2000-2001 Program Calendar
New Students
Fall
Winter
Spring
Application Deadline
New Student Orientation
August 7
August 29
December 15
January 4
March 5
March 29
Current Students
Fall
Winter
Spring
Mail Registration Begins
Mail Registration Ends
Syllabi Available
Payment Information Sent
Confirmation Due
June 19
July 7
August 7
August 7
August 31
October 9
October 23
December 11
December 11
January 6
February 5
February 19
March 12
March 12
March 31
Master of Arts in
LEADERSHIP
2000-2001 Academic Calendar
Fall Trimester 2000
Classes meet
Winter Trimester 2001
Thursday, August 31
Saturday, September 9
Saturday, September 16
Thursday, September 21
Saturday, September 30
Thursday, October 5
Saturday, October 14
Thursday, October 19
Thursday, October 26
Saturday, November 4
Thursday, November 9
Saturday, November 18
Saturday, January 6
Thursday, January 11
Saturday, January 20
Thursday, January 25
Saturday, February 3
Thursday, February 8
Saturday, February 17
Thursday, February 22
Saturday, March 3
Thursday, March 8
Saturday, March 17
Thursday, March 22
Spring Trimester 200 I
Saturday, March 31
Saturday, April 7
Thursday, April 12
Saturday, April 21
Thursday, April 26
Saturday, May 5
Thursday, May 10
Saturday, May 19
Thursday, May 24
Saturday, June 2
Last day to add/drop* :
Wednesday, April 11, 2001
Last day to add/drop*:
Last day to add/drop* :
Wednesday, September 6, 2000
Wednesday, January 10, 2001
Last day to withdraw:
Thursday, May 10, 2001
Last day to withdraw:
Last day to withdraw:
Thursday, October 12, 2000
Thursday, February 15, 2001
Final grades due:
Monday, July 2, 2001
Final grades due:
Final grades due:
Friday, December 15, 2000
Friday, April 20, 2001
Note:
Saturday Classes during Spring 2001
are four hours.
1st period: 8 a.m.-noon
2nd period: 1-5 p.m.
*Refer to MAL Catalog for refund schedule.
The College reserves the right to change the above dates should it be necessary. In such cases sufficient advance notice will be given.
In case of severe weather listen to WCCO 830 AM or call (612) 330-1786 for cancellation information.
2000-2001 Tuition & Fees
Application Fee (payable once, non-refundable)
Tuition (per course)
Technology Fee (per course)
Thesis/Project Continuation Fee (per trimester)
Campus Access Fee (per trimester)
Audit a Course
Late Fee (per day)
Registration change after first class meeting (cancel/add)
Transcript Fee (first is free)
$35
~ IS' l'd.'64
$25
$175
$10
$626
$35
$10
$5
A finance charge is applied at a simple rate of one percent per month on any account with an open balance of 30 days or more.
Augsburg College reserves the right to adjust charges should economic conditions necessitate.
Commencement 2001
In order to participate in Commencement 2001, application forms must be submitted by March 1, 2001 :
• Thesis/Application Project students: Must have defended their thesis/application project by May 16.
• Non-thesis (Plan B) students: Must have successfully completed ML580 and ML597 including the presentation (May 16).
When all the degree requirements are completed , your diploma will be mailed.
Class Schedule & Course Offering s
Fall Trimester
Time period I:
Time period II:
Thursday 6-7:30 p.m . and Saturday 8:30 a.m.-noon
Thursday 8-9:30 p.m. and Saturday 1-4:30 p.m .
Time period I:
ML510 Visions of Leadership
ML599 Topics: Spirituality and Leadership in the Workplace
Time period II :
ML514 Research Methods
ML550 Communication, Decision-Making & Technology
Winter Trimester
Time period I:
Time period II:
Thursday 6-7:30 p.m. and Saturday 8:30 a.m.-noon
Thursday 8-9:30 p.m. and Saturday 1-4:30 p.m.
Time period I:
ML525 Personality and Systems Theories
ML580 Colloquium of Contemporary Theories in Leadership
Time period II:
ML535 Organizational Theory and Leadership
ML593 Leadership Seminar I
ML599 Topics
Spring Trimester
Time period I:
Time period II:
Thursday 6-7:30 p.m. and Saturday 8 a.m -noon
Thursday 8-9:30 p.m. and Saturday 1-5 p.m.
Note: Classes on Saturday are 4 hours instead of 3.5 hours long
Time period I:
ML521 Methods of Critical Thought
ML540 Political Leadership
ML594 Leadership Seminar II
Time period II :
ML510 Visions of Leadership
ML530 Ethics in Communication
Summer Trimester
Time : to be determined
ML560 Developing a Multi-cultural Perspective
These course offerings may change.
A-UGSBURG
C•O•L•L•E•G•E
MASTER OF ARTS IN LEADERSHIP
PO Box 144
2211 Riverside Avenue
Minneapolis. MN 55454
www.augsburg.edu
Show less
AUGSBURG
......................
Introduction
....................
Options
Visiting Students
2
-4
................5
Calendar ........................6
.................5
...................7
Lifetime Sports ...................48
Interim Abroad ..................49
Other Courses ........ Show more
AUGSBURG
......................
Introduction
....................
Options
Visiting Students
2
-4
................5
Calendar ........................6
.................5
...................7
Lifetime Sports ...................48
Interim Abroad ..................49
Other Courses ...................52
About This Catalog
Interim Courses
Contents
Introduction to Interim
Interim is an integral part of the school year at Augsburg
College. The College follows a 4- 1-4 calendar, with fall and
spring semesters of approximately 14 weeks separated by a
four-week January Interim. Interim is intended to be a time
for both students and faculty to employ styles of teaching and
learning and to investigate questions and topics in places and
ways not possible during the regular term.
Interim is an opportunity for intense concentration on a
single course of study. Since one Interim course equals a fulltime load, students should plan to spend the same amount of
time in class and preparing for class as they would for a fourcourse load during fall or spring semesters. Students should
be prepared for at least 40 class hours during the Interim and
should anticipate the equivalent of the normal two hours of
study for each class hour. Since the course length is only 3 112
weeks, attendance at every class is imperative. While it is
expected that students will attend every class period, instructors will establish the precise attendance policy for their
courses. Students can register for only one course credit during Interim. There is no tuition refund for a student who
chooses not to enroll in an Interim course.
Most Interim courses are graded traditionally on a 4.0 to 0.0
scale. Students generally have the option to register on a
PassINo credit basis. A few Interim courses are graded only on
the PIN system; this is indicated in the course description.
Some courses are offered for either upper or lower division
credit. Such Interim courses have two numbers listed and students must select which is most appropriate for their needs.
Students registering for upper division credit should anticipate additional assignments and a more rigorous grading
standard. Some courses, especially courses with travel requirements, have additional fees associated with them. These fees,
although intended to be accurate, may change; and students
should check with the instructor to verify the final costs.
Students are required to complete at least 33 course credits for
graduation. This course total must include two Interims for
students who enter with fewer than 14 courses. Freshmen are
required to take an Interim course their first year. A maximum of four Interim course credits may be counted toward
the 33 course credits required for graduation. Transfer students should refer to their transfer credit evaluation form or
consult the registrar for the number of Interim courses
required.
Day school students (3.0 credits or more for fall) can take a
total of 1.0 course credit. They may take two half-credit classes. They may also take a lifetime sport (zero credit). The lifetime sport is at no additional charge if they are full-time students (fall term). If less than full-time, they will be charged.
Weekend students can take 1.0 course credits in Interim as a
cross registration but will be charged day school tuition $1630
per course credit. If they do so, they may take only 1.0 additional course credit in Weekend College for winter trimester.
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, marital status, status with regard to public assistance, or disability in its
education policies, admissions policies, scholarship and loan
programs, athletic and/or school administered programs,
except in those instances where religion is a bona fide occupational qualification. Augsburg College is committed to providing reasonable accommodations to its employees and its students.
Any questions concerning Augsburg's compliance with federal
or state regulations implementing equal access and opportunity can be directed to Lora Steil, affirmative action coordinator, Office of Human Resources, CB 79, Augsburg College,
221 1 Riverside Ave., Minneapolis, MN 55454. She can be
reached by telephone, (612) 330-1023; or by e-mail,
<steil@augsburg.edu>.
Options
.
International Interim-Students are invited to participate in
the international Interim courses offered by the Upper
Midwest Association for Intercultural Education (UMAIE)
and other consortia. These course opportunities are listed on
page 45. Some courses have early registration deadlines.
Internships deadline-Friday, December 10. January Interim
internships must be planned in advance. Students electing an
internship must meet departmental requirements and present
a signed internship-learning agreement plan to the Center for
Service, Work, and Learning (1st floor Memorial) by the first
day of Interim classes. The learning-agreement forms are
available in the same office. Internships during Interim must
involve full-time work placements for approximately four
weeks. Assistance for planning internships is available in the
Center for Service, Work, and Learning.
Independent study/research or directed study-Students
may elect a program of independent study (upper division
499) or directed study (lower division 299) for Interim.
Faculty members are strongly discouraged from accepting
responsibility for more than one independent study per
Interim. Students choosing to pursue independent or directed
study must:
1. Meet departmental requirements
2. Present to the registrar a copy of the proposed study
plan approved by the supervising faculty member and
the directedlindependent study registration form.
These forms must be submitted by December 1.
Appropriate study proposal and registration forms can
be obtained in the Office of the Registrar.
Interims at other schools-Augsburg students may enroll at
any other 4-1-4 institution that offers a reciprocal Interim
arrangement. Catalogs of these Interim programs are available
in the registrar's office. Registration for Interims at the other
ACTC colleges will be at Augsburg during the regular registration period. Most courses taught during the Interim at other
4-1-4 schools are accepted for credit by Augsburg, but may
not necessarily be accepted as meeting Augsburg's general
education requirements or major requirements.
Visiting Students
Augsburg College welcomes students from other 4-1-4 schools
for the January Interim without tuition charges, provided the
student's home institution agrees not to charge tuition to
Augsburg students for the January term. The waiver of tuition
does not include special fees, housing, or board costs. Other
students will be charged $1,630 for the Interim course.
Students interested in registering for an Augsburg Interim
should write to the Ofice of the Registrar for application
forms or use the forms provided by the Interim office at their
own school. There is an application processing fee of $25.
Students are welcome to stay on campus but are not required
to do so. Requests for Interim housing should be made to the
Office of Residence Life.
It should be noted that neither ACTC exchange students nor
visiting students may register for 199,299,399, or 499 courses.
About This Catalog
The catalog lists courses by departments in alphabetical order.
At the end of the book are listings of other courses not
offered by Augsburg but recognized by the College for Interim
credit. Students may also register for one of the lifetime sports
listed at the end of the catalog. Courses that include travel are
marked with an airplane.
Interim Calendar 2000
November 15 to December 3
January 3
. . . . . . . . . Interim
.
registration
. . . . . . . . . . . . . . . . . . . . . . . . .First
. day of Interim
Time I-9:00 a.m. (first day)
Time 11-1:15 p.m
January 4. . . . . . . . . . . . . Last day to register or add a class or
cancel a class without a notation
January 14 . . . . . . . . . . . . . . . . . . . . . Last day for determining
grading option with registrar
January 14 . . . . . . . . . Last day for withdrawing from courses
January 17. . . . . . . . . . . . Martin Luther King Day-no
class
January 27. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Interim ends
January 31 . . . . . . . . . . . . . . . . . . . . . . Spring semester begins
February 4
. . . . . . . . . . . . . . . . Interim grades due to registrar
The time, number, and length of meetings as well as the beginning time will be arranged the first day of class. The daily
schedule for Interim is divided into two blocks of time:
Time I: 8:00 a.m. to 11:45 (Note: on the first day, Time I classes
will begin at 9:00 a.m.)
Time 11: 1:15 p.m.-5:00 p.m.
Note: Martin Luther King Day-No class
For More Information
For more information contact Barbara Pappenfus in the
Interim Office at (612) 330-1150.
Calendar
Calligraphy I & II
ART 106-J
ART 306-J
Instructor: Philip Thompson
Development of calligraphic writing and drawing skills with
emphasis on the broad-edged pen. Attention given to the historical development of calligraphy and the elements of design
through readings and demonstrations. Class time and assignments center on proactive calligraphic concepts with special
attention given to foundation, italic, gothic, and uncial styles.
Three original projects are required and evaluation is based
on quality of work plus participation and growth factors.
Upper division students are required to complete examples in
three historical writing styles plus an expanded project.
Required materials: text, pens, ink, ruler, and mat board.
Liberal Arts Perspective: Aesthetics
Maximum Enrollment: 15
Time: I
Room: Old Main 4
Life Drawing
ART 247-J
Instructor: Norman Holen
A study of undraped figures for art students and non-art students. The figures will be depicted with graphite pencils in
various settings for varying lengths of time. Grades will be
based upon quality and improvement. There will be a fee of
$45 to be paid on the first day of class.
Liberal Arts Perspective: Aesthetics
Maximum Enrollment: 20
Time: I
Room: Old Main 17
Marine Biology of the Florida Keys
BIO 140-J
BIO 340-J
Instructor: William Capman
The Florida Keys provide an excellent site for study of natural
history and ecology of marine, coastal, and sub-tropical communities. This class will spend about 2 112 weeks in Florida at
the Newfound Harbor Marine Institute located on Big Pine
Key. The Institute offers laboratory facilities, ocean-going
research platforms, housing, and a dining hall. Field trips to
coral reefs (Looe Key National Park), tide pools, turtle grass
flats, mangrove islands, and upland hammocks will be led by
professional naturalists from the institute. Organisms and
communities will be studied on site and in the laboratory.
Research projects will be initiated shortly after arrival at the
station in order to provide opportunities to gather data over a
period of several days. Visits to Pennicamp State Park, Key
West, and the Everglades will be included. Evaluation will be
based on:
BIO 140: (1) field and laboratory records, (2) personal journal, (3) quizzes at Marine Institute, (4) a final exam.
Prerequisite for 6'10 140: Any one of the following courses or their equivalents - BIO 101,
102, 103, 113, 114, or consent of the instructor.
BIO 340: (1) field and laboratory records, (2) personal journal, (3) quizzes at Marine Institute, (4) written report of the
research project, and (5) final exam.
Prerequisite for BIO 340: 810 351 or BIO 481 or consent of the instructor.
Estimated cost of the course: $2500 (includes airfare, all
ground transportation, housing and meals while at the institute). Contact the instructors for details.
Prerequisite: See Above
Maximum Enrollment: 12
Time: I1
Room: Science 212
Laboratory Biochemistry
BIO 368-J
Instructor: Karen Ballen
'I'his ct~i~rsc
is a n in trot1 uution l o tech~iicl~ius
c o m ~ n o n l yt~sccf
in bincIic.misiry. '1~chriic1~1c.s
includc (1,111 not li~llitcdto): ~ I . o w i n extrac~iun,dialysis, spectl-c.~phatomct
ry, S13S p01yair.ylamicle gel ciect rophorcsis, inn txchnngc cIll.clrn;~tclgl.alIhy,
Prerequisites:2.0 in 810 367
Maximum Enrollment: 12
Time: I
Room: Science 212
Advanced Computing for Business
MIS 370-J
Instructor: Jim Kattke
Objectives are to learn concepts underlying creation of Web
pages and business communication via the Internet. Use of
relational databases for advanced queries, forms, and reports.
Basics of event-driven programming for solving business related problems. Students will complete three major projects and a
few minor assignments. The course requires significant effort
on projects and constant access to a computer. Cooperation
with fellow students in learning to apply concepts is encouraged. A good grasp of MS Access is required or the willingness
to exercise exceptional effort in learning the tool.
Prereqttlsit~s:MiS 175, CSC 170, consent of the instruct06 or Math Placement Group 3
Mnxltr~~nrr
Fnrollmant: 20
Time: I1
Room: Lindeli 16
Personal Finance
BUS 295-J
BUS 495-J
Instructor: Ashok Kapoor
This is an introductory course in personal financial planning.
Students will be introduced to budgeting, credit, income
taxes, insurance, real estate, investment and retirement planning. BUS 295: quizzes and exams. BUS 495: all of the above
plus some assigned case problemslpapers will be required.
Prerequisite: Math Placement Group 3
Maximum Enrollment: 25
Time: I1
Room: Foss 43
Chemistry for Changing Timer
CHM 100-J
Instructor: Arlin Gyberg
This course is developed from the perspective of a person
living in a modern, high-technology society such as the
United States. It assumes that before one can evaluate a moral
or societal issue of a scientific nature one at least must be able
to understand the science involved. Anything less is an
impression rather than an informed decision. As we develop
scientific concepts we will at the same time relate them to an
abundance of current issues. We live in a world of pesticides,
fertilizers, plastics, birth control, food abundance and food
shortage, food additives and processing and synthesis, organically and non-organically grown food, chemical dependency,
licit and illicit drugs, the energy crisis, and the debates about
sources of energy, the green house effect, and nuclear waste
storage, pollution, genetic engineering and much more. Many
of these problems are chemical in nature. Thus, in learning
about chemistry, via lecture and in-class discussion, we can
begin to understand ourselves, our society, our world, and
even some of the universe. The grade for the course is based
on a percentage of the score of total points on the daily
quizzes.
Prerequisite: Math Placement Group 2
Liberal Arts Perspective: Natural World 2
Maximum Enrollment: 25
Time: I
Room: Science 315
Introduction to Polymer Chemistry and
American Plastic
CHM 104-J
Instructor: Ron Fedie
Previously there was the Stone Age, Iron Age, and Bronze age.
Now we live in the Age of Polymers (and Plastics). Without
this innovative technology, life as we know it would be much
different. The variety of polymer molecules and their properties make up many, diverse plastics and the variations are endless. Many items and materials in the areas of coatings, adhesives, leisure/sports equipment, building/construction, automobiles, furniture, clothes, medical supplies, cosmetics, and
others that are used every day come from different polymeric
materials made from polymer molecules. In this course we
will explore and discuss the world of polymer chemistry.
Polyethylene is one of the most commonly used synthetic
polymers found in "plastic" wrap and trash bags. A common
natural polymer, polyisoprene, is collected from the sap of
rubber trees and tires, golf balls, and latex gloves are just some
of the many uses. The class will focus on two books. One,
American Plastic: A Cultural History, by Jeffrey Meikle for the
historical perspective of our world of polymers. Themes from
the book, the different types of polymers used, and recent
themes such as the recycling of plastics will be discussed. A
second book, Giant Molecules, by Grosberg and Khokhlov, will
help with the previously mentioned themes and give more
depth to the broad world of polymers not covered in Meikle's
book. There will be six lab periods in which some polymer
molecules will be made and several of their interesting properties will be explored. Students will be graded on 25 group
worksheets, 6 quizzes, 6 reflection papers, 6 lab periods, and
an individual project and presentation.
Prerequisite: Math Placement Group 2
Liberal Arts Perspective: Natural World 1 or 2
Maximum Enrollment: 22
Time: I1
Room: Science 315
Introduction to Computer Science and
Communications
CSC 160-J
Instructor: Larry Ragland
This course introduces the major areas of computer science
and computer communications. These areas are: algorithms,
algorithm design, algorithm efficiency, hardware, logical circuit design, computer organization, software and operating
systems, programming languages, operating systems, theory
of computation, mathematical foundations of computer science, Turing machines, computer communications and the
Internet, packet switching, Internet services, and operation.
This course will consist of lecture/discussion times with frequent in-class lab exercises on the topics above. Grading will
be based on examinations, labs, and homework. This is not a
course in computer applications or how to use computers,
although we may touch on these topics.
Prerequisite: Math Placement Group 3
Maximum Enrollment: 15
Time: I
Room: Sverdrup 202
UNlX and C
CSC 272-J
Instructor: Karen Sutherland
Study of UNIX operating system and the C programming
language. It is assumed that the student has knowledge of
programming methods and has done programming in some
other language. Evaluation will be done on 10 programming
assignments, two to three quizzes and a final project. Grading
is done by combining the weighted grades of all assignments
and quizzes.
Prerequisite: CSC 170 or programming in some other language
Maximum Enrollment: 20
Time: Ii
Room: Sverdrup 202
Computer Science
Topics: Computer Science: An
Alternative Scheme One and Two
CSC 273-J/373-J
Instructor: Charles Sheaffer
This course is especially intended for students with no prior
exposure to programming in particular or computer science
in general. It will be a laboratory intensive, self-paced course
using the Scheme programming language. We will introduce
an alternative approach to some of the most important concepts of computer science including problem solving, simulation, object-oriented programming, functional programming,
procedural and data abstraction, and program interpretation.
Students with knowledge of programming will benefit from
exposure to the alternative paradigm represented by the
Scheme language and will acquire a concrete understanding
of how these important concepts are actually implemented in
real languages and machines. Students will be evaluated based
on a series of programming projects. CSC is a continuation of
CSC 273.
Graduation Skill Requirement: for CSC 373, Critical Thinking
Prerequisite: CSC 273. none; for CSC 373, CSC 273 or consent of the instructor
Maximum Enrollment: 20
Time: I1
Room: Sverdrup 205
Economics of Urban Issues
ECO 110-J
Instructor: Ed Sabella
Study of economic implications of the many problems facing
a metro-urban environment. Some of the topics to be discussed are: crime prevention, health issues, discrimination,
education, etc. Basic microeconomics tools of analysis will be
developed in class. This is a basic course designed for those
students who do not plan to major in economics, business
administration, accounting, or MIS. Three objective examinations.
Liberal Arts Perspective: The City or Social World 1 or 2
Maximum Enrollment: 15
Time: I1
Room: Science 319
Principles of Macroeconomics
ECO 112-J
Instructor: Satya t? Gupta
The objectives of the course are to give students fundamental
principles of macroeconomics; national income analysis,
monetary and fiscal policy, and international trade. Simple
applications will be used. Students will take tests every week
and grades will be based on tests, participation in class and
problems solved.
Prerequisite: Math Placement Group 2
Liberal Arts Perspective: Western Heritage
Maximum Enrollment: 15
Time: I
Room: Old Main 16
Practicum and Seminar in Special
Education
EDU 491-3
Instructor: Susan O'Connor
A supervised field placement that serves people with disabilities, plus an on-campus seminar. Students planning to take
this course should consult with the special education coordinator about a placement prior to registering for the course.
Students must complete designated hours of fieldwork as well
as written and reading assignments.
Prerequisite: EDU 282, completion of courses for special education minor; or consent of
instructor.
Maximum Enrollment: 9
Time: I1
Room: Sverdrup 4
Economics
I
American Dialects: Differences and
Attitudes
ENG 219-J
Instructor: John Schmit
Because language plays an important role in our socialization,
the way we speak tells others who we are and with whom we
identify. Our speech is a reflection of our social and economic
standing and our cultural background. In this course we will
explore the ways in which both personal and group identities
are reflected by the ways in which we speak. We will examine a
number of American varieties of English and will attempt to
describe the rules by which these varieties operate. Class sessions will include brief lectures, student presentations, and
student-led discussions. In addition to presenting a topic, students will write a paper on the presentation topic and take a
final exam.
Liberal Arts Perspective: Intercultural Awareness 1
Maximum Enrollment: 25
Time: I1
Room: Old Main 29
Theatre In and Around London
ENG 269-J
Instructor: Ron Palosaari
The purpose of this course is to study live theatre in London
and Stratford. For more information, contact Prof. Ron
Palosaari, (612) 330- 1005.
Topics: Introduction to Asian American
Literature
ENG 282-L
ENG 482-L
Instructor: Joan Thompson
In an essay about multicultural American literature, Walter J.
Ong writes that "literature is organized experience and consciousness. Since cultures organize experience and consciousness variously, the study of the literature of another culture
opens new vistas both into the exterior world and into the
human heart." This course will explore some of these vistas
through readings and discussions of nonfiction works, poetry,
short stories, a play, and a novel by Asian American authors.
Some ideas the writers take as subjects through their art
include definitions of an Asian American voice, explorations
of cultural and individual identity, visions of community, and
coming of age. Class sessions will include discussion of the
historical and social contexts that influence the writers studied. In addition to the reading, students will view at least one
Asian American film and possibly attend a relevant performance or reading. Course grades will be based on reading
journal, a short paper, a final exam, class attendance, and participation. Upper division students will read an additional
novel and write a research-based paper on it.
Liberal Arts Perspective: Intercultural Awareness 1
Maximum Enrollment: 25
Time: I1
Room: Old Main 11
English
I
Topics: Investigating the Victorian
Thriller
ENG 282-0
ENG 482-0
Instructor: Dallas Liddle
This course will study the phenomenon in 19th-century
Britain of the popular novel of suspense, mystery, and terror.
Early in the century these tales were generally either "Gothic"
(stories of horror and the supernatural set in Italy or Spain)
or "Newgate" novels (true-crime stories about the lower classes). By the 1860s, however, popular novelists including
Charles Dickens, Mary Braddon, and others were producing a
stunningly successful series of works in which the action was
set in the everyday world of the Victorian middle classes.
These novels drew intense public scrutiny by raising issues
that the more polite genre of domestic fiction could hardly
hint at, including gender roles and sexual transgression, class
and race oppression, obsession and madness, and the dark
sides of urban life. We will read several of the best of these
thrillers, at the same time actively investigating the culture
that produced them. We will read original reviews and
responses, including parodies, and learn about the context of
newspaper and magazine journalism in which several of the
novels appeared. While we investigate the power of the Gothic
and Sensation genres for their original audiences, however, we
will also work to determine why these novels have continued
to appeal to successive generations of readers. Course grades
will be based on class attendance and participation, two short
papers, a group presentation, and a final exam. Upper-level
students will read one additional novel, write a research-based
paper on it, and share the results of their research with the
class.
Prerequisite: ENG 111
Liberal An3 Perspective: Western Heritage
Maximum Enrollment: 25
Time: I1
Room: Foss 20
Topics: Cinema and Sexual Identity
ENG 2824
Instructor: Doug Green
What does cinema reveal about how the 20th century has
thought about sexuality?How do cinematic images affect our
sense of our own sexual identity? This topics course in
English examines films from the early years of cinema to the
present in order to explore depictions of and cultural
assumptions about sexual identity. We will, moreover, consider the impact of these images on audience perceptions and
expectations, including those of the self. We will pay special
attention to the various images and constructions of homosexual as well as heterosexual identity in English-language
cinema, especially Hollywood movies, and in some silent and
foreign films. Taking Celluloid Closet as a point of departure,
we will consider how film affects sexual minorities in the
audience as well as in film production.
There will be short readings on sexuality and film. At each
class there will be a full or partial film screening, followed by
small-group and whole-class discussions. We may go to one
or two films offcampus as well, so students should be prepared to buy tickets; these out-of-class screenings may not be
at the regular class time. There will be at least one typed
journal entry due at each class period. The class will meet
from 1-5 p.m., Monday through Thursday of the first two
weeks of Interim; 1-5 p.m., Tuesday through Thursday of the
third week; and 1-5 p.m., Monday through Thursday of the
last week.
Grading will be based on the completion and quality of all
journal entries and on class/film attendance, preparation,
and participation. Students missing more than two
classes/films and/or two journal entries may not pass the
course. All grades
are PIN option only (i.e., 2.0 is required
for course credit).
Prerequisite: ENG 111
Liberal Arls Perspective: Human Identity
Maximum Enrollment: 25
Time: I1
Room: Old Main 16
English
Topics: Contemporary American Poetry
ENG 282-P
ENG 482-P
Instructor: John Mitchell
This course provides an introductory survey of contemporary
American poetry by poets whose works have come into
prominence since World War I1 or mid-century. Emphasis
will be given to the vision and sensibility of each poet and to
the themes of their poems, especially those images and statements that concern philosophical, historical, psychological
and cultural values. Through comparison and contrast, students will be expected to formulate reasonable interpretations
of selected poets and poems and to express their discoveries
in class discussion and short papers. A final examination will
be given and two interpretive papers about three to five pages
in length will be assigned. For upper division credit, the student will also read and give a written class report on a book
that discusses contemporary poetry or a contemporary poet;
this choice, based upon recommendation, must be approved
by the instructor.
Prerequisites: for 482-R lntro to Literature or consent of instructol:
Maximum Enrollment: 15
Time: I
Room: Old Main 29
Quantitative Journalism: Computer
Assisted Reporting and Research
ENG 347-A
Instructor: Cass Dalglish and Boyd Koehler
This course introduces students to computer-assisted informational investigation and the interpretation of quantitative data
in the writing of expository essays and news reports. Such
inquires will employ contemporary computer-based information searches coupled with data-driven quantitative assessment of a public issue of current concern. Students will prepare projects of publishable quality for presentation and critique. The course is designed for persons wishing to explore
the use of computer-assisted research for their particular
information development interests as well as those preparing
to enter the communication professions.
Prerequisites: Eng. 225 or Eng. 227, or consent of instructors. Math Placement Group 3.
Graduation Skill Requirement: Ouantitative Reasofling
Maximum Enrollment: 15
Time: T; Th 6-9 p.m. and Sat 1:30-4:30 p.m.
Room: Sat, Lindell Library 16; T; Th Sverdrup 204
Senior Honors Seminar: Hispanic
Christianity Along the Border
HON 401-J
Instructor: Margaret Madsen
An introduction to denominations with a special focus on
Hispanic communities along the US.-Mexican border.
Liberal Arts Perspective: Christian Faith 3 or Intercultural Awareness 1
Time: I
Room: Sverdrup 208
-
Enalish
Dance (men
(0.5 course
HPE 232-M
Instructor: Mary Ewert-Knodell
Theory and practice in teaching and performing American
heritage and international folk dances. The majority of the
course grade is based on dance practicals, a teaching assignment, and a written test. Note: HPE 232 and HPE 275 can be
taken simultaneously.
Maximum Enrollment: 12
Time: 1- 1/3,1/4,1/5,1/6,1/7,1/11,1/13,1/18,1/20
Room: Melby Gym - center court
Dance (women only)
(0.5 course credit)
HPE 232- W
Instructor: Mary Ewert-Knodell
Theory and practice in teaching and performing American
heritage and international folk dances. The majority of the
course grade is based on dance practicals, a teaching assignment, and a written test. Note: HPE 232 and HPE 275 can be
taken simultaneously.
Maximum Enrollment: 12
Time: 1 - 1/3,1/4,1/5,1/6,1/7,1/11,1/13,1/18,1/20
Room: Melby Gym - center court
Prevention and Care of
Athletic Injuries (0.5 course credit)
HPE 275-J
Instructor: Missy Strauch
Emphasis placed on preventing and treating common athletic
injuries. Practical experience in taping and training room
procedures. Note: HPE 232 and HPE 275 can be taken
simultaneously.
Prerequisite: HPE 114 or equivalent
Maximum Enrollment: 24
Time: 1- 1/5,1/6,1/7,1/10,1/1I, 1/12,1/13,1/14,1/19,1/21,1/24,1/25,1/26
Room: Melby 119
Instructional Methods: Materials in
Health Education
HPE 390-J
Instructor: Patty Murphy
This course will cover principles and methods of instruction
applied to health education (5-12). Emphasis upon teaching1
learning strategies and student assessment. Development and
delivery of lessons/activities is included. Students are evaluated by their peers and the instructor on their ability to create,
deliver and assess health education lessons in a "real" classroom. Evaluationlgrading is also based upon the completion
of a "technology project", resource file, and exam.
Prerequisite: HPE 110
Maximum Enrollment: 20
Time: I
Room: Melbv 202
Sailing in the Virgin Islands
HPE 455-J
Instructor: Joyce Pfaff
+
Designed for the beginning and intermediate sailor interested
in the art and practice of sailboat cruising. The course will
take the participant to a competent level of sailboat handling
(anchoring, mooring, helming, and crewing). The student
will live aboard a 43'-46' fixed-keel sailboat with five to six
other people and will function as an active crew member.
Actual on-the-water instruction will be the major part of the
course. Sailing will include cruises to the various islands and
cays in the British and American Virgin Islands. Snorkeling
and wind surfing will be available on an optional basis. Some
classes will be held in December prior to leaving for the
Virgin Islands in January.
The course cost is $3,300, which includes airfare for Augsburg
day students and qualifying Interim exchange students.
Others will have to pay regular Interim tuition in addition to
this course cost in order to receive academic credit. PIN
Health & Physical Education
I
ONLY. Applications may be picked up from the office of Joyce
Pfaff, Melby Hall 121, Augsburg College. They must be turned
in with deposit and appropriate signature before final acceptance is given.
Prerequisites: Permission from Joyce Pfaff, health and physical education department,
(612) 330-1247; no smoking is allowed; basic swimming skills
Graduation Skill Requirement: Lifetime Sport, also one course credit upper division
Maximum Enrollment: 10 ( A waiting list will be kept after the original 10 spots are filled)
20th-Century South Asia
HIS 162-J
HIS 462-J
Instructor: Don Gustafson
This Interim experience is designed to look at the area of
South Asia (primarily India) that is home to one-fifth of the
people of our world. We'll use novels, films, some standard
historical writings, and current South Asia periodicals to consider the impact that colonialism, nationalism, and various
phases of modernization have had on this old, honored, and
traditional culture. We'll read the marriage ads and talk
about social structure, consider the spot at Ayodhya that has
prompted Hindus to massacre Muslims, think on the Christlikeness of a Gandhi, and perhaps have time to note one or
two of the contemporary religious phenomena. Looking at
South Asians helps us to see ourselves in a fuller perspective.
The course will include the usual pedagogical devices of lectures, discussions, some short reaction papers, and tests
(including a final). Students enrolling for upper division credit will be expected to have at least one prior college history
class, to complete a paper or project beyond the regular
assignments, and to be tested apart from lower division students.
Liberal Arts Perspective: Intercultural Awareness 1
Maximum Enrollment: 25
Time: I
Room: Old Main 13
Topics in History: The Great Men of
20th-Century Europe and Their Myths
HIS 195-J
Instructor: Sheldon Anderson
This course examines several important 20th-century leaders
and their impact on the course of European political and
diplomatic history. Topics will include Woodrow Wilson and
the Versailles Treaty after World War I, Neville Chamberlain
and the appeasement of Adolf Hitler at the Munich
Conference in 1938, Joseph Stalin's agreement to sign a nonaggression pact with Hitler shortly before World War 11,
Franklin Roosevelt and Winston Churchill's alleged appeasement of Stalin at Yalta, Harry S. Truman's Cold War policies,
and Reagan and Gorbachev's diplomacy as the communist
systems of Europe fell from 1989-1991. The course will focus
on the popular myths that have developed about these leaders
and these conferences.
Maximum Enrollment: 25
Time: I
Room: Sverdrup 20
Topics in History: Early Minnesota
History, 1849- 1900
HIS 195-1
Instructor: William Green
This course will examine the political, economic, and social
history of early Minnesota. The course will study life in
Minnesota among the Ojibway and Dakota peoples, through
the fur trading period which witnessed French, English, then
American settlements, through the territorial period (18491858), and finally statehood.
Maximum Enrollment: 25
Time: I
Room: Foss 20
Remembering the 20th Century
HIS 440-J
Instructor: Jacqueline de Vries
As the millennium approaches, everyone-artists, politicians,
gossip columnists, historians-seems to have some opinion
about the waning 20th century. What has this century
wrought? The last hundred years have left a great many contradictions: two global wars that destroyed millions of lives
and swept away governments, but brought economic development; the decline (and recovery) of established religion; the
rise (and collapse) of a messianic faith in communism; great
increases in standards of living while famine and child labor
persist; technological breakthroughs that put teachers in space
and AK-47 rifles in the hands of children; new freedoms and
new forms of exploitation. In this course, we will together
attempt to make sense of the 20th century. Please note that
while the course will examine major events and developments
of the century, it will not offer a narrative history, nor will it
be exhaustive. Instead, it will explore a variety of possible
interpretive frameworks to help us better understand where
our grandparents have been and where we are today. Rather
than relying exclusively on (sometimes dry) textbooks, we will
explore the century through a variety of personal narratives,
both written and oral, and reflect on the shaping of both individual and collective memory.
Course materials will include several monographs and novels,
films, photographs, and guest lectures. Students will complete
three five-page papers, one of which will be an interview with
their oldest living relative.
Maximum Enrollment: 25
Time: I1
Room: Old Main 13
Paideia Seminars
INS 120-J
Instructor: Anne Jensen
Students will participate in a series of seminars following the
Paideia seminar format as developed by Mortimer Adler and
Paideia Associates. Students will also view selected films for
seminar discussions; develop and lor hone skills of mature,
intellectual talk; observe seminars conducted in a St. Paul public school; evaluate their own behaviors during seminars; and
lead seminars. Students will be assessed on journal entries
including evidence of seminar preparation, reflection, peer and
self-evaluation, as well as a final summary paper.
Graduation Skill Requirement: Critical Thinking
Maximum Enrollment: 20
Time: I
Room: Foss 43
Technically Speaking
INS 21 1-J
Instructor: Esther McLaughlin
Do you enjoy talking about science and technical topics, but
just can't find an audience? We'd love to listen! Through a
series of four oral assignments, you will have the opportunity
to talk science to your fellow scientists, improve on your oral
presentation skills in a variety of formats, learn to effectively
organize a speech, prepare visual aids, and listen to and learn
about other science topics and science policy from your fellow
scientist.
Prerequisite: One year of an introductory-level science course
Graduation Skill Requirement: Speaking
Maximum Enrollment: 16
Time: I1
Room: Science 205
Interdisciplinary
I
Introduction to Islam
INS 225-J
Instructor: Amin Kader
This course is designed by a practicing Muslim to present his
perception of Islam to non-Muslims. The course will cover
the ideological foundations of Islam, its basic concepts and
tenets, Islamic law (Shari'ah), Islamic economic and political
systems, and Islamic patterns of life. There will also be discussions on the differences between the Islamic sects (Sunnis,
Shi'its, Sufis, etc.). Some effort will be made to deal with the
similarities and differences between Islam and both
Christianity and Judaism. Students will also visit one of the
mosques in the Twin Cities. Evaluation is based on two tests
and a paper.
Liberal Arts Perspective: Intercultural Awareness 1
Maximum Enrollment: 30
Time; I
Room: Old Main 27
Topics: Minnesota Indians
INS 495-J
Instructor: Eric Buffalohead
This course will examine the experiences of the Dakota and
Ojibwe in Minnesota from the time of contact to the present
situation of both tribes. Each group's history and experiences
will be studied and compared to see how each group has
done since the time of contact. Major historical events will be
examined as well as significant events important to each
group. Students will learn how changing federal policy affected the two groups and how each of the groups has dealt with
things such as assimilation, termination, and/or relocation.
Other topics to be covered include health, education, welfare,
treaty rights, and economic opportunities. The main text will
be Indians in Minnesota by Judith Rosenblatt (ed). The students will be expected to demonstrate understanding of
major issues through written exams and research
projects/presentations. Upper division students will be
expected to do more comprehensive research.
Maximum Enrollment: 20
Time: I1
Room: Foss 21
Topics: A Civil Rights Immersion:
Experiencing History
INS 200-J
INS 300-J
Instructor: Garry Hesser & Joseph Young
During the 1950s and 60s a series of major events and fundamental social change occurred in the United States. For the
first two weeks, we will seek to develop a basic understanding
of race relations in the U.S. through readings, visiting lecturers,
videos, learning from each other, and the MLK, Jr. event on
January 17. Then, this intentionally diverse class will board a
bus for an intense, study-travel journey to Little Rock,
Memphis, Birmingham, Montgomery, Atlanta, Nashville, and
Chicago, the places where history was made and the museums
that chronicle those times. We will meet with and interview
participants in these critical events, as well as actively engage
one another in dialogue and collaborative learning. The course
objectives include learning about the history and sociology of
race and ethnic relations in the U.S. gaining insights from persons and places that mark the "turning points" of the 1950s
and 1960s, documenting our personal and group experiences
so that our insights and understanding can be shared with the
Augsburg community and others, and increasing our skills for
cross-cultural collaboration and dialogue. Upper and lower
division: students obtaining upper division credit will complete a research paper on a specific topic related to the course,
including an annotated bibliography with a minimum of 20
resources.
Cost estimate: $500, plus the cost of meals for 10 days (with
scholarships available, based upon need-contact Garry Hesser
at 330- 1664)
Liberal Arts Perspective: Intercultural Awareness 1 or Social World 1 or 2
Maximum Enrollment: 20
Time: I
Room: Old Main 23
**Note: All participants will go on a bus tour beginning
Monday, January 17, and ending on Wednesday, January 26.
Interdisciplinary
I
Work in the City Externship: Linking
Education and the World of Work
INS 298-K
Instructors: Lois Olson and Lynda Olson
This course introduces students to the nature of work, its role
and value to the individual and to society. Seminar format will
focus on work as viewed by this generation and the requirements to succeed both now and in the future. A special
emphasis will be on self discovery learning activities, visits to
Twin City businesses and community organizations, and discussions with panels of professionals. Students will be expected to research employment trends and career options; complete a portfolio of reflections, exercises, and self assessments;
and give individual and group presentations. Students will
also explore various organizations of the Twin Cities and
understand their role and impact in a major metropolitan
area. PIN grading only.
Liberal Arts Perspective: The City
Maximum Enrollment: 20
Time: I
Room: Old Main 25
Management Information Systems
(MIS)
See listing under Business, pg. 9.
Finite Mathematics
MAT 121-J
Instructor: Anthony Dunlop
How can an industry comply with air quality standard at the
smallest possible cost? Did you know that one of the first
applications (other than gambling) of probability theory was
in genetics (on the question of whether the recessive genotypes would eventually die out)? How do we build the most
cost-effective telecommunication network of satellites given
the cost factors between pairs of satellites?In Finite Math
we'll study the topics that give the answers to these questions:
linear programming, counting and probability, and graph theory. Finite Math is for students in Math Placement Group 3
or higher who need a Quantitative Reasoning course. Class
will be a mix of lectures and small group work. Evaluation
will be based on class participation, quizzes, and exams.
Prerequisite: Math Placement Group 3
Graduation Skill Requirement: Quantitative Reasoning
Math Elective for MIS major; economics major
Maximum Enrollment: 22
Time: I
Room: Science 108
Math of Interest
MAT 173-J
Instructor: Christopher Schwartz
Learn how to determine the monthly payments on a house or
car. Find out how much you need to be socking away now to
have a million when you retire. Learn how annuities, perpetuities, and life insurance work, and more. Evaluation will be
based on classroom participation, quizzes, and a final examination.
Prerequisite: Math Placement Group 3 or consent of instructor
Graduation Skill Requirement: Quantitative Reasoning
Maximum Enrollment: 25
Time: I
Room: Science 205
Mathematics
1
Modeling and Differential Equations
MAT 247-J
Instructor: Rebekah Valdivia
In Modeling and Differential Equations, we will cover a range
of mathematical topics with emphases on mathematical modeling, differential equations, and numerical methods. We'll see
connections between mathematics and "real world" problems
and get a feel for applied mathematics. We will discuss a variety of applications in class, and students will have opportunities to select applications of interest. Modeling and
Differential equations is a must for anyone considering
majoring in Applied Mathematics and is strongly recommended for students majoring in Physics or Chemistry. It is
also for anyone considering majoring or minoring in
Mathematics. Evaluation will be based on participation,
quizzes, projects, and a final exam.
Prerequisite: MAT 146 Calculus I1 or equivalent
Maximum Enrollment: 22
Time: I
Room: Foss MAC
Beginning German I
GER I l l - J
Instructor: Don Steinmetz
This course is for students with no previous background in
German. It aims to develop basic skills in speaking, listening,
reading, and writing as tools for communication and for
understanding German culture. Classroom practice focuses
on both presentation of vocabulary and structures and the
use of the language in everyday contexts. Evaluation will be
based on participation, daily assignments, quizzes, and a final
exam.
Liberal Arts Perspective: Intercultural Awareness 2
Maximum Enrollment: 20
Time: I
Room: Old Main 10
Beginning Norwegian I
NOR I1 I-J
Instructor: Becky Hegstad
This course is for students with no previous background in
Norwegian. It aims to develop basic skills in speaking, listening, reading, and writing as tools for communication and for
understanding Norwegian culture. Classroom practice focuses
on both presentation of vocabulary and structures and the use
of the language in everyday contexts. Evaluation will be based
on participation, daily assignments, quizzes, and a final exam.
Liberal Arts Perspective: Intercultural Awareness 2
Maximum Enrollment: 20
Time: I
Room: Old Main 26
S anish and Latin-American Culture
T rough Film
I:
SPA 248-J
Instructor: Roman Soto
An introduction to the main cultural and political issues
(social conflicts, sexism, race, ethnicity, religion, language,
exile, or immigration) that characterized contemporary
Spanish and Latin-American societies as they have been portrayed in films and plays. Developed mainly through the viewing of films and class discussions, the course is complemented
with brief readings and audio-visual materials on the historic,
literary, and social aspects that contribute to the background of
these films. Most of the films are in Spanish with English subtitles, and all the class work is in English. The evaluation is
based on class participation; brief weekly, writing assignments;
and a short term paper.
Liberal Arts Perspective: Intercultural Awareness 1
Maximum Enrollment: 20
Time: I1
Room: Old Main 23
Modern Languages
I
+
Topics: Sounds and Sights of Europe
MUS 179-J
Instructor: Roberta Kagin
This course provides an opportunity to visit some of the Great
European cultural centers that provided the impetus for development of music in the cultural life in the New World. For
more information, contact Prof. Roberta Kagin,
(612) 330-1273.
Topics: Sounds and Sights of China
MUS 295-S
Instructor: Robert Karlen
+
Music, art, and architecture, as expressions of Chinese culture
over its 5,000-year history, will be examined, studied, and
experienced in four of the most important cities of China. For
more information, contact Prof. Robert Karlkn, (612) 3301266.
Survey of Rock History and Musical
Style, 1951-1971
MUS 204-J
Instructor: 0. Nicholas Raths
An introduction to the fundamentals of music and musicology
as they occur within the context of rock's inception (1950s)
and maturation (1960s) periods. This course will examine the
historical background, musical content, and methods of selected artists and their work. Evaluation will be based on class
participation, a comprehensive term paper, exam, and a group
performance project. For non-music majors.
Liberal Ads Perspective: Aesthetics
Maximum Enrollment: 30
Time: I1
Room: Music 3
Introduction to Music
Theatre Performance
MUS 235-J/THR 235-J
Instructors: Sonja Thompson and Darcey Engen
Music-theater exists in every culture, stemming from basic
human impulses to dance, sing, and express oneself. Join theatre professor Darcey Engen and music instructor Sonja
Thompson to discuss this interdisciplinary art form, and
develop your own basic skills of music-theater from China,
Japan, India, and other cultures. Course includes writing and
research, class discussion and exercises, small and large group
participation, memorization, and performance. Performers of
all levels are welcome, though some singing and acting ability
is required. Interested students will be auditioned in
December so that appropriate material can be assigned to
them. Course may be repeated with permission from the
instructors.
Liberal Arts Perspective: Aesthetics
Maximum Enrollment: 25
Time: I
Room: Sateren Auditorium
Topic: History of Caribbean Music
Studied in Miami and Jamaica
t
MUS 2 9 5 4
Instructor: Robert Stacke
Miami and Jamaica are considered the centers of Caribbean
music, where composition, recording, and world distribution
take place. The goal of this 19-day seminar is to examine and
reflect on historical, socio-political, and religious aspects of
Caribbean music. For more information, contact Prof. Robert
Stacke, (612) 330-1271.
Liberal Arts Perspective: intercultural Awareness 1
Maximum Enrollment: 30
Music
I
The Mysticism of Meister Eckhart
PHI 295-J
Instructor: Mark Fuehrer
A study of some of the key texts of the great mystical philoso-
pher, focusing on the idea of detachment from worldly affairs
and the union of the soul with God while in this life. Students
will be expected to prepare brief written analyses of the
assigned readings and present two essays of Eckhart. Seminar
format.
Graduation Skill Requirement: Writing
Maximum Enrollment: 15
Time: I
Room: Old Main I1
Science, Technology, and Values
PHY 117-J
Instructors: Mark Engebretson and Bruce Reichenbach
This course will focus on contemporary problems that arise
from our developing technological capacities. We will consider problems such as the causes and effects of global warming;
depletion of the ozone layer; social, economic, and ethical
concerns in pollution cleanup; agriculture, pesticides, and
genetic effects; the prospects and problems of genetically
engineering both our foodstuffs and humans, and the urban
implications of developing a light rail system. To get a satisfactory grasp on how to approach these problems, we will first
explore what science and the scientific methods are, how science (knowing) relates to technology (doing), the structures
used for ethical evaluation, and the resulting interactions
among the three. Grading will be based on two tests and a
major project.
Prerequisite: Math Placement Group 2
Liberal Arts Perspective: Natural World 2
Maximum Enrollment: 40
Time: I
Room: Sverdrup 205
Topics: Physics in Science
and Fantasy Fiction
PH Y 220-J
Instructor: J. Ambrose Wolf
This course deals with physics aspects in movies as well as in
science fiction and fantasy fiction literature on a conceptual
level. We will explore scenes and settings in which physics plays
an important role and also learn to discern if they are physically correct or not. This will also expand the awareness of physics
in everyday life, where it is encountered and how it works. The
math component of this course will be minimized in favor of a
better grasp of the concepts and thought processes involved.
Various scenes from movies and excerpts from literature will be
presented, after which the physics connection and understanding will be explored in discussions. The weekly papers will
cover one of the topics discussed in class during that week; the
long-term paper will cover a general topic from physics in
everyday life and bibliographic research. Students' papers and
reviews will also be discussed class. This course is designed for
those students who do not plan to major or minor in physics.
Grading will be based on active participation in class discussions, three (approx. weekly) short papers involving draft and
peer review (final paper and review graded) and one long
paper including a draft version corrected by the instructor.
Prerequisite: Effective Writing, Math Placement Group 2
Graduation Skill: Writing
Maximum Enrollment: 18
Time: I1
Room: Science 108
Physics
-.
I
Introduction to Space Science
PH Y 320-J
Instructor: Ken Erickson
This course provides 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). Evaluation
will be based on two exams, class assignments, one research
paper, and at least one class presentation.
Prerequisite: PHY 245 or permission of instructor
Maximum Enrollment: 15
Time: I
Room: Sverdrup 206
Social Justice in America
POL 140-J
Instructor: Andrew Kurvers Spalding
Students develop and defend their own standards of social
justice, using those standards to assess conditions in urban
America. Substantial participation in class discussions
required. The course has two goals: developing student thinking about social justice, including greater awareness of conflicts between justice and other values; and increasing student
ability to understand urban problems as issues of justice and
other central values. Evaluation will be based on participation
in discussion and other class activities, on two short (4-6
page) papers and on a final exam. Because of the compressed
time frame of the Interim schedule and the importance of
material covered on the first day of class, no one will be
admitted to the class who does not attend the first day of
class, unless receiving prior permission of the instructor.
Liberal Arts Perspective: The City
Maximum Enrollment: 20
Time: I1
Room: Old Main 18
Global Peace and Justice: Focus on
Northern Ireland
POL 295-J
Instructor: Joe Underhill-Cady
The course will examine the political, social, and psychological roots of international conflict and current efforts at preventing and resolving bloodshed and oppression. We will use
the class as an opportunity to prepare for the 2000 Peace Prize
Forum, which will cover topics of the conflict in Northern
Ireland. The course will begin with a study of a range of theories used to understand international conflict- including
power politics, psychological and cultural theories, Marxism,
liberalism, and feminism. Readings will include historical and
fictional treatments of the conflict in Northern Ireland, and
we will view some films related to the topic, including The
Crying Game. The class will also involve the use of simulation
and role-playing of international negotiations to give students
a feel for the difliculties and complexities of dispute resolution.
Maximum Enrollment: 20
Time: I1
Room: Old Main 26
Topics: Women in Comparative Politics:
Daughters or Stepdau hters: Russian
"Women on the Eve o the
Millennium"
9
POL 195-J
POL 359-J
Instructor: Nadezhda Shvedova
An overview of the situation of Russian women today. The
course will combine discussion and lecture on the situation of
women in Russia. Shvedova, a leading activist on women's
issues as well as an educator, will provide the distinctive perspective of her experience as a Russian woman. The course
will cover women in the economy, politics, in the mass media,
Political Science
I
etc. There will also be attention to issues such as women's
struggle to gain real equality and a voice in society, violence
against women, and the impact of Russia's economic crisis on
women. There will be two or three short papers, plus a longer
(10-12 page) paper at the end of the term. Readings will be
taken from books and articles.
Maximum Enrollment: 25
Time: I1
Room: Old Main 27
Principles of Psychology
PSY 105-J
Instructor: Grace Dyrud
An introduction to the methods and approaches used in psychology for the purpose of understanding behavior.
Applications of psychological concepts to everyday situations
are emphasized. Evaluation will be based on means of two
tests and two lab reports.
Liberal Arts Perspective: Human identity
Maximum Enrollment: 25
Time: I1
Room: Old Main 10
Psychology and Law
PS Y 335-J
Instructor: lVancy Steblay
Application of psychological principles and research methodology to legal processes and issues. The course emphasizes
three content areas: eyewitness issues (such as lineup and
interview procedures), courtroom procedures (jury selection,
jury decision-making, pretrial publicity), and psychological
profiles of offenders and victims. Grades will be based on
exams and one paper.
Prerequisite: PSY 105
Maximum Enrollment: 25
Time: I1
Room: Old Main 25
Peer Ministry: Principles and
Leadership
REL 232-J
Instructor: Lyle Griner
Students will be instructed 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
listenerlhelper. Peer ministry integrates the act of caring and
serving others within a Christian belief system.
Prerequisite: REL 111 or 221
Liberal Arts Perspective: Christian Faith 3
Maximum Enrollment: 40
Time: Jan. 10-13, 9:00 a.m.-5:00 p.m. and Jan. 4,6,18,25,27, 9:00 a.m -1 1:30 a.m.
Room: Murphy Place 100
The Lutheran Heritage
REL 345-J
Instructor: Mark Tranvik
Beginning with Martin Luther, this course will study the main
themes and figures of the Lutheran tradition. Class time will
include field trips, discussion, and lectures. Exams, student
participation, and papers will be the basis for evaluation.
Prerequisite: REL 111, 221, or 331
Liberal Arts Perspective: Christian Faith 2 or 3
Maximum Enrollment: 25
Time: I
Room: Music 22
Religion
Theology of Death and Dying
REL 390-J
Instructor: John Benson
This will be a multidisciplinary course, using materials from
biology, psychology, sociology, history, world religions, and
Christian theology proper. It will also be ecumenical, since
some of our theological material will come from Roman
Catholic as well as Protestant sources. Religious traditions
regarding death and the afterlife will be studied, and various
ethical questions related to death and dying will be considered. Field trips in the Twin Cities are also planned. We will
become acquainted with the field of mortuary science, the
hospice movement in the United States, and current medical
practices related to the terminally ill. Daily lectures, discussions, quizzes, and written assignments will be the format.
Grades will be based on class participation, two tests, and oral
presentation of a research project.
Prerequisite: Religion 111, 221, or 331
Liberal Arts Perspective: Christian Faith 2 or 3
Maximum Enrollment: 25
Time: I
Room: Music 23
Varieties of Christian Spirituality
REL 440-J
Instructor: Janelle Bussert
A study of selected spiritualities from the Christian tradition
and of contemporary developments, including 12-step spirituality, feminist, ecological, and non-Western Christian spiritualities. An introduction to the basic practices of spirituality,
especially prayer and meditation. Evaluation methods include
quizzes, experiential journals, class presentation, and a final
paper.
Prerequisite: Religion 11 1, 221, or 331
Liberal Arts Perspective: Christian Faith 2 or 3
Maximum Enrollment: 25
Time: I1
Room: Murphy Place 11 1
Exploring Human Services
S WK 257-1
S WK 2 5 7 4
Instructors: Mary Lou Williams and Lois Bosch
Experiential learning occurs as students volunteer 80 hours in
a service agency or institution that they select. The placement
must be approved by course faculty and supervised by agency
staff. The course is designed to help students learn about
themselves in relation to a possible major or future career in
the human services.
The three-hour weekly seminar is devoted to discussions that
assist students in integrating agency experiences and readings
that explore the historical development of social welfare as an
institution and the nature and value system of social work as
a profession. Students will also examine and critique the manner in which social, economic, and political structures impact
diverse groups in society. Students will focus on their own
responsibilities in society, as well as examine their personal
value system in relation to special concerns, such as poverty
and the "isms." Detailed information will be sent to students
at the close of Interim registration.
Liberal Arts Perspective: The City
Maximum Enrollment: 60, 2 sections
Time: I
Room: Foss 21 A and B
Topics: Child Welfare Social Work and
the Law
S WK 295-J
Intructor: Tony Bibus
This course will introduce students to social work practice in
the area of child welfare with special focus on the relationship
of child welfare laws, policies, and court to the lives of families and children. Students will study Minnesota statutes, meet
with key policy makers, observe court procedures, and discuss
practice and legal issues with child welfare social workers and
possibly with families and children as well. There will also be
opportunities to compare child welfare laws and practice in
the U.S. with those in Europe, especially Norway. The principles of permanency planning, family-centered practice, prevention and protection, and the twin goals in child welfare of
securing safety and nurturing children while preserving their
ties to their family will be examined. We will also explore
controversies and emerging issues in child welfare law such as
concurrent planning, "dual-track" service strategies, encouragement of the adoption of children of color by white families, and research related to the effects of poverty and oppression on the neglect of children's need. Students will analyze
the dynamic interplay of societal values, power, politics, facts
and myths as they manifest themselves in child welfare laws;
they will begin to form their own positions regarding an ideal
approach to supporting the welfare of children from a global
perspective. Evaluation of learning will be in the form of
assessments by instructors and students of the major paper or
project completed for the course.
Prerequisite: Social work majors or permission of Instructor
Maximum Enrollment: 20
Time: I1
Room: Sverdrup 20
Field Work I: Integrative Seminar
S WK 307-J
Instructor: Mike Schock
Junior social work majors are required to have 240 hours of
supervised professional experience in a social work agency.
This small-group seminar supports the first 120 hours of this
placement and is facilitated by the faculty member who serves
as liaison to the student's practicum field agency. The course
provides structure and process for students to integrate learning from their practicum and academic coursework focusing
on generalist practice with individuals.
Prerequisites: Candidacy status, SWK 301, and SWK 306
Maximum Enrollment: 12
Time: I
Room: Murphy 111
Social Work
Field Work Ill
SWK 466-1 (variable 1.0 credit or 0.5 credit)
Instructor: Maria Dinis
This is a continuation of Field Work 11; a total of 60 (for the
0.5 credit option) or 120 hours. Responsible, supervised professional social work experience, including work with individuals, families, groups, and communities in a social service
agency. Integrative weekly seminar (two hours). Students will
be evaluated by: (1) weekly theorylpractice papers integrating
course content with work setting, (2) attendancelparticipation, and (3) field site supervisor's evaluation.
Prerequisite: SWK 462
Maximum Enrollment: open
Time: I (class will meet in small groups, no more than 11 at a time)
Room: Old Main 21
Human Community and
the Modern Metropolis
SOC 21 1-J
Instructor: Gordon Nelson
This course will examine the extent to which the experience
of the community is possible in the context of the metropolitan situation. The course will focus on the Twin Cities metropolitan area. Each member of the class will be responsible for
a class presentation, which must reflect on-site observation in
a particular locale within the metropolitan area. In addition,
class participation and a final examination will be the basis
for evaluating performance in the course.
Liberal Arts Perspective: The City
Maximum Enrollment: 25
Time: I
Room: Music 24
Topics: Cultures of Violence
SOC 295-J
Instructor: James Vela-McConnell
Street gangs and warfare. Police brutality and genocide.
Domestic abuse and terrorism. What are the dynamics underlying these and other forms of violence?What do they have in
common? How do they differ? This course takes violence in
its many forms as a topic for sociological analysis and concludes with an examination of non-violent alternatives. With
this in mind, we will compare different theoretical perspectives on violence, such as psychological, social psychological,
and socio-cultural perspectives. The course will involve a
combination of lecture and discussion based on readings and
videos, debate of current issues in the field, and guest speakers
from and field trips to local organizations dealing with problems of violence. Students will be expected to research, write
about, and present on the sociological dimensions of a particular form of violence. In addition, there will be short reaction
papers based on the readings, and classroom participation
will be an important part of grading. This course has a lab
fee of $25 payable the first day of class to the instructor.
Maximum Enrollment: 20
Time: I1
Room: Sverdrup 206
Sacialaav
Topics: Discrimination, Harassment,
and Communication
SPC 295-J
Instructor: Robert Groven
If you keep sending poems to an old flame at work, are you
harassing them? If your boss tells racist jokes at a bar after
work, are they guilty of discrimination? Why are neo-Nazis
allowed to march through Jewish neighborhoods, but they
aren't allowed to hurl racial insults at co-workers?
Discrimination and harassment are in the headlines regularly,
but most people don't know what they really mean. What
kinds of communication constitute discrimination or harassment and why? This course covers all forms of illegal discrimination including gender, race, disability, religion, and sexual
orientation. It focuses on the legal approach to discriminatory
communication, but also examines the reactions of employers, employees, and organizations generally. This course uses
the "case method" teaching approach, where many specific
examples are studied to produce general conclusions. The
course involves role-playing, game-playing, debate, and writing. Course work includes a few short papers, one project, and
one test.
Maximum Enrollment: 20
Time: I
Room: Old Main 18
Documentary Video
SPC 347-J
Instructor: Deb Redmond
Documentary video is a video production course that integrates lecture and criticism with hands-on experience dealing
with non-fiction subjects. Students will work in production
teams, gaining experience in field production and editing. The
production teams will produce a 30-minute documentary
piece. Evaluation will be based upon student journals, critiques, and a paper. This course requires additional lab time
for editing.
Maximum Enrollment: 16
Time: I
Room: Science 123
Introduction to Dance
(0.0 credit)
THR 002-T/HPE 002-T
Instructor: Sandra Agustin
With each session beginning with a rigorous physical warmup, this class offers an overview of various forms of dance,
including modern, ballet, Asian, and Latin forms.
Graduation Skill Requirement: Lifetime Sporl
Maximum Enrollment: 15
Time: 12:OO-1:00 M, T j W Th, F
Room: Sateren Auditorium
Modern Dance/lmprovisation
(0.0 credit)
THR 004-UHPE 004-2
Instructor: Sandra Agustin
Students will learn various phrases of movement incorporating floor exercise and will learn to travel through space using
level, volume, and floor pattern, culminating in the creation
of short, improvisational pieces.
Graduation Skill Requirement: Lifetime Spolt
Maximum Enrollment: 15
Time: 12:OO-1:00 M, T j W Th, F
Room: Sateren Auditorium
introduction to Music
Theatre Performance
THR 235-J/MUS 235-J
Instructors: Sonja Thompson and Darcey Engen
See course information listed under MUS 235-1.
Topics: Crossing Borders, Bridging Cultures
An Interdisciplinary course in Norway for
Students in Social Work and Education
January 6 - 27, 2000
EDC 495-P/S WK 295-P
Instructor: Hans Eriksson; Augsburg contacts: Tony Bibus or
Susan O'Connor
Will introduce students to modern Norwegian life, with particular emphasis on Norway's systems of education and health
and welfare services to children, youth, and families. Students
may take one of two separate but parallel tracks: "Winter
Recreation Programs with Children and Youth" or "Social
Work, Child Welfare Work, and Education." Lectures, field
study and practicum experience will introduce students to the
content and context of professional practice in Norway as well
as the unique Norwegian system of folk high schools. All
classes will be taught in English and will contain both U.S.
and Norwegian students.
Cost: $2465, which includes roundtrip airfare from
Minneapolis to Trondheim, Norway, all meals, lodging, program expenses, and course tuition.
UMAIE
SPP 201-J
3-
Augsburg is part of a consortium called UMAIE, Upper
Midwest Association for Intercultural Education, that offers
overseas learning experiences during the Interim. Further
information about the following courses can be obtained
from Cynthia Truitt Lynch at the Center for Global
Education, CB 307, Augsburg College, 221 1 Riverside Ave.,
Minneapolis, MN 55454, (612) 330-1650. These courses are
offered on a PIN basis only and generally carry a lower division number.
*Advanced Spanish Language and Culture in Argentina
'Br~irrttitigC;~tt~rrln
in Germany
"I,'oitvogi~i,q
C,'tdtrrres in Mexico's Yucatan Peninsula
Interim Abroad
*Egypt in Transition
*In the Footsteps of the Crusaders: from Jerusalem to Malta
*The Many Faces of Japan
*Poets and Their Places: Ireland's Literary Landscapes
*Psychology and the International Workplace in Britain
*The Rhine Frontier: On-Site Cultural History at the Heart of
the European Union
Other Interim Abroad Courses
HECUA
"Environment, Economy and Community in Guatemala
*Development and Community in Bangladesh
ACTC Creative Writing Workshop
at Augsburg College
Locating Yourself in the World Through Poetry
Course will carry upper division English credit
Instructor: Roseann Lloyd
This course gives advanced writing students new ways of
expanding their range in poetry. Students will develop their
range by intensive writing practice-poems in many forms:
lyriclnarrative poems, section poems, monologues, prose
poems, political poems. Students will keep a Voices Journal,
collecting language around town. In addition, each student
writer will conduct an interview of an older person and make
poems from that interview. The class texts focus on poetry
that observes the world, poetry grounded in a particular culture, such as Five Fields, by Gillian Clarke, Touching the Fire:
Fifleen Poets of Today's Latino Renaissance, edited by Ray
Gonzalez. Evaluation will take into account the completion of
process/exercises, class attendance, and a final portfolio. This
is an upper division class for writers who are committed to
their own writing and have already completed an introductory creative writing class at the college level. Each ACTC college may send three writers to the course, on the recommendation of the creative writing faculty. To be considered for
enrollment in this course, contact Cass Dalglish, (612) 3301009, or Roseann Lloyd, (612)330-1423,before registration.
Time: Monday through Thursday 12:OO-4:OOp.m. Fridays will be used for extra conferences, interview time, and group work.
Room: Anderson 100
ACTC
Other Courses
These courses are offered by institutions or groups not connected with Augsburg College but have been approved for
credit by the College. Most carry a tuition cost plus other
expenses that are the responsibility of the student. They are
offered only on a PIN basis.
The Washington Center 2000
Academic Seminars
Campaign 2000
January 3-14, 2000
POL 398-A
This is a two-week intensive session held in the heart of the
United States government that will focus not only on the new
millennium but on the beginning of a new presidential campaign. In the two-week session, the following will be the primary focus: Campaign Politics, and The Media Pursuit of the
Presidency
The Washington Center is offering the above two topics for
the session. Augsburg students must register for the whole
two-week session in order to receive credit (January 3-14).
Credit is available from the political science department for
this program. The course is a passlno credit course based on
participation in program activities including site visits, small
group seminars, and journals.
For further information about the program, contact Prof.
Underhill-Cady in Memorial Hall 112b or at (612) 330-1312,
or by email: <cady@augsburg.edu>. There are five scholarships available to cover registration and tuition costs based on
priority in registration through Prof. Underhill-Cady's office.
Other Courses
I
Show less
L
.
- -
-
augsburg in the summer
Augsburg College offers a varied summer curriculum
that includes courses in more than 16 academic
disciplines as well as internships and
independent studies. Term I runs
from May 30 to June 23. Term I1
runs from June 26 to August 3.
A detailed listing of... Show more
L
.
- -
-
augsburg in the summer
Augsburg College offers a varied summer curriculum
that includes courses in more than 16 academic
disciplines as well as internships and
independent studies. Term I runs
from May 30 to June 23. Term I1
runs from June 26 to August 3.
A detailed listing of courses begins
on page 8.
term one
summer session info
I1
w
I
May 30 to June 23
term two
%
June 26 to August 3
Augsburg College is a four-year, liberal arts college located in the heart of
Minneapolis, and affiliated with the Evangelical Lutheran Church in America.
Augsburg is accredited by the North Central Association of Colleges and Schools.*
T h e small college environment, about 3,000 students during the academic year, is
enriched by the many opportunities found in this vibrant metropolitan area.
Augsburg's setting allows students to participate in a host of cultural and recreational activities.
II
I
(312)263-0456.Web site <wwtu.ncacihe.org>
Augsburg general education:
Courses fulfilling Augsburg's Liberal
Arts Perspectives and Graduation
Skills requirements are so noted along
with the description of the course.
Course levels: T h e first digit of the
three-digit course number indicates the
course level. Course numbers beginning with a "1" or "2" are lower division courses and are intended primarily
for freshmen and sophomores; course
numbers beginning with a "3" or "4"
are upper division and are primarily for
juniors and seniors.
about
augsbu
* North Central Association of Colleges and Schools, Commission on Jnstitutionr of Higher Education,
Course loads in Summer Session:
Students may take one course credit
during Term I and up to two course
credits during Term 11. Unless otherwise indicated, all courses carry a value
of one course credit. O n e Augsburg
course credit is the equivalent of four
semester credits and six quarter credits.
'
Independent study: Independent studies inay be arranged in consultation
with individual faculty members.
Internships: In addition to those listed,
internship opportunities may be
arranged individually during the summer. Academic internships are carefully
planned work-based learning experiences, supervised and evaluated by a
faculty member. Consult the Center for
Service, Work, and Learning at (612)
330-1 148 for more information.
Employer reimbursement:: Students
who qualify for reimbursement by their
employers may use their reimbursement
to pay for Summer Session courses.
Housing: Students who need housing
may contact the Residence Life Office
at (612) 330-1488.
T h e College reserves the right to
cancel listed courses.
information
Additional information may be
obtained from:
Summer Coordinator
Augsburg College
Campus Box $144
22 11 Riverside Avenue
Minneapolis, MN 55454
(612) 330-1787
www.augsburg.edu/summer
eligibility
Persons in good standing at regionally
accredited colleges and universities,
graduates of s ~ ~ institutions,
ch
and students admitted for the next fall term are
eligible to attend Augsburg Summer
Session. Good standing implies that the
student has been admitted and not subsequently dropped by that institution.
Other persons wishing to take summer
courses should contact the coordinator
of summer school to ascertain eligibility
under special circumstances.
Students accepted for Summer Session
are not automatically granted admission
as regular students of Augsburg College.
Those wishing to begin a degree program at Augsburg should apply to the
Office of Undergraduate Admissions,
(612) 330-1001, or the Weekend College
Admissions Office, (612) 330-1743.
calendar
~yschedule
ning April 10, yo1
-.~mmer Session courses at the
Enrollment and Financial Services
Center between 9:00 a.m. and 5:00
p.m. A $100 tuition deposit must be
paid at that time for each course scheduled. This deposit will be applied to
your summer school tuition and is not
refundable unless the course is canceled. If a course that you have scheduled is canceled, you may elect to
receive a refund or apply the deposit to
the tuition for another course. We recornmend that you schedule your courses as early as possible. Many courses fill
early, and courses with low enrollments
will he canceled one week before the
first day of the term. Tuition must be
paid in full at the Enrollment and
Financial Services Center (see deadlines below), or you will be dropped
from your course(s).
Summer registration may be confirmeci
beginning May 10. Students taking
courses during Term I must complete
their registration by May 31. Term I1
registration must be completed by
June 27. This procedure applies to all
summer classes, including internships
and independent studies. T h e
Enrollment and Financial Services
Center is located in the Science Hall,
Room 152 and is open from 9:00 a.m.
lay. It
to 5:00 p.m. Monday thi(
w ~ l he
l open un ' ' 1.m. on lvlay 10
and May 31 anc
une 26 and 27.
en on Saturdays
T h e center i
between 10:OO a.m. and 1:30 p.m.
when W e ~ t - n JCollege is in session.
paid in full in order for
Tuition ~n
I to be complete.
r reg
.-1.
Irg s~uuentswho have unpaid
; from previous terms must pay
. .
these balances before they may confirm
their sumn
'loo1 registrations.)
A late fee oi
5 will be assessed for
students who register after the second
day of the term. N o Term I registrations will he accepted after June 2nd,
and Term I1 registrations will not be
accepted after June 30th.
To change your registration you will
need to fill out an add/ilrop form at the
Enrollment and Financial Services
Center. There is a charge of $75 for
changing a course after 3:30 p.m. on
the second scheduled day of each term.
This procedure applies to internships
and independent studies as well as
scheduled courses. Refunds and adjustments to fees are outlined in the
"Tuition Refund Policyn section of this
brochure.
Scheduling begins
Balance of tuition due
Classes begin
Balance of tuition due
April 10
May 19
May 30
May 31
Last day to:
*Change grading option
June 9
*Drop class without notation
June 2
*Register with late fee of $75
June 2
(no registrations will be accepted after this date)
-1oliday
.ast day to withdraw from class
lasses end
3rades due in registrar's office
June 16
June 23
July 5
April 10
June 26
June 26
June 27
July 14
June 30
June 30
July 3 & 4
July 31
August 3
August 11
Atrfishnrg(:ollege, os affthl~cdi n i l s mission, does not discrilninare on the hnsis of race, color, crecd, pligion,
nutior~alor ethl~icorixin, oge, gerldir, ~ e x l r aoil'rntatii~n,
l
lllotirnl stattts, srrrtirs with iewinl [ i t [~~cblic
nssistonce, or
dls<~hilityin its edircntiun policies, rvbnissionr j~olicies,zcholnrship and loan [mlpolns, athletic at~d/o~.sihoolodlninistered I ~ r ~ ~ g r o rercel~t
n s , i n those illhta~lcerqoherc religion is n hona fidr ~ ~ c c ~ ~ p n t y~mlificc~tion.
ionnl
Arrgsh~tr~
r d ~ ~ r o v i d imosonnhle
l~ji
ncc~~~nmodntiol~z
to its elnl~loyeesorld its stlrclentr.
Cullege iis o ~ l n ~ n i l t to
A n y ~11~estiollr
concerning Alrgsbl~rg'scolnl~liancewith federal or state regularions ilnj~lelnentil~g
eqlcol access o r ~ d
bl~portr~nity
can be directed to Lorn Sterl, nfi?natiz,e n c ~ i o ncoordilla~or,(3ffce of H l r l n n l ~Resi>urces,CB 79,
Augshlcrg Collefir, 22 i I Ritcrzide Avr!, Mimleal~olis,MN 55454. She can be reached by telel~hone,
( 6 1 2 ) 330-1023; n i by e-lnail, <.steilQo~rgshrrg.e~l~r>.
map of augsburg
uition charge for 2000 Summer
3ess10n courses:
$950 for full-crecrlL ~ourses
$475 for half-credit courses
$240 for quarter-credit courses.
Audits are charged at the tuition
tuit
refu
I policy
T h e $100.00 per course deposit is no
refundable. A refund of all or part of
the remaining fee is calculated from the
date of the student's official course cancellation at the Enrollment and
Financial Services Center.
'
Schedule of refunds:
Prior to the first scheduled class
meeting-100% of the refundable
portion of the fee.
Prior to the second scheduled class
meeting-75% of the refundable
portion of the fee.
financial aid
Eligibility for Summer
Session attendees
Financial ai
~ilableto students
:pted for enrollment in
enrolled or
Augsburg d
r weekend programs.
Students who maintain half-time
status (as defined by the program in
which they are enrolled) are eligible
to apply for financial aid.
pPO~rdnl
Students enrollea tn summer Terms I
and I1 combined or only Term I1 may be
eligible to apply for the Federal Stafford
Loan, Federal Pell Grant, or the
Minnesota State Grant.
WEC program
No aid is given for summer Term I as it
runs concurrently with the WEC spring
trimester.
Students enrolled in summer Term I1
may be eligible for the Federal Stafford
Prior to the third scheduled class
meeting-50% of the refundable
portion of the fee.
Courses with fewer than 12 scheduled
class sessions will use a prorated
version of the schedule of refunds.
College Map lniorrnallon
1. Admissions Weekdav. Prooram
2 A r S.r~clbreE l l rdnce (Novemoer Irbro.gn Marcn)
3. Anllerson-he son Aln e. r Fnelu ana SeasonalA r
Slruclure
4. Chrislensen Cenler (Inlarmal~anDesk)
5 East Hall
6. Facully Guest House
7. FOES,Lobeck. Mlles Center lor Worship, Drama
and Comunicalian (Tjornhom-NelsonThealre.
Hoverslen Chapel)
& Georoe Sverdruo Hall
9. Husby-StrammenTennls Courls
10. Ice Arena
11. Jeroy C. Carlson Alumni Cenler
1 2 Lindell Library
13. Mainlenance and Grounds Shop
14 MortensenTower
15. Murphy Place
16. Murphy Square
17, Music Hall
10.New Residence Hall
-
B~~.b~lv=-~~
old
20 Oscar Anderson Hall
21. P.0 c Rca. ons & Carnrn .n ~.xlans
22.0.ad
23,Sclenee Hall
~
24. Security Dispalch Center
25,Shipping and Recslvlng
26.Si Mslby Hall
27, Sverdrup-onedal Memorial Hall
26.Umess Hall
Parklng Lots
A. AdmissiansiFacultylStaHParking
8. FacullylSlaHiC~mmulerlResidenl Parking
C. FacullyiStaHParking
D. FacullyiSlaHiCommutsrParking
E. Commuler Parking
F. Residsnl Parking
G. Visllor Parking
H. Faiwiew-University Parking Ramp(pay parklng available)
campus location
35W from the North-
Loan, Federal Pell Grant, or the
Minnesota State Grant.
Take Washington Avenue exit and turn left on
To apply
Avenue South.
Washington (turns right onto Cedar Avenue),
turn left at Riverside Avenue, right at Zlst
The financial aid deadline for the
Summer Session is April 15, 2000.
Contact the Enrollment and Financial
Services Center at (612) 330-1046 for
application materials and additional
assistance. Early application is advised.
1-94 East from MinneapolisTake 25th Avenue exit, turn left at 25th Avenue,
turn left at Riverside Avenue, turn left at 21st
Avenue South.
1-94 West from St. PaulTake Riverside exit, turn right at Riverside
Avenue, turn left at 21st Avenue South.
35W from the SouthFollow the 1-94 St. P a u l signs (move to right
lane after each of two mergers). Take 25th
Avenue exit and turn left at Riverside Avenue,
turn left at 2lst Avenue South.
I Ione
-
30t0,
applicatiol
rinnal crrr
ART 100/300 (with HIS 1951331)
Topics: Designed Environment
~ndllis course addresses the designed environment,
e intentionally designed places in which we
,e. We will investigate architecture, landscape
~hitecture,and urban design, both in class and
site visits to prominent local examples of
design excellence.
City or Aesthetics
9 -1 1:20 am
M, T; W, R, F
Science 123
ACC 221-S
Stoller
Principles of Accounr~~
basic concepts
Introduction to business
and fundamentals of accounting, the accounting
cycle, and preparation of financial statements.
9-1 1 2 0 an
C1assroon
Ve23
'tneories and techniques for educa
-!
T; W,R, F
Foss Mac
ENG 245
Introduction tc
rature
Swanson
A n initiation inro rne formal study of fiction,
poetry, and drama, drawing on works from several
periods, different cultures and races, and male and
female writers. This course aims in particular to
develop students' critical and analytical skills as
the prerequisite for all upper level courses in literature. Persp.: Aesthetics
3-6 pm
M, T; W, R
Old Main 10
.LL,
9-11:20 am
M, T; W, R, F
Old Main 18
ACC 3 2 2 3
Accounting Theory & Practice I
A n 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. (Prereq.: A C C 222)
6-9 pm
M, T; W, R
M, T; W, R
Sverdrup 202
BUS 3 3 1
Kapoor
Financial Manaeement
Topics related to theory acquisition, fund allocation and management, sources and uses of long
and short-term funds, capital costs/budgeting,
leverage, and dividend policy. (Prereq.: ECO 113,
ACC 222, MIS 379, and MPG 3).
6-9 pm
M, T. W, R
Foss 43
p
.-
i:'~
HIS 1951331
ART 1001300)
To~ics:Design
lvironment
Kimball
r the designed environment,
This course adc
the intentionally uesigned places in which we
live. We will investigate architecture, landscape
architecture, and urban design, both in class and
in site visits to prominent local examples of
design excellence. City or Aesthetics
Science 123
9- 11:20 am
M, T W, R, F
Old Main 29
BUS 2 4 2 3
Principles of Management
Cerrito
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.
6-9 pm
r
F
7n.s
Erickson
Educational Technolow
-,
You will be exposed to basic theories of communication, selection, evaluation and research.
Become skilled in some of the digital tools used in
today's schools. Learn how to choose appropriate
I N S 105
Introduction to American Indian Studies Rowe
A n overview of the American lndian studies curriculum-history and>literature, federal Indian policy, land issues, reservation and urban issues,
cross-cultural influences, art, music, and language.
(Reauired
for American Indian Studies minor)
.
Persp.: lntercultural Awareness 1
.
6- 9 pm
M,T;W, R, F
F
I N S 199-Sl399-S
Internship
Olson
A work-based learning experience in which a student designs a learning agreement plan that links
the opportunities and responsibilities found in the
placement with specific learning objectives that
are evaluated for academic credit. The internship
nlacement must be aooroved bv the facultv suner-
.
Arranged.
1-
6-8:20 pm
Limit 8 students
M, T; W, R. F
Music 20
- .-- ..-..
SPA I l l - S
Beginning Spanish I
1:arrcll
A.tn3 r~~ . I C \ L . ~ I I ~ f0..1 I><I>IC $k~ll>.
ttti.Icr~t,il~.l~ng,
<pc'~kt~ie,
.
- ~e:~.I.nc,1n.I nrtring of e l ~ , ~ ~ ~ i , n t : ~ r y
Spanish. lntroduction to the culture of the
Spanish-speaking world. Laboratory work is an
integral part of this course. Persp.: lntercultural
Awareness 2
M , T; W, R, F
Old Main 29
Old Main 18
critically, understand timeless ideas, listen carefully, and question thoughtfully.
Graduation Skill: Critical Thinking.
This Institute is also open to current teachers.
19-23 seminars
8:30 am - 4:30 p.m.
Foss 21
POL 241
Environmental and
River Politics
Underhill-Cady
The course explores the relationship between
urban development, government policy, and the
river environment. Students will critically examine historical developments, the changing relationship between society and the environment,
and current policy debates about the river.
Students will undertake service-learning projects
relating to the Mississippi River and explore the
river by boat. Grad Skill: Critical Thinking,
Persp.: Social World (pending). Lab fee: $50
1-320 pm
Old Main 25
REL 357-S
Giants of the Faith
Tranvik
A study of the lives and theology of well-known
Christian thinkers. lncluded are heures like
. \ ~ O ~ . . > ~Ei>n~i~~cfier,
IIIC,
:III.I D.trcxlly Ihy
I'erq)..
911:20Cam
h r ~ v . . ~F.11th
n
I or 1
M, T; W, R, F
Old Main 18
T W, R, F
Old Marn 10
SWK 260
Humans Developing
Link
This course provides an understanding of human
growth through life and of the sociocultural, biological, and psychological factors that influence
the growth of individuals and families. Growth
related to diverse populations and groups or special stresses is also a focus.
Persp.: Human ldentity
6-9 prn
M, T; W, R, F
Science 205
_3C 1213
Introduction to Human Society
Pippert
What is society and how does it make us who we
are? Course study focuses on an understanding of
culture, social structure, institutions, and our
interactions with each other.
Persp.: Social World
9-1 1:20 am
INS 120:
June 19-30, 2000
Paideia Seminars
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
M , T; W, R
M,
MUS 155
Class Piano (.25 cr)
Dawe
This course is designed for music majors/minors
whose primary applied area is an instrument other
than piano, and who have had little or no piano
training prior to college. The course will teach
the skills needed to meet the Augsburg Music
Department piano proficiency requirement.
(Prereq.: MUS 101 or permission of instructor)
1-3:20 pm
6-9 pm
.
individual faculty in the specific majors.
Contact the academic department directly to
make arrangements.)
--
I
PSY 3 6 2 3
Hanson
Abnormal Psychology
A n introduction to psychological disorders.
(Prereq.: PSY 102 or 105)
M, T; W, R, F
Sverdrup 206
SPA I l l - S
Public Speaking
Groven
The course focuses on speech preparation,
organization, audience analysis, style, listening,
and overcoming speech fright. Graduation Skill:
Speaking. (Note: Students may take either SPC
111 or SPC 112 for credit, but not both).
9-1 1:20 am
M, T; W, R, F
Old Main 29
-
BUS 340-S
Human Resourc- .
Personnel function
B
Cemer..
iiness, acquisition, and
and society. (Prereq.:
A
@
EED 3 5 0 3
K-6 Mathematics Methods
Stevens
Examination and preparation of materials and
resources for mathematics at the kindergarten and
elementary levels. (Prereq.: PPST and admission
to teacher education program)
3-5 p.m.
Bollmar
course, studentselthis first level
important concepts of painting. Most class time is
spent painting. Slide lectures, demoktrations, and
critiques complete the learning ex -ce
Persp.: Aesthetics
6-9 pm
T; R
-in
M. W
6-9 pm
..I,
W
Music 24
17
c l d
ART 1 3 2 3
Photography
Raschke
The camera will be used as a tool for visual creativity and expression using black and ,,,hire photographic processes. Students need access to a
35mm, single-[ens reflex camera. Estimated cost of
film, etc.: $200-225. Persp.: Aesthetics
6-9 pm
Limit: 14 students
anagement
Cerrito
and principles related to the manage- - ~of
t operating functions taught from a managerial viewPo!
examples from various
- (Prereq': BUS 242 Or 'Onindustries and
sent of instruct
old ~~i~
ACC 2 2 2 3
Principles of Accounting I1
Kader
A continuation of ACC 221. lntroduction to
business activities, accounting for corporations.
Basic concepts and fundamentals of managerial
accounting, planning and controlling processes,
decision-making, and behavioral considerations.
(Prereq.: A C C 221)
9-10:45 am
Music 24
M . T W, R
Principles of Computing for Business
Braun
Course teaches PC skills using Windows 98 and
business related problem solving using the
Microsoft Office Suite(Word, Excel, Access,
PowerPoint). Computing concepts and lnternet
are also
The hands-0n
approach is supplemented with computer-based
training and software for use in and out of class.
(Prereq.: MPG 3 or a "Pass" in MAT 103)
6-9:00 pm
TR
Foss 42
MIS 3 7 9 4
Quantitative Methods for
Business and Economics
Kaminsky
The course is an introduction to quantitative reasoning to assist students in reading and interpreting data. Topics include descriptive measures,
probability, sampling distributions, estimation,
and hypothesis testing with emphasis on applied
problems in business and economics. (Prereq.:
MIS 175 or 370 and MPG 3 or a grade of 2.0 in
MAT 105)
6-9 pm
M, W
Foss 43
T; R
Sverdrup 17
EED 360-S
Kindergarten-Elementary Curriculum:
Science (0.5 credit)
Stangl
Examination and preparation of materials and
resources for science at the kindergarten and elementaty level. (Prereq.: PPST and admission to
teacher education program)
6:30-8:30 pm
T; R
Old Main 4
EDS 3 9 0 3
Communication Skills in the
English Classroom
LaDuca
This course is for English-education majors who
plan to teach high school English. It is designed
to improve students' skills in public speaking, oral
interpretation, listening, and small group discussions, as well as to explore methodologies for
teaching and incorporating these skills in the high
school English curriculum. (Prereq: PPST and
admission to teacher education program)
6-9:30 pm
T; R
Sverdrup 20
ENG 3 6 1 3
Studies in Modern Fiction
Clayton
The course focuses on contemporary 20th century
prose works. It includes Native American and
European writers, with an emphasis on nonWestern (Asian and African) fiction. (Prereq.:
ENG 245 or consent of instructor) Persp.:
Intercultural Awareness 1. Graduation Skill:
Writing
6-9 pm
TR
Old Main 10
H P E 115
Health and Chemical Dependency Education
( S O cr)
Klauber
An analysis of chemical abuse and what can be
done for the abuser. Includes information about
school health education and services.
6-9:40 pm
M
Murphy 111
HIS 103
Anderson
A study of the main currents in Western civilization from the French Revolution to the present.
Persp.:Western Heritage
6-9 pm
T; 8
Old Main 13
EDS 391-8
Teaching Mass Media ( 5 0 credit)
LaDuca
This course is for English-education majors who
plan to teach high school English. Explore the
nature of media as "consciousness industries,"
examine the whys of teaching media, how to go
about it effectively,\,,hat assumptions lnedia ed"cation was based on in the past, and how to incorporate media education into the curriculum.
(Prereq.: PPST and admission to teacher education program)
I N S 105
Introduction to American Indian Studies Rowe
A n overview of the American Indian studies curriculum-history and literature, federal Indian policy, land issues, reservation and urban issues, crosscultural influences, art, music, and language.
(Required for American lndian Studies minor)
Persp.: Intercultural Awareness 1
6-9:30 pm
3-6 pm
M
Sverdrup 20 1
T, R
Sverdrup 202
- -
l w 199-fy399-5
lternship
.w:rk-based l e a z n z p e r i e n c e in which stu, x t s design a le'amiA2agreement plan that links
the opportuniti:s Gd%sponsibilities found in the
placement withbbiific learning objectives that
are evaluated f$,academic credit. The internship placement kist'be approved by the faculty
supervisor prior tFeiistration. (Note: Internships
may also be arranged,$ch individual faculty in
the specific maiors. ~onta'c;the acad~micdepartment d
Arrang
O D
1
Farrell
Beginning Spanish 11;
Aims to develop thcfohr basic skills: understanding, speaking, readi$ynd writing of elementary
Spanish. 1ntroducyi~:o the culture of the
Spanish-speaki
jrld. Labir'atory work is an
integral part of
:ourse. PersdIri
ltural
Awarener
1-24.5 pri
M,TW,R
d Main 29
-
INS 225-S
Introduction to Islam
Kader
This course is designed by a practicing Muslim to
present his perception of Islam to no$~uslims.
The course will cover the ideologi&if:undations
of Islam, its basic concepts and teiiet:, Islamic law
(Sharilah), Islamic economic andyolitical systems, and Islamic patterns of life.
Persp.: Intercultural Awareness 1
7; R
1-245pm
Music 23
MAT 173-S
Math of Interest
Kaminsk~
Learn how to determine the monthly payments
on a house or car. Find out how much you need to
be
away
have a million when you
retire. Learn how annuities, perpetuities, and life
insurance work, and more. Evaluation will be
based on classroom participation, quizzes, and a
final examination. (Prereq.: MPG 3 ) Graduation
Skill: Quantitative Reasoning
6-9 pm
TR
Science 108
MUS 2 9 5 4
Topics: Introduction to Recording Studio
Theory
Tech;liq~es (0.50 credit)
Mudge
Course includes
to basic audio theery, microphones, understanding musical instruments, signal flow, studio operating procedures,
recording console parts and functions, tape
machines, and recording techniques. Contact the
music department at (612) 330-1265 for further
details.
6-9 pm
W
Music 27
NUR 505
Theoretical Foundations for Advanced Practice
in Diverse Communities
Leuning
This course focuses on nursing science and
ing theory as foundational to advanced transcultural nursing practice (Prereq.: undergraduate
bioethics or one graduate level course)
Immersion Model begins May 24th,
Christensen Center, Marshall Room
POL 421-S
The New American Politics: Race, Ethnicity,
and Politics in a
New Century
Aoki
This course examines the consequences of the
waves of immigration of the past three decades.
We look at the ways in which immigrants are
influencing American politics and society, and the
ways in which immigrants are being transformed.
We examine both current issues and the history of
the ~oliticsof race and ethnicity. Prereq.: Jr or Sr
status or at least one course in political science.
Graduation Skill: Critical Thinking
Persp.: Social World 1 and 2
6-9 pm
M, W
Music 23
PSY 352
Adolescent and Young
Adult Development
Hanson
Consideration of research and theory related to
development during the adolescent and young
adult years. (Prereq.: PSY 102 or 105)
Old Main 25
6-9 pm
M. w
e
@
REL 472.S
Quanbeck 11
Paul the Apostle
A study of the Apostle Paul, including appropriate
historical background, Paul's relationship with the
early church, major themes in his writings, and
reflection concerning the reasons Paul remains an
important figure and thinker in Christian theology. Persp.: Christian Faith 1 or 3. Graduation
Skill: Critical Thinking.
6-7:45 p.m
M-R
Old Main 16
SWK 560
Mental Health Practice
Boisen
This course examines psychopathology, mental disorders and intervention methods. Emphasis is
laced on understanding mental health disorders
from a systems and ecological perspective as
well as understanding biopsychosocial influences
on incidence, course and treatment. Prereq.:
Advanced standind2nd yr. MSWI Post MSW
6-9 pm
M, W
Sverdrup 206
SOC 35623
Crime and Community
Bloom
Analysis of correctional programs and community
responses. Lecture, discussion, and site visits to
prisons, courts, and community agencies. Special
attention to concepts of restorative justice.
(Prereq.: Soc 121)
KR
Old Main 18
1-4:30 pm
spc 329-s
Intercultural Communication
Lapakko
This course explores cultural differences and their
implications for communication, including differences in values, norms, social interaction, and
code systems. Persp.: Intercultural Awareness 1
6-9 pm
M, W
Foss 21
-I
other summer srual summer term abroad
upcoming programs:
Cultural Conflict and Social Change in 1
May 15-26, 2000
Department of Religion and
L
Augsburg Youth and Family Institute
May 24-June 9,2000 in Bergen, Norway
REL 316 Church and Culture in Context
center for
global education
Anderson
This course provides a study of Norwegian culture, church life, and the contemporary religious situation in Norway. Participants will meet for a one-day
course orientation May 22 at Augsburg College. (Prereq.: REL 111, 221 or
33 1) Christian Faith 3.
For information contact David Anderson at (612) 330-1569.
Human Rights and Indigenous Issues in Guatemala
May 16-25, 2000
Haiti and Cuba: Dic+;n
May 28 - June 12, 200'
kr
Elections 2000: S aping Mexico's Future
June 26 to July 3, 200C
Guatemala Odvssev
Solidarity
July 9-17, 200-
hallenges and Opportunities
for Spiritua
--
Wellspring of Hope
July 17-25, 2000
The Maya of Guatemala: Spirituality, Culture and RL,.,
Ovvression
August 1-9, 2000
..
Food & Justice: Examining Hunger and Debt in Nicaragua
September 2-9, 2000
For information and other possible educational opportunities, contact the Center for
Global Education at (612)330-1159 or e-mail, <globaled@augsburg.edu>.
Show less
..
Y. W W W . .
.
3
from the President
I hope you are looking at this catalog
because you've enrolled at Augsburg College.
If so, welcome to the College! All of us hope you
find, in the course of your study, a rising enthusiasm for the work, a deepening appreciation of
the profession an... Show more
..
Y. W W W . .
.
3
from the President
I hope you are looking at this catalog
because you've enrolled at Augsburg College.
If so, welcome to the College! All of us hope you
find, in the course of your study, a rising enthusiasm for the work, a deepening appreciation of
the profession and role to which you feel called,
and a confident sureness that you have rightly
chosen Augsburg as the community in which to
spend the next several years of your life.
If you're dipping into this volume to
figure out who and what Augsburg College is
and what education it offers, welcome to these
pages! May they convey the fundamental
character of our mission: to provide an education
especially serviceable in the contemporary world
because it has been designed in the midst of and
in full contact with the critical social, economic,
religious, and political phenomena of the modern
city. This education, however practical and professional, will be serviceable over the long haul only
to the degree that it respects and pursues certain
of what Martin Luther called "the fine liberal arts," and it will be exciting to the degree it is
offered for the sake of improving both its students and the world itself.
The study you are undertaking at Augsburg-r
thinking of undertaking-will occur on a
small campus in the core of a great city; it will be led by faculty preoccupied with your welfare
and the emergence and refinement of your vocational plans.
As you join the enterprise, or consider doing so, please know that those of us who await
you here find the College an exciting setting, full of diversity and yet possessed of a community
dedicated to higher learning and good living, in which you can set off in new directions and in
which new destinations are reachable.
Bon voyage!
Sincerely yours,
William V. h a k e
President
I
Fall Term 1998
Summer..................................... Freshman registration
Sept. 6-81Sun.-Tues. .................... New student orientation
Sept. 9Ned. ................... ..........a..Upper-class validation
Sept. 91Wed. ................................ Classes begin
Sept. 15Dues. .............................. Last day to register
Sept. 15lTues. ..............................Last day to add a class, drop a class without notation on
record
Oct. 30/Fri. ..................................Mid-term break
Last day to designate grading option
Nov. 6/Fri. ...............................
Last day to withdraw from class
Nov. 13/Fri. ................................
Nov. 16-Dec. 4IMon.-Fri. ............ Interim registration
Nov. 16-Dec. 4IMon.-Fri. ............ Spring term registration
Nov. 26Ehurs. ............................ Thanksgiving recess begins
Nov. 30IMon. .............................. Classes resume
Dec. 1l/Fri. .................................. Classes end
Dec. 14-17IMon.-Thurs............... Final exams
Interim Term 1999
Jan. 4Mon .................................... Interim classes begin
Jan. 5lTues. ...................................Last day to register, add a class, or drop a class without
notation on record
Jan. 15/Fri. ................................. Last day to designate grading option, or withdraw from
a class
Jan. 27AVed.................................. Classes end
Spring Term 1999
Feb. 1IMon...................................
Classes begin
Last day to register
Feb. 5/Fri. ..................................
Feb. 5/Fri. .................................... Last day to add a class or drop a class without notation
on record
Mar. 29IMon. ............................... Mid-tendEaster break begins
Apr. 6Eues. ..................................
Classes resume
Last day to designate grading option
Apr. 9Rri......................................
Apr. 16/Fri................................... Last day to withdraw from a class
Apr. 19-3OIMon.-Fri. ...................Early registration for fall
May 14/Fri....................................Classes end
May 17-2OIMon.-Thurs. .............. Final exams
May 23ISun. ................................ .BaccalaureatdCommencement
TENTATIVE-CONSULT THE 1999-2000 ACTC CLASS SCHEDULE OR AUCSBURC
REGISTRAR'S OFFICE FOR CHANCES
Fall Term 1999
Summer ...................................... ..Freshman registration
Sept. 5-7/Sun.-Tues. ..................... New student orientation
Sept. 8/Wed. ................................. Upper-class validation
Sept. 8fWed. ................................. Classes begin
Sept. 14flues. ............................... Last day to register
Sept. 14Kues. ............................... Last day to add a class, drop a class without notation on
record
Oct. 29/Fri................................... .Mid-term break
Nov. 5/Fri. ....................................
Last day to designate grading option
Nov. 12Eri. .................................. Last day to withdraw from class
Nov. 15-Dec. 3Mon.-Fri. .............Interim registration
Nov. 15-Dec. 3Mon.-Fri. .............Spring term registration
Nov. 25flhurs. ............................. Thanksgiving recess begins
Nov. 29flLIon. .............................. .Classes resume
Dec. 10/Fri. .................................. Classe end
Dec. 13-16Mon.-Thurs. .............. Final exams
Interim Term 2000
Jan. 3Mon ....................................Interim classes begin
Jan. 4flues. .................................. Last day to register, add a class, or drop a class without
notation on record
Jan. 14/Fri. ................................... Last day to designate grading option, or withdraw from
a class
Classes end
Jan. 26/Wed. ................................
Spring Term 2000
Jan. 3 l/Mon. ................................Classes begin
Feb. 4/Fri. ................................... Last day to register
Feb. 4/Fri. .................................... Last day to add a class or drop a class without notation
on record
Mar. 2O/Mon. ............................... Mid-term break begins
Mar. 27/Mon. ...............................Classes resume
Apr. 7/Fri......................................Last day to designate grading option
Apr. 14/Fri................................... s t day to withdraw from a class
Apr. 17-28 Mon.-Fri. ................... Early registration for fall
Apr. 21/Fri. ................................... Easter break begins
Apr. 251Tues. ................................ Classes resume
May 1UFri.................................... Classes end
May 15-18Mon.-Thurs. ..............Final exams
May 21/Sun. .................................BaccalaureatdCommencement
Area Code
612
Academic Advising......................................................................................................
330-1025
.......................................................................................................
Academic Affairs
..330-1024
Undergraduate Admissions .........................................................................................330-1001
Toll-free number ........................................................................................(800) 788-5678
AlumniRarent Relations .............................................................................................
330-1178
Athletics ......................................................................................................................
330-1243
Business Office (fees and accounts) ........................................................................
330-1029
Career Services.................................. ................. .................................................. 3 3 0 - 1162
College PastorICampus Ministry ............................................................................... .330-1732
........................................330-1180
Public Relations 6r Communication .......................
................................................................................
ConferenceEvents Coordinator
.330-1107
Development (financial gifts to the College) ...........................................................
330-1613
........................................................................................
Toll-free number
(800) 273-0617
Facilities Management ................................................................................................ 330-1104
Financial Aid (scholarships) .......................................................................................
330-1046
General Information (other office numbers; business hours only) ...........................330-1000
Master of Arts in Leadership Program ........................................................................330-1786
Master of Social Work Program ..................................................................................330-1307
Human Resources .......................................................................................................
330-1058
Interim Office .............................................................................................................
330-1150
Lost and Found ...........................................................................................................330-1000
President......................................................................................................................
330-1212
.........................................................................
..................*...................
Registrar
.-.
.330-1036
............................................................
Residence Life (Housing) ....................
3 3 0 1109
Student Activities ........................................................................................................ 330-1111
Academic and Learning Services ............................................................................... -330-1160
Student Government ..................................................................................................
330-1110
Summer School ...........................................................................................................
330-1787
Weekend College ........................................................................................................330-1782
Mailing Address:
221 1 Riverside Avenue
Minneapolis. MN 55454
Web Site:
www.augsburg.edu
c;
E
2.
T..
$:
>-,
-,
?+
xt
:2="
7.
I
7
MAJOR
FIELDS OF STUDY AND
AREASOF EMPHASIS
Accounting
General Accounting
Managerial Accounting
Public Accounting
Art
Art History
Studio Art
Biology
Business Adrninistrat~on
Business AdministrationIFinance
Business Administration/lnteinational
Business
Busmess AdministrationIManagement
Business AdrninistrationlMarketing
Chem~stry(B.A. or B.S.)
Communication
General Communication Studies
Mass Communication
Organizational Communication
Computer Science (B.A. or B.S.)
Computational Economics @.A)
East Asian Studies '
Economics
Applied Economics
Economics
Economics/Business Administration
Education
Education Studles (non-licensure)
Elementary Education Studies (nonlicensure)
Kindergarten-Elementary (licensure)
Secondary (non-majOr, licensure
Engineering
English
Health Education
History
International Relations
Management Information Systems
Mathematics
Applied Mathematics
Mathematics
Metro-Urban Studies
Modern Languages '
French
German
Norwegian
Spanish
Music
Music (B.A.)
Music Education (B.M.)
Music Performance (B.M.)
Music Therapy (B.S.)
Nordic Area Studies
Yitrstrq :R.S -!?Peekend Cnllcqc onlv!
Phr!i?snnl~~
. I. :. TJ?
rh\rslcal Cdurafton
,;.
c;?
P5ysrchsn,b~i<,tai?~
P i ~ y ~ l (cBs A. or E.S.!
Y
.
-< rvbL
.J
Space Physics (B.S.)
Polit~calScience
Psychology
Religlon
Youth and Family Ministry
Russian, Central, and East European Area
Studies
Social Work (B.S.)
Sociology
Theatre Arts
Transdisciplinary
Women's Studies '
It is possible for students to complete
other majors through the Associated
Colleges of the Twin Cities (ACTC).
Students who wish to do so must apply
through the Augsburg Office of the
Registrar. Some majors may have a competitive application process with acceptance
determined by the major department.
I Cooperallvc program r,l t h A\,o~ialed
~
College5
[he Jwln C111esand agret me~ltsw ~ l hf l l Un~vcrstLy
~
o[M~nnetola 11 1s p o s s ~ b l ~ f o\tudolts
r
to take
heg~t~nlngllntc
rmrd~~il~ladvanced
cour\cs not avatloble nl
~onsortluincolleges tn Arabic, Ch~nr\c.Hebrav, \apanc>c,
Ru\s~an,and other ~njrcqumtlyLaugkL Iunguug~, S l u d ~ n u
r e g ~ d e d~reclly
r
with file ACTC oJ$cc
'Dual rlgrcc programs w~Lkthe Unlver$tly ofM~nnarita
111~1ilule
of Technology, Washlnglon IJnlve~s~ty
School of
Englne~rlngand Appl~edScience, and M~cInganTcchnologi~al
Un~vtrsily
A
t Augsburg College, we believe that
the college experience should be a time of
exploration, of discovery, of new experiences, and new possibilities. We also
believe that a liberal arts education is your
best preparation for living in the fastpaced, changing, and complex world of
today and tomorrow. Upon graduation, you
will be able to demonstrate not only the
mastery of a major field of study, but also
the ability to think critically, solve problems, and communicate effectively
Emphasis on values, perspectives,
experience, and skills
The heart of an Augsburg education is
the Augsburg curriculum-the College's
general education program, which structures your liberal arts studies through challenging and thought-provoking courses
requiring students to consider important
issues and examine values questions. These
Liberal Arts Perspectives include Western
Heritage, Intercultural Awareness, Human
Identity, the Social World, Christian Faith,
The City, Aesthetics, and the Natural World.
At the same time, courses across all disciplines stress the skills that will serve you
for a lifetime-writing, speaking, critical
thinking, and quantitative reasoning, to
name a few.
Thanks to Augsburg's prime location in
the heart of a thriving metropolitan area,
many courses are able to offer rich and varied learning opportunities in real-life situations through academic internships, experiential education, volunteer community service, and cultural enrichment. In a sense,
the resources of the Twin Cities are an
extended campus for Augsburg students.
Selection from over 50 majors
Augsburg offers more than 50 majorsor you can create your own major either
on campus or through the Associated
Colleges of the Twin Cities (ACTC). (See
page 53 for a complete list of majors and
minors.) This five-college consortium
allows students to take courses on other
campuses without charge while a full-time
student at Augsburg. The ACTC includes
Augsburg College, College of St. Catherine,
Hamline University, Macalester College,
and the University of St. Thomas.
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 to the mission of the College:
To nurture future leaders in service to
the world by providing high quality educational opportunities, which are based in
the liberal arts and shaped by the faith and
values of the Christian Church, by the context of a vital metropolitan setting, and by
an intentionally diverse campus community.
A College of the Church
Augsburg was the first seminary founded by Norwegian Lutherans in America,
named after the confessibn of faith presented by Lutherans in Augsburg, Gennany, in
1530. Augsburg opened in September
1869, in Marshall, Wisconsin, and moved
to Minneapolis in 1872. The first seminarians were enrolled in 1874, and the first
graduation was in 1879.
10 About Augsburg
Early Leaders Establish a Direction
The Focus Changed
August Weenaas was Augsburg's first
president (1869-1876).
This attitude began to change after
World War I. In 1911, George Sverdrup,Jr.
became president. He worked to develop
college departments with an appeal to a
broader range of students than just those
intending to be ministers. Augsburg admitted women in 1922 under the leadership of
Gerda Mortensen, dean of women. She
spent the next 42 years at the College as a
teacher and administrator.
Professor Weenaas recruited two teachers from Norway-Sven Oftedal and Georg
Sverdrup. These three men clearly articulated the direction of Augsburg: to educate
Norwegian Lutherans to minister to immigrants and to provide such "college" studies that would prepare students for theological study.
In 1874 they proposed a three-part
plan: first, train ministerial candidates; second, prepare future theological students;
and third, educate the farmer, worker, and
businessman. The statement stressed that a
good education is also practical.
Augsburg's next two presidents also
emphatically rejected ivory tower concepts
of education. This commitment to church
and community has been Augsburg's theme
for over 125 years.
Education for Service
Keeping the vision of the "non-elitist"
college, Georg Sverdrup, Augsburg's second
president (1876-1907), required students
to get pre-ministerial experience in city
congregations. Student involvement in the
community gave early expression to the
concept of Augsburg's motto, "Education
for Service."
In the 1890s, Apgsburg leaders formed
the Friends of Augsburg, later called the
Lutheran Free Church. The church was a
group of independent congregations committed to congregational autonomy and
personal Christianity. This change made
Augsburg the only higher educational institution of the small Lutheran body. The college division, however, was still important
primarily as an attachment to the seminary.
The College's mission assumed a double character-ministerial preparation
together with a more general education for
life in society. In 1937, Augsburg elected
Bernhard Christensen, an erudite and
scholarly teacher, to be president (19381962). His involvement in ecumenical and
civic circles made Augsburg a more visible
part of church and city life.
After World War 11, Augsburg leaders
made vigorous efforts to expand and improve
academic offerings. Now the College was a
larger part of the institution than the seminary and received the most attention.
Accreditation for the College
Augsburg added departments essential
to a liberal arts college, offering a modem
college program based on general education requirements and elective majors.
With cumculum change came a long effort
to become accredited.
The College reached accreditation in
1954, although many alumni had entered
graduate schools and teaching positions
long before that time.
A study in 1962 defined the College's
mission as serving the good of society first
and the interests of the Lutheran Free
Church second. The seminary moved to
Luther Theological Seminary (now Luther
Seminary) in St. Paul in 1963 when the
Lutheran Free Church merged with the
American Lutheran Church.
About Augsburg
A College in the City
President Oscar A. Anderson (19631980) continued Augsburg's emphasis on
involvement with the city. He wanted to
reach out to nontraditional student populations, ensuring educational opportunity for
all people. During his years of leadership
the College became a vital and integral part
of the city. Also in these years, Augsburg
added the Music Hall, Mortensen Tower,
Urness Tower, the Christensen Center, Ice
Arena, and Murphy Place.
Augsburg continues to reflect the commitment and dedication of the founders
who believed:
Dr. Charles S. Anderson led the College
from 1980 to 1997. He guided Augsburg's
commitment to liberal arts education, spiritual growth and freedom, diversity in
enrollment and programs, and a cumculum that draws on the resources of the city
as extensions of campus and classroom.
Some of the accomplishments during his
tenure include instituting two graduate
degree programs, hosting national and
international figures at College-sponsored
forums and events, increasing accessibility,
and the addition of the Foss Center for
Worship, Drama, and Communication; the
Oscar Anderson Residence Hall; and the
James G. Lindell Family Library.
The city-with all its excitement,
challenges, and diversity-is an unequaled
learning laboratory for Augsburg students.
Dr. William V Frame became president
in August 1997. He has initiated a strategic
planning process intended to iden* the
distinguishing marks of the Augsburg education-in both pedagogy and substance-and
a restructuring effort intended to improve
operating efficiencies and open access for the
College to new sources of capital.
An Augsburg education should be
preparation for service in community and
church;
Education should have a solid liberal
arts core with a practical dimension in
order to send out productive, creative, and
successful citizens;
Augsburg is a quality liberal arts institution
set in the heart of a great metropolitan center.
There are now almost 14,000 Augsburg
alumni. In a world that has changed much
since those first days of the College,
Augsburg still sends out graduates who
make a difference where they live and work.
In addition to a traditional undergraduate liberal arts and sciences "day"
program, Augsburg offers a Weekend
College program for nontraditional
students and master's degree programs
in social work and leadership.
CAMPUS LOCATION
Augsburg's campus is located in the
heart of the Twin Cities, surrounding
Murphy Square, the first of 155 parks in
Minneapolis, the "City of Lakes." The
University of Minnesota West Bank campus and one of the city's largest medical
complexes-Fai~ew-University Medical
Center-are adjacent to Augsburg, with
the Mississippi River and the Seven
Corners theatre district just a few blocks
away Downtown Minneapolis and St. Paul,
11
-
l2 About Augsburg
home to a myriad of arts, sports, entertainment, and recreation opportunities, are just
minutes west and east via Interstate 94,
which forms the southern border of the
campus. (See map in back.)
Convenient bus routes run throughout
the city and connect with the suburbs.
Anderson-Nelson Athletic FieldThe athletic field, located at 725 23rd
Avenue South, is the playing and practice
field of many of the Augsburg teams.
An air-supported dome covers the field
during the winter months, allowing yearround use.
Reaching the Twin Cities is easy. Most
airlines provide daily service to the
Minneapolis-St. Paul International Airport,
and bus or train connections can be made
from all areas of the United States.
Christensen Center (1967)-The
College center, with spacious lounges and
recreational areas, dining areas, bookstore,
and offices for student government and
student publications.
FACILITIES AND HOUSING
Instruction facilities and student housing
at Augsburg are conveniently located near
each other. A tunneVramp/skyway system
connects the two tower dormitories, the five
buildings on the Quadrangle, plus Music
Hall, Murphy Place, and the Foss, Lobeck,
Miles Center for Worship, Drama, and
Communication.
Office of Undergraduate
Admissions-The central Office of
Undergraduate Admissions is located at
628 21st Avenue South and provides
offices for the admissions staff and a reception area for prospective students and their
parents.
Offices of t h e American Indian
Student Services Program and PanAfrikan Student Services ProgramLocated at 620 2lst Avenue South, these
programs provide support s e ~ c e and
s
information to American Indian and
African American students.
Anderson Hall (1993)-Named in
honor of Oscar Anderson, president of
Augsburg College from 1963 to 1980, this
residence hall is located at 2016 S. Eighth
Street. Anderson Hall contains four types
of living units and houses 192 students
and the Physician Assistant Program.
East Hall-Houses the Minnesota
Minority Education Partnership (MMEP)
and the Center for Atmospheric Space
Sciences at 2429 S. Eighth Street.
Foss, Lobeck, Miles Center f o r
Worship, Drama and Communication
(1988)-The Foss Center is named in
recognition of the gifts of Julian and June
Foss and was built with the additional support of many alumni and friends of the
College. The Tjornhom-Nelson Theatre,
Hoversten Chapel, and the Arnold Atrium
are also housed in this complex, which
provides space for campus ministry and
the drama and communication offices. The
Foss Center's lower level is home to the
Gage Family Academic Enrichment Center,
which includes the Learning Skills Office,
the Center for Learning and Adaptive
Student Services (CLASS) Program, the
Groves Computer Lab, the Karen Housh
Tutor Center, and the John Evans Learning
Laboratory.
The Jeroy C. Carlson Alumni
Center-Named in 1991 to honor
Jeroy C. Carlson, senior development
officer and former alumni director,
upon his retirement from Augsburg.
The center houses the Office of Alumni
and Parent Relations and is located at 624
2lst Avenue South.
About Augsburg
Ice Arena (1974)-Two large skating
areas provide practice for hockey and figure
skating, and recreational skating for
Augsburg and the metropolitan community.
The JamesC. Lindell Family Library
(1 997)-This new four-level brick structure opened during the 1997-98 academic
year. As the library and information technology center, it houses all library functions and brings together the computer
technology resources of the College. It is
located on the block of campus bordered
by 22nd and 2lst Avenues, and by
Riverside Avenue and Seventh St.
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 fitness center, and general
auditorium purposes.
Mortensen Tower (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, plus conference rooms and spacious lounge areas.
2222 Murphy Place (1964)-This
facility provides offices for the Center for
Global Education and a resource room for
those interested in global issues. The
Office of Academic Programs Abroad is
also located here.
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.
13
Old Main (1900)-Home for the
modem languages and art departments,
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.
Public Relations & Communication
House-The public relations and publications offices for the College are located at
709 23rd Avenue South.
Science Hall (1949)-Houses classrooms, well-equipped laboratories, a medium-sized auditorium, faculty offices, the
registrar's office, student financial services,
and the business offices. In 1960 the
Lisa Odland Observatory on the roof
was completed.
Sverdrup Hall (1 955)-Named in
honor of Augsburg's fourth president, it
contains the Academic Advising Center,
Weekend College, and the Office of
Continuing Education as well as classrooms and faculty offices.
Sverdrup-Oftedal Memorial Hall
(1 938)-Built as a dormitory and named
in honor of Augsburg's second and third
presidents, it provides space for administrative and faculty offices.
Urness Tower (1 967)-Named in
honor of Mr. and Mrs. Andrew Urness, t h ~ ~
tower provides living quarters for 324 students. Each floor is a "floor unit," providing
36 residents, housed two to a room, with
their own lounge, study, and utility areas.
l4 About Augsburg
ASSOCIATED SUPPORT
ORGANIZATIONS
Augsburg College has a commitment to
lifelong learning and to programs that
increase both individual and group understanding and achievement. In addition to
the programs listed below, the College is
also home to Elderhostel and College of
the Third Age.
Inter-Race: The International
Institute for Interracial InteradionInter-Race facilitates interracial understanding in families, schools, places of
work, communities, and society. The institute provides training and consultation,
research, education, resource centers, publications, public policy, and legal study in
five centers. Inter-Race is located at 600
2lst Avenue South.
Minnesota Minority Education
Partnership (M M EP)-The Minnesota
Minority Education Partnership, Inc., is a
nonprofit membership organization that
works closely with students, the communities of color, and representatives from education, business, government, and nonprofit organizations to develop programs
that help students of color succeed academically. By drawing on the talents and
resources of others concerned with the
success of students of color, MMEP creates
collaborative, workable approaches to
complex problems. MMEP believes that
concentrating on the needs of students of
color helps them move from thinking to
doing, from wanting to having, and from
dreaming to achieving. The MMEP office is
located in East Hall.
Nordic Center-The Nordic Center
promotes interest in contemporary
Norway, encourages the pursuit of Nordic
studies, and nurtures intercultural relations
between the United States and the five
Nordic nations of Denmark, Finland,
Iceland, Norway, and Sweden. The Nordic
Center is located at 2400 Butler Place.
Youth a n d Family Institute of
Augsburg College-The institute is
designed to help churches better serve the
changing needs of youth and families. The
institute offers an undergraduate academic
program, as well as seminar/workshops, a
resource center, and counseling services.
POLICIES
Augsburg College does not discriminate
on the basis of race, creed, national or ethnic origin, age, gender, sexual orientation,
marital status or handicap, as required by
Title IX of the 1972 Educational
Amendments or Section 504 of the
Rehabilitation Act of 1973, as amended, in
its admissions policies, educational programs, activities, and employment practices. Inquiries regarding compliance may
be directed to the coordinators listed on
page 48 or to the director of the Minnesota
Department of Human Rights, Bremer
Tower, Seventh Place at Minnesota Street,
St. Paul, MN 55101.
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.
About Augsburg
ACCREDITATION AND MEMBERSHIPS
Augsburg College is accredited by the
North Central Association of Colleges and
Schools* and the National Council for the
Accreditation of Teacher Education
(Secondary and Elementary). Our programs are approved by the
American Chemical Society
Council on Social Work Education
(B.S.W. and M.S.W.)
National Association for Music
Therapy, Inc.
National League for Nursing
Committee for Accreditation of Allied
Health Programs (Physician Assistant
Program)
Augsburg College is an institutional
member of the:
National Association of Schools of
Music (NASM)
Council of Independent Colleges
(CIC)
American Association of Colleges and
Universities (AACU)
American Association of Higher
Education (AAHE)
Association of Physician Assistant
Programs
We are members of the Associated
Colleges of the Twin Cities (ACTC),
Lutheran Education Council in North
America, and Minnesota Private College
Council.
Augsburg College is registered with the
Minnesota Higher Education Services
Office. 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.
*North Central Association of College and
Schools Commission on Institutions of Higher
Education, 30 N. LaSalle Street, Suite 2400,
Chicago, Illinois 60602-2504; (800) 621-7440
15
Location-Augsburg College was
founded in 1869 in Marshall, Wis. The
College moved to Minneapolis in 1872.
Religious Affiliation-The Evangelical
Lutheran Church in America (ELCA).
Although a strong plurality of students
are Lutheran, 20 percent represent other
Protestant denominations, and 21 percent represent the Roman Catholic
Church.
Accreditation-North Central
Association of Colleges and Schools,
National Council for Accreditation of
Teacher Education. Approved by the
American Chemical Society, Council on
Social Work Education, National
Association for Music Therapy, Inc.,
National Association of Schools of
Music, the National League for Nursing,
and the Committee for Accreditation of
Allied Health Programs.
Member-Associated Colleges of the
Tivin Cities, Lutheran Education Council
in North America, Minnesota Private
College Council, CIC, AACU, AAHE
Registered with the Minnesota Higher
Education Services Office, as described
on page 15.
Enrollment (Fall 1997-98)-2,866 s ~ u dents from 36 states and 38 nations.
Graduates-13,975 undergraduates
from 1870 through August 1997.
StudentIFaculty Ratio-14 to 1.
Undergraduate class size averages 20-25.
Campus-16 major buildings. Major
renovations in 1979-80 with special
emphasis on accessibility
Accessibility-Augsburg is now one of
the most accessible campuses in the
region. A skyway/tunneVelevator system
provides access to 10 major buildings
without going outside.
Degrees Granted-B.A.,
M.A., M.S.W.
B.S., B.M.,
W
Financial Aid-Over 85 percent of the
students receive some form of financial
aid from the College and many other
sources.
Library-Over 175,000 items, direct
access to over 1,300,000 through CLIC,
the Twin Cities private college library consortium. The new James G . Lindell Family
Library opened in September 1997.
School Year-Semesters from
September to May, 4-1-4 calendar, with
January Interim. Two summer school
sessions. Augsburg Weekend Collegetrimesters, September to June. Augsburg
Graduate Program-trimesters,
September to June.
Majors-More
departments.
than 50 majors in 23
Off-Campus Programs-Center for
Global Education, Student Project for
Amity Among Nations (SPAN), Higher
Education Consortium for Urban Affairs
(HECUA), International Business
Program, Upper Midwest Association of
Intercultural Education (UMAIE), and
extensive cooperative education and
internship programs.
Athletic Affiliation-Minnesota
Intercollegiate Athletic Conference
(MIAC), and National Collegiate Athletic
Association (NCAA), Division 111.
Policy-Augsburg College does not
discriminate on the basis of race,
creed, national or ethnic origin, age,
gender, sexual orientation, marital status or handicap, as required by Title IX
of the 1972 Educational Amendments or
Section 504 of the Rehabilitation Act of
1973, as amended, in its admissions
policies, educational programs, activities,
and employment practices.
A
ugsburg College is looking for students with intellinence
- and character. We
want people who can benefit from and
contribute to their community, the College
community, and the community at large.
Selection of students for Augsburg
College is based upon careful consideration of each candidate's academic achievement, personal qualities and interests, participation in activities and employment,
and potential for development as a student
and as a graduate of Augsburg College.
The College selects students on individual
merit without regard to race, creed, disability, national or ethnic origin, gender, sexual
affectional orientation, or age.
Visit t h e Campus
Because firsthand appraisal of programs, facilities, and academic atmosphere
is valuable, freshman and transfer applicants are encouraged to visit the campus
and meet with an admissions counselor.
Arrangements may be made to meet with a
member of the faculty and to attend classes
when school is in session.
Augsburg's admissions staff is ready
to help students and parents with college
planning. Call any weekday between
8:00 a.m. and 4:30 p.m.-(612) 330-1001
or toll-free (800) 788-5678. We'll answer
your questions and arrange a tour for you
(including Saturday mornings during the
school year). The Office of Undergraduate
Admissions is located on the comer of
Seventh Street and 2lst Avenue South in
Minneapolis. (Please call first.)
FRESHMEN
Application for AdmissionApplicants should complete the application
for admission and the essay and return
them to the Office of Undergraduate
Admissions together with the non-refundable $25 application fee.
Transcripts-An official transcript
from the high school is required of freshman applicants. Freshman applicants who
are still high school students at the time of
application should have their most recent
transcript sent, followed by a final, official
transcript upon graduation. General
Education Development (G.E.D.) scores
may be presented instead of the high
school transcript.
Test Scores--Freshman applicants are
required to submit results from the college
entrance examination. The American
College Test (ACT) is preferred. Results
from SAT are also accepted. It will suffice if
test scores are recorded on the official high
school transcript.
Additional Information-If
there
is personal information that may have
affected the applicant's previous academic
performance, it may be included with the
application or discussed personally with an
admissions counselor. Academic recommendations may be required by the
Admissions Committee before an admissions decision is made.
-
Undergraduate Admissions 19
On occasion, the Admissions Committee
may also defer a decision on a candidate's
admission until other information has been
received. For example, more recent test
scores, results of the present semester's
coursework, additional letters of recomrnendation, or writing samples may be requested
by the committee. If any additional credentials are needed, the Office of Undergraduate
Admissions will inform the candidate.
Notification of Admissions Decisiow
Augsburg College uses a "rolling"
admissions plan. Students are notified
of the admissions decision usually within
two weeks after the application file is
complete and has been evaluated by the
Admissions Committee.
Confirmation of AdmissionAccepted students who are applying for
financial aid are asked to make a $loo*
tuition deposit within 30 days of their
financial aid notification. Extensions may
be requested in writing to the director of
financial aid.
Accepted students who are not applying for financial aid are asked to make a
$100" tuition deposit. Those students who
wish to live in College housing must also
submit a $200 housing deposit.
*Non-refundable after May 1.
Early Admission of Freshmen
Students of exceptional ability who
wish to accelerate their educational
program may be granted admission to
begin full-time work toward a degree after
completion of their junior year or first
semester of their senior year of high
school. Applicants must complete the normal procedures for freshman applicants,
submit two academic recommendations
from their high school faculty, and arrange
a personal interview with the director of
undergraduate admissions.
Students from Minnesota who are interested in the possibility of enrolling at
Augsburg under the auspices of the
Minnesota Post Secondary Enrollment
Options Act should contact the Office of
Undergraduate Admissions for specific
information.
TRANSFER STUDENTS
Augsburg College welcomes students
who wish to transfer from other accredited
colleges or universities. College credit is
granted for liberal arts courses satisfactorily
completed at accredited institutions. The
College reserves the right not to grant
credit for courses where it considers the
work unsatisfactory, to grant provisional
credit for work taken at unaccredited institutions, and to require that certain courses
be taken at Augsburg.
20 Undergraduate Admissions
Augsburg College limits transfer
coursework from two-year colleges once a
student has reached junior status. Students
may transfer a maximum of 64 semester
credits (96 quarter credits) from two-year
colleges. Once a student reaches junior
status, no additional credits will transfer
from two-year institutions toward the
minimum of 33 credits required for a
baccalaureate degree. These courses can,
however, be used to meet liberal arts and
major requirements.
A cumulative grade point average
(GPA) of 2.2 (on a 4.0 scale) or better is
required on previous college work for
admission to the College.
Acceptance of courses submitted for
transfer is done by the registrar's office
based upon the official student
transcript(s). Acceptance of courses presented for a major or minor also requires
approval of the department. The major or
minor department may require certain
courses or a minimum number of courses
be taken at Augsburg.
Students transferring from the
Minnesota State University and College
System who have completed the Minnesota
Transfer Cumculum, have earned the
Associate of Arts degree from MNSCU, and
have a 2.5 (on a 4.0 scale) cumulative GPA
or higher will be given transfer status as
outlined below.
The following applies only to the
MNSCU A.A. graduate:
1.Admission will be with junior standing.
A maximum of 17 Augsburg equivalent
courses (64 semester credits or 96 quarter
credits from a community college) will be
accepted once junior status is reached. No
additional courses may be transferred from
a community college.
2. All Augsburg general education requirements will be waived except:
The City Perspective
Two courses in Christian Faith (any
two areas)
The language requirement as stated
One course that meets the Quantitative
Reasoning Graduation Skill requirement
One graduation skill writing course in
the major
College algebra or Math Placement
Group 3
3. Courses with D grades will not be
accepted as prerequisites or for application
to majors. Some Augsburg majors require
additional prerequisite coursework beyond
the A.A. degree. Also, the physician assistant major requires a cumulative GPA
higher than 2.5. Students are advised to
consult major departments for major
requirements upon transfer.
Admission to a major, as well as admission to the College, is sometimes necessary.
Please check with the Office of
Undergraduate Admissions and consult the
departmental section of this catalog.
-
Undergraduate Admissions 21
Note: No student who falls below the
standards for automatic admission to the
College will be considered for admission
by the Admissions Committee after August
15 for entry in fall semester or January 15
for entry in spring semester.
FORMER STUDENTS
Students who have interrupted attendance at Augsburg College for one semester or more without requesting a leave of
absence and who wish to return must
apply for re-admission through the registrar's office. Students who have attended
other institution(s) during their absence
from Augsburg must have an official transcript sent from each institution to the
Office of the Registrar. Returning students
do not pay the application fee.
SPECIAL STUDENTS
(NON-DECREE)
In some circumstances, people may be
admitted as special students (non-degree)
and granted the privilege of enrolling in
courses for credit. Students may request a
change in their degree status by submitting
a petition to the registrar's office.
Students regularly enrolled at another
college may take coursework at Augsburg
College as a special student (non-degree).
An application form for special-student
status is available from the Office of
Undergraduate Admissions. To apply for
admission as a special student, submit the
completed admission application and academic transcripts to the Office of
Undergraduate Admissions.
SPECIAL STUDENTS
(SECOND DECREE)
Students who have completed a
four-year degree at an accredited college
or university may complete a second
degree at Augsburg College. Second degree
requirements include: a minimum of eight
course credits taken at Augsburg, completion of a major, and completion of any
liberal arts requirements not covered by
a previous degree.
Depending on the student's previous
degree, completion of a second major
(non-degree) may also be an option.
22 Undergraduate Admissions
-
Augsburg welcomes students from
countries around the world. (See
International Programs on page 46.)
International students should contact
the Office of Undergraduate Admissions
for an international student application
and information on the application procedure. Applications must be completed two
months prior to the start of the semester:
July 1 for fall, Dec. 15 for spring.
For more information, call
(612) 330-1001 or (800) 788-5678
(toll free), or write to:
International Student Admissions
Augsburg College
22 11 Riverside Avenue
Minneapolis, MN 55454 USA
A,
1 students receive financial help
indirectly, since a quality liberal arts education costs more than tuition and fees cover.
The College raises that difference in giftsfrom alumni, faculty, staff, parents,
churches, friends, foundations, and
endowment income.
However, the primary responsibility for
paying for a college education rests on students and their families. Financial aid is
intended to supplement those resources.
The Board of Regents has approved the
costs listed below for the 1998-99 academic
year. The Board reviews costs annually and
makes changes as required. The College
reserves the right to adjust charges should
economic conditions necessitate.
TUITION, FEES, ROOM, AND BOARD
Tuition
(full-time enrollment)
............$14,470
This rate applies to all full-time students
attending in September 1998. Students are
considered full-time when they take three
or more courses during the semester. The
charge includes tuition, general fees, facility fees, and admission to most Collegesupported events, concerts, and lectures.
The amount is payable in two equal installments at the beginning of each semester.
Tuition
(part-time enrollment)
per one-credit course..............$ 1,564
This rate applies to students taking fewer
than three courses in a semester and/or an
Interim only. Part-time students taking lifetime sports are charged the audit rate for
that course.
Audit Fee
(for part-time students)
per course................................$
590
Full-time students may audit a course
without charge. Part-time students taking
lifetime sports are charged the audit rate
for that course.
Room Rent
(includes telephone
and basic service)
....................$
2,624
(Room rates and housing options are available through the Office of Residence Life.)
Full Board
(19 meals a week)
..................$
2,510
Other board plans are available as defined
in the housing contract booklet available
from the Office of Residence Life.
Partial board
(14 meals a week)
..................$
2,440
....................$
Student Activity Fee ................$
2,220
Flex 5 point plan
130
-
Financial Information 25
W OTHER SPECIAL FEES
(NON-REFUNDABLE)
Fees Billed on Student Account
Student Activity Fee (part-time
students) .......................................$ 65
ACTC Bus (full-time
students only) ...............................$ 16
Late Registration (per day
after classes begin) ........................$ 35
Registration Change after first five
days (canceVadd/changdgrade
option, or combination
at one time) ....................,.....+..... $ 10
Music Therapy Internship
(one-half course credit) ................$590
Private Music Lessons, per
semester (14 lessons) ................... $301
Student Teaching (per course
for full-time students) .................. $ 61
Student Teaching (per course
for part-time students) .................$121
Study Abroad (in approved
non-Augsburg programs) .............$235
Fees Payable by CheckICash
Application (new and/or
$ 25
special students) ........................
Nursing Comprehensive Exam ...........$ 16
Locker Rental (commuters) ................$ 40
Student Parking Lot Permit
$108
- c a r .............................................
.$ 50
-motorcycle ...............................
Transcript Fee (per copy
after first, which is free) ...............$ 3
Special Examinations,
Cap & Gown Costs
(Schedule on file
in registrar's office)
BOOKS AND SUPPLIES
These costs are estimated to be $675
per year.
DEPOSITS
Enrollment Deposit
(non-refundable) ....................$
100
Required of all new students after
acceptance. The enrollment deposit is credited to the students' account only when
their enrollment is terminated. Any net
credit balance (after all charges and/or
fines) will be refunded upon request of the
student. For more information, contact the
Office of Undergraduate Admissions.
Housing Damage Deposit
......$
200
Required of all resident students at the
time of signing a contract to reserve a
housing assignment. This deposit is
retained against damages and/or fines and
is returned to the student account (less all
charges for damages and/or fines) at the
end of the occupancy period covered by
the contract. New contracts may be terminated for fall or spring term by following
the conditions delineated in the housing
contract. The resident will be responsible
for all costs incurred due to late cancellation or lack of proper notification. If the
new contract is cancelled prior to June 1
for fall semester or December 1 for spring
semester, the $200 damage deposit will be
forfeited. After these dates, the student
shall forfeit the full amount of the damage
deposit and shall be assessed an additional
$450 for termination.
26 Financial Information
PAYMENTS
Semester Fees-Prior to the start of
each semester a statement of estimated
charges showing basic charges and financial aid credits designated by the Office of
Student Financial Services is sent to the
student from the Business Office.
Payment Options-(1) Annual payments, due August 15 as billed; (2)
Semester payments, due August 15 and
January 15 as billed; (3) Payment PlanUpon application and after College
approval, a three-month plan is available
each semester. Details are included with
the estimate of charges letter; (4) 10month Payment Plan-Upon application,
College approval, and payment of a $50
administrative fee, the annual charges may
be paid in 10 equal installments beginning
July 15 and ending April 15. No finance
charge will be assessed on accounts that
are current. An application will be sent
upon request.
A finance charge is applied at a simple
rate of one percent per month on any
account with an open balance of 30 days
or more or on a 10-month payment plan
where payment is not current.
Tuition is set on an annual basis,
payable in two equal installments at the
beginning of each semester.
Registration is permitted only if the
student's account for a previous term is
paid in full.
Augsburg College will not release academic student transcripts until all.student
accounts are paid in full or, in the case of
student loan funds administered by the
College (Federal Perkins Student Loan
including the National Defense and
National Direct Student Loans and the
Nursing Student Loan), are current
according to established repayment
schedules and the loan entrance and
exit interviews have been completed.
REFUNDS
Students who withdraw from Augsburg
College may be eligible for a refund of a
portion of their charges based on the
appropriate refund schedule. Financial aid
may be adjusted for those students who
withdraw from the College or drop
course(s) and receive financial assistance.
Students who wish to withdraw from
Augsburg should complete the Leave of
AbsencdWithdrawal from College form
available in the Academic Advising Center
or the registrar's office. It must be filled out
completely, signed and turned in to the
registrar's office. Students who properly
withdraw or change to part-time, who are
dismissed, or who are released from a
housing contract will have their accounts
adjusted for tuition andlor room (except
for the minimum deduction of $100 to
cover administrative costs).
- - -
-
Financial Information 27
Augsburg College Refund Policy:
Applies to Augsburg students who withdraw from all courses in a term and are not
receiving Federal Title IV financial aid
(Federal Title IV financial aid includes the
Pell Grant, SEO Grant, Perkins Loan,
Stafford Loan, and PLUS Loan). This policy
also applies to all students who drop
courses during a term.
Rehnd
Amount
Refund
Period
100%
Through the first five days of
classes (less $100 administrative
fee)
90%
From the sixth day through the
tenth day of classes
80%
From the 1l t h day through the
15th day of classes
70%
From the 16th day through the
20th day of classes
60%
From the 21st day through the
25th day of classes
50%
From the 26th day of classes
through the midpoint of the
term.
Pro-Rata Refund Policy: Applies to
Augsburg students who withdraw from all
courses during their first term at Augsburg
and receive Federal Title IV financial aid
(Federal Title IV financial aid includes the
Pell Grant, SEO Grant, Perkins Loan,
Stafford Loan, and PLUS Loan).
Tuition, fees, and room costs will be
calculated based on the pro-rated portion
of the term completed. The student may be
eligible for a pro-rata refund up to the 60
percent point in time of the term. The student account will be credited for that portion of tuition and room for which the student was not enrolled. This calculation will
use federal government guidelines.
Federal Refund Policy: Applies to
returning Augsburg students who withdraw from all courses for the current term,
and receive Federal Title IV financial aid
(Federal Title IV financial aid includes the
Pell Grant, SEO Grant, Perkins Loan,
Stafford Loan, and PLUS Loan).
Augsburg College is required by federal
regulations to complete two refund calculations for students who have completed at
least one full term at Augsburg and receive
Title IV funds. Refunds will be based on the
calculation that provides for the greatest
refund of tuition, fees, and room charges to
the student's account and the greatest
refund of financial aid dollars to the fund
from which they were awarded. The refund
calculations used are the Augsburg College
Refund Policy as stated above and the
Federal Refund Policy as stipulated by federal guidelines stated below.
28 Financial Information
Refund
Amount
from college. If there are extenuating
circumstances, a petition to have the cost
of tuition refunded can be made. Petition
forms are available in the Office of Student
Life in Christensen Center.
Refund
Period
100%
Through the first day of classes
(less $100 administrative fee)
90%
After the first day of classes
through the 10 percent point in
time of the term
50%
After the 10 percent point in
time through the 25 percent
point in time of the term
25%
After the 25 percent point in
time through the 50 percent
point in time of the term
Students may appeal refund decisions
through the Petition Committee.
MEDICAL REFUND
If a student is forced to withdraw from
all courses in a term due to illness or an
accident, the refund will include the normal percentage plus one-half of the percentage adjustment, upon submission of
documentation from the attending doctor
stating the inability or inadvisability of
continued enrollment.
UNOFFICIAL WITHDRAWAL
Federal regulations require that records
of financial aid recipients who earn failing
grades in their classes be reviewed. If
courses are not completed (e.g. unofficial
withdrawal, stopped attending), the
College is required to refund financial aid
to the appropriate sources according to
federal or Augsburg refund policies based
on the last recorded date of attendance.
Students are responsible for the entire cost of
the term including the portion previously
covered by financial aid should they stop
attending. Students are strongly urged to
follow guidelines for complete withdrawal
.
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 meeting the
academic progress standards outlined in the
brochure "Academic Progress Standards for
Financial Aid." This brochure is available
from the Office of Student Financial
Services and is distributed to students on
an annual basis.
Financing higher education could be
the most significant investment a person
or family makes in a lifetime. Proper planning and wise choices are important, not
only in choosing a college, but also in the
methods used to pay for it. Augsburg
College, through its Office of Student
Financial Services, will help students and
their families protect access to a quality
Augsburg education in a time of increasing
financial challenge.
Financial assistance awarded through
Augsburg may be a combination of
scholarships, grants, loans, and part-time
work opportunities. The College cooperates with federal, state, church, and private
agencies in providing various aid programs. During the 1998-99 academic year,
nearly eight out of ten students at
Augsburg received financial assistance.
The primary responsibility for financing
a college education rests upon the student
and family. Financial aid supplements
student and family resources.
-
Financial Information 29
The Free Application for Federal
Student Aid (KFSA) and the Augsburg
Financial Aid Application help 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 dependent familv members. other educational
expenses, debts, retirement needs, and special considerations.
HOW TO APPLY
The following are required to process
your financial aid application:
1.Be admitted to Augsburg as a regular
student or be a returning student in good
academic standing with the College.
2. Complete the Free Application for
Federal Student Aid (FAFSA) or the
Renewal FAFSA. FAFSA forms are available
from the Office of Student Financial
Services at Augsburg College or from high
school guidance counselors. Renewal
FAFSAs will be mailed to those students
who applied for assistance during the prior
school year. Be sure to include
the Augsburg College Code, 002334, on
your application. Mail your application to
the processing agency after Jan. 1.
Applications must be mailed by April 15
for priority consideration.
3. Complete the Augsburg Financial
Aid Application and submit it to Student
Financial Services.
WHAT HAPPENS NEXT?
Once all documents are received, we
review the financial aid application to
determine financial aid eligibility for all
available programs. A financial aid package
will be sent to the student. This package
includes:
Letter detailing the financial aid
award
Information regarding financial aid
programs and requirements for continued eligibility
Subsidized~UnsubsidizedStafford
loan application promissory note
Students are encouraged to complete
and return one copy of their award letter
to student financial services. In addition,
the student must complete and return the
Stafford Loan application promissory note
to receive Stafford Loan funds.
Applications for the SELF Loan and the
Parent PLUS Loan are sent upon request.
KINDS OF AID
A student applying for aid from
Augsburg applies for assistance in general
rather than for a specific scholarship or
grant (except as noted). The various forms
of aid available are listed here for information only.
In addition to aid administered by
Augsburg College, students are urged to
investigate the possibility of scholarships,
grants and loans that might be available in
their own communities. It is worthwhile to
check with churches, the company or business employing parents or spouses, high
schools, service clubs, and fraternal organizations for information on aid available to
30 Financial Information
students who meet their requirements. In
addition to these sources, some students
are eligible for aid through Vocational
Rehabilitation, Educational Assistance for
Veterans, Educational Assistance for
Veterans' Children, and other sources.
Merit Scholarships
President's ScholarshipPresident's
Scholarships are awarded based upon competition. The applicant must be in the top
15 percent of high school rank or top 20
percent ACTEAT score. Separate applications are required. The application deadline is February 15.
Regents' S c h o l a r s h i p T h e Regents'
Scholarships are awarded to all qualified
new freshmen in the top 30 percent of
either high school rank or test score who
apply and are accepted before May 1.
Regents' Transfer S c h o l a r s h i p
Regents' Transfer Scholarships are awarded
to qualified transfer students with a minimum 3.0 GPA and 84 quarter ( 56 semester) credits in transfer from a Minnesota
community college or Lutheran junior college who apply and are accepted for admission by May 1.
Transfer Merit S c h o l a r s h i p
Transfer Merit Scholarships are awarded to
selected transfer students with a minimum
3.0 GPA and 84 quarter (or 56 semester)
credits in transfer from a Minnesota community college or Lutheran junior college,
who apply for and are accepted for admission by May 1. A separate application is
required by May 1.
Legacy ScholarshipThese scholarships provide tuition benefits to full-time
day students who are children, grandchildren, or spouses of Augsburg graduates;
siblings of current Augsburg students; children or spouses of current ELCA pastors;
or children, grandchildren, or spouses of
long-term Augsburg employees.
Phi Theta Kappa S c h o l a r s h i p
These scholarships are awarded to selected
transfer students with a 3.5 GPA and 84
minimum quarter (56 semester) credits
from a community college. A separate
application is required by May 1.
Science Scholarship--These scholarships are awarded to incoming freshmen
who are in the top 30 percent of their high
school class or ACTISAT test score, majoring in chemistry or physics at Augsburg.
Youth and Family Ministry Partner
ScholarshipThese scholarships are
awarded by the partner congregation to a
full-time Augsburg student who is majoring in Youth and Family Ministry.
Augsburg AmeriCorps
ScholarshipThese scholarships are
awarded to qualified AmeriCorps members
who are currently serving or have served
for at least one year. Must be certified as
eligible by the director of the AmeriCorps
site, be accepted for admission, be a fulltime day student, and complete the finacial
aid application.
PRIME S c h o l a r s h i p T h i s is a cooperative program in which Augsburg matches
scholarships with Lutheran congregations.
Separate application is required and church
funds must arrive at Augsburg by October 1.
-
-
Financial Information 3 1
Leadership Scholarships
M. Anita Hawthorne Leadership
Scholarship-Recognizes incoming freshmen and transfer African American students with a demonstrated record of and/or
potential for leadership. Limited to fulltime day students.
Bonnie Wallace Leadership
Scholarship-Recognizes incoming freshmen and transfer American Indian students
with a demonstrated record of and/or
potential for leadership. Limited to fulltime day students.
ASIA-Recognizes incoming freshmen
and transfer Asian American students with
a demonstrated record of and/or potential
for leadership. Limited to full-time day students.
HispanicILatino Leadership
ScholarshipRecognizes incoming freshmen and transfer Hispanickatino students
with a demonstrated record of and/or
potential for leadership. Limited to fulltime day students.
Faculty Leadership S c h o l a r s h i p
Awarded to selected incoming freshmen
who participate in the President's
Scholarship competition.
Performing Arts S c h o l a r s h i p
Awarded to selected incoming students
who demonstrate active participation in
the performing arts. Separate application
and audition are required. The deadline is
February 15.
Hoversten Peace S c h o l a r s h i p
Awarded to incoming freshmen and transfer students who have demonstrated interest in peace and whose personal outlook
and career plans show promise of contributing to the cause of peace. Separate
application is required by March 15.
Community and Public Service
ScholarshipAwarded to incoming freshmen and transfer students who have a
demonstrated commitment to public and
community service. Separate application is
required by March 15.
Lutheran Leader ScholarshipAwarded to incoming freshmen in the top
30 percent of their high school rank or ACT/
SAT test score who have demonstrated
leadership within their Lutheran congregation and have the recommendation of their
pastor. A separate application is required
by February 15.
NASA Scholarship-Awarded to
freshmen (only) who have excelled in the
areas of science, mathematics, and technology and who have demonstrated a high
potential in careers related to aerospace
science, technology, and allied fields.
Lutheran Brotherhood and Aid
Association for Lutherans-Awarded on
financial need, participation in the
Lutheran church and available funds. The
AAL scholarship recipients must also have
an AAL policy.
Gift Assistance (Need Based)
Augsburg Tuition Grant-These
awards are based on financial eligibility,
academic record, and participation in
extracurricular activities in school,
community, and church.
Minnesota State Scholarship and
Grant-Eligibility requires Minnesota
residency and enrollment of less than four
years (or its equivalent) at any post-secondary school. Consult the Office of
Student Financial Aid for accepted enrollment patterns.
32 Financial Information
Federal Supplemental Educational
Opportunity Grant-Whenever law and
funds permit, SEOGs are awarded to students who demonstrate exceptional financial need. Preference is given to students
eligible for the Federal Pell grant.
Federal Pell Grant-Federal Pell
grants are awarded to students attending
eligible institutions of higher education
and are based on financial need as defined
by program guidelines maximum grant for
1998-99 is $3,000.
Bureau of Indian Affairsnribal and
State Indian ScholarshipBureau of
Indian Affairflribal and State Indian
Scholarships and Augsburg American
Indian Scholarships are available to Indian
students (both full and part-time) who
meet specific criteria. For Bureau of Indian
Affairflribal and State Indian
Scholarships, students must be a quarter
degree Indian ancestry and be enrolled
with a federally-recognized tribe. Eligibility
criteria for Augsburg American Indian
Scholarships vary. Contact the director of
the American Indian Student Services
Support Program. American Indian grants
supplement all other forms of financial aid.
Questions may be directed to the director
of the American Indian Student Services
Program or to your local BIA, Tribal, or
State Indian Education Office.
Loan Assistance
Federal Perkins Student Loan-A
federally-funded program administered
through Augsburg College for students
who demonstrate financial eligibility. No
interest accrues nor do payments have to
be made on the principal at any time you
are enrolled at least half time. Simple interest of 5 percent and repayment of principal
(at the minimum of $40 a month) begin
nine months after you leave school.
Repayment may extend up to 10 years.
The loan offers a teacher cancellation
clause. The maximum that may be borrowed for undergraduate study is $15,000
($30,000 including graduate school).
Federal Stafford Student Loan
Subsidized and Unsubsidized Stafford
Loan funds are obtained directly from a
lender or state agency in states that provide
such programs. Subsidized Stafford Loans
are need-based loans that the federal
government subsidizes by paying the
interest while the student is in school
and during the grace period.
For the Unsubsidized Stafford Loan,
interest begins accruing on the date of disbursement and the borrower is responsible
for all interest. The borrower may choose
to make payments while in school or may
defer payments and allow interest to
accrue and be capitalized (added to the
balance of the loan).
The interest rate for new borrowers
through the Subsidized and Unsubsidized
Stafford Loan is variable and changes
annually on July 1, based on the 91-day
Treasury Bill.
I
Financial Information
The following borrowing limits apply to
the Stafford Loan program after July 1,
1994:
Freshmen: $6,625 annually (Combined
Subsidized and Unsubsidized Stafford)
Sophomores: $7,500 annually
(Combined Subsidized and
Unsubsidized Stafford)
Juniorsheniors: $10,500 annually
(Combined Subsidized and
Unsubsidized Stafford)
Aggregate maximum: $46,000
(Combined Subsidized and
Unsubsidized)
Federal Nursing Student Loan-A
federal program with provisions similar to
the Federal Perkins Student Loan program,
but restricted to applicants accepted or
enrolled in our program leading to the baccalaureate degree in nursing. Recipients
must have financial need and be registered
at least half time. The maximum loan is
$4,000 per year.
Federal Parent Loan Program
(PLUS)-PLUS is a loan program to help
parents meet college costs of their dependent children. Parents may borrow up to
the cost of attendance (minus other aid).
Repayment begins within 60 days of check
disbursement at a variable interest rate not
to exceed 9 percent and a minimum payment of $50 per month. Application forms
are available at Augsburg College or the
lending institution.
The Student Educational Loan
Fund (SELF)-SELF is administered
through the Minnesota Higher Education
Services Office. Applications are available
from the Office of Student Financial
Services.
Undergraduate freshmen and sophomores may borrow up to $4,500 per year
minus any other student loan indebtedness; juniors and seniors up to $6,000 year.
Maximum undergraduate borrowing is
$25,000. The minimum loan amount per
year is $500. The interest rate is variable.
Interest payments begin 90 days after the
loan is disbursed and continue quarterly
thereafter, while the student is enrolled.
Principal payments begin the 13th
month after you leave school. There are
no deferments.
Student Employment
Augsburg College provides work
opportunities for students. Assignment is
based on need and potential competence
in performing the duties assigned. Parttime work provided by the College is
considered financial aid, just like scholarships, loans, and grants. A maximum of 15
hours of on-campus employment per week
is recommended.
All on-campus work is governed by
policies stipulated in the work contract
issued to the student employee for each
placement. Payment is made monthly by
check to the student employee.
Federal College Work Study
Program a n d Minnesota State Work
Study Program-Under these programs
the federal or state government supplies
funds on a matching basis with the College
to provide part-time work opportunities.
3
34 Financial Information
-
.-
Augsburg College, through generous
gifts from alumni, faculty, staff, and friends
of the College, offers more than 400 sponsored scholarships.
All returning students are encouraged
to apply for these funds by completing the
Sponsored Scholarship Application. This
form is available each February for the
upcoming school year. Selection is based
on academic achievement, financial need,
and selection criteria established by the
donor. A list of scholarships follows.
Note: For a complete description of
Augsburg scholarships, request a copy of
the Scholarship Catalog Supplement from
the Office of Undergraduate Admissions.
*Indicates endowed scholarships
GENERAL SCHOLARSHIPS
ADC Telecommunications Inc.
Charles and Ellora Alliss Educational
Foundation Scholarships
American Express Company
Henry and Leona Antholz Scholarship*
Class of 1931 Scholarship*
Alma Jensen Dickerson Memorial
Scholarship*
Oliver M. and Alma Jensen Dickerson
Memorial Scholarship*
Elias B. Eliason, Sr. Memorial Scholarship*
M. J. Estrem Scholarship*
E. W. Hallet Scholarship
Reuben I. and Marion Hovland
Scholarship*
Tze-Lien Yao-Hsieh, Lenorah Erickson,
and Mildred Joel Memorial Scholarship*
Edwin C. Johnson Scholarship*
The Jostens Foundation, Inc.
Kopp Investment Advisors Presidential
Scholarship
Memorial Scholarship Foundation
Scholarships*
Minnesota Mining and Manufacturing
Company Liberal Arts Scholarships
Minnesota Scholars Fund Scholarship
Northern States Power Company
Scholarship
Clifford and Martha Nylander Scholarship*
Marvin T. Nystrom Scholarship*
Rev. Martin J. and Olga S. Olson
Scholarship
Casey Albert T. O'Neil Foundation
Scholarship
John G. Quanbeck Scholarship Fund*
Martin and Esther Quanbeck Scholarship*
Rahr Foundation Scholarship
Readers Digest Endowed Scholarship*
Russel and Virginia Smith Scholarship*
St. Luke's Lutheran Church Centennial
Scholarship*
Genevieve E. Stelberg Memorial
Scholarship*
Ernest and Vivian Tinseth Scholarship*
Robert W. Warzyniak Memorial
Scholarship*
Lea A. and Elsie L. Wildung Endowment
Fund*
Edward Yokie Memorial Scholarship*
H SPECIAL SCHOLARSHIPS
John Andrew Adam Memorial
Scholarship*
Aid Association for Lutherans Scholarship
Alne-Swensen Scholarship*
Charles and Catherine Anderson Diversity
Scholarship*
Charles and Kate Anderson Endowment
Fund*
Phyllis M. Baker Memorial Scholarship*
Jeroy C. and Lorraine M. Carlson
Scholarship*
Carl C. and Kathleen A. Casperson
Scholarship*
Mildred Ryan Cleveland Memorial
Scholarship*
-
Financial Information 35
Dain Rauscher Scholarship*
Laura Ann Erickson Memorial
Scholarship*
David J. Formo Memorial Scholarship*
Julian F! Foss Scholarship*
The Grace Scholarship*
Kay Halverson Scholarship*
Hanwick Thanksgiving Scholarship*
Rev. John Hjelmeland Endowed
Scholarship Fund*
Hormel Foods Company Scholarship
Hoversten Peace Scholarship*
Catha Jones Memorial Scholarship*
King Harald Scholarship
Torgney and Valborg Kleven Memorial
Scholarship*
Harold B. and Laura M. Lanes Scholarship*
Mary E. Larsen International Studies
Scholarship*
Floyd Lorenzen Memorial Scholarship*
Lutheran Brotherhood Lutheran Senior
College Scholarship
Lutheran Brotherhood Opportunity
Scholarship
Minnesota Power Company Scholarship
Forrest T. Monson and Thelma (Sydnes)
Monson Scholarship*
Karen Neitge Scholarship*
Marilyn and John Paul Nilsen Scholarship*
Norwest Foundation Scholarship
Rev. Horace E. Nyhus Memorial
Scholarship*
Ole K. and Evelyn L. Olson Scholarship*
Timothy 0 . Olson Memorial Scholarship*
Jay and Rose Phillips Family Foundation
Scholarship
ReliaStar Foundation Scholarship
Clayton and Ruth Roen Memorial
Scholarship*
John and Agnes Siverson Scholarship*
Genevieve E. Stelberg Memorial Scholarship*
Student Government Alumni Scholarship
Dr. James L. Tuohy Scholarship
MULTICULTURAL/INTERNATlONAL
STUDENT SCHOLARSHIPS
Kent Anderson American Indian
Scholarship*
Ada Bakken Memorial-American Indian
Scholarship*
Grace Jewel Jensen Buster Memorial
Scholarship*
Cargill Foundation American Indian
Scholarship
CBS Foundation Scholarship
General Mills Foundation Scholarship
Grand Metropolitan American Indian
Scholarship
Grand Metropolitan Food Sector
Foundation Scholarship*
Hearst American Indian Scholarship*
Honeywell Corporation Scholarship
Grace Anne Johnson Memorial
Scholarship*
Kemdgehlueller American Indian
Scholarship
Little Six, Inc. Scholarship*
McKnight Foundation Scholarship
Marilyn Peterson Memorial Scholarship*
Prairie Island Indian Community
Scholarship*
Shakopee Mdewakanton Dakota
Community Scholarship*
Marlys Johnson Simengaard Memorial
Scholarship*
St. Paul Companies, Inc. Scholarship
St. Paul Companies, Inc. Teaching
Assistants Scholarship
James R. Thorpe Foundation Scholarship
Trinity Lutheran Congregation 125th
Anniversary Scholarship*
UPS Foundation Scholarship
U.S. Bancorp Foundation Scholarship
West Group Scholarship
Westwood Lutheran Church Second Mile
Mission Scholarship*
36 Financial Information
PUBLIC SERVICE SCHOLARSHIPS
Margaret E. Andrews Public Service
Scholarship Fund
Kleven Public Service Scholarship Fund
Person Public Service Scholarship Fund
Adeline Marie (Rasmussen)Johnson
Memorial Scholarship
Martin 0. and Sylvia A. Sabo Scholarship
for Leadership in Public and Community
Service
Joel and Frances Torstenson Scholarship in
Urban Affairs*
DEPARTMENTAL SCHOLARSHIPS
Art
Lucy Bodnarczuk Memorial Scholarship
August Molder Memorial Art Scholarship*
Queen Sonja Art Scholarship
Biology
Biology Scholarships
Robert Ellingrod Memorial Scholarship
Dr. Kenneth D. and Mrs. Linda (Bailey)
Holmen Biology Scholarship*
Business Administration/Accounting/
Economics
Allianz Life Insurance Company
Scholarship
Marianne Anderson Entrepreneurial
Scholarship*
Augsburg Business Alumni Scholarship
Fund*
Cargill Foundation Scholarship
Farmers Insurance Group of Companies
Scholarship
Forss-Herr Scholarship*
Gamble-Skogmo Foundation Scholarship*
Mildred and Eleanor Krohn Scholarship*
Gertrude S. Lund Memorial Scholarship*
Minnesota Mutual Foundation Scholarship
David L. Shaver Memorial Scholarship*
Clair E. and Gladys I. Strommen
Scholarship
Leland and Louise Sundet Scholarship*
Joan L. Volz Business Scholarship*
Chemistry
Courtland Agre Memorial Scholarship*
Augsburg College Chemistry Alumni
Scholarship*
Department of Chemistry Scholarships
Robert Ellingrod Memorial Scholarship*
Carl Fosse Chemistry Scholarship*
Dr. Kenneth D. and Mrs. Linda (Bailey)
Holmen Chemistry Scholarship*
Minnesota Mining and Manufacturing
Company Chemistry Scholarship
Conrad Sunde Memorial Chemistry
Scholarships*
Education
James and Shelby Andress Education
Scholarship*
5. Luther Kleven Family Scholarship*
Elva B. Love11 Life Scholarship*
David Mathre Scholarship*
Debra Boss Montgomery Memorial
Scholarship*
John L. and Joan H. Ohlin Memorial
Scholarship*
Barbara Tjomhom and Richard K. Nelson
Scholarship*
English
Dagny Christensen Memorial Scholarship*
Anne Pederson English Scholarship*
Prof. P. A. Sveeggen Memorial Scholarship*
Foreign Language
Emil M. Fossan Modem Language
Scholarship*
Mimi Baez Kingsley Modem Language
Scholarship*
Theodore and Virginia Menzel
Scholarship*
-
Financial Information 37
Health-Education
Roy and Eleanor Krohn Scholarship*
Robert D. and Carolyn W Odegard
Scholarship*
Health-Related
Augsburg Nurses Alumni Association
Scholarship*
Blue Cross and Blue Shield of Minnesota
Scholarship
Eleanor Christensen Edwards Memorial
Scholarship*
Linnea A. Danielson Scholarship*
Fairview Nursing Alumnae Association
Scholarship*
Dr. Kristofer and Mrs. Bertha E. Hagen
Memorial Scholarship*
History
Rev. and Mrs. 0.J. Haukeness History
Award
H. N. Hendrickson History Scholarship*
John R. Jenswold Memorial Scholarship*
Dr. Bemhardt J. Kleven Scholarship*
Theodore and Lucille Nydahl History
Scholarship*
Mathematics and Computer Science
Allianz Life Insurance Company
Scholarship
Beverly Durkee Mathematics Scholarship*
Mathematics Scholarship
Music
Centennial Singers Scholarship*
Peggy Christensen Benson Memorial
Scholarship
Sam Coltvet Memorial Choral Music
Scholarship*
Rev. Clement A. Gisselquist Church Music
Scholarship*
David Gronner Memorial Scholarship*
Majorie and James R. Gronseth, Jr.
Memorial Music Scholarship*
Lynn Halverson Cello Scholarship*
0.1. Hertsgaard Scholarship*
Bernice Kolden Hoversten Memorial
Choral Scholarship*
Professor Roberta Stewart Kagin
Scholarship*
Ruth Krohn Kislingbury Choral Music
Scholarship*
Leonard and Sylvia Kuschel Scholarship*
Nicholas Lenz Memorial Scholarship*
Kenneth 0 . Lower-Nordkap Male Chorus
Music Scholarship*
Arthur Carl Mammen Music Scholarship*
Lucille H. Messerer Music Scholarship*
Music Education Scholarship
Edwin W. and Edith B. Norberg
Scholarship*
Lois Oberhamer Nye Memorial
Scholarship*
Henry F! Opseth Music Scholarship*
Performing Arts Scholarship (Music)
Rev. Mark Ronning Memorial Instrumental
Music Scholarship*
St. John's Lutheran Church -John Norris
Memorial Scholarship*
Leland B. Sateren Choral Music
Scholarship*
Mayo Savold Memorial Scholarship*
Marilyn Solberg Voice Scholarship*
String Scholarships
John and Vera Thut Scholarship*
Nordic Area Studies
Olaf Gaastjon Memorial Scholarship*
Walter G. and Ruth 1. Johnson
Scandinavian Studies Scholarship*
Iver and Myrtle Olson Scholarship*
38 Financial Information
Philosophy
Kenneth C. Bailey Philosophy Scholarship*
Dr. Kenneth C. and Mrs. Dorothy A. Bailey
Scholarship*
Physical Education
Paul Dahlen Memorial Scholarship*
David Gronner Memorial Scholarship*
Keith Hoffman Memorial Scholarship*
Rory Jordan Memorial Scholarship
Magnus and Kristofa Kleven Scholarship*
Hoyt Messerer Athletic Scholarship*
James F! Pederson Memorial Scholarship*
Stan Person Memorial Scholarship*
Physics
Robert Ellingrod Memorial Scholarship
Theodore J. Hanwick Physics Scholarship*
Alfred A. Iverson Scholarship
NASA Space Grant Scholarship
Leif Sverdrup Physics Scholarship*
Political Science
Myles Stenshoel Scholarship*
Psychology
Jacob and Ella Hoversten Scholarship*
Rev. and Mrs. George Pauluk Scholarship
Religion and Christian Service
Scholarships
C. A. L. and Esther J. E. Anderson
Scholarship*
Kyle A. and Sandra L. Anderson
Scholarship
Augsburg College Associates Scholarship*
Norman and Louise Bockbrader
Scholarship*
Andrew and Constance Burgess Scholarship*
Thorvald Olsen and Anna Constance
Burntvedt Memorial Scholarship*
Rev. Donald C. Carlson Memorial
Scholarship Fund
Henning and Sellstine Dahlberg Memorial
Scholarship*
Ernest S. Egertson Family Scholarship*
'
Luthard 0. Gjerde Scholarship*
Rev. Dr. Harald D. and Jonette T. Grindal
Scholarship*
Dave Hagert Memorial Scholarship*
Elias P Harbo Memorial Scholarship*
Arnold and Neola Hardel Memorial
Scholarship*
Helen (Mohn) Henderson Memorial
Scholarship*
Iver and Marie Iverson Scholarship*
Rev. Arnold J. Melom Memorial
Scholarship
Gerda Mortensen Memorial Scholarship*
Onesimus Scholarship*
Philip and Dora Quanbeck Scholarship*
Johan H. 0 . Rodvik Memorial
Scholarship*
Rev. Olaf Rogne Memorial Scholarship*
Rev. Lawrence and Gertrude Sateren
Scholarship*
Paul G., Jr., and Evelyn Sonnack
Scholarship*
Roy C. and Jeanette Tollefson Scholarship
Moms G. C. and Hanna Vaagenes
Missionary Scholarship Fund*
Johan L. Weltzin Memorial Scholarship*
Social Work
Blanca-Rosa Egas Memorial Scholarship*
Edwina L. Hertzberg Scholarship
Arvida Norum Memorial Scholarship*
Steen Family Scholarship Fund for
Minority Social Work Students*
Bodo E Suemnig Memorial Scholarship*
Edwin Yattaw Memorial Scholarship*
Sociology
Adolph Paulson Memorial Prize*
Speech/Communication/ Theatre Arts
Ailene Cole Theatre Arts Scholarship*
Performing Arts Scholarship (Drama)
Esther J. Olson Memorial Theatre
Artsmeligion Scholarship*
ZP - (SSVI~) -!gl!qes!a
Y~!M
sluapnis 104 W P J ~ O J ~
ZP - Juauq3!Jugs l l ! ~3!uapey
~
ZV - sayhlag 6u!u~eal
pue >!wape>v
E
xperiences in the classroom are an
important part of college life, but learning
and development also occur in formal and
informal activities of the College and the
metropolitan area. Whether students are
residents or commuters, the climate for
learning and living at Augsburg will add
dimension to their education.
As a college of the church, we are
concerned about spiritual as well as academic and social growth. Our concern
for spiritual growth is evident in the
opportunities we encourage and provide
for students to explore their own faith.
Because our campus is comprised of
individuals from many different religious
and cultural backgrounds, our worship life
is characterized by a similar diversity and
richness of tradition. Bible studies, growth
groups, outreach teams and community
outreach opportunities, retreats, peace and
justice forums, concerts, and gatherings are
examples of the wide variety of activities
on campus.
This ministry finds its most visible
expression in chapel worship where students, faculty, and staff gather each day to
give thanks and hear the Gospel proclaimed by a number of speakers and
musicians. Each Wednesday night students
gather for Holy Communion. On Sundays,
Trinity Lutheran worship services are held
on campus, with many other churches
within walking distance.
We seek to develop a free and open
environment where people are encouraged
to use and discover the gifts and sense of
call and vocation that God has given them.
As a college of the church, we encourage
students to form values guided by our
Christian heritage, which will be the basis
for the kind and quality of life that reaches
beyond their years at Augsburg.
The college pastor and campus ministry
staff have offices in the Foss, Lobeck, Miles
Center for Worship, Drama, and
Communication and are available for spiritual guidance, counseling, support, or
information.
Through Student Government, students
secure a closer relationship with and better
understanding of the administration and
faculty and provide input into the decisionmaking process at Augsburg. Student
Government also sponsors and directs student activities, protects student rights, and
provides the means for discussions and
action on all issues pertaining to student
life at Augsburg.
Student Government is organized into
the executive branch, the legislative
branch, and the judicial branch. Elections
are held in the spring for the next year.
Freshmen elect their representatives in the
fall of their first year. Many kinds of
involvement are possible-program planning, writing, editing, or service opportunities. If you want to get involved, contact
the president or vice president of the student body in their offices in the lower level
of the Christensen Center.
The Student Activities Program creates
opportunities for students to enhance their
leadership skills through active involvement in developing events, activities, and
organizations that serve the student community. Hundreds of major programming
efforts and targeted activities for specific
student interests are generated through
these efforts and make Augsburg a dynamic
and enjoyable interactive environment.
-
Student Life 41
Throughout the year, a variety of social
and cultural activities takes place on campus as well as in the Twin Cities. These
activities include dances, films, theme
events, name entertainment, and visiting
personalities in various fields.
The Christensen Center is the focus of
leisure-time activity on campus. Cooper's
Attic (the gameroom and student lounge)
is a popular hangout located in the lower
level. Many of the clubs that unite classroom and non-classroom related interests
meet here. Student offices in this area
include the College newspaper, the Echo;
the yearbook, The Augsburgian; Student
Government; and the Augsburg Student
Activities Council. KCMR, a student-operated nonprofit radio station serving the
needs of Augsburg and the surrounding
Cedar-Riverside community, is located in
Umess Tower.
Students have many opportunities to
participate in music and drama. In addition
to appearing on campus and in the city, the
Augsburg Choir, Concert Band, and
Orchestra perform on national and international tours. Many other ensembles are
available to cover the entire range of musical styles and previous musical experience.
Students stage several plays on campus
each year under the direction of the
Theatre Arts Program and have the opportunity to attend a series of on-campus
workshops with visiting arts professionals.
INTERCOLLEGIATE ATHLETICS
Augsburg is affiliated with the
Minnesota Intercollegiate Athletic
Conference (MIAC) and is a member of
the National Collegiate Athletic
Association (NCAA) Division 111. Men
annually compete in football, soccer, cross
country, basketball, ice hockey, wrestling,
baseball, track and field, and golf. Women
annually compete in volleyball, cross country, soccer, basketball, ice hockey, softball,
track and field, and golf.
When Augsburg announced in
February 1995 that it was adding women's
ice hockey as a varsity sport, it became the
first college or university in Minnesota to
do so.
H INTRAMURALS
Every student is urged to participate in
some activity for recreation and relaxation.
An intramural program provides competition in a variety of team sports as well as
individual performance activities.
Broomball has been an especially popular
coed sport. Check schedules for times
when there is open use of the gymnasium
and ice arena.
SPORTS AND RECREATION
At Augsburg, sports are for the average
student as well as the intercollegiate
athlete. The campus offers on a spaceavailable basis a double-rink ice arena,
gymnasium, tennis courts, a fitness center
with workout machines and weight room,
and an air supported dome over the athletic
field for winter fitness use by walkers and
runners. (See Fitness Center on page 45.)
42 Student Life
-
Augsburg's mission focuses on student
learning in the broadest sense. As an indication of the emphasis placed on student
learning, the student and academic affairs
offices work to bring together the student
learning found in the classroom with the
activities of experiential education and
work, residence life, and the learning
resources of the library and information
technology. The following sections elaborate on facets of student life. The formal
academic programs and requirements are
described on page 52.
GAGE FAMILY ACADEMIC
ENRICHMENT CENTER
The Gage Family Academic Enrichment
Center, located in Rooms 17 and 18 of
Foss Center, is designed to offer students
study-skill assistance so that they may
achieve academic success. The center has
four offices: the Learning Skills Office, the
Tutor Center, the Learning Laboratory and
the Center for Learning and Adaptive
Student Services (CLASS).
The Learning Skills Office, located in
Foss Center, Room 17, assists students in
improving their skills in such areas as time
management, notetaking, textbook reading
and comprehension, test-taking, and concentration and memory improvement.
Diagnostic testing is also available to assess
skills in reading, vocabulary, spelling,
study strategies, and learning styles. The
staff will assist students in developing
effective and efficient studv skills.
The Karen M. Housh Tutor Center,
located in Foss Center, Room 18, arranges
for students to meet with tutors for content tutoring in most freshman- and
sophomore-level courses. The center also
notifies students of tutoring labs available
and coordinates supplementary instruction
sessions, in which tutors attend the classes
and lead discussions after class on major
concepts of the course.
The John Evans Learning Laboratory,
located in Foss Center, Room 18, offers
students the opportunity to improve skills
in reading, writing, and mathematics
through the use of computer software, as
well as to review and prepare software for
tests such as PPST, MCAT, GAT, and GRE.
Tutors are available to demonstrate the
uses of the software, and students are able
to monitor their progress.
PROGRAM FOR STUDENTS WITH
DISABILITIES (CLASS)
The Center for Learning and Adaptive
Student Services (CLASS) Program serves
nearly 200 students and is recognized as a
leader in educating college students with
disabilities. The CLASS Program exemplifies the College's commitment to provide a
high-quality liberal arts education for students with diverse backgrounds, experiences, and preparation. Augsburg is committed to recruiting, retaining, and graduating students with diagnosed learning,
physical, and psychiatric disabilities who
demonstrate the ability and willingness to
participate in college-level learning.
The CUSS staff includes four licensed
learning disabilities specialists and a physical disabilities specialist who meet individually with students to assist them with
advising and registration, academic support services, learning strategies, self-advocacy skills, organization and time management, and selecting appropriate accommodations. The accommodations specialist
coordinates testing accommodations, notetaking services, taped textbooks, adaptive
technology, such as dictation and voice
recognition software, a scanner, CCTY
Braille printer, adaptive keyboards, and
computer assistance.
Student Life
The Groves Computer Lab is designed
for students with disabilities and contains
computers and adaptive equipment to
assist them in their academic progress.
The campus is accessible to students
with physical disabilities and includes a
skyway tunnel elevator system that connects 10 major buildings. Modified and
accessible rooms are available in all residence halls.
For more information, please contact
the CLASS Program at (612) 330-1053 to
request a copy of the CLASS brochure and
video andlor to schedule an appointment
with a specialist.
Components of the program are:
American Indian Student Services:
Assistance in admissions procedures, financial aid procedures including BIA, Tribal
and Minnesota Indian State Scholarship
applications, orientation and registration,
coursework selection, individual education
plans, academic advising, career counseling, employment, community and professional referrals, internships, student housing, and crisis intervention. It advises and
supports the Intertribal Student Union.
1 STEPUP PROGRAM
Intertribal Student Union: ITSU serves
as a peer support group for incoming and
currently-enrolled American Indian students. ITSU also organizes and co-sponsors
cultural events.
The mission of the StepUP Program at
Augsburg College is threefold: (1) it strives
to affirm the College's commitment to provide a high-quality liberal arts education
for students with diverse backgrounds,
experiences and preparation; (2) it provides students in recovery who demonstrate the willingness and ability to participate in college-level learning with ongoing
study and living skills that support them in
their academic progress toward a degree;
and (3) it supports students in their commitment to sobriety.
Minnesota Indian Teacher Training
Partnership: MNITTP is a cooperative
effort between Augsburg College and the
Minneapolis Public School District, intended
to increase the number of American Indian
teachers in the Minneapolis public schools.
Funded by the Minnesota State Legislature
in 1990, this project is designed as a special grant and loan forgiveness program.
Students who are awarded state teaching
licensure may then apply for loan forgiveness for each year the student teaches;
one fifth of the loan will be forgiven.
AMERICAN INDIAN STUDENT
SERVICES
The American Indian Student Services
Program, located at 620 2lst Avenue
South, is a multifaceted office established
in 1978 to recruit and retain American
Indian students. It is a national model of
success and continues to have one of the
highest retention and graduation rates of
American Indian students in the state of
Minnesota.
American Indian Studies Minor: An
academic component encompassing the
range of American Indian contributions to
North American culture. Courses offered
include art, religion, history, literature,
Ojibwe language, and women's issues. For
more information, contact the director of
American Indian studies at (612) 3301385, or see course listings under
Interdisciplinary Studies in the Departments and Programs section of the catalog.
Anishinabe Library Project: Over 1,000
books, a variety of journals and scholarly
publications, research materials, American
2
- Student Life
Indian magazines and newspapers, and
over 125 VHS videos are housed in the
Lindell Library and at the American Indian
Student Services office. The library project
offers both a historical and contemporary
perspective on the cultures of various tribal
nations in the United States.
PAN ASIAN STUDENT SERVICES
The Pan Asian Student Services
Program was created in 1992 to recruit and
retain Asian American students and to
enhance the quality of their total experience while at Augsburg College. The program seeks to create opportunities where
Asian American students can be involved
in and contribute to all aspects of academic
and student life.
The program provides assistance in the
admissions and financial aid application
procedures, orientation, registration and
coursework selection, career development,
academic and non-academic difficulties,
and employment and placement referrals.
The Asian American Association is
affiliated with the program. The association
cames out various activities during the
academic year to increase the network of
friendship and support for Asian American
and other students at Augsburg.
PAN-AFRIKAN STUDENT SERVICES
The program is committed to enhancing the education and personal development of students of African descent, and to
promote cultural and historical awareness,
academic achievement, and social interaction. It sponsors events and activities such
as celebrating Martin Luther King's birthday, Afrikana History Month, the Each One
Reach One mentoring program, and
Augsburg African American Alumni
Council gatherings.
The Pan-Afrikan Student Union (PASU)
provides support to students, including a
schedule of social and cultural activities.
The headquarters is in the Pan-Afrikan
Student Services office, as is the PanAfrikan Center.
HISPANIC/LATINO STUDENT
SERVICES
The HispanicLatino Student Services
Program offers students individualized
attention in many areas, including academic
support, counseling, and advocacy.
Students find assistance in admissions
and financial aid procedures, orientation
and registration, academic planning, career
counseling, housing, internships and
employment, and placement referrals.
The program advises the Latino
Student Association and supports academic, social, and cultural events, as well as
other activities that improve the academic
and personal development of Hispanic1
Latino students and provide awareness of
the unique aspects of Hispanic culture.
stubent Life
CENTER FOR COUNSELING AND
HEALTH PROMOTION
Counseling
Counseling provides a supportive environment where students have many opportunities to gain self-awareness through personal exploration with the assistance of
trained, experienced counselors.
Counselors serve as advocates providing
support and assistance with direction.
Services include individual counseling,
group counseling, psychological testing,
assessment and referral, workshops, and
consultation and outreach.
Through the relationship with a skilled
counselor, a student may discuss personal
issues such as stress, depression, roommate
problems, intimacy and sexuality, drug use,
family problems, motivation, transitions,
breaking away from family, self-image, difficult decisions, eating concerns, etc.
Counseling is an educational process in
which students learn to think objectively
about themselves and learn methods of
understanding themselves and others.
Professional counseling can make a substantial contribution to the educational
experiences of the student by providing the
opportunity for increased self-understanding and personal growth.
Health Promotion
Health Promotion offers a wide
spectrum of activities and events that
increase awareness of health issues and
assist students in adapting new behaviors
for a healthier lifestyle. Health Promotion
also works with various campus agencies
to foster positive change within the
campus environment.
Professional staff offer private consultations, individual assessments, and group
workshops to accommodate the needs of
all students. Topics include varied health
issues such as fitness, nutrition, weight
management, stress reduction, alcohol and
other drug use, sexuality, etc. Students
interested in health issues can combine
learning and practice through involvement with Health Promotion services.
Academic and practicum opportunities are
also available to students from a variety of
academic disciplines.
HEALTH SERVICE
Riverside University Family Practice
Clinic serves as the Augsburg College
health service and is a family practice residency clinic affiliated with the University
of Minnesota. The clinic is located five
blocks from campus at 2615 Franklin
Avenue South. Many services are available
for all Augsburg students. Please refer to
the Student Guide for details.
Students must check family health
insurance coverage to determine if they are
included. If not, contact the health service
coordinator for information regarding student health insurance and other services
available through RUFPC.
FITNESS CENTER
Located on the lower level of Melby
Hall, the Fitness Center was built in 1993
and equipped with stationary bicycles, stair
steppers, treadmills, and other aerobic
workout machines. It includes a weight
room with universal and free weight systems. All staff, students, and faculty may
use the center.
2
46 Student Life
-
The Office of International Student
Services in the undergraduate admissions
house focuses on the needs of international
students. It also serves as a resource for
those interested in international events and
global issues.
International StudentsInternational students receive assistance in
meeting their educational objectives
through advising on academic concerns,
immigration and visa problems, financial
matters, practical matters, and personal
concerns.
New international students participate
in an orientation program before the beginning of the term that provides practical
information on housing, banking, using
local transportation, and course registration. Students also learn about the U.S.
educational system and how to adjust to
life at Augsburg.
(Also see English as a Second Language
on page 79.)
Augsburg Community-Study
abroad works to utilize the cross-cultural
perspectives of its international students
and students with experience overseas to
educate the college community on world
issues. This is done through faculty, staff,
and student development programs that
include activities sponsored by the CrossCultural Club, forums on world issues
sponsored by the Global Community and
Amnesty International student groups, and
seminars focusing on issues of cross-cultural communication for faculty and staff.
(Also see Study Opportunities Abroad
on page 57 and Student Teaching Abroad
on page 60.)
Augsburg recognizes the importance
of the residence experience during the
college years. Research indicates that
students who live on campus will be more
likely to complete their college degree
successfully. Augsburg provides a diverse
and dynamic residence program that
fosters the development of community,
and supports and enhances the academic
experience. Live-in staff assist students by
providing social and educational programming, facilitating conflict resolutions, and
assisting in emergencies.
Each complex contains 24-hour study
rooms, computer services, laundry and
vending services, and access to security staff.
Augsburg expects all freshmen and
sophomores not living at home to live in
college-operated housing. Housing for
mamed students and students with families is available.
Students rent a room at the beginning
of the fall term for the entire academic
year. New students receive room assignments the summer before they amve at
Augsburg. Upper-class students make
housing arrangements in the spring. All
resident students must sign room and
board contracts.
Freshmen and transfer students are
urged to make the tuition deposit by June
1 in order to secure housing. Students who
deposit after June 1 will be provided housing only if space is available.
All students living on campus must pay
a $200 deposit when they sign the housing
contract. The fee is credited to students'
accounts when they move out.
-
Student Life 47
The College houses approximately 700
students in residence hall rooms, apartments, floor houses, and townhouses. A
wide variety of options is available, including single rooms.
Urness Tower-All new students and
some upper-class students live in Urness
Tower. This 11-story high-rise houses 324
students. Each floor is considered a houseunit providing 36 students (two to a room)
with their own lounge, study, and utility
areas. In Urness Tower, rooms are furnished with a bed, dresser, desk, and chair.
Linens are not provided.
Mortensen Tower-This building is a
13-story high-rise apartment building. It
contains 104 one-bedroom and two-bedroom apartments to accommodate 312
upper-class students. Mortensen Tower is
carpeted, air conditioned, and contains
kitchen units. It is otherwise unfurnished.
Anderson Hall--Open in fall 1993,
this is the newest residence hall. It contains four types of living units: two-bedroom apartments, two-room suites, floor
houses, and townhouses. This residence
houses 192 students. All rooms are furnished with beds, dressers, and desks. It is
equipped with telephones, cable T\! and
computer hook-ups.
Special Interest Housing-Students
may submit proposals in the spring for a
program that allows them to live as a group
with a special educational contract.
Examples of programs include Campus
Ministry, healthy living options, and international floors.
FOOD SERVICE
Commons-Situated on the top floor
of Christensen Center, this is the main
food service facility for students, faculty,
and staff. This pleasant, spacious room features small table units for easy conversation and overlooks the College Quadrangle
and Murphy Square. The portions are generous and modestly priced. Students on
board plan who live in residence halls eat
their meals in the Commons.
Murphy's-Located on the ground
floor of the Christensen Center, Murphy's
features grill items, pizza, soups, sandwiches, salads, desserts, and beverages.
Augsburg provides a variety of board
plan options for those living in College
houses or nearby apartments.
STUDENT STANDARDS OF
BEHAVIOR, COMPLAINTS, RECORDS
The College has adopted a statement
of standards for student behavior and has
provided for due process in matters of
academic honesty, disciplinary action,
grievances, and grade appeal. These are
in the Student Guide.
The College operates in compliance
with the Family Educational Rights and
Privacy Act. Students have the right to
inspect certain official records, files, and
data that pertain to them and that are
maintained in the registrar's office and the
placement office, and to challenge inaccurate or misleading information.
Information on these policies are found
in the Student Guide available from the
Office of Academic and Learning Services.
48 Student Life
FAMILY EDUCATIONAL RIGHTS
AND PRIVACY ACT
The Family Educational Rights and
Privacy Act (FERPA) of 1974, as amended,
provides certain rights to students regarding their education records. Each year
Augsburg is required to give notice of
the various rights accorded to students
pursuant to FERPA. A copy of Augsburg's
policy is published in this catalog on page
81 and in the Student Guide distributed
annually to students.
Augsburg College understands that no
information other than "directory information" can be released without the written
permission of the student. Students must
give permission in writing for educational
information to be released to anyone outside of the official personnel (faculty and
administration) at Augsburg. This means
that faculty or others cannot write letters
of support/recommendation or nominate
students for awards unless explicit written
permission is given by the student to
release non-"directory information." It
is not sufficient to ask for letters of
recommendation.
Complete information about Augsburg's
procedures with regard to FERPA are available from the registrar's office.
DISCRIMINATION COMPLAINTS
The College has designated the following persons as coordinators for discrimination inquiries or grievances:
Affirmative Action Coordinator (for
matters based on race, creed, national, or
ethnic origin)-Contact Lora Steil, manager of human resources, Ground Floor,
Memorial Hall, (612) 330-1023.
504 Coordinator (for matters based
on physical or mental handicap)-Contact
Vern M. Bloom, assistant professor of social
work, Memorial Hall 332, (612) 330-1133.
Title IX Coordinator (for matters
based on sex or marital status)-Contact
the associate dean for student affairs, First
Floor, Christensen Center, (612) 330-1160.
Employment-Contact Human
Resources, Ground Floor, Memorial Hall,
(612) 330-1058.
All correspondence should be
addressed to the designated office at
Augsburg College, 2211 Riverside Avenue,
Minneapolis, MN 55454. Formal grievance
procedures are described in the Student
Guide. Copies are available from the Office
of Academic and Learning Services.
/"
,/
General Information - 50
Degrees Offered - 50
Academic Calendar - 50
Faculty - 50
Library and Information
Technology Services - 51
Computer Resources - 51
Academic Adv~s~ng
Center - 52
Augsburg Sem~nar- 52
Academic Organization
and Proqrams
- 52
Divisions and Departments - 52
Majors and Minors - 53
Teaching Licensure - 54
Pre-Professional Programs - 55
Honors Program - 56
Inter-Institutional Programs - 56
Study Abroad - 57
Center for Service, Work, and
Learning - 60
Weekend College - 62
Graduate Programs - 62
Other Programs - 63
Academic Policies and
Procedures - 64
Registration - 64
Withdrawal from College - 65
Leave of Absence - 65
General Education
Curriculum - 68
Quick Check Surnmanl
- ,ofGraduation Requirements - 66
Graduation Requirements - 68
Skills Components and
Requirements - 69
Liberal Arts Perspectives - 71
Rationale for Perspectives - 71
Evaluation and Grading - 75
Assessment of Previous Learning
Program - 77
Academic Progress, Probation ar
Dismissal - 80
Commencement - 81
Four-Year Assurance Program - 81
FERPA - 81
A
ugsburg College constructs its curriculum upon the
that students
must be educated intellectually, spiritually,
and physically. To act effectively, human
beings must have a broad grasp of the
world from which they have come as well
as the world in which they live. By providing courses in the humanities, natural sciences, and social sciences, the general education curriculum introduces students to
the breadth and complexity of knowledge
and culture.
Required courses in Christian Faith are
designed to acquaint students with the
Christian tradition and encourage them to
reflect upon the importance and meaning
of spirituality in their lives. Recreation
courses offer students opportunities to
develop skills for participation in exercise
and sporting activities.
Students choose from over 50 major
areas of study to gain a depth of knowledge in a discipline and to prepare for a
career or further study. Thus, through a
balance of curricular activities supported
by full programs in student life and religious life, an Augsburg College education
strives to educate its students in a real
world for the real world.
DECREES OFFERED
Augsburg offers the bachelor of arts,
the bachelor of music, and the bachelor of
science degrees. Augsburg also offers the
master of arts in leadership and the master
of social work degrees.
ACADEMIC CALENDAR
The Augsburg day program follows the
4-1-4 calendar, with fall and spring semesters of approximately 14 weeks, separated
by a four-week January Interim. Full-time
students normally take four course credits
each semester and one course during
Interim. Day school freshmen are required
to take an Interim course their first year.
The calendar is coordinated with those
of the four other colleges of the Associated
Colleges of the Twin Cities, so students
can take a course on another campus during the regular term. (See Registration on
page 64 and Calendars on pages 4 and 5.)
January Interim is particularly intended to
be a time for both students and faculty to
employ different styles of teaching and
learning, and to investigate questions and
topics in places and ways not possible during the regular term. The Interim catalog,
published in the fall of each year, is distributed to all students and is available by contacting the Interim Office. In addition to
classes offered on campus, Augsburg offers
a variety of travel opportunities within the
United States and abroad.
Augsburg offers two summer school
sessions. A maximum of three course credits
can be earned in the two annual summer
sessions, one of four weeks and one of six
weeks. The Summer Session Catalog, published in the winter of each year, is distributed to all students, and is available by contacting the Office of Summer School.
Augsburg Weekend College and graduate programs follow a trimester calendar
(see Augsburg Weekend College and
Graduate Programs on page 62.)
FACULTY
The heart of any educational institution
is its faculty. Augsburg College is particularly proud of the excellence and commitment of its professors. Most faculty hold a
doctorate or other terminal degree, and all
consider teaching to be the focus of their
activity. Faculty are involved in social, professional, and a variety of research activi-
-
Academic lnformation 51
ties, but see these activities as supporting
their teaching. They are actively involved
in an exciting faculty development program that introduces them to current
thought in many fields, but especially in
teaching techniques and theories.
Augsburg's size and small classes
encourage its tradition of close involvement between professors and students.
Faculty act as academic advisers and participate regularly in campus activities.
Every freshman is assigned an Augsburg
Seminar adviser and, later, chooses a major
adviser. In this close interaction, faculty act
as both mentors and models for students.
LIBRARY AND INFORMATION
TECHNOLOGY SERVICES
The James G. Lindell Family Library
opened at the start of the 1997-98 academic year. The new, four-level, 77,000-squarefoot facility houses all library and information technology functions of the College.
In addition to the 175,000 volume main
collection, the Lindell Library includes the
Gage Family Art Gallery, special collections
and archives, a curriculum library and
instructional technology lab, library
instruction classroom, and facilities for
media viewing and listening. A bridge will
link the new building to Sverdrup Hall (the
former library), which will be renovated to
house additional computer labs and multimedia classrooms as well as a lounge and
vending area.
Library Resources
A service-oriented staff provides students and faculty alike with assistance to
meet diverse information needs including
instruction in the use of the library, reference service, and guidance in pursuing
research. Arrangements are made for access
by students with physical limitation and
special needs. Students can search a wide
variety of local, regional, national, and
international databases. Electronic access
to the world of scholarship is also available
through the Internet, and a computerized
on-line catalog and daily courier service
provide access to the library holdings of
the seven private liberal arts colleges in the
Twin Cities. Appropriately equipped laptop
computers can be connected to any of several hundred data ports throughout the
building to access these resources.
lnformation Technology Resources
Augsburg College has been a member
of the National Science Foundation's
Internet since 1990 and has built a reputation as a leader in its commitment to provide students with the best access to information technology and training. In
Newsweek magazine's Cyberscope section
on Aug. 1, 1994, for example, Augsburg
was cited as one of two first-rate sources
for information about the Internet. Visit
Augsburg's Web site <www.augsburg.edu>
for more on IT at Augsburg.
Computing
Students have access to over 180 oncampus personal computer systems. There
are desktop machines in three computer
labs and four computer classrooms, as well
as a suite of laptops that can be checked
out at the IT Service Center. Other
machines ar'i: available for student use
within academic departments. A campuswide network offers a full range of network
services including printing, e-mail, newsgroups, the World Wide Web, and access
to resources available via Gopher, Telnet,
and FTF! Appropriately equipped studentowned machines can also be connected to
the network to provide access from dormitory rooms. (Also see Honors Computing
and Communications Lab under Honors
Program on page 56.)
52 Academic Information
Media
The Media Center provides a large collection of sound recordings, video tapes
and films, as well as equipment for instructional use. Audio and video tape duplication within the limits set by copyright law
is available. The center supplies TV sets,
VCRs, video cameras, video editing, tape
recorders, microphones, slide-, overhead-,
filmstrip-, and movie projectors as well as
screens and carts. Facilities for classes in
broadcasting are located near the communications department in Foss Center.
Telecommunications
A campus-wide telecommunications
system enables easy and convenient voice
communication between students, faculty,
and staff. Students can leave voice mail
messages with any member of the faculty,
administration or the staff; voice mail
or call waiting are available to resident
students at a modest cost. Long-distance
service, billed to individual students,
can be arranged for any on-campus
residence phone.
ACADEMIC ADVISING CENTER
(AAC)
The Academic Advising Center advises
all incoming students with undeclared
majors, provides information on matters of
general education, administers and tracks
all entry level skills assessments, interprets
catalog and graduation skills requirements,
and advises students who have been placed
on academic probation and re-entering suspended students regarding GPA requirements. The AAC also provides materials
for organizing and recording student academic progress. The center also coordinates
summer advising for the orientation program and provides in-service training and
development for faculty advisers.
AUCSBURG SEMINAR (AUG)
The Augsburg Seminar assists students
in their first Augsburg registration, provides orientation events before classes
begin, and includes a seminar series.
The Augsburg Seminar reflects the
College's commitment to a meaningful
introduction to college for our s t u d e n t s
an enriching beginning for a college career.
To provide focus for this introduction, the
Augsburg Seminar is centered on a series
of themes. These themes are reflected in
and expanded upon in readings, discussions, and other activities. Diversity, tradition, change, ways of knowing, and what it
means to be an educated person are all
themes associated with the program. (Also
see page 92.)
DIVISIONS AND DEPARTMENTS
The College cuniculum is offered by 23
departments that are grouped into four
divisions for administrative and instructional purposes.
Humanities-Catherine Nicholl
(Chair). Art, English, modem languages,
philosophy, religion, speech/communicationltheatre arts, College librarians.
Natural Science a n d
Mathematics--Larry Ragland (Chair).
Biology, chemistry, mathematics, computer
science, physics, physician assistant studies.
Social and Behavioral S c i e n c e s
Garry Hesser (Chair). Business administration/accounting/MIS, economics, history,
political science, psychology, sociology.
Professional Studies-Anne Jensen
(Chair). Education, health and physical
education, music, nursing, social work.
-
Academic Information 53
MAJORS A N D MINORS
Majors, or concentrations of study, may
be within one department, within one division, or may cross academic disciplines.
Some students decide on a major or majors
before they enter college. Others test a
variety of disciplines before deciding.
Normally a major should be elected by the
end of the fourth semester and earlier in
some disciplines. Details of majors and
minors are in the course description section. Unless otherwise indicated, majors
are part of the bachelor of arts degree.
Students may contact the registrar
about creating a student-designed major.
Accounting
General Accounting
Managerial Accounting
Public Accounting
Art
Art History
Studio Art
Biology
Business Administration
Business Administration/Finance
Business
Administration/International
Business
Business Administrationhlanagement
Business Administrationhlarketing
Chemistry (B.A. or B.S.)
Communication
General Communication Studies
Mass Communication
Organizational Communication
Computer Science (B.A. or B.S.)
Computational Economics (B.A.)
East Asian Studies 1
Economics
Applied Economics
Economics
Economics/Business Administration
Education
Education Studies (non-licensure)
Elementary Education Studies
(non-licensure)
Kindergarten-Elementary (licensure)
Secondary (non-major, licensure only)
Engineering 2
English
Health Education
History
International Relations
Management Information Systems
Mathematics
Applied Mathematics
Mathematics
Metro-Urban Studies
Modem Languages
French
German
Norwegian
Spanish
Music
Music (B.A.)
Music Education (B.M.)
Music Performance (B.M.)
Music Therapy (B.S.)
Nordic Area Studies
Nursing (B.S.-Weekend College only)
Philosophy
Physical Education
Physician Assistant
Physics (B.A. or B.S.)
Space Physics (B.S.)
Political Science
Psychology
Religion
Youth and Family Ministry
Russian, Central and East European Area
Studies 1
Social Work (B.S.)
Sociology
Theatre Arts
Transdisciplinary
Women's Studies1
s4 Academic Information
Accounting
American Indian Studies
Art
Art History
Studio Art
Biology
Business Administration
Chemistry
Communication
Computer Science
East Asian Studies
Economics
English
Health Education
History
International Business
International Relations
Linguistics
Management Information Systems
Mathematics
Metro-Urban Studies
Modem Languages
French
German
Norwegian
Spanish
Music
Nordic Area Studies
Philosophy
Physical Education
Physics
Political Science
Psychology
Religion
Sociology
Social Welfare
Russian, Central, and East European Area
Studies 1
Special Education
Theatre Arts
Theatre Arts
Theatre History and Criticism
Women's Studies
It is possible for students to complete
other majors through the Associated
Colleges of the Twin Cities (ACTC).
Students who wish to complete a major
offered at one of the other ACTC colleges
must apply through the Augsburg registrar's office. Some majors may have a competitive application process with acceptance determined by the major department.
1 Cooperative program of the Associated
Colleges of the Twin Cities and agreements with
the University of Minnesota. It is possible for students to take beginning/intermediate/advanced
courses not available at consortium colleges in
Arabic, Chinese, Hebrew, Japanese, Russian, and
other infrequently taught languages. Students register directly with the ACTC office.
2 Dual-degree programs with the University of
Minnesota Institute of Technology, Washington
University School of Engineering and Applied
Science, and Michigan Technological University.
OTHER STUDY PROGRAMS
Teaching Licensure
Teaching licensure programs are offered
at Augsburg in kindergarten-elementary
education and the following fields in secondary education: English-language arts,
French, German, life science, mathematics,
physical science (chemistry or physics),
science (grades 5-9), social studies,
Spanish, speech, theatre arts, and in the
special areas of art (K-12), band (K-12)
and classroom music (grades 5-12),
orchestra (K-12) and classroom music
(grades 5-12), vocal and classroom music
(K-9), vocal and classroom music (grades
5-12), health (K-12), and physical education (K-12). (See Department of Education
on pages 127-137.)
Students planning to teach on the secondary level have advisers both in the
Department of Education and the area of
their academic major(s) .
Academic Information
The State of Minnesota intends to have
new teacher licensure rules in effect by
August 1, 2000. Students who enter the
programs in the fall of 1998 and beyond
will be under the new rules. It is expected
that license areas after that date will be
similar to the list printed above. It is the
student's responsibility to work closely
with an education department adviser and
to stay informed about changing requirements in their teaching field.
Pre-Professional Programs
Students who plan to enter the fields of
law, medicine, denti~try,~ministry,
veterinary
science, pharmacy, or erigineering can profit
from a liberal arts education at Augsburg.
It is recommended that requirements
for admission to graduate schools or seminaries be reviewed and the course of study
at Augsburg planned accordingly. A faculty
adviser is available in each field to assist
students in their planning. Students who
want to plan a pre-professional program
should contact the Academic Advising
Center early in their freshman year to
arrange for help from the appropriate faculty adviser.
Pre-Dentistry--These courses are recommended to fulfill the minimum requirements of the School of Dentistry at the
University of Minnesota: ENG, two courses;
BIO 113, 114,215; PHY 121, 122; CHM
115, 116 (or 105,106), 351,352; MAT
124; PSY 105. Requirements at other universities may vary.
Pre-Engineering-See engineering
degree and major requirements on pages
138-139.
Pre-Law-Students considering a
career in law should examine the handbook published by the Association of
American Law Schools. Students may wish
to take law-related courses to help determine their interest in law. Pre-law students
should major in a discipline of their own
choosing; most law school entrance
requirements will be satisfied with a record
of solid achievement coupled with an
acceptable LSAT score.
Pre-Medicine-Many medical schools
are encouraging a liberal arts education to
prepare for study in medicine. While a
major in chemistry and biology is not
required to apply to medical schools, many
students with an interest in the sciences
choose to major in these fields.
Coursework that is required by most medical schools includes: two composition
courses, including ENG 111; CHM 115,
116 (or 105, 106); CHM 351,352; BIO
113, 114,215,367; MAT 145,146; PHY
121, 122. Courses recommended in preparation for MCATs: BIO 355, 473, 476;
CHM 361. Students must consult with faculty in biology and chemistry as well as the
pre-medical adviser in the Academic
Advising Center early in their studies.
Pre-Occupational Therapy, PrePhysician Assistant, and Pre-Physical
Therapy-Coursework in preparation for
these training programs should be discussed with a faculty member in the
Department of Biology.
Pre-Pharmacy-Augsburg has a program designed to fulfill minimum
requirements of the College of Pharmacy
at the University of Minnesota: BIO 113,
114, 215,476; CHM 115, 116 (or 105,
106), 351,352; ECO 113; ENG 111, and
a second course; MAT 145, 146; PHY 121,
122; electives from human anatomy
(ACTC); and humanities, literature, and
the arts to fulfill the semester hour
2
56 Academic Information
requirements. Requirements at other
universities may vary.
Pre-Seminary-A student may enter a
theological seminary with any of several
different majors, such as history, philosophy, English, psychology, sociology, or religion. Recommended preparation includes
REL 111, 221; at least two semesters of
history (Western civilization); one or more
courses in the history of philosophy, and
Greek in the junior andlor senior year.
Pre-Veterinary Medicine-To meet
minimum requirements of the College of
Veterinary Medicine at the University of
Minnesota, these courses are recommended: ENG, two courses; MAT 145, 146; public speaking, one course; CHM 115, 116
(or 105, 106), 351, 352, 353; BIO 113,
114, 215; PHY 121, 122; economics, one
course; two courses in art, literature,
music, humanities, theatre, or upper division modem languages; and anthropology,
economics, geography, history, political science, psychology, or sociology courses to
fulfill the rest of the curriculum requirements. Requirements at other universities
may vary.
HONORS PROGRAM
The Honors Program is designed to
challenge and encourage the most academically distinguished students at Augsburg.
The program combines academic and cultural components with social activities.
Members of the program normally enter as
freshmen, but students may enter the program as late as the beginning of the junior
year. Students graduate from the Honors
Program upon successful completion of the
program, which is noted on the transcript.
That notation provides an advantage for
both employment and graduate school
application.
The Honors Program at Augsburg was
awarded a National Science Foundation
Grant in 1995 to establish an Honors
Computing and Communications Lab in
Foss 20, and to put the program on a computational footing. Students entering the
program as freshmen are required to take
an honors version of CSC 160 Introduction
to Computer Science and Communications,
which establishes crisp computing and
communications skills at the outset of
their collegiate careers. Other courses in
the program make use of these computing
skills in lab-oriented sequences exploring
literature, writing, history, religion, philosophy, and social and natural science.
During the junior and senior years, students take four mini-seminars (one full
course credit upon completion), one each
semester, and participate in a six-week
Monday Forum Program each term.
Seniors take a senior seminar during
Interim, which satisfies a perspective
requirement, and are obliged to complete
an approved honors project. Some seniors
satisfy this requirement by serving on the
Augsburg Honors Review, a yearly journal
that publishes outstanding student papers.
Requirements center on full participation in the program and the maintenance
of at least a 3.3 GPA the freshman year, a
3.4 the sophomore year, and a 3.5 the last
two years. Please direct inquiries to Dr.
Joan Griffin, associate director of the
Honors Program, 330-1045, or Dr. Lany
Crockett, director of the Honors Program,
330-1060.
INTER-INSTITUTIONAL PROGRAMS
Augsburg cooperates with other colleges and institutions in the Twin Cities
area on several programs.
Library and Media CenterThrough CLIC, the Twin Cities private
-
Academic Information 57
colleges library consortium, the Augsburg
community has direct access to over
1,300,000 volumes.
Associated Colleges of t h e Twin
Cities (ACTC)-Full-time weekday students at Augsburg and the St. Paul colleges
and universities of Hamline, Macalester, St.
Catherine, and St. Thomas may elect a
course each semester at one of the other
campuses. No additional fee is required for
such an exchange, except for private
instruction in music or approved independent studies. Students may elect to participate in the cooperative program to gain
new perspectives, to get better acquainted
with the other schools, or to undertake a
specific course or major not offered on the
home campus. The colleges have coordinated calendars. The Interim term may also
be taken on another campus. A regularly
scheduled bus shuttles students between
the campuses.
Augsburg College also cooperates with
other colleges in planning study opportunities for the January Interim.
Higher Education Consortium for
Urban Affairs (HECUA)-Augsburg, in
cooperation with 17 other colleges and
universities, offers off-campus study semesters in Scandinavia, South and Central
America, and the Twin Cities. (See HECUA
programs on page 59.)
Air Force ROTC-Augsburg students
may participate in the Air Force ROTC program at the University of St. Thomas under
the ACTC consortium agreement. Students
are eligible to compete for two- and threeyear AFROTC scholarships. For more information, contact the registrar's office.
Army ROTC-Augsburg students may
participate in the Army ROTC program at
the University of Minnesota under an
agreement between Augsburg, the
University of Minnesota, and the
program. For more information, contact
the registrar's office.
Naval ROTC-Augsburg students may
participate in the Naval ROTC program at
the University of Minnesota under an
agreement between Augsburg, the
University of Minnesota, and the program.
For more information, contact the registrar's office.
Note: A maximum of one full Augsburg
course credit of military science studies
may apply toward the total credits required
for graduation. Additional military science
credits beyond the one credit allowed will
be classified as non-degree credits.
OPPORTUNITIES FOR
STUDY ABROAD
An increasing number of Augsburg students are taking advantage of the opportunity to gain academic credit for an overseas
experience. Through study abroad students
may meet with grassroots women's organizations in Mexico, work in a small business or artisan program in Kenya, examine
Scandinavian perspectives on world peace
in Norway or thrill to the sounds of The
Magic Flute at the Viennese state opera
house. Study abroad provides opportunities
to develop critical thinking skills, strengthen
language competencies, further career
paths, experience different cultures, and
gain knowledge about the increasingly
interdependent world.
Academic Requirements and Credit
Study abroad is an integral part of several majors at Augsburg, but will add an
international dimension to any academic
program. Students normally receive the
same number of course credits abroad as if
studying on campus. Courses abroad can
58 Academic Information
fulfill major, general education, and graduation requirements when approved by academic advisers and department chairs
before departure.
Students receive advice on selecting
programs that best fit their academic,
career, and personal objectives. Assistance
is provided with application, course registration, financing, and travel arrangements.
Orientation and re-entry programs assist
students in integrating the experience
abroad into their coursework and
personal lives.
Eligibility and Application
All students in good academic standing
(a minimum GPA of 2.5) at Augsburg may
apply for permission to study off campus.
Although foreign language skills are an
asset, they are not required. Since it takes
some time to prepare for studying abroad,
students should start planning during their
freshman and sophomore years.
The deadline for application is Sept. 30
for off-campus study during spring term
and March 1 for off-campus study during
fall term.
Costs and Financial Aid
The cost of many programs is equivalent to full tuition, room, and board for a
semester on campus. Financial aid is granted
on the same basis as on-campus study.
Cost estimates are drawn up to assist the
financial aid office in awarding aid to students studying overseas.
The Center for Global Education
The Center for Global Education facilitates cross-cultural learning experiences
that prepare people to think more critically
about global issues and to work toward a
more just and sustainable world. The tenter's programs explore a diversity of view-
points and are grounded in the perspectives of the poor and of others struggling
for justice and human dignity.
The center's study programs are conducted in Central America, Mexico, and
Namibia. Students experience three distinct types of living situations: living with
other participants in a community house,
spending several days in a rural setting,
and several weeks living with host families.
They also travel together on two-week
seminars-from Mexico to Central
America, and from Namibia to South
Africa. The cost of these programs is equivalent to full tuition, room, and board for
one semester on campus, plus airfare.
Women and Development: Latin
American Perspectives (Mexico)-Fall
This program explores the experiences
of women in Latin America, focusing on
their roles in economic development,
social change strategies, and the connections women are drawing among issues of
gender, race, class, and global economics.
The program offers credit in religion, interdisciplinary studies, political science, and
Spanish. Application deadline: April 1.
\\
Sustainable Development and Social
Change (Guatemala, El Salvador,
Nicaragua)-Fall and Spring
This program introduces students to the
key issues facing the Central Americans.
For two decades the people of Central
America have been in upheaval and have
experienced fundamental social and political change. Students examine the impact of
revolution and civil war on the lives and
culture of the people and the environment
of Guatemala, El Salvador, and Nicaragua.
Course credit may be earned in Spanish,
religion, interdisciplinary studies, and eco-
Academic Information
nomics. Application deadline: April 1for
fall, October 15 for spring.
Higher Education Consortium for Urban
Affairs (HECUA)
Multicultural Societies in Transition:
Southern African Perspectives
(Namibia)-Fall
Augsburg, in consortium with other
colleges and universities, offers programs
through HECUA in four different full
semester programs in Norway, Ecuador, or
Colombia. All programs emphasize the
impact of the social change and cross-cultural factors on the human community.
HECUA programs emphasize intense language experience, internships, and field
trips.
This intensive program of travel and
study is designed to introduce participants
to the central issues facing southern Africa.
Namibia is a nation that has recently
gained independence and is making a transition from colonialism to independence.
Credit is available in history, political
science, and interdisciplinary studies.
Application deadline: April 1.
Gender and Environment: Latin
America Perspectives (Mexico)Spring
This program introduces students to
the socio-economic and political issues of
the region with a focus on the impact of
environmental policies on the lives of
women and men from varying economic
classes and ethnic groups in Mexico and
Central America. Credit is available in
Spanish, sociology, and religion.
Application deadline: October 15.
Women and Development: Southern
African Perspectives (Namibia)Spring
This intensive travel and study program
is designed to introduce students to the
central issues facing southern Africa, with
emphasis on the experiences of women.
The program introduces students to the
struggle of women in southern Africa, to
the history of their role in society, and to
the situation that exists for women in
Africa. Credit is available in sociology, religion, political science, and interdisciplinary
studies. Application deadline: Oct. 15.
For more information on international
HECUA programs, see the listings under
International Studies; and for non-international programs, see Metro-Urban Studies
under Interdisciplinary Studies.
Scandinavian Urban Studies Term:
Norway-Fall
This interdisciplinary program focuses
on contemporary Scandinavian society, culture, and language and the development of
cities, urban problem solving, and urban
life. Local, regional, and international field
study and site visits in other countries,
including the former Soviet Union, will
provide comparative perspectives on welfare states and global politics. Application
deadline: March 15.
South American Urban Semester:
Colombia-Fall
This semester-in-the-city program,
located in Bogota, Colombia, is an interdisciplinary program that focuses on the relationships between third world development and the consequences of urbanization
and social inequality. Analysis of competing theories of development are integrated
with field study in the host city and outlying regions.
9
60 Academic Information
Community Internships in Latin
America: Colombia-Spring
This interdisciplinary program enables
the student to combine intense involvement in a community-based organization
with study of the community development
process and increase language skills.
Students study philosophical and ideological perspectives of a variety of community
agencies or groups working with or for
low-income and other disenfranchised
populations in Latin America. Application
deadlines: Nov. 1.
Culture and Society in Latin America:
Colombia or Ecuador-Spring
This interdisciplinary program focuses
on development and social change in Latin
America through the study of ideology, as
reflected in literature, the arts, and the
ways in which ideologies shape perceptions of social realities. Application deadline: Nov. 1.
Student Teaching Abroad
Selected education department students
may participate in the International
Student Teaching Abroad program coordinated through Moorhead State University
or the University of Minnesota-Morris.
Students have options for student teaching
in dozens of countries through the
International Independent School
Network. Students who teach abroad will
also do part of their student teaching
under direct Augsburg faculty supervision.
For additional information, contact the
Department of Education.
Interim Abroad
Each January, 25 to 30 courses are
offered around the world by Augsburg professors and through the Upper Midwest
Association for International Education
(UWIE). Course registration is held dur-
ing the spring and fall terms for the following January. Application deadline: Oct. 25.
THE CENTER FOR SERVICE, WORK,
AND LEARNING
The Center for Service, Work, and
Learning is a comprehensive center incorporating an educational focus emphasizing
the importance and value for all students
to engage in service and work-based learning experiences and design of a four-year
career plan integrating their education
with a vocation and life plan.
The center helps students take advantage of Augsburg's metropolitan location
through the highly successful experiential
programs that link the College's academic
programs to Twin Cities employers and
organizations. Through internships, cooperative education, and community servicelearning, Augsburg students integrate and
expand their liberal arts education by
embracing the worlds of work and service
and integrating this learning with their
career and vocation plan.
The center helps link employers, community organizations, and the academic
program in ways that enrich and expand a
student's educational experience and personal development. Experiential education
opportunities are closely related to a student's major, coursework, or career interest. Placements may be in small and midsize companies, large corporations, nonprofit organizations, schools, government
agencies, and community-based organizations.
The underlying assumption is that a
liberal arts education is an effective preparation for careers and citizenship. The integration of "knowing and doing" adds
breadth and depth to the liberal arts curriculum and assists students in making
more informed academic, personal, and
career decisions.
-
Academic Information 61
Academic Internships
An academic internship is a carefully
planned, work-based learning experience
where a student focuses on specific academic and individual learning objectives. A
learning agreement plan that is negotiated
with a faculty supervisor and work supervisor, outlining the internship objectives,
strategies, and evaluation methods, is
required.
An academic internship is approved,
supervised, and evaluated by a faculty
member in the department in which the
student wishes to earn the internship credit.
Upper division internships are numbered
399 and lower division internships are
numbered 199 (see page 85).
Internships are available in all majors
and can be taken during a semester (or
Weekend College trimester), Interim, or
summer session. Interdisciplinary internships are also available. For extension of an
internship beyond one term see Evaluation
and Grading on page 75.
A maximum of four courses of internship may count toward the total courses
required for the degree.
Cooperative Education
Cooperative education is a college-supported, paid, work-learning experience that
is closely related to a student's major or
career objective. The goal is to combine
theory with practice in work or servicebased settings.
Students also earn money to help defray
educational costs while gaining important
on-the-job experience. Job placements typically are part-time during the academic
year andlor full-time in the summer. Co-op
jobs are flexible and can begin and end
anytime. Co-op ed is not accredited in and
of itself, but a non-credit cooperative education transcript notation is highly recommended during the academic terms the
student is employed. Co-op ed students are
encouraged to register for at least one
internship for credit in conjunction with
their cooperative education participation.
Co-op ed is available to Augsburg students
who have completed their freshman year
and are in good academic standing.
Community Service-Learning
Augsburg's Community ServiceLearning Program provides students with
opportunities to respond to human needs
in the city through service experiences,
which include reflection on and analysis of
community issues in order to promote personal and educational growth. Augsburg
students learn from the community in
which they live by participating in service
activities combined with learning components such as orientation sessions, seminars, and class discussions. This dynamic
and interactive educational approach
employs reciprocal learning between the
students and the community. Community
service examples include tutoring at
schools and community centers close to
campus, volunteering at homeless shelters,
building housing for low-income people,
or working with environmental groups.
Service-learning experiences include
course-embedded community service,
internships, cooperative education, and a
wide range of extracurricular volunteer
options.
The service-learning program works
closely with the student-directed Augsburg
LINK, residence hall directors, and campus
ministry.
62 Academic Information
CAREER SERVICES
Career Services is committed to assisting all students with their career planning.
This process is an important part of a student's development while attending college. To aid students in this process, Career
Services offers students the opportunity to
actively participate in career seminars,
career assessments, one-on-one counseling,
self-paced computer career planning modules, and use of the Alumni Resource
Network for informational interviews.
Services are available to all students,
but some programs are sponsored especially
for seniors. Seniors are encouraged to
attend one of three annual job fairs with
recruiters representing business, education,
or nonprofit and government sectors.
There is also an annual graduate and professional school fair for seniors to explore
educational options after graduation.
WEEKEND COLLEGE
Augsburg Weekend College provides an
educational alternative for adult students
who work or have other commitments
during the week. It is a means to earn a
college degree, complete a second major,
or pursue a personal interest or skill.
Weekend College classes meet on alternate weekends. There are three trimester
terms during the academic year, from early
September through June. Students may
take from one to four classes each term.
Although Augsburg Weekend College
involves the same courses as the day pro:
gram, the cumculum is limited to selected
liberal arts courses and the following
majors: accounting, business administra-
tion (specializations in finance, international business, management, and marketing), communication (concentrations in
general communication, organizational
communication and mass communication), computer science, economics, elementary and secondary education, English,
history, management information systems,
nursing, psychology, religion, social work,
and studio art. A separate Weekend
College catalog is available from the Office
of Weekend College, (612) 330-1782.
GRADUATE PROGRAMS
Augsburg College offers two graduate
degree programs: the Master of Arts in
Leadership (MAL) and the Master of
Social Work (MSW). Catalogs for each
degree program should be consulted for
complete information.
The Master of Arts in Leadership is
based on the subject matter and approaches
of the traditional liberal arts. This crossdisciplinary program directs its academic
content and pedagogical approaches at situations, issues, and problems relevant to
organizational leaders. Augsburg's program
recognizes that today's leaders need a broad
spectrum of abilities to provide them with
a more comprehensive understanding of
their world. Designed for working adults,
the program operates on alternate
Saturdays and alternate Thursday evenings.
The Master of Social Work (MSW) prepares students for entering advanced social
work practice. The program builds on the
liberal arts base of the College and supports the College's mission to nurture
future leaders in service to the world.
Academic lnformatsn
There are two concentrations: family
practice or program development, policy,
and administration. Students choose one of
the two concentrations for their program
focus. The curriculum emphasizes work
with diverse and oppressed groups, social
justice, leadership for social change and a
holistic, strengths-based, problem-solving
framework. Graduate social work classes
meet in four-hour blocks on Friday
evenings, Saturday mornings, and
Saturday afternoons.
The program development, policy, and
administration concentration has been
developed in response to the growing
demand for creative leadership and administration of policies and services that
respond to human need.
OTHER PROGRAMS
Continuing Education Program
The mission of the Augsburg College
continuing education program is to provide working adults with lifelong learning
opportunities that will enable them to continue to grow personally, professionally,
and spiritually in their homes, workplaces,
and communities. The program strives to
meet the needs of the community by offering credit and non-credit programs consistent with the mission and values of the
College. Adult students who wish to earn
traditional course credit should contact the
Office of Weekend College.
The Office of Continuing Education is
currently developing a series of non-credit
programs to offer through the Center for
Professional Development. These seminars
will focus primarily on leadership, management, communications, and information
technology for businesses and nonprofit
organizations. Call the office for information on current course offerings.
Canadian Program
The Canadian program was inaugurated
in 1985 with endowment from the Mildred
Joel bequest for Canadian studies. The program supports special events and conferences as well as student internships and
faculty activity in Canadian studies. The
goals of the program include community
involvement, increased awareness of the
importance of Canadian/U.S. relations, and
provision of opportunities to learn directly
from Canadians through visits and
exchanges. For more information contact
Milda K. Hedblom, Canadian program
coordinator.
Elderhostel and College of the
Third Age
Augsburg College has a commitment to
lifelong learning and is host to both
Elderhostel and College of the Third Age.
For more information, contact the Office of
Continuing Education.
2
b4 Academic Information
-
1
--=
1
REGISTRATION
A student must be registered for a
course to receive credit for it.
Full-time students normally register for
four course credits per semester and one
course during Interim. Students registered
for three or more course credits in a semester are classified as full-time students. To
register for more than 4.5 course credits,
students must contact the registrar's office
to petition the Committee on Student
Standing for permission.
Although a student may register up to
five days after the semester begins, registration is encouraged at the regularly scheduled time. Special fees are charged for late
registration. Special fees are also charged
for cancelling or adding courses or changing the grading option after the first five
days of a semester.
A joint class schedule is published each
spring by the Associated Colleges of the
Twin Cities, listing courses and their locations at the five colleges for the following
academic year. As some courses are offered
only in alternate years, students should
also consult with departmental advisers
when planning their academic program.
Interim, summer school, Weekend
College, and graduate program courses are
published in separate catalogs.
Specific information on registration and
help with registration on other campuses
are available from these offices:
Office of the RegistrarScience Hall 114
Interim OfficeMemorial Hall 226
Office of Summer SchoolMemorial Hall 226A
Office of Weekend College-Sverdrup Hall
MAL Graduate Program OfficeMemorial Hall 226A
MSW Graduate Program OfficeMemorial Hall 12
Pre-Registration
Freshmen and transfer students may
pre-register during summer for courses in
the fall. All currently enrolled students
may pre-register during the fall for the
spring term and during the spring for the
fall term.
Class Confirmation (payment of fees)
All students must confirm their registration with a signature and final payment
arrangements prior to the start of classes.
Students who do not confirm their registration before the first day of classes
(unless special arrangements have been
made) will lose all classes. They may register and confirm during the first five days,
but special late fees are assessed and added
to their account.
-
Academic Information 65
Withdrawal from College
Students are urged not to abandon
courses for which they are registered
because this may result in a failing grade
on their official academic record.
Cancellation of courses or withdrawal from
the College must be completed in the registrar's office. A Leave of
AbsencdWithdrawal from the College form
may be obtained in the Academic Advising
Center or in the registrar's office.
Withdrawal from College cannot occur
during final examination week unless a
petition is approved by the Committee on
Student Standing. Withdrawal from
College and any consequential adjustments
in accounts are effective as of the date the
Withdrawal from College form is returned
to the registrar's office.
Leave of Absence
Students may request a leave of absence
for academic or personal reasons. A Leave
of AbsencdWithdrawal from the College
form must be picked up in the Academic
Advising Center or the registrar's office.
It must be signed by advising center staff
or an authorized representative. The completed form must be submitted to the
registrar's office.
A leave of absence may be granted for
one term or one academic year. If an extension is needed, an updated leave of absence
form must be submitted to the registrar's
office prior to the expiration of the previous leave of absence period, or an application for re-admission will be required.
Students are responsible for keeping the
registrar's office informed of their mailing
addresses. All deadlines for financial aid
and housing must be observed by the
returning student. A leave of absence does
not defer payment of loans or extend
incomplete course deadlines.
Former Students
Former Augsburg students, re-admitted
to complete a degree after being away from
the College for at least one calendar year,
have a choice between using the catalog in
effect when they first enrolled, if possible,
or using the catalog in effect at the point of
re-admission. Students must meet all of the
requirements in effect under the catalog
they choose. Choosing to complete under
the current catalog will require re-evaluation of prior coursework, including transfer credit, to determine applicability to current academic requirements.
66 Academic Information
Music Therapy (B.S.) . . . . . . . . . . . .17
Physician Assistant (B.A.) . . . . . . .19.5
This quick-reference checklist is an
abbreviated version of the general education curriculum requirements for graduation. As a summary, it is not comprehensive and cannot substitute fully for the
complete degree requirements that begin
on page 68. Students are advised to read
carefully the full graduation requirements
and to consult frequently with their advisers to ensure that all requirements for
graduation are met.
All new freshmen and all freshman
and sophomore transfer students
must complete the following requirements prior to graduation (transfer
credit may apply to these requirements):
Li Complete the AUG fall orientation and
seminar (see page 92). (Sophomore
transfer students are exempt.)
D Satisfy entry level skill requirements in:
Mathematics
Writing
Critical Thinking
D Demonstrate proficiency in two different lifetime sports.
Li Achieve a Math Placement Group score
of three.
D Complete 33 course credits. Of these:
11 must be upper division
(numbered 300 or above)
Other maximums are described on
page 68.
Li Complete a major.
D Maintain minimum grade point average.
Li Complete courses that fulfill the
following perspective requirements.
No students will be permitted to count
more than three courses from the same
department in meeting perspective
requirements.
One City Perspective
Two Western Heritage Perspectives
from different departments
One Human Identity Perspective
One Aesthetic Perspective
Two Social Work Perspectives, from
different departments
One Intercultural Awareness
Perspective
Two Intercultural Awareness
(language) Perspectives, other
than your native language
Two Natural World Perspectives, from
different departments unless a yearlong sequence is taken
Q Complete courses designated to fulfill
the following Graduation Skills with a
minimum grade of 2.0 or I? (These
requirements may be met with courses
in the major or perspectives.)
Two courses with Writing
components (one within the major)
Two must be Interim courses
No more than 13 courses may be in
any one department, with the
following exceptions:
One course with a Critical
Thinking component
Accounting (B.A.) . . . . . . . . . . . . . .14
Music Education (B.M.) . . . . . . . . .17
Music Performance (B.M.) . . .
Social Work (B.S.) . . . . . . . . . . . . . .15
.20
One course with a Speaking
component
One course with a Quantitative
Reasoning component
Academic Information 67
All transfer students (entering with
14 or more credits) must complete
the following requirements prior to
graduation (transfer credit may apply
to these requirements):
tl Satisfy entry level skill requirements in
writing
CS Demonslrate proficiency in two different lifetime sports
CS Achieve a Math Placement Group score
of three.
U Complete 33 course credits. Of these:
Cl Complete a major.
CI Maintain minimum grade point average
CI Complete courses that fulfill the
following perspective requirements:
Two Christian Faith Perspectives
(one Christian Faith Perspective for
transfer students entering with 24 or
more course credits)
One City Perspective
One Western Heritage Perspective
One Human Identity Perspective
11 must be upper division (numbered
300 or above)
One Aesthetic Perspective
No students will be permitted to
count more than three courses from
the same department in meeting perspective requirements.
One Intercultural Awareness
Perspective
No more than 13 courses may be in
any one department, with the following exceptions:
Accounting (B.A.) . . . . . . . . . . . . . .14
Music Education (B.M.)
....
.
.
. . .17
Music Performance (B.M.) . . . . . . . .20
Music Therapy (B.S.) .
......
.
...
.17
Physician Assistant (B.A.) . . . . . . .19.5
Social Work (B.S.) . . . . . . . . . . . . . .15
Other maximums are described on
page 68.
One Social World Perspective
Two Intercultural Awareness
(language) Perspectives, other
than your native language
One Natural World Perspective
Complete courses that fulfill the
following Graduation Skills with a
minimum grade of 2.0 or P (These
requirements may be met with
courses in the major or perspectives.)
One course with a Writing
component within the major
One course with a Critical Thinking
component
One course in Speaking
One course in Quantitative Reasoning
68 Academic Information
Requirements For Undergraduate
Graduation:
W GRADUATION REQUIREMENTS
The responsibility for seeing that all
degree requirements are satisfied rests with
the student.
Academic advisers, the Academic
Advising Center staff, department chairs,
and the registrar are available for counsel
and assistance in program planning.
Students who enter an academic program with a baccalaureate or higher degree
should contact the registrar's office about
specific requirements for a second baccalaureate degree or for the equivalent of a
major. See page 21 in Undergraduate
Admissions-Special Students (Second
Degree).
Each student must apply for graduation. Students should apply at the start of
their last academic year to confirm remaining graduation requirements. Application
forms are available in the registrar's office.
All degree and course requirements
must be completed and verified in the registrar's office prior to the anticipated date of
graduation (there may be no incompletes or
open courses on the academic record).
Degree requirements include completion
of a minimum number of credits, a major,
the Augsburg Seminar (AUG), a minimum
GPA, residence, and general education
courses, including lifetime sports.
1. Completion of 33 course
credits-At least 11 course credits must
be upper division, numbered in the 300s
and 400s. Not more than 13 course credits
may be in one department, except in certain approved majors: accounting (B.A.) 14; music education (B.M.) - 17; music
performance (B.M.) - 20; music therapy
(B.S.) - 17; physician assistant (B.A.) 19.5; and social work (B.S.) - 15.
This course total must include two
Interims for students who enter with fewer
than 14 courses. Students transferring with
14 or more courses are not required to take
the Interim courses. Freshmen are required
to take an Interim course their first year.
A maximum of four Interim course credits
may be counted toward the 33 course
credits required for graduation.
No more than these maximums may be
applied toward the 33 total course credits
required: four Interim courses; two courses
by independentldirected study; four courses
of internship; and eight course credits with
a grade of Pass (P). Nontraditional grading
(P) also has these limits: two in the major
except elementary education (two in the
major plus student teaching), social work
(two in the major plus field work
practicums).
2. Completion of a MajorRequirements for each major are listed
under the departmental headings.
3. Augsburg Seminar (AUC)-A11
students who enter the College as freshmen in the weekday schedule program
must satisfactorily complete fall orientation
and the Augsburg Seminar. See the program section on the Augsburg Seminar for
a full description.
4. Grade Point Average-2.0 for
most majors. A minimum grade point average of 2.0 is required for all courses taken
and specifically for all courses that apply
toward a major or special program. Some
majors, licensure, and certification require
higher grades in each course or a higher
grade point average. (For example, see
licensure in education, music education,
music performance, music therapy, nursing, and social work.) See the departmental
section for details.
5. Residence-The last year of fulltime study or equivalent (no less than 7 of
the last 9 credits) must be completed at
Augsburg or within an approved ACTC
exchange program. No less than a total of
9 credits are to be taken at Augsburg
College. Contact the registrar if an official
interpretation is needed. Some departments
have a minimum number of courses that
are required to be taken in residence within the major. Consult the catalog description of the major or the chairperson of the
department
Academic Information 69
SKILLS COMPONENT
Entry Level Skills Requirements
The entry level skills tests are inventory
assessments in:
Writing
Mathematics
Critical thinking
Placement in writing courses, math
courses, and critical thinking courses is
determined by the assessments.
Freshmen (all students entering
Augsburg with fewer than seven college credit courses) and sophomore
transfer students with fewer than 14
courses:
Take entry-level skills assessments
and satisfy requirements.
If skill levels are deficient, students
will be enrolled in the appropriate course
or advised on preparation for retaking the
math placement assessment. Students are
required to take the assessments before registering for the second term and to have
demonstrated removal of deficiencies by
the end of their first year at Augsburg.
Effective Writing or its equivalent is
required. Students who do not satisfy the
entry level skill in writing will be required
to take ENG 101 Developmental Writing
before ENG 111 Effective Writing.
Freshmen should complete the writing
requirement before the beginning of their
sophomore year.
Students who have college credit for a
critical thinking or logic course are exempt
from the critical thinking inventory.
Freshman and sophomore transfer
students will be required to satisfy all of
the Graduation Skill course requirements.
70 Academic Information
Advanced Transfer Students
Transfer students who enter with 14
credits or more are exempt from critical
thinking assessments.
Those who have not passed the
equivalent of ENG 111 Effective Writing
course must take the entry level test in
writing. Augsburg's entry level test in writing will determine placement in an appropriate writing course.
Advanced transfer students are
required to satisfy all the Graduation Skill
course requirements, except only one of
the writing courses (the one within the
major) is required.
Math Requirement
In order to graduate, students must
take the Math Placement Exam and
achieve a score placing them in Group 3
(college algebra skills).
Students with an acceptable transfer
mathematics course will have their placement level determined by the registrar's
office. Students who have passed the
College Board Advanced Placement Exam
should consult the mathematics department. Math placement is indicated on the
Evaluation of Transfer Credit form for students who have transfer courses in collegelevel math. All students are required to
have their Math Placement Group (MPG)
determined. The exam is given during college registration sessions and at other
announced times during the year. Students
in MPG 2 needing to advance to MPG 3
may take MAT 105. Students in MPG 3
needing to advance to MPG 4 may take
MAT 114. No other MAT courses change a
student's Math Placement Group. Students
in MPG 1needing to advance to MPG 2
should consult the registrar's office or
Academic Advising Center for advice on
transferable equivalent courses available off
campus. Students are also permitted to
retake the Math Placement Exam until
September of the following academic year.
Review help is available from the Academic
Enrichment Center.
Please note that all students must attain
at least Math Placement Group 3 . In addition, many courses have Math Placement
Group requirements. In particular, MIS
379,479; CSC 170,210; SOC 362; PHY
103; all MAT courses; and all courses with
a Graduation Skill component in
Quantitative Reasoning have at least Math
Placement Group 3 as a prerequisite. In
addition, MIS 175 and introductory
physics courses have at least Math
Placement Group 2 as a prerequisite.
Students should refer to the course
descriptions to check the Math Placement
Group prerequisites for courses that they
are interested in taking.
Graduation Level Skills
General education includes enhancement of certain skills during the years in
college. Skills related to writing, critical
thinking, speaking, and quantitative reasoning are deliberate components of certain courses. Completion of the requisite
courses with a minimum grade of 2.0 or P
is required for graduation. Students are
required to have two courses with Writing
Skill components (at least one within the
major) and one course each with Critical
Thinking, Speaking, and Quantitative
Reasoning Skill components. These courses
can simultaneously satisfy skill requirements and graduation requirements for the
major or general education perspectives.
Academic Information 71
All Writing Skill courses have the prerequisite of ENG 111,all Quantitative
Reasoning Skill courses have the prerequisite of Math Placement Group 3, and all
Critical Thinking Skill courses have the
prerequisite of passing the entry level
Critical Thinking Assessment.
Lifetime Sports
Two different lifetime sports are
required. Students in the day program who
are not health and physical education
majors or in intercollegiate athletics may
test out of one lifetime sport. Weekend
College students may test out of two lifetime sports. Lifetime sports are non-credit
courses, are not counted as meeting
Interim course requirements, and are not
included in the 33-course requirement.
3. No student will be permitted to
count more than three courses from the
same department in meeting perspective
requirements.
4. No student may count more than
one course from the same department in
meeting the requirements of any single
perspective emphasis area except:
Up to three courses in religion may
be used to meet the perspective, The
Character and Mission of Augsburg
College: The Christian Faith.
Up to two courses in a year-long
sequence of approved natural science
courses may be used to meet the perspective, The Natural World.
Up to two courses of the same mode m language may be used to meet part of
the perspective, Intercultural Awareness.
LIBERAL ARTS PERSPECTIVES
The general education Liberal Arts
Perspectives have the primary goal of providing the basis for beginning to understand what it means to be a human. The
goals of the perspectives are achieved
through a variety of courses that have been
approved as meeting the criteria established for each perspective.
Students will choose from a list of
courses meeting the Liberal Arts
Perspectives, available from the registrar's
office. These choices are controlled by the
following policies:
1. A student will choose a minimum of
one course from each required perspective
category.
2. No single course can fulfill the
requirements in two or more categories.
RATIONALE FOR PERSPECTIVES
Augsburg, in its mission statement,
declares the College exists "to nurture
future leaders in service to the world by
providing high quality educational opportunities, which are based in the liberal arts
and shaped by the faith and values of the
Christian Church, by the context of a vital
metropolitan setting, and by an intentionally diverse campus community." One way
that the College seeks consciously to realize this mission is through its general education curriculum.
The Augsburg faculty has designed a
cohesive academic program incorporating
general education, major courses, supporting courses, and elective courses leading to
the bachelor's degree. The core of the
Augsburg curriculum is found in the liberal
arts as expressed in the general education
component of the College cuniculum that
is divided under two headings: Liberal Arts
Perspectives and Skills.
72 Academic Information
The term "perspective" assumes that
not only are we engaged in the search for
truth, but that this requires the searcher to
consider questions from a variety of viewpoints, each of which has something valuable to contribute to the whole. These perspectives are not strictly identified with
traditional disciplines, but are understood
in ways that encourage multi-disciplinary
reflections on the questions at issue. They
combine concerns about content with
those of process and approach, directed
ultimately to making the student a more
effective learner and participant in society.
The following requirements reflect the
way in which Augsburg has chosen to view
the liberal arts. Two of the four features of
the mission statement are embodied in the
general education perspectives: The
Character and Mission of Augsburg
College: The Christian Faith and The City.
These perspectives emphasize that the
College's affiliation with the Lutheran
Church, its insistence on the value of
knowing the approach that derives from
the Christian roots of the College, and its
location in the city deserve special consideration in Augsburg's educational program.
The third feature-that Augsburg is a
liberal arts institution-is also emphasized
in the other general education perspective
requirements. Certain dimensions of
human life-of what it is to be humanform the core of the required liberal arts
experience. These overall perspectives on
what it is to be human can themselves be
studied from the vantage points of the various academic disciplines.
Students need to learn about themselves, about what it is to be a person.
Hence, the perspective on Human Identity
But the person exists in both a social community and a natural world. Hence, the
importance of the perspectives on the
Social World and the Natural World.
Because the way in which we understand
ourselves derives largely from our Western
heritage, students need to learn about and
reflect on significant aspects of this heritage. Thus, the perspective on the Western
Heritage. At the same time, to focus on the
West alone would be ethnocentric. We live
in a global society. Hence the perspective
on Intercultural Awareness. Attention to
moral values is found not only in the perspective on the character and mission of
the College, the Christian Faith, but
throughout the other perspectives as well.
The perspective on Aesthetics enables students to focus on aesthetic works created
by themselves or others, which convey
fundamental insights, express beauty, and
enhance life.
Finally, the mission statement emphasizes that we are concerned with academic
excellence. This has a number of features,
including the way we teach all the courses
in general education. Beyond this, academic
excellence presupposes that students have
the requisite skills to do college-level
work. The general education requirements
are couched in a context that pays attention to the skills of both incoming and
graduating students. Entry level skill
requirements in a number of critical areas,
including writing, mathematics, and critical thinking, will be assessed and help will
be given to students who need it.
Graduation level skills are also emphasized
so that students not only maintain but
develop their skills during their Augsburg
experience.
Academic Information
The general education requirements
provide a coherent way to address the mission of Augsburg College. They are not the
only way, and do not they guarantee that
students who graduate from Augsburg possess the desired knowledge and character
traits. What they do is provide a coherent
description of the context in which we liberally educate students, a clear statement of
expected outcomes, and an opportunity for
students to see and understand the complexity of what it is to be human and
Christian in an urban setting.
THE EIGHT PERSPECTIVE
REQUIREMENTS
Perspective: The Character and Mission
of Augsburg College: The Christian Faith
This perspective focuses on Augsburg
as a college of the Evangelical Lutheran
Church in America. As a college of the
Church, Augsburg accepts as a basis for its
educational program the doctrines of the
Christian faith as revealed in scripture and
the creeds affirmed by the Lutheran
Church. It consciously affirms that all students should reflect upon the Christian
Scriptures, theological concepts, ethical
values, their own faith and values, and religious concepts outside of the Christian
faith as part of becoming educated.
Christian Faith (CF 1, 2, and 3)
Area 1 is biblical studies, Area 2 covers
Christian theology, and Area 3 includes the
study of values or religions outside the
Christian faith. Three course credits are
required to meet this perspective except for
the following:
Transfer students entering with 14-23
course credits will be required to take two
courses in the Christian Faith Perspective
while registered at Augsburg.
Transfer students entering with 24 or
more course credits will be required to take
one course in the Christian Faith
Perspective while registered at Augsburg.
Perspective: The Character and Mission
of Augsburg College: The City
This perspective focuses on the
College's location in the heart of a metropolitan area. From this perspective, students should gain an understanding of and
critically reflect upon the city with its
diverse populations, cultural, governmental
and economic institutions, and opportunities and challenges. In addition, students
should experience the community and
should explore opportunities for service in
the community.
This requirement must be covered
either by specific courses, by internship
and education experiences, or by designated
or college-approved non-credit experiences
(such as volunteer service or college programs). Experiences that satisfy the requirement must be accompanied by a GST 209
seminar related to the perspective.
The City (C)
One course credit or experience is
required to meet this perspective.
Perspective: Western Heritage
This perspective is intended to help
students critically examine themes (found,
for example, in literature, philosophy, and
the arts) and events that have historically
shaped Western civilization. Attention
should be paid to the contributions of and
to critiques of Western thought by women
and ethnic minorities.
3
74 Academic Information
Western Heritage (WH 1 and 2)
Two course credits from different
departments are required to meet this perspective. One course is required to meet
this perspective for transfer students entering with 14 or more course credits.
Perspective: Human Identity
This perspective is intended to help
students view themselves as people with
unique abilities, values, beliefs, experiences, and behaviors.
Human ldentity (HI)
One course credit is required to meet
this perspective.
Perspective: Aesthetics
Aesthetic creations convey fundamental
insights and values, express beauty, and
enhance life. This perspective focuses on
aesthetic qualities in artistic expressions by
oneself and others.
Aesthetics (A)
One course credit is required to meet
this perspective.
Perspective: The Social World
This perspective is intended to help
students learn to identify, examine, and critique social, economic, or political systems:
to understand how and why such systems
develop, to see the connections among
these systems, and to use this knowledge
as a participant in society.
Social World (SW 1 and 2)
One course must focus on current theories and methods of a social science. Two
course credits from different departments
are required to meet this perspective. One
course is required to meet this perspective
for transfer students entering with 14 or
more course credits.
Perspective: Intercultural Awareness
This perspective is intended to complement the Western Heritage Perspective by
expanding students' awareness of other
cultures. One course is required in which
students critically reflect upon ways their
own cultural biases operate when confronting other cultures. They should
become better able to communicate with
persons of other cultural backgrounds, partially by being introduced to a specific culture other than European or mainstream
North American cultures.
In addition, students are to gain entry
into another culture by learning to speak
and read a language other than their
native language. For this part of the
perspective, students are required to have
demonstrated proficiency in a modem
language, or American Sign Language
for hearing students.
The modem language requirement will
be determined by assessing previous experience and subsequent placement.
Intercultural Awareness (IA 1)
The study of a specific, non-Western
culture and how that culture has shaped
the world. One course credit is required to
meet this part of the Intercultural
Awareness Perspective.
Academic Information
Intercultural Awareness (IA 2 and 3)
Perspective: The Natural World
Study of a modem language other than
the native tongue. For a language previously studied, consult the table below for the
requirement. For a language not previously
studied, successful completion of 111, 112
is required. Students with previous language study should contact the modem
languages department if there are questions. There is a seven-year time limit on
courses presented for transfer and automatic
waiver. Students whose native language is
not English should contact the Academic
Advising Center.
This perspective is intended to help
students understand themselves in relation
to the physical world. Their active role as
observers, explorers, and moral agents will
be emphasized. Sufficient technical training
in scientific knowledge, concepts, and
methods will be provided to equip students
for critical and intelligent participation in
public debates on technical issues.
H.S.
Semesters
Augsburg
Required
Placement
Courses
Natural World (NW 1 and 2)
Two course credits from different
departments are required to meet this
perspective unless an approved one-year
sequence is taken. One course is required
to meet this perspective for transfer
students entering with 14 or more
course credits.
EXPLANATION OF GRADES
Student achievement in courses is measured by final examinations, shorter tests,
written papers, oral reports, and other
types of evaluation.
8
311
exempt
Students who are required to complete
two semesters of modem language must
complete the requirement with sequential
courses in the same language. Hearing students who have demonstrated competence
in American Sign Language by passing an
approved course sequence will have fulfilled IA 2 and IA 3 Perspectives.
Most courses are offered with grading
options-traditional grading on a 4.0 to
0.0 scale or the Pass/No credit system, in
which P means a grade of 2.0 or better
and N means no credit and a grade of less
than 2.0.
PassINo Credit
Students who choose the PIN option
are cautioned:
In order to receive a grade of P, a student must achieve at least a grade of 2.0.
Some graduate and professional
schools do not look favorably on a large
number of P-graded courses, or rank each
as a C.
5
76 Academic Information
P-graded courses do not count
toward the requirement that 14 traditionally graded course credits be earned at
Augsburg in order to be considered for
graduation with distinction. Transfer
students should be especially aware of
this requirement.
See P/N limitations under Graduation
Requirements, page 68.
Certain courses have restrictions and
are offered on one grading system only
(e.g., lifetime sports are graded only PIN).
In courses where there is a choice, students will be graded on the traditional system unless they indicate on their registration that they wish to use the P/N grading
option. Any changes in choice of grading
system must be made according to dates
published each term. A fee is charged for
any changes after the first five days of
classes. All changes in grading option that
are made after initial registration require the
signature of an adviser or the instructor.
Numeric Grades
Numeric grades are used with these
definitions:
4.0
Achieves highest standards of
excellence
3.5
3.0
Achieves above basic course
standards
2.5
2.0
Meets basic standards for the
course
Internships, independent studies, and
directed studies may sometimes last longer
than one term. When this is the case, they
must be completed by the grading deadlines within one year from the beginning of
the first term of registration. A grade of X
(extension) is given by the instructor to
indicate that the study is extended. It is
expected that students given X extensions
will continue to communicate with their
instructors and demonstrate that satisfactory progress is being maintained. A
final grade will be issued at the end of the
term in which the work is completed and
evaluated (but not longer than one year).
An instructor reserves the discretion of not
giving an X where satisfactory progress is
not demonstrated. If the course is not
complete, a grade of 0.0 will be assigned.
Performance below basic course
standards
Unacceptable performance (no
credit for the course)
A course in which a grade of 0, 0.5,
1.0, 1.5, or N has been received may be
repeated for credit. Courses in which higher
0.5
0.0
An incomplete grade (I) may be given
only in the case of extreme emergency. To
receive an incomplete grade, a student
must receive permission from the course
instructor, stating the reasons for the
request, the work required to complete the
course, the plan and date for completing
the work with comments from the instructor; and must file the form with the registrar's office. If permission is granted, the
necessary work must be completed in
enough time to allow evaluation of the
work by the instructor and filing of a grade
before the final day of the following semester. If the work is not completed by that
date, the grade for the course becomes a 0.0.
A course is given a grade of W (withdrawn) when it is dropped after the deadline for dropping classes without a notation on the record.
1.5
1.0
Grades of P (Pass) or N (No credit) are
not computed in the grade point average.
Academic Information 77
grades have been earned may not be
repeated for credit and a grade, but may be
audited. All courses taken each term and
grades earned, including W and N, will be
recorded on the academic record. Only the
credits and grades earned the second time,
for legitimately repeated courses, are
counted toward graduation and in the
grade point average.
Classification
Auditing Courses
Courses earned from the International
Baccalaureate program will be considered
by the College for advanced placement and
appropriate credit. Departmental guidelines
are available at the registrar's office.
Students who wish to take courses
without credit or grade may do so by registering for Audit (V). Full-time students
may audit a course without charge. The
charge for part-time students is listed
under College Costs in the Financing Your
Education section on page 24. The signature of the instructor is required to register
an audit. Students who audit a course
should confer with the instructor within
two weeks of the beginning of the term to
determine expectations, attendance, and
any other requirements. If expectations
have been met, the course will be listed on
the transcript as having been audited. If
expectations have not been met, the course
will be listed with a grade of W.
Grade Point Average
The grade point average (GPA) is based
on final grades for all work at Augsburg. It
does not include credit and grade points for
work transferred from other colleges.
Courses taken on the P/N grading option
are recorded, but not computed in the GPA.
The formula for computing the GPA is:
GPA = Total grade points divided by
number of courses taken.*
"Courses with 0 to 4 grade assigned
Students are classified in August and at
the end of the fall and Interim terms.
Sophomores-7
courses completed.
Juniors-16 courses completed.
Seniors-24 courses completed.
International Baccalaureate Program (IB)
ASSESSMENT OF PREVIOUS
LEARNING (APL) PROGRAM
Augsburg College recognizes that learning can and does take place in many life
situations. Some of this learning may be
appropriate for credit recognition within
the disciplines that comprise the academic
program of a liberal arts college. The APL
program (Assessment of Previous
Learning) at Augsburg provides a means by
which a student's previous learning, other
than that which is transferred from another
accredited institution, may be presented for
examination for possible credit toward the
completion of a baccalaureate degree.
Not all learning from life experience,
however, is appropriate for credit recognition at a liberal arts college. Such learning
must meet two essential criteria: (1)it is
relevant to coursework in a field of study
within the Augsburg liberal arts curriculum, and (2) it can be objectively demonstrated either by comprehensive examination or committee evaluation.
78 Academic Information
The APL program at Augsburg provides
several means by which students may have
their previous learning assessed for credit
recognition. The following is a brief
description of each of these means of
assessment:
Advanced Placement Program Test
(AP)-The Advanced Placement program
may allow students who have scores of 3,
4, or 5 on the CEEB Advanced Placement
Test to receive college credit for selected
courses. A score of 4 or 5 is required on
the AP Language and Composition examination for credit for ENG 111 Effective
Writing. Additional credit or placement is
at the discretion of the department.
Inquiries should be addressed to the registrar's office.
The College Level Examination
Program (CLEP)-This is a series of standardized tests that have been developed by
the College Board and are offered to students for a small fee at regional testing
centers. (The regional testing center for
this area is the University of Minnesota.)
Students who score at or above the 65th
percentile on a subject examination may
receive academic credit for that subject at
Augsburg College. Additional information
about CLEP tests is available from the
registrar's office and the Academic
Advising Center.
Departmental Comprehensive
Exams-These are available for students
to use in obtaining credit for previous
learning if the following conditions
are met:
There is a departmental instrument
available for the subject area in question.
There is a faculty member designated
by the department to administer the exam.
The registrar approves the student's
request to take the exam. Credit for departmental exams is available on a P/N basis
only, and there is a charge per exam of
$400 for a full course credit.
The Portfolio Assessment
Program-This is a credit assessment
alternative in which a faculty team completes a credit evaluation of a learning
portfolio submitted by the student. The
faculty team is composed of two faculty
members from fields of study directly related
to the student's previous learning. Students
who wish to prepare a portfolio of previous
learning for credit assessment should consult the registrar's office. In completing the
evaluation of a student's previous learning,
the faculty team applies the following criteria:
There is documentable evidence of a
cognitive component in the previous learning experience that involved prescribed
andlor systematic study of content material
found within liberal arts coursework.
The learning has been objectively verified by individuals in addition to the presenting student.
The learning lends itself to. both qualitative and quantitative measurement.
The learning relates well to the student's educational goals.
The learning and skills involved are
current and could be used at the present
time.
Students may apply for the credit
assessment process after completing at
least four courses/credits of academic work
at Augsburg College with a cumulative
Augsburg GPA of at least 2.5. It is strongly
recommended that the process not be used
-
Academic Information 79
when four or fewer courses remain for
graduation. There is a non-refundable
application deposit of $200 to initiate the
credit assessment process for each course
presented in a portfolio. An additional
$200 is charged upon approval of each
course. Credit is available on a PIN credit
basis only.
Transcript credit will be granted on the
basis of semester credits, and the total
number of credits granted will be divided
by four to determine the number of course
credits applied to graduation. These credits
will be recorded with the course number of
APL 2xx. Application of this credit toward
the Liberal Arts Perspective requirements,
upper division requirements, and academic
majors and minors may be subsequently
addressed by the depaments involved in
response to a formal request by the student.
Maximum Credit Accepted for
Previous Learning-While Augsburg
College recognizes the validity of leaming
that takes place outside the traditional
classroom, this learning must be placed in
the context of formal study in campusbased liberal arts courses. Therefore,
Augsburg places a maximum of eight
courses (about one-fourth of a baccalaureate degree) on transcript credit that is
obtained through previous experiential
learning. In compiling the eight courses of
credit for previous experiential learning, the
student may use any combination of the
four assessment processes available in the
APL Program: AP exams, CLEP exams,
departmental comprehensive exams, and
credit granted through portfolio assessment.
English as a Second Language (ESL)
Students who declare a language other
than English to be their primary language
or who are citizens of another country
must take the ESL placement test in conjunction with the English writing placement test at orientation. Students' placement in ESL, ENG 101 Developmental
Writing, or ENG 111 Effective Writing will
be determined by their scores on the
Michigan test (80-100 range for exemption
from ESL) and by a writing sample.
Near the end of each term of the
English as a Second Language course, an
objective test will be administered to all
students in the class. The score on this test
and the grade earned in the class will
determine whether additional ESL coursework is required. Usually a score of 80 to
100 and a course grade of 3.5 or 4.0 will
fulfill the student's ESL requirement.
All students whose native language is
not English must stay enrolled in ENG
217/218 until such time that they pass the
ESL placement test at 80 percent or higher.
The ESL course can be counted only twice
in the total number of courses required for
graduation.
Students who fulfill the ESL requirement, by examination or by course completion, have completed the modem language requirement for graduation.
- Academic Information
ACADEMIC PROGRESS,
PROBATION, A N D DISMISSAL
The College requires that students
maintain the following cumulative grade
point averages (GPA):
Freshman-A student who has taken
fewer than 7 courses with a cumulative
GPA of 1.6 or higher
Sophomore--A student who has
taken fewer than 16 courses with a cumulative GPA o m r higher
junior-A?t'u%nt
who has taken fewer
than 24 courses with a cumulative GPA of
$or
higher 2
0
Senior-A student who has taken 24
or more courses with a cumulative GPA of
2.0 or higher.
It should be noted that a minimum GPA
of 2.0 is required for graduation, with certain
majors requiring a higher minimum GPA.
Students whose academic achievement
falls below these guidelines will either be
placed on scholastic probation at the end of
the term or will be continued on probation
or will be dismissed from the College. In
addition, a freshman who receives two zero
grades or a sophomore, junior, or senior
who receives three zero grades will be considered for probation or dismissal. However,
dismissal from the College is not automatic.
Each case is reviewed by the Committee on
Student Standing. Evidence of the student's
commitment to academic progress is the
major consideration in deciding whether or
not to dismiss a student. Students who have
a poor academic record may be smongly
advised to withdraw before the end of a
term. Those on probation who voluntarily
withdraw from the College, as well as those
who are dismissed, must have special permission to re-enroll.
Students may be removed from probation when the cumulative GPA reaches the
minimum levels stated above. Students
placed on probation as freshmen for having
earned two zero grades may be removed
from probation if their classification
changes to sophomore, if they have not
earned additional zero grades, and if their
cumulative GPA reaches 1.7. Students
placed on probation as sophomores for
having earned three zero grades may be
removed from probation if their classification changes to junior and their cumulative
GPA reaches 1.9.
The College reserves the right to dismiss any student who does not meet the
guidelines stated above. Once a student is
dismissed, he or she may appeal the decision within 10 days to the Committee on
Student Standing.
Dean's List
The Dean's List, compiled after each
semester, lists students whose grade point
average for a semester is 3.5 or better.
Students must be full-time students (a
minimum equivalent of three full course
credits for a weekday schedule student or
two equivalent full course credits for a
Weekend College student), graded on the
traditional grading system, with no incomplete~in courses offered for credit. Courses
taken outside of a program's calendar (e.g.,
crossover courses taken in a Weekend
College trimester term by a day student or
in a semester term by a weekend student)
are not calculated when determining the
Dean's List. If permission is given by the
student, an announcement is sent to the
hometown newspaper of each student on
the Dean's List.
-
Academic Information 81
Graduation with Distinction
Augsburg recognizes those students
who have demonstrated exemplary academic achievement as graduates of distinction. This designation will begin with the
year 2000 commencement and will apply
to all students who complete degree
requirements after Jan. 1, 2000. Students
achieving Graduation with Distinction will
have an overall GPA of 3.5 and will have
completed an outstanding project as determined by the student's major department.
Students wishing to be considered for
Graduation with Distinction should consult with their major department no later
than the fall semester of their junior year.
Qualification for Commencement
Augsburg College has one commencement ceremony per academic year in the
month of May. Undergraduate students
who will not have met degree requirements
by the end of the spring term may qualify
to participate in commencement i t (1) no
more than three course creditslrequirements will remain in their program at the
end of the spring term, and (2) the remaining requirements will be completed in the
summer or fall terms following participation in commencement. Candidates for
graduation who will complete summer or
fall terms will be noted as such in the commencement program.
FOUR-YEAR ASSURANCE
PROGRAM
This program applies to students who
enter the day school schedule as full-time
freshmen in the fall of 1996 and thereafter.
New freshmen are assured that they will be
able to graduate in four years-if they
maintain continuous full-time enrollment
for four years, maintain a 2.0 GPA, and follow advising guidelines-or they will
receive the remaining required courses free
of additional tuition. A few professional
majors are excluded from this program.
Students must complete a formal advising
agreement with the College by the end of
their sophomore year (16 course credits
are completed) in order to qualify. Contact
the Academic Advising Center for details.
FAMILY EDUCATIONAL RIGHTS
AND PRIVACY ACT NOTICE
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:
Veterans of Military Service
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.
Augsburg is approved by the state
approving agency for Veterans Education.
Veterans should consult with the registrar's
office about completion of the enrollment
certificate and the forwarding of other
information to the Veterans
Administration. Veterans will need to meet
the requirements of the Veterans
Administration regarding repayment of
educational assistance funds received.
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.
a2 Academic lnformation
7
Right t o 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.
Right t o 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
t h e following:
The student's name;
The student's address;
The student's telephone number;
The student's date and place of birth;
The student's major field of study;
The student's participation in
officially recognized activities and
sports;
The student's degrees and awards
received;
The weight and height of members of
athletic teams;
The student's dates of attendance;
The most recent previous educational
agency or institution attended by the
student; and
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. Forms for
withholding disclosure of Directory
Information are available from the registrar's office. If the completed form is not
received by the registrar prior to Sept. 15,
it will be assumed that all Directory
Information may be disclosed for the
remainder of the current academic year. A
new form for withholding disclosure must
be completed each academic year.
Right to complain t o FERPA
Office-You have the right to file a complaint with the Family Educational Rights
and Privacy Act Office, Department of
Education, 600 Independence Ave. S.W.,
Washington, D.C., 20202, concerning
Augsburg's failure to comply with FERPA.
Right to obtain policy-You have the
right to obtain a copy of the written
Augsburg policy regarding FERPA. A copy
may be obtained in person from the registrar's office.
Reporting Educational lnformation
No additional educational information
will be reported, except to Augsburg faculty
and administration for their official use,
without the explicit written consent of
the student.
Letters of reference must be requested
in writing and explicitly indicate what
information may be reported in the letter.
I
C
r
I
Course Descriptions with Major
and Minor Requirements 84
Department majors and
programs are Qsted
-
1
alphabetically.
Also see index.
134 DEPARTMENTS
AND PROGRAMS
A.
a liberal arts institution, Augsburg
College believes that knowledge andtruthare interrelated and are integrated into a
whole. The tradition of the academic
world, however, divides this unified truth
into more manageable parts: the academic
disciplines. The knowledge of individual
disciplines is subdivided into courses that
make it more accessible to students. These
courses can be arranged in various ways to
construct majors, to create the substance
of a broad general education, and to give
students the opportunity to study areas of
particular individual interest.
Descriptions of courses are arranged by
departments and programs. These descriptions offer a brief summary of the subject
matter to aid students in planning a program. A syllabus containing a more
detailed explanation of content, approach,
requirements, and evaluations for a
particular course can be obtained from
the instructor.
Department entries also contain a
narrative discussion of the educational
philosophy of each department, its goals,
and its place in the College's program. A
listing of requirements for individual
majors and minors follows the narrative.
Class Schedule
Courses listed are subject to change. In
general, classes are offered fall and/or
spring terms unless otherwise indicated.
The Schedule of Classes published each
spring by the Associated Colleges of the
Twin Cities (ACTC) lists offerings and
locations for fall and spring terms.
Since some courses are offered alternate
years, it is important that the student
review major requirements and course
offerings with an adviser to ensure that all
requirements can be met.
Descriptions and schedules for Interim ,
Summer Session, Weekend College, the
Master of Arts in Leadership, and the
Master of Social Work courses are published in separate catalogs.
Credits
A full course is offered for one course
credit. A few fractional courses, for onehalf or one-quarter course credit, are
offered in the Division of Professional
Studies. Unless noted, all courses are one
course credit. A full course has the approximate value of four semester credits or six
quarter hours. Most courses meet for three
60-minute periods or two 90-minute periods
per week with additional time required for
laboratory work.
Numbering
Courses numbered below 300 are lower
division courses. Courses numbered 300
and above are classified as upper division.
In general, courses in the 100s are primarily for freshmen, 200s for sophomores, 300s
for juniors, and 400s for seniors.
Prerequisites
Courses that must be taken before
enrolling in a higher level course are listed
in the course description as prerequisites.
A student may enroll in a course when a
prerequisite has not been fulfilled if there is
prior approval by the professor teaching
the course.
-
Departments and Programs 85
director of internships and cooperative
education.
Every department offers opportunities
for internships and independent study. The
course description and process for registering is normally the same for each department. Some departments have additional
statements that can be found in the departmental course listing. Interdisciplinary
internships are also available.
W INTERNSHIPS
Registration for internships consists of
the following steps:
1. Obtain the internship registration
permission form from the Center for
Service, Work, and Learning and secure the
signatures of the faculty supervisor and
2. Register for a 199 or 399 Internship
during the registration period. The signed
permission form must be turned in at the
time of registration. (Students may pre-register without a placement secured, but a
suitable internship must be found by the
end of the registration or drop/add period.)
3. A learning agreement (forms are
available in the Center for Service, Work,
and Learning) must be completed with
the faculty member responsible for grading the experience and the work supervisor. The original is turned in to the Center
for Service, Work, and Learning, with
copies made for the faculty, supervisor,
and student.
199
lnternship
A work or service-based learning experience at the sophomore level in which a student, faculty member, and site supervisor design a learning agreement that links the
ideas and methods of the discipline with the opportunities inherent in the placement. Participation in a concurrent seminar may be expected. Prior to the beginning
of the termlregistration, interested students must consult with the departmental
internship coordinator and the Center for Service, Work, and Learning regarding
requirements and permission to register.
399
lnternship
A work or service-based learning experience at the juniodsenior level in which a
student, faculty member, and site supervisor design a learning agreement that links
the ideas and methods of the discipline with the opportunities inherent in the placement. Participation in a concurrent seminar is often expected. Prior to the beginning
of the term/registration, interested students must consult with the departmental
internship coordinator and the internship office regarding requirements and permission to register.
86 Departments and Programs
DIRECTED AND INDEPENDENT STUDIES
299
Directed Study
An opportunity to study topics not covered in the scheduled offerings under the
direction of an instructor. Open to all students, but normally taken by sophomores
and juniors. Approval must be secured in writing from the instructor and the
department chairperson before the term in which the study is undertaken.
499
Independent StudyIResearch
An opportunity for advanced and specialized research projects. Normally open to
junior and senior majors. Approval must be secured in writing from the instructor
and the department chairperson before the term in which the study is undertaken.
ACCOUNTING
See listing under Business Administration,
Accounting, and Management Information Systems.
AMERICAN
INDIAN
STUDIES
See listing under Interdisciplinary Studies.
A.
t is important as a field of study
for our time. Our survival as a culture may
very well depend on whether we are able
to create order and beauty in the design
and function of communities. Realizing
this, we have made design and sensitivity
to all aspects of visual experience central to
the art program at Augsburg.
Giving and receiving visual messages is
so much a part of everyday life that it is
often taken for granted. At the same time,
however, the interchange of visual ideas is
frequently misunderstood. The task of the
artist, art teacher, and art historian is to
celebrate visual experience through a variety of media and art examples. In short,
the visual arts teach us how to see.
Because of the College's commitment to
the liberal arts, the visual arts, as taught at
Augsburg, draw ideas and inspiration from
all disciplines. Art as a human activity does
involve manual skill, although to become
broadly significant it should interact with
the content available in other fields, such
as language, history, drama, music, literature, philosophy, theology, business, physical education, and science.
A liberal arts college like Augsburg is
an ideal setting for the study of art because
it provides a constant possibility for the
interaction of ideas, disciplines, and attitudes. At Augsburg, art study is further
enhanced by associations with a significant
number of art galleries and museums in
the Twin Cities area.
Art Faculty
Kristin Anderson (Chair), Tara
Christopherson, Norman Holen, Philip
Thompson
Studio Art Major
Majors are required to begin their programs with the studio arts foundations:
ART 102 Design
ART 107 Drawing
One course in two-dimensional art from:
ART 118 Painting I
or ART 223 Printmaking I
or ART 225 Communication Design
or ART 360 Watercolor Painting
One course in three-dimensional art from:
ART 221 Sculpture I
or ART 250 Ceramics I
Five additional studio arts courses
ART 240 Art History Survey
Two additional art history courses
Senior studio majors must participate in at
least one exhibit during their final year.
Teaching Licensure Major
The State of Minnesota has specific
licensing requirements for teachers that
may differ slightly in emphasis from the
Augsburg major requirements. The state
requirements may also be subject to change
after publication of this catalog. Students
therefore should consult with the Augsburg
Department of Education to identify
current Minnesota teacher licensure
requirements.
Art History Major
Eight art history courses including:
ART 240 Art History Survey
ART 388 19th- and 20th-Century Art
Two studio courses:
ART 102 Design
or ART 107 Drawing
ART 118 Painting I
or ART 221 Sculpture
88 Art
Honors Major
Art History Minor
GPA of 3.5 in the major and overall,
portfolio of artwork (studio majors) or
research (art history majors) reflecting
high quality work, and special projects
such as senior exhibition and research.
Application should be made to the department chair before the last term of the
senior year.
Five art history courses including
ART 240.
Certificate in Art
Eight art courses, including at least one
in art history. up to four courses may be
taken in one studio area or in art history.
Studio Art Minor
Five courses including ART 240, ART
107, and three additional studio courses.
STUDIO ART FOUNDATIONS
Note: All studio courses require work outside of class sessions.
ART 102
Design
A study of design as the unifylng foundation for the visual arts. Two- and
three-dimensional projects demonstrating the use of the basic design elements
and principles.
ART 107
Drawing
Drawing in graphite pencils, pen, and pastel pencils. Subjects include still-life,
figures, building interiors and exteriors, and experimental work.
STUDIO ART
ART 100, 300 Special Topics
Occasional courses dealing with subjects not usually offered by the department.
ART 106
Calligraphy I
Introduction and practice of calligraphic writing and designing with emphasis
on the broad-edged pen.
ART 118
Painting I
Introduction to painting media and technique in acrylic and oil.
ART 132
Photography
The camera used as a tool for visual creativity, expression, and communication
with attention to black-and-white photographic processes. Students need
access to a 35mm, single lens reflex camera. Materials will cost approximately
$200-225.
ART 221
Sculpture I
An introduction to sculpture. Choice of media: clay, wood, alabaster, welded
steel and bronze, plaster, or Plexiglas. Learn to model, carve, cast, weld, or
assemble the respective media.
ART 223
Print Making I
An introduction to traditional and experimental media and methods of printing. Intaglio, relief, stencil, and mono methods are explored.
ART 224
Publication Design
An introduction to design concepts and procedures for publication design.
Theory and practice of coordinating visual images and typography with content in publications using traditional and electronic tools.
ART 225
ART 250
Communication Design I
An introduction to the principles and techniques of graphic design. Students
will use the computer to develop their visual communication skills as they
create designs using typography, symbols, logos, and illustrations.
Ceramics I
An introduction to the making of pottery with an emphasis on handbuilding
and glazing.
ART 290
Tribal Arts and Culture
The rich heritage of indigenous cultures is explored through the visual arts,
particularly within the United States. Other content includes poetry, dance,
mythology, ritual, religion, and drama of many American Indian tribes.
Students will produce various art projects in weaving, basket-making, pottery,
jewelry, sculpture, or prints.
ART 306
ART 330
Calligraphy II
Advanced work in calligraphic media and design.
Communication Design II
An advanced study of graphic design using traditional and electronic tools.
(Prereq.: ART 225)
ART 351
Ceramics II
Advanced work in ceramics with an emphasis on throwing or handbuilding
and a continuation of glazing. (Prereq.: ART 250)
ART 355
Painting II
Advanced study of painting. (Prereq.: ART 118)
ART 360
Watercolor Painting
Design concepts using descriptive and experimental techniques in transparent
watercolor.
ART 368
Print Making II
Advanced work with color and composition in various media, e.g., silk-screen,
etching, and woodcut, including Japanese woodcut technique. (Prereq.: ART 223)
90 Art
ART 478
Sculpture II
Advanced work in sculpture. Choice of media: clay, wood, alabaster, welded
steel and bronze, plaster, and Plexiglas. (Prereq.: ART 221)
ART HISTORY
ART 240
Art History Survey
A survey of art of the Western world from prehistoric to modem times.
Includes reading, research, viewing of slides, and visits to museums.
Note: The following courses are offered intermittently, usually two or three sections a year
ART 352
Women and Art
A study of the creative role of women in the visual arts, including the fine arts, the
"traditional" arts, and the work of Native American women. (Prereq.: ENG 111)
ART 382
Scandinavian Arts
The visual arts in Scandinavia from the Stone Age to the present, including
architecture, folk arts, painting, sculpture, and design.
ART 385
Prehistoric and Ancient Art
The art of the Ice Age through the Roman period to the fourth century A.D
ART 386
Medieval Art
Early Christian through late Gothic and proto-Renaissance painting, sculpture,
and architecture in Europe. (Prereq.: ENG 111)
ART 387
Renaissance and Baroque Art
European painting, sculpture, and architecture, from the 14th through the
18th centuries. (Prereq.: ENG 111)
ART 388
19th- and 20th-Century Art
European painting, sculpture, and architecture from Neoclassicism through
the present. (Prereq.: ENG 111)
ART 389
American Art
A study of early colonial through contemporary American art, architecture,
and folk arts.
Art
Internships and Independent Shdy Courses:
ART 199
lnternship
See description on page 85.
ART 299
Directed Study
See description on page 86.
ART 399
lnternship
See description on page 85.
ART 499
Independent StudyIResearch
See description on page 86.
ASIANSTUDIES
See listing under East Asian Studies.
2
T
he Augsburg Experience: Arriving
at Augsburg ...
The initial months after entering college as a first-year student are an exciting
period of change. The faculty and staff
wish to assist students in making a successful transition to being college students
and to help them become part of this academic community. Through the summer orientation program, the fall orientation
weekend, and the Augsburg Seminar, students are introduced to the character of the
College, its heritage as an urban, liberal
arts college of the Church, the process of
learning in a community where ideas are
valued and treated seriously, and the logistics of being students.
Augsburg Seminar
At registration, all first-year students in
the day program enroll in a selected content course, such as Effective Writing and a
parallel Augsburg Seminar. These 'paired'
courses integrate disciplinary content with
AUC 101
various learning strategies and communitybuilding opportunities beneficial to all
beginning students.
The content course usually meets three
hours per week for the entire semester and
is valued at 1.0 course credit, and the
Augsburg Seminar meets once a week for
12 weeks for .25 course credit. The
Augsburg Seminar offers the opportunity
for further discussion of topics from the
paired content course, along with presentations on campus life, academic resources
and study skills, and a hands-on introduction to the Cedar-Riverside neighborhood.
While the content course is graded on a
traditional point basis, the Augsburg
Seminar is graded Pass/No credit (P/N).
However, performance in the course is
linked to performance in the seminar.
Students must successfully complete
the entire 12-week Augsburg Seminar in
order to fulfill the requirement, even if
they drop the paired content course.
Permission to complete the seminar after
withdrawal from the content course is at
the discretion of the instructor.
Augsburg Seminar (.25 course)
A series of fall-term meetings with an Augsburg seminar adviser to discuss
issues related to becoming an active member of the Augsburg College community of learners. Discussion will be based upon topics and readings from the
connected content course and other disciplines and sources. (P/N grading only)
B
iology is the study of life, and it's
natural that we, as contemplative living
creatures, seek a deeper understanding of
the living world that envelops us. This
search has led to the realization that the
Earth is filled with an enormous variety of
living organisms. Since humans are a part
of the biological world, an understanding
of the basic biological processes common
to all organisms is essential to attain selfunderstanding and to provide a basis for
wise decisions.
Biology Faculty
Dale Pederson (Chair), William
Capman, Mary K. Chelberg, Robert
Herforth, Esther McLaughlin
Major
Nine courses includii:
B10 113 Introductory Organismal Biology
B10 114 Introductory Genetics, Evolution,
and Ecology
B10 215 Introductory Cellular Biology
In recent decades great strides have
been made in understanding important biological processes, particularly those at the
cellular, molecular, and ecosystem levels.
Biological research has also provided some
extremely important benefits to humans,
including advances in memcine, agriculture, and food science.
and at least one from each of the five
following groups:
Because a complete understanding of
biological systems depends on applications
of the principles of physics and chemistry,
a firm background in the physical sciences
is also important to support the student's
broad-based understanding of biology.
2.
For many, an undergraduate major in
biology serves primarily as a basis for further study. Augsburg graduates have gone
on to further studies in the life sciences,
leading to careers in college or university
teaching, basic and applied research, and
public health. Many have entered professional programs in medicine, veterinary
medicine, and dentistry. Other graduates
have gone directly into secondary education, biomedical industries, laboratory
research, natural resources, and environmental education.
1.
BIO 351 Invertebrate Zoology
B10 353 Comparative Vertebrate
Morphology
BIO 473 Animal Physiology
BIO 361 Plant Biology
BIO 440 Plant Physiology
3.
B10 355 Genetics
BIO 481 Ecology
4.
BIO 471 Advanced Cellular and
Molecular Biology
BIO 474 Developmental Biology
5.
BIO 367 Biochemistry
BIO 476 Microbiology
The ninth course may be any of the
upper division biology courses listed above
or BIO 340 Marine Biology of the Florida
Keys.
BIO 491 Seminar (non-credit) is
required of all juniors and seniors.
94 Biology
Required Supporting Courses
Biology for Pre-Medical Students
CHM 105/106 Principles of Chemistry
Pre-medical students should include a
two-semester sequence in physics and a
two-semester sequence in organic chemistry. Many medical schools also require
two semesters of calculus.
or CHM 115/116 General Chemistry
One semester in organic chemistry
or CHM 3511352 Organic Chemistry
PHY 116 Introduction to Physics
or PHY 121/122 General Physics
MAT 114 Precalculus
or MAT 122 Calculus for the Social
and Behavioral Sciences
or MAT 145 Calculus I
or MAT 163 Introductory Statistics
Honors Major
GPA of 3.5 in biology and 3.0 overall,
active participation in seminar, one course
of approved independent study with an
oral defense of the research report.
Application should be made no later than
the start of the first term of the senior year.
Minor
A course in general chemistry and five
biology courses including BIO 113, 114,
215, and two upper division courses.
In planning their courses of study, students are encouraged to work closely with
members of the biology faculty. Biology
majors must have an adviser in the biology
department. Normally BIO 113 and 114
and Principles of Chemistry (or General
Chemistry) should be taken in the first
year, and Introductory Cellular Biology and
Organic Chemistry in the second year.
Students normally complete their math
requirements early in their college careers.
Students should consult members of
the biology faculty and the pre-medical
adviser in the Academic Advising Center
for information specific to medical
school application.
Graduate and Professional Training
Graduate programs in biological fields
require coursework similar to that for premedical education, and may also require
undergraduate research experience. Health
care professions (physician assistant, physical therapist, veterinarian, etc.) have specific requirements that should be discussed
with an adviser in the department and the
pre-medical adviser in the Academic
Advising Center.
Teaching Licensure Major
The State of Minnesota has specific
licensing requirements for teachers that may
differ in emphasis from the Augsburg major
requirements. The state requirements may
also be subject to change after publication
of this catalog. Students therefore should
consult with the Augsburg Department of
Education to identlfy current Minnesota
teacher licensure requirements.
Cooperative Education
The department works with the Office
of Cooperative Education in identifying
and defining co-op ed experiences in
laboratories and other settings in the
Tivin Cities.
-
Biology 95
A prerequisite must be completed with a grade of 2.0 or higher to count. Otherwise, permission of the instructor is necessary. These requirements also must be met when using
the first term of a sequenced course in registering for the second term.
BIO 101
Human Biology
An introduction to basic biological principles with a human perspective.
Includes discussion of the molecular and cellular basis of life, genetics, organ
systems, and human impact on the environment. (Three-hour lectures. A student may not receive credit for both BIO 101 and 103. Does not apply to the
major or minor. Fall)
BIO 102
The Biological World
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 theories are considered. (Threehour lectures, three hours laboratory. Does not apply to the major or minor)
BIO 103
Human Anatomy and Physiology
A survey of the structure and function of the human body (Three-hour lectures, three hours laboratory. A student may not receive credit for both BIO
101 and 103. Does not apply to the major or minor. Fall)
BIO 105
Biology and Society
The biological basis for problems facing society, such as pollution, genetic
engineering, AIDS, extinction, global warming, hunger, cancer. (Three-hour
lectures. Does not apply to the major or minor. Spring)
BIO 113
lntroductory Organismal Biology
First of a three-semester sequence. An introduction to organismal biology for
science majors, including diversity, physiology, and structure. B10 113, 114,
and 215 must be taken in sequence except by permission of instructor. (Threehour lectures, four hours laboratory. Fall)
BIO 114
lntroductory Genetics, Evolution and Ecology
Second of a three-semester sequence. An introduction to cellular functioning,
metabolism, classical and population genetics, evolution, and ecology. BIO
113, 114, and 215 must be taken in sequence except by permission of instructor. (Three-hour lectures, four hours laboratory. Spring)
lntroductory Cellular Biology
Third of a three-semester sequence. An introduction to structure and function
in tissues, cells, and subcellular organelles. (Three-hour lectures, four hours
laboratory. Prereq.: BIO 113, 114, CHM 106 or 116, CHM 223 or 352, or concurrent registration in CHM 223 or CHM 351. Fall)
96 Biology
BIO 351
Invertebrate Zoology
A study of the invertebrate animals stressing classification, morphology, behavior, life history, and phylogeny (Three-hour lectures, four hours laboratory.
Prereq.: BIO 113, 114. Fall: alternate years)
BIO 353
Comparative Vertebrate Morphology
Comparative anatomy, functional morphology, and evolutionary morphology
of the vertebrate. (Three-hour lectures, three hours laboratory, one hour tutorial. Prereq.: B10 113, 114. Spring)
BIO 355
Genetics
Principles of heredity, integrating classical and molecular analysis. (Three-hour
lectures, four hours laboratory. Prereq.: BIO 215. Fall)
BIO 361
Plant Biology
A survey of the major groups of algae, fungi, and plants, including the study
of structure, physiology, life histories, and phylogeny (Three-hour lectures,
four hours laboratory. Prereq.: BIO 113, 114. Spring)
BIO 367
Biochemistry
An introductory consideration of biological macromolecules and their components, energetics, and intermediary metabolism and its integration. (Threehour lectures. Prereq.: BIO 215, CHM 223 or 352. Fall)
BIO 440
Plant Physiology
A consideration of the process involved in photosynthesis, growth, development, and water relations in plants including the relationship of process to
structure and life history. (Three-hour lectures, four hours laboratory. Prereq.:
BIO 215 and CHM 223 or 352. Fall: alternate years)
BIO 471
Advanced Cellular and Molecular Biology
An examination of mechanisms of molecular genetics, recombinant DNA technology, cell-signaling, cell cycle control, and cellular basics for immunity.
(Three-hour lectures, four hours laboratory. Prereq.: BIO 215. Spring)
BIO 473
Animal Physiology
A study of digestion, respiration, circulation, excretion, movement, and sensory
perception as well as neural and hormonal control of these functions, emphasizing vertebrates. (Three-hour lectures, four hours laboratory. Prereq.: BIO
215; PHY 116 or 122, or consent of the instructor. Fall)
Biology
BIO 474
Developmental Biology
A consideration of the physiological and morphological changes that occur during embryonic development of animals, including genetic control of development. (Three-hour lectures, four hours laboratory. Prereq.: BIO 215. Spring)
BIO 476
Microbiology
An introduction to the study of microorganisms. Environmental, industrial,
and medical issues a?e discussed, with particular attention paid to human
pathogens. (Three-hour lectures, three hours laboratory, one hour tutorial.
Prereq.: BIO 215. Spring)
BIO 481
Ecology
A study of interactions between organisms and the biotic and abiotic environ-
ment. Topics include physiological ecology, energy flow, nutrient cycling, a survey of biomes, population and community ecology, and conservation. (Threehour lectures, four hours laboratory, some Saturday field trips. Prereq.: BIO
215, MPG 4. Fall)
BIO 491
Seminar (0.0 course)
A weekly meeting of biology majors. Active participation by juniors and
seniors is required, including an oral presentation by seniors. Guest speakers
are often invited. A noncredit requirement for the major. (Spring)
Internships and lndependent Study Courses:
BIO 199
Internship
See description on page 85. (Prereq.: BIO 113, 114)
610 299
Directed Study
See description on page 86.
BIO 399
Internship
See description on page 85. (Prereq.: BIO 215)
BIO 499
lndependent StudyIResearch
See description on page 86. (Prereq.: BIO 215)
2
0
ur mission is to prepare
- students
for professional careers in business or for
graduate studies. This preparation involves
a curriculum that stresses analysis and
communication, emphasizes both theory
and practice, and is shaped by the needs of
the business community. The department
fosters close ties with the corporate community that provide a wealth of practical
expertise, a variety of internship opportunities, and future job prospects.
The faculty believe they can best serve
both the student and the community by
providing an education that is technically
competent, ethically based, and socially
aware.
Faculty
Milo Schield (Chair), Nora Braun, John
C. Cerrito (Management Coordinator),
Amin Kader (Finance Coordinator and
International Business Coordinator), Fekri
Meziou, Steven J. LaFave, Lori L. Lohrnan
(Marketing Coordinator), Thomas Morgan,
Magdalena M. Paleczny-Zapp, Kathy
Schwalbe (MIS Coordinator), and Stuart
M. Stoller (Accounting Coordinator).
Specializations
Within the business administration
major there are four specializations: marketing, management, finance, and international business. Within the accounting
major there are three specializations: general accounting, public accounting, and
managerial accounting.
Graduation Requirements
To graduate without intentionally
taking courses in excess of the minimal
number required (see page 68), students
must avoid taking too many electives or
exceeding the 13-course limit per academic
department. Courses designated as ACC,
BUS, and MIS are considered as being in
the same academic department. Taking
extra electives, or choosing a
particular combination of major and
minor may require students to complete
more than the minimum number of
credits required for graduation.
Transfer Students
Transfer students must complete at
least four of the upper division courses
required in the major at Augsburg or
obtain an exemption from the department.
Transfer courses must be approved by the
department. Courses taken more than 10
years ago will not be accepted.
Majors
Advising
The Department of Business
Administration, Accounting, and MIS
offers three majors: business administration (BUS), accounting (ACC), and management information systems (MIS).
Students who plan to major in business
administration, accounting, or MIS are
strongly encouraged to select a departmental adviser who teaches in their major. This
should be done by the end of the sopho-
-
Business Administration 99
Internships
dents may petition for an exception. An
internship may satisfy the The City
Perspective if taken in conjunction with
GST 209. Internships can provide students
with experience that may be valuable in
competing for jobs after graduation.
Advisers should be consulted about internships.
Students are strongly encouraged to
work with the Office of Cooperative
Education and department faculty to
obtain an internship (BUS/ACC/MIS 399)
during their junior or senior year.
Although an internship counts as part of
the 13 courses allowed in the major, stu-
The international business department
actively supports international study.
For additional details, see the section on
International Partners under International
Studies in this catalog, or consult the
departmental coordinator for international
business.
more year at the latest. In addition to
advising, departmental faculty can counsel
majors on their careers, assist majors in
obtaining internships or jobs, and provide
letters of recommendation for prospective
employers or graduate programs.
7r
he major in business administration
prepares students for professional careers
in business administration or for graduate
studies. The four specializations within
this major share a common business core.
This common core provides students with
a broad foundation so they can readily
adapt to internal changes in interests and
goals and to external changes in circumstances and opportunities.
Business Core
10 courses including:
ECO 112 Principles of Macroeconomics ECO 113 Principles of Microeconomics
MIS 175 Principles of Computing for
Business
or MIS 370 Advanced Computing
for Business
ACC 221 Principles of Accounting I
ACC 222 Principles of Accounting 11
BUS 242 Principles of Management
BUS 252 Principles of Marketing
MIS 379 Quantitative Methods for
Business and Economics
BUS 301 Business Law
BUS 331 Financial Management
100 Business Administration
Specialization in Marketing
Business core plus 3 courses:
BUS 352 Marketing Research and
Analysis
BUS 355 Marketing Communications
or BUS 357 Advertising
BUS 450 Marketing Management
Students must also complete three
semesters of a foreign language (or equivalent). The language requirement may be
waived for international students. Contact
the international business coordinator for
details on language equivalents or other
configurations.
Specialization in Management
Business core plus 4 courses:
BUS 340 Human Resource Management
BUS 440 Operations Management
BUS 465 International Management
MIS 376 Project Management
or ECO 318
Management Science
Combined Major in Business
Administration and Economics
Specialization in Finance
Business core plus 4 courses:
ACC 322 Accounting Theory and
Practice I
BUS 433 Financial Theory: Policy
and Practice
BUS 438 Investment Theory
and one of
EC0 311
ECO 312
ECO 313
ECO 3 15
MIS 479
the following:
Public Finance
Intermediate Macroeconomics
Intermediate Microeconomics
Money and Banking
Intermediate Quantitative
Methods for Business and
Economics
Specialization in International
Business
Business core plus 4 courses:
BUS 362 International Business
BUS 465 International Management
BUS 466 International Marketing
and one additional upper division course in
either international business (BUS 368 or
468) or international economics.
11 courses including:
ECO 112 Principles of Macroeconomics
ECO 113 Principles of Microeconomics
ECO 312 Intermediate Macroeconomics
ECO 313 Intermediate Microeconomics
and one other upper division
economics course
ACC 221 Principles of Accounting I
ACC 222 Principles of Accounting I1
BUS 242 Principles of Management
BUS 252 Principles of Marketing
MIS 379 Quantitative Methods for
Business and Economics
or BUS 331 Financial Management
and one other upper division business
administration, accounting, or MIS course
Honors Major
GPA of 3.5 in the major and 3.1 overall;
a senior thesis and comprehensive oral
exam in the major field of concentration.
Interested juniors or seniors should contact
the department chair.
-
Business Administration lo1
Minor in Business Administration
Minor in International Business
Six courses including:
ECO 112 or 113, ACC 221 and 222, BUS
242 and 252, BUS 331 or MIS 379.
Six courses including:
ECO 112 or 113, ACC 221, BUS 242 or
252, and three courses in international
business (one may be in international economics).
This minor is automatically completed
while completing a major in accounting
or MIS.
BUS 242
Students should consult the area coordinator concerning acceptable alternatives
in international economics.
Principles of Management
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.
BUS 252
Principles of Marketing
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.
BUS 254
Entrepreneurship
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.
BUS 295
Topics
Lectures, discussions, meetings with members of the staff or visiting faculty
regarding research methodology and readings in the areas of business administration. (Prereq.: consent of instructor)
BUS 301
BUS 302
Business Law
Legal rules relating to contracts, agency, negotiable instruments, property, and
business organizations under the Uniform Commercial Code.
Business Ethics
Examines individual choices in business; analyzes and evaluates various business practices; emphasizes conceptual precision in thinking, writing, and
speaking. (Prereq.: BUS 301 or PHI 120 or PHI 125, or junior/senior standing)
BUS 331
Financial Management
Topics related to theory of acquisition, fund allocation and management,
sources and uses of long and short-term funds, capital costhudgeting, leverage, and dividend policy. (Prereq.: ECO 113, ACC 222, MIS 379, and MPG 3)
102 Business Administration
BUS 340
Human Resource Management
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. (Prereq.: BUS 242)
BUS 352
Marketing Research and Analysis
Research process as an aid to decision-making; methodology; results; evaluation of effectiveness. (Prereq.: BUS 252, MIS 379, ECO 113, or consent of
instructor)
BUS 355
Marketing Communications
Integration of advertising, public relations, sales promotion design, evaluation,
and personal selling into a coherent promotion mix. (Prereq.: BUS 252) Note:
Either BUS 355 or 357 can be taken for graduation credit, but not both.
BUS 357
Advertising
An introduction to print and broadcast advertising and promotion as important elements in modem marketing and communications. Note: Either BUS
355 or 357 can be taken for graduation credit, but not both.
BUS 362
International Business
Introduction to problems/possibilities and appreciation of perspective required
for successfully doing business in an international context. (Prereq.: ECO 112
or 113, and BUS 242 or 252, or consent of instructor. Spring)
BUS 368
Responding to the Challenge of Japan
An examination of current Japanese business practices from a cultural perspective. TV documentaries, readings from periodicals, plus participation in a seminar model. (Prereq.: junior standing or consent of instructor)
BUS 424
Internal Audit and Management Consulting
To incorporate and learn the techniques of creating a controlled and effective
management environment. Students work with companies to help solve problems or implement projects. (Prereq.: ECO 113; ACC 221, 222; BUS 242,252,
331; MIS 175,379)
BUS 433
Financial Theory: Policy and Practice
A system's approach to financial structure and policy. Emphasis on decisionmaking, presentation through literature, readings, lectures, and case material.
(Prereq.: BUS 331, ACC 322)
BUS 438
Investment Theory
Appraisal of the riskheturn relationships of various types of securities and
extensive coverage of capital markets and portfolio management. (Prereq.: all
core courses or consent of instructor)
-
Business Administration 1 0 3
BUS 439
Risk Management and Insurance
Analyzes exposure to accidental loss-its identification, measurement, and
evaluation. Reviews techniques for loss prevention and control. Surveys primary types of insurance. (Prereq.: BUS 331 and MIS 379)
BUS 440
Operations Management
Concepts and principles related to the management of operating functions.
Taught from a managerial viewpoint with examples from various industries
and sectors. (Prereq.: BUS 242)
BUS 450
Marketing Management
Application of marketing concepts to day-to-day, strategic, and long-term planning issues; development and implementation of market plans. (Prereq.: BUS
352 and either BUS 355 or 357)
BUS 465
lnternational Management
Private sector manager's perspective of nationaL'internationa1 institutions and
strategies, structure, practices, and effects of a national corporation in the
world today. (Prereq.: BUS 242. BUS 362 is recommended)
BUS 466
lnternational Marketing
This course examines those issues and activities unique to marketing in an
international setting. Emphasis is also placed on adaptation of a marketing
mix according to the international marketing environment. (Prereq.: BUS 252,
362)
BUS 468
Contemporary Issues in lnternational Business and Trade
Conditions and motivations for world trade, business, and industrial cooperation. Practical applications of the commercial policies of the major trading
nations. Examine the impact of contemporary issues on the volume and structure of world trade. (Prereq.: BUS 465, BUS 466)
BUS 495
Lectures, discussions, meetings with members of the staff or visiting faculty
regarding research methodology and current national and international business problems and policies. (Prereq.: consent of instructor)
Internships and Independent Study Courses:
BUS 199
lnternship
See description on page 85.
BUS 299
Directed Study
See description on page 86.
BUS 399
lnternship
See description on page 85.
BUS 499
Independent StudyIResearch
See description on page 86.
T
he major in accounting prepares students for professional careers in a wide
variety of accounting-related positions.
This major has three tracks: general
accounting, professional accounting, and
managerial accounting. The general
accounting specialization is adequate for a
wide variety of positions. The professional
accounting track includes two specializations: public accounting and managerial
accounting. The public accounting specialization is recommended for positions with
CPA firms. The managerial accounting specialization is recommended for positions
with large or rapidly-growing companies.
The two professional specializations
relate to two professional designations: the
CPA and the CMA. A certified public
accountant (CPA) focuses on external
reporting; a certified management accountant (CMA) focuses on internal reporting.
The public accounting specialization
includes the materials emphasized on the
CPA exam; the managerial specialization
includes the materials emphasized on the
CMA exam. Both the CPA and CMA designation have an experience requirement in
addition to passing the national exam.
Under the rules of the Minnesota State
Board of Accountancy, accounting majors
in the public accounting specialization are
qualified to sit for the CPA examination
during their last semester.
Accounting Core
14 courses are required for this major (an
exception to the 13-course limitation)
including:
ECO 112 Principles of Macroeconomics
ECO 113 Principles of Microeconomics
MIS 175 Principles of Computing for
Business
BUS 242
BUS 252
ACC 221
ACC 222
MIS 379
BUS 301
BUS 331
ACC 322
ACC 323
ACC 324
ACC 425
Principles of Management
Principles of Marketing
Principles of Accounting I
Principles of Accounting 11
Quantitative Methods for
Business and Economics
Business Law
Financial Management
Accounting Theory and
Practice I
Accounting Theory and
Practice I1
Managerial Cost Accounting
Advanced Accounting
Students are encouraged to take the
courses in the sequence given above.
Specialization in General Accounting
No additional courses required.
Specialization in Public Accounting
Accounting core (14 courses) plus: ACC
326 Tax Accounting; ACC 423 Auditing.
Specialization in Managerial
Accounting
Accounting core (14 courses) plus ACC
424 Internal Audit and Management
Consulting and MIS 375 Management
Information Systems in the Organization.
Honors Major
GPA of 3.5 in the major and 3.1 overall; a senior thesis and comprehensive oral
exam in the major field of concentration.
Interested juniors or seniors should eontact the department chair.
Minor in Accounting
Six courses including:
ACC 221,222, BUS 331 or ACC 324, ACC
322,323
and one of the following: MIS 175, 379,
ECO 112, or 113.
This minor is recommended for majors
in MIS and finance.
--
-
Accounting 105
ACC 221
Principles of Accounting I
Introduction to business activities, basic concepts and fundamentals of
accounting, the accounting cycle, and preparation of financial statements.
ACC 222
Principles of Accounting II
A continuation of ACC 221. Introduction to business activities and accounting
for corporations. Basic concepts and fundamentals of managerial accounting,
planning and controlling processes, decision-making, and behavioral considerations. (Prereq.: ACC 221)
< -Topics
62
Lectures, discussions, meetings with members of the staff or visiting faculty
6%regarding research methodology and readings in the areas of business adminir
ACC 295
0 , /,.
ACC 322
tration. (Prereq.: consent of instructor)
Accounting Theory and Practice I
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. (Prereq.: ACC 222)
ACC 323
Accounting Theory and Practice II
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. (Prereq.: ACC 322)
ACC 324
Managerial Cost Accounting
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. (Prereq.: ACC 221, 222, BUS 242, 252, MIS
379, or consent of instructor)
ACC 326
Tax Accounting
The more common and important provisions of planning and compliance
for income taxes. (Prereq.: ACC 221, BUS 331, ECO 112, 113, or consent
of instructor)
ACC 423
Auditing
Internal and external auditing procedures. Emphasis on the C P k role to form
the basis of opinion on a set of financial statements. (Prereq.: ACC 323)
ACC 424
Internal Audit and Management Consulting
To incorporate and learn the techniques of creating a controlled and effective
management environment. Students work with companies to help solve problems or implement projects. (Prereq.: ECO 113, ACC 221, 222, BUS 242, 252,
331, MIS 175 or 320,379)
'06 Accounting
ACC 425
Advanced Accounting
Accounting for business combinations, consolidations, governmental accounting, partnership accounting, and fund accounting. (Prereq.: ACC 323)
ACC 495
Topics
Lectures, discussions, meetings with members of the staff or visiting faculty
regarding research methodology, and current national and international business problems and policies. (Prereq.: consent of instructor)
Internships and Independent Study Courses:
ACC 199
Internship
See description on page 85.
ACC 299
Directed Study
See description on page 86.
ACC 399
Internship
See description on page 85.
ACC 499
Independent Study/Research
See description on page 86.
T
he major in management information systems prepares students for professional careers in information systems. MIS
studies information systems as both a
resource and a tool for decision-making.
Students learn to analyze and evaluate
existing systems and to design and program new systems. MIS is an extensive
major (16 courses) and includes courses
from computer science, mathematics, economics, business, and accounting as well
as from MIS.
C. Seven courses in MIS:
MIS 175 Principles of Computing for
Business
or CSC 160 Introduction to Computer
Science and Communications
MIS 370 Advanced Computing for
Business
MIS 375 Management Information
Systems in the Organization
MIS 376 Project Management
MIS 379 Quantitative Methods for
Business and Economics
MIS 475 Systems Analysis and Design
MIS 476 Information Systems Projects
Minor in MIS
Seven courses including:
Management Information Systems
Major
16 courses including:
A. Six courses in economics, business, and
accounting:
ECO 113 Principles of Microeconomics
BUS 242 Principles of Management
BUS 252 Principles of Marketing
BUS 331 Financial Management
ACC 221 Principles of Accounting I
ACC 222 Principles of Accounting I1
B. Two courses in computer science and
one in mathematics
CSC 170 Structured Programming
(requires MPG 4)
CSC 340 Introduction to Networking
and Communications
MAT 114 Precalculus, if students are not
at MPG 4. For students at
MPG 4, MAT 121, or any higher level numbered math course
is required.
Note: Additional programming courses are
strongly recommended.
MIS 175 or CSC 160, ACC 221, BUS 242
or BUS 252, MIS 370, MIS 375, ECO 113,
and one of the following: MIS 376,475, or
ECO 318
Honors Major
GPA of 3.5 in the major and 3.1 overall, a senior thesis, and a comprehensive
oral exam in the major field of concentration. Interested juniors or seniors should
contact the department chair.
108 MIS
-
MIS 175
Principles of Computing for Business
An introductory course to develop understanding of basic computing concepts
and specific skills in using microcomputer software (Windows, Word, Excel,
Access, Powerpoint, e-mail, and the World Wide Web). Emphasis on solving
business-related problems using software, especially Excel. Students with a
strong computer background are encouraged to take MIS 370 instead of MIS
175. (Prereq.: MPG 3)
MIS 295
Topics
Lectures, discussions, meetings with members of the staff or visiting faculty
regarding research methodology and readings in the area of management information systems.
MIS 370
Advanced Computing for Business
This course provides more in-depth use of business software like Excel,
Access, and the World Wide Web. Students will also learn to program
Windows applications using tools like Visual Basic. (Prereq.: MPG 3, MIS 175
or CSC 160, or strong computer background. Completion of MIS 370 satisfies
any requirement for MIS 175)
MIS 375
Management Information Systems in the Organization
Broad understanding of using information systems to support organizational
objectives. Topics include strategic uses of information systems, business
process re-engineering, understanding the technology architecture, and information systems resources. (Prereq.: ACC 221, BUS 242 or 252, and one computer course such as MIS 175,370, or CSC 160)
MIS 376
Project Management
Develops project management skills needed to define, plan, lead, monitor, and
complete projects. Combines theories, techniques, group activities, and computer tools such as Microsoft Project. Emphasizes technical and communications skills needed to manage inevitable changes. (Prereq.: ACC 221, BUS 242,
and either MIS 175 or 370)
MIS 379
Quantitative Methods for Business and Economics
An introduction to quantitative reasoning to assist students in reading and
interpreting data. Topics include descriptive measures, probability, sampling
distributions, estimation, and hypothesis testing with emphasis on applied
problems in business and economics. (Prereq.: MIS 175 or 370 and either
MPG 3 or a grade of at least 2.0 in MAT 104)
MIS 475
Systems Analysis and Design
Develops skills in using systems development methodologies and Computer
Aided Software Engineering (CASE) tools. Techniques used include data and
process modeling, file and database design, and user interface design. A
course-long project is used to complete a rudimentary system design. (Prereq.:
MIS 375 and either MIS 370 or CSC 352)
-
MIS 109
MIS 476
Information Systems Projects
Skills developed in previous courses are used to generate a complete and
extensive project of systems analysis and design. (Prereq.: MIS 370,375, 376,
and 475)
MIS 479
Intermediate Quantitative Methods for Business and Economics
Advanced modeling using computer software. Specific topics may include
multivariate modeling PATH analysis, Monte Carlo simulations, queuing models, and ANOVA. (Prereq: MIS 379. Fall: evening)
MIS 495
Topics
Lectures, discussions, and meetings with members of the staff or visiting faculty
regarding research methodology and current problems and policies. (Prereq.:
consent of instructor)
Internships and Independent Study Courses:
MIS 199
lnternship
See description on page 85.
MIS 299
Directed Study
See description on page 86.
MIS 399
lnternship
See description on page 85.
MIS 499
Independent StudyIResearch
See description on page 86.
c
hemistry is the science of the
changes in matter, examining those
changes, and working toward an understanding of them. Correlating the results of
physics and opening the vistas of molecular biology, chemistry has been described
as the central science because matter
includes the entire physical world such as
the things we use, the food we eat, and
even ourselves.
Chemists as scientists must be knowledgeable in fact and theory for solving scientific problems and also capable of providing a public understanding of their
work, including potential problems as well
as benefits.
Chemists as people must be broadly
educated in order to understand themselves and their society. The liberal arts as
offered in the general education curriculum is imperative if a chemist is to be both
truly human and truly scientific.
The department is on the list of
approved schools of the American
Chemical Society (ACS) and offers a chemistry major that meets the chemistry background required by many fields.
Consonant with these ideas, the
Department of Chemistry has established
the following objectives to help its students
develop into mature scientists:
*To provide a course of study of sufficient rigor and depth to enable our graduates who complete our ACS chemistry
major to compete successfully with their
peers of similar ability in graduate school
or research positions.
*To provide programs of study for professional goals in addition to the traditional
positions as chemists.
*To provide an atmosphere of learning
so that students will want to remain life-
long learners, thereby remaining competent in their field, however that may
change after graduation, and be able to
move into new areas as opportunities arise.
*To encourage students to take a broad
view of their education and to seriously
study areas outside of the sciences.
*To present the excitement of chemistry to non-science majors as an example
of the methodology of the natural sciences
in examining the world around us. The
presentation of major concepts underlying
the changes in matter, the opportunity to
examine change in the physical world, and
the reflection of the implications and limitations of science in our society will
enhance the ability of non-science persons
to make better value judgments concerning
science questions in their own endeavors.
Chemistry Faculty
Joan C. Kunz (Chair), Ron L. Fedie,
Arlin E. Gyberg, Sandra L. Olmsted
BACHELOR OF ARTS
Graduation Major in Chemistry
CHM 115,116 General Chemistry
or CHM 105, 106 Principles of Chemistry
CHM 351,352 Organic Chemistry
CHM 353 Quantitative Analytical
Chemistry
CHM 361, 364
Physical Chemistry
CHM 363 Physical Chemistry Laboratory
CHM 49 1 Chemistry Seminar
and two additional courses from:
CHM 367 Properties of Polymers
CHM 464 Advanced Organic Chemistry
CHM 48 1 Advanced Analytical Chemistry
CHM 482 Advanced Inorganic Chemistry
CHM 495 Topics
BIO 367 Biochemistry
Chemistry
Also required:
PHY 121, 122
MAT 145, 146
General Physics I, I1
Calculus I, 11
Because upper division courses have
mathematics and physics prerequisites, students should plan to take MAT 145,146 in
the freshman year and PHY 121, 122 in the
sophomore year.
Teaching Licensure in Physical Science
The State of Minnesota has specific
licensing requirements for teachers that
may differ slightly in emphasis from the
Augsburg major requirements. The state
requirements may also be subject to
change after publication of this catalog.
Students therefore should consult with the
Augsburg Department of Education to
identify current Minnesota teacher licensure requirements.
Chemistry for Pre-Medical Students
Pre-medical students should plan to
take at least two courses (and usually
more) in biology. Students should consult
members of the chemistry department for
assistance in planning a course program
early in their college career.
BACHELOR OF SCIENCE
American Chemical Society Approved
Major
12 courses including:
CHM 115, 116 General Chemistry
or CHM 105, 106 Principles of Chemistry
CHM 351,352 Organic Chemistry
CHM 353 Quantitative Analytical
Chemistry
CHM 361,363 Physical Chemistry and
Laboratory
CHM 364,365 Physical Chemistry and
Laboratory
CHM 464 Advanced Organic Chemistry
CHM 481 Advanced Analytical Chemistry
CHM 482 Advanced Inorganic Chemistry
One course from:
CHM 367 Properties of Polymers
CHM 483 Quantum Chemistry
CHM 495 Topics in Chemistry
Also required are:
CHM 491 Chemistry Seminar
MAT 145, 146 Calculus I & I1
MAT 245 Calculus 111
PHY 121, 122 General Physics I, I1
(should be taken in sophomore
year)
Recommended: Modem Physics, additional
mathematics, research experience, reading
ability in German, and computer proficiency.
Honors Major
Full ACS major; GPA of 3.5 in chemistry, mathematics and physics, 3.0 overall;
one course or summer of approved
research; participation in seminar.
Minor
Five courses that must include:
CHM 105,106 or CHM 115, 116, CHM
351,352, and CHM 353.
Note: credit will not be granted for
both CHM 105 and 115, or for both CHM
106 and 116. Other restrictions are in the
course descriptions.
111
112 Chemistry
-
A prerequisite must be completed with a grade of 2.0 or P, or higher to count; otherwise, permission of the instructor is necessary. These requirements also must be met when using the
first term of a two-term course in registering for the second term.
CHM 100
Chemistry for Changing Times I
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 nor apply as prerequisite for other
chemistry courses. (Prereq.: MPG 2. Fall)
CHM 101
Chemistry for Changing Times II
Second semester of the year-long course. Applies concepts from CHM 100 to
environmental, organic, and biochemical problems of societal interest. A laboratory is included with this course. Does not count toward a chemistry major
or minor nor apply as prerequisite for other chemistry courses. (Prereq.: CHM
100, MPG 3. Spring)
CHM 105
Principles of Chemistry
Topics in this course include an introduction to matter, chemical change,
chemical reactions, chemical bonding, energetics, and equilibrium. The
sequence, CHM 105, 106, is designed for students who have not studied
chemistry in high school or who are less confident about their background in
chemistry. Students may go into CHM 351 or 353 from CHM 106 and major in
chemistry. (Three hours of lecture, one three-hour laboratory. Prereq.: MPG 2.
Fall)
CHM 106
Principles of Chemistry
CHM 106 is a continuation of CHM 105 with more emphasis upon equilibrium
and the chemistry of the elements. (Three hours of lecture, one three-hour
laboratory. Prereq.: CHM 105, MPG 3. Spring)
CHM 115
General Chemistry
An intensive course for pre-medical students and future chemists. Includes
chemical equations and calculations, energetics, and bonding theory with
examples from inorganic chemistry. (Three one-hour lectures, one three-hour
laboratory. Prereq.: high school chemistry, MPG 3. Fall)
CHM 116
General Chemistry
A continuation of Chemistry 115. Emphasis on equilibrium and solution
chemistry including kinetics and electrochemistry. (Three one-hour lectures,
one three-hour laboratory. Prereq.: CHM 115. Spring)
Chemistry
CHM 223
Elementary Organic Chemistry
This one-semester course is designed for students whose professional goals
require a survey of organic chemistry. Topics covered include synthesis, properties and reactions of selected aliphatic, and aromatic compounds. This
course will not count toward a chemistry major or minor, nor will credit be
given for this course if CHM 351, 352 is taken, nor does it fulfill the prerequisite requirement for CHM 352, nor does it meet requirements for other programs (such as pre-medicine, pre-dentistry, and pre-pharmacy). (Prereq.: CHM
106 or 116. Three one-hour lectures, one three-hour laboratory. On demand)
CHM 351,352 Organic Chemistry
Important classes of organic compounds with special emphasis on mechanisms and multi-step synthesis. Descriptive material is correlated by means of
modem theories of chemical bonds, energy relations, and reaction mechanism.
(Three one-hour lectures, one four-hour laboratory. Prereq.: CHM 106 or 116.
Fall: CHM 351; spring: CHM 352)
CHM 353
Quantitative Analytical Chemistry
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. (Three hours of lecture, one four-hour
laboratory. Prereq.: CHM 106 or 116. MPG 3. Fall)
CHM 361
Physical Chemistry
Covers three of the basic theoretical concepts of chemistry: thermodynamics,
quantum mechanics, and statistical mechanics. (Three one-hour lectures.
Prereq.: CHM 106 or 116; MAT 145, 146; PHY 121, 122. Fall)
CHM 363
CHM 364
Physical Chemistry Laboratory
(.5 course)
Physical Chemistry Laboratory introduces students to techniques of data collection and experimental application of concepts presented in physical chemistry lecture. CHM 363 is to be taken in the fall and involves experiments
related to CHM 361. (One four-and-one-half hour laboratory. Prereq.: CHM
361 or concurrent registration and ENG 111)
Physical Chemistry
Covers the fundamentals of the chemical kinetics as well as the concepts studied in CHM 361 applied to areas of solutions, molecular structure, spectroscopy, surfaces, diffraction techniques, and macromolecules. (Three onehour lectures. Prereq.: CHM 361. Spring)
-
114 Chemistry
CHM 365
Physical Chemistry Laboratory
(.5 course)
CHM 365 is to be taken the second semester and involves experiments relating to CHM 364. (One four-and-one-half hour laboratory. Prereq.: CHM 364
or concurrent registration. Spring)
CHM 367
Properties of Polymers
Presents polymer chemistry as an interdisciplinary chemistry relying on the
organic, analytical, and physical chemistry prerequisites to unfold the details
of macromolecules. (Prereq.: CHM 352, 361. Spring)
CHM 464
Advanced Organic Chemistry
Laboratory work is organized around the problems of identifying organic compounds. Lecture topics include theory and structure-spectra correlations for
IR, UV, NMR, and mass spectroscopy; use of the literature, and advanced topics in organic synthesis. (Three hours of lecture, six hours of laboratory.
Prereq.: CHM 352,353, 361 or consent of instructor. Some reading knowledge
of German is helpful. Fall)
CHM 481
Advanced Analytical Chemistry
Emphasis on instrumental methods of analysis. Atomic, molecular, and electron spectroscopy, radiochemical, chromatography, thermal, and electroanalytical methods are covered. (Three one-hour lectures, one four-and-one-half
hour laboratory. Prereq.: CHM 353,361 or consent of instructor. Spring)
CHM 482
Advanced Inorganic Chemistry
Correlation of inorganic reactions using the electrostatic and molecular orbital
models. Reactivity and bonding in coordination, cluster, and organometallic
compounds are considered. The laboratory uses preparations of a variety of
techniques. (Three one-hour lectures, one three-hour laboratory. Prereq.:
CHM 352,361 or consent of instructor. Fall)
CHM 483
Quantum Chemistry
Presents quantum theory in terms of Schrodinger's wave equation and uses the
equation to solve molecular model problems. Approximate solutions are introduced and used to develop molecular orbital theory for molecules. (Three
one-hour lectures. Prereq.: CHM 364 or consent of instructor. Spring)
CHM 491
Chemistry Seminar
(.O course)
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.
Chemistry
CHM 495
Topics in Chemistry
Study of a specific area, such as medicinal chemistry, building upon analytical,
physical, and organic chemistry. (Prereq.: CHM 352, BIO 367, or equiv. Spring)
CHM 497
Introduction to Chemistry Research
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 (that may be counted as a course). Cooperative education is an excellent
opportunity to be involved in industrial research projects. (Prereq.: junior or
senior standing)
Internships and Independent Study Courses:
CHM 199
Internship
See description on page 85.
CHM 299
Directed Study
See description on page 86.
CHM 399
lnternship
See description on page 85.
CHM 499
Independent StudyIResearch
See description on page 86. (Prereq.: junior or senior standing)
COMMUNICATION
See listing under SpeechlCommunication and Theatre Arts.
CSC 345
T
he Augsburg Department of
Computer Science strives to give students
a sound theoretical and practical foundation in computer science. We offer both a
B.A. and a B.S. major. The computer science curriculum places eniphasis on networks, communications, and the use of
computers as an information access tool.
The coursework provides students a strong
base in computer science, with emphasis
on concepts rather than on applications.
We encourage students to strengthen their
coursework by electing an internship or
cooperative education experience. Our
location in the Twin Cities makes us an
excellent resource of such experiences for
students, and allows them to add practical
applications to their education.
Computer Science Faculty
Charles Sheaffer (Chair), Larry
Crockett, Noel Petit, Lany Ragland.
BACHELOR OF ARTS
Computer Science Major
11 courses including:
CSC 160 Introduction to Computer
Science and Communications
CSC 170 Structured Programming
CSC 210 Data Structures
CSC 320 Algorithms
CSC 340 Introduction to Networking
and Communications
Principles of Computer
Organization
CSC 450 Programming Languages and
Compilers I
CSC 45 1 Programming Languages and
Compilers I1
MAT 145 Calculus I
Calculus for the Social
or MAT 122
and Behavioral Sciences
and two electives from CSC courses above
200, at least one of which is above 300.
BACHELOR OF SCIENCE
Computer Science Major
15 courses including:
CSC 160 Introduction to Computer
Science and Communications
CSC 170 Structured Programming
CSC 210 Data Structures
CSC 320 Algorithms
CSC 340 Introduction to Networking
and Communications
CSC 345 Principles of Computer
Organization
CSC 450 Programming Languages and
Compilers I
CSC 45 1 Programming Languages and
Compilers I1
MAT 145 Calculus I
MAT 146 Calculus I1
MAT 245 Calculus 111
MAT 246 Linear Algebra
or MAT 247
Modeling and
Differential Equations
or MAT 271
Discrete Mathematical
Structures
and three electives from CSC courses above
200, at least two of which are above 300.
-
Computer Science 11;
Computational Economics
The computational economics major
has been designed to serve students who
have a need for some basic understanding
of computer science and economics. The
major requires six courses from computer
science and six from economics with a
required capstone independent study
Students interested in this major should
consult with the faculty in computer science, in economics, or one of the coordinators.
Coordinators
Jeanne Boeh, Department of Economics,
Lany Ragland, Department of Computer
Science.
CSC 345
Principles of Computer
Organization
ECO 112 Principles of Macroeconomics
ECO 113 Principles of Microeconomics
ECO 312 Intermediate Macroeconomics
ECO 313 Intermediate Microeconomics
ECO 318 Management Science
ECO 315 Money and Banking
Managerial Economics
or ECO 415
CSC 499 Independent Study
or ECO 499 Independent Study
Computer Science Honors Major
GPA of 3.5 in computer science and
mathematics, GPA of 3.1 overall, and an
independent study project.
Computer Science Minor
Major in Computational Economics
13 courses including:
MAT 145 Calculus I
Calculus for the Social
or MAT 122
and Behavioral Sciences
CSC 160 Introduction to Computer
Science and Communications
CSC 170 Structured Programming
CSC 210 Data Structures
CSC 340 Introduction to Networking
and Communications
Six courses including CSC 160, 170,
210, 345; MAT 145; and one upper division computer science course.
Prerequisites: A course must be completed with a grade of 2.0 or higher to
count as a prerequisite for a computer
science course.
CSC 160
Introduction to Computer Science and Communications
An introduction to computer science topics in hardware, software, theory, and
computer communications: algorithm design, logical circuits, finite automata,
context-free languages, Turing machines, network concepts, and the Internet.
(Prereq.: MPG 3 )
CSC 170
Structured Programming
An introduction to problem-solving, algorithm development, and programming using a high-level programming language. (Three hours of lecture, oneand-one-half hours of lab. Prereq.: CSC 160 or MIS 370 and one of MAT 114
or 122 or MIS 379 or MPG 4)
118 Computer Science
CSC 210
Data Structures
Data structures such as linked lists, stacks, and queues; recursion. (Prereq.:
CSC 170)
CSC 270
FORTRAN
Study of the FORTRAN programming language. It is assumed that the student
has a knowledge of programming methods and has done programming in
some other language. (Prereq.: CSC 170 or another course with a study of a
programming language)
CSC 272
UNlX and C
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. (Prereq.: CSC 170 or another
course with a study of a programming language)
CSC 273
Computer Science: An Alternative Scheme I
Study of an alternative approach to some of the most important concepts of
computer science including problem-solving, simulation, object-oriented programming, functional programming, procedural and data abstraction, and program interpretation. Intended especially for non-majors. Offered concurrently
with CSC 373.
CSC 320
Algorithms
A systematic study of algorithms and their complexity, including searching
and sorting algorithms, mathematical algorithms, scheduling algorithms, and
tree and graph traversal algorithms. The limitations of algorithms, Turing
machines, the classes P and NP, NP-complete problems, and intractable problems. (Prereq.: CSC 210 and MAT 122 or 124 or 145)
CSC 340
Introduction to Networking and Communications
Principles and methods of data communications, information theory, distributed processing systems, network protocols and security, standards, network
management, and general computer interfacing. (Prereq.: CSC 170; MAT 122
or 124 or 145)
csc 345
Principles of Computer Organization
An introduction to computer architecture, processors, instruction sets, and
assembly language programming. (Prereq.: CSC 210)
CSC 352
Database Management and Design
Structure of database management systems, query facilities, file organization
and security, and the development of database systems. (Prereq.: CSC 210)
csc 373
Computer Science: An Alternative Scheme II
Continuation of CSC 273, and offered concurrently with CSC 273. Majors who
have taken CSC 210 should register for CSC 373. (Prereq.: CSC 210 or 273)
P
-
Computer Science 115
CSC 440
Advanced Networking and Operating Systems
Network management; clientlserver databases and workstations; TCPAP and
other network examples. Elements of operating systems, memory and process
management, interactions among major components of computer systems,
and a detailed study of the effects of computer architecture on operating systems. (Prereq.: CSC 340 and 345)
CSC 450
Programming Languages and Compilers I
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. (Prereq.:
CSC 320)
CSC 451
Programming Languages and Compilers II
Continuation of CSC 450: compilers, data structures, control structures, and
the run-time environment. Emphasis on implementation issues. (Prereq.: CSC
345 and 450)
CSC 495
Advanced Topics in Computer Science
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. (Prereq.: Consent of instructor)
Internships and Independent Study Courses:
CSC 199
lnternship
See description on page 85.
CSC 299
Directed Study
See description on page 86.
CSC 399
lnternship
See description on page 85.
CSC 499
Independent Study/Research
See description on page 86.
A
major in East Asian studies is
offered through Augsburg and the other
Associated Colleges of the Twin Cities
(ACTC). This is an inter-college, interdepartmental program that is available as a
result of the cooperation and cross-registration possibilities among Augsburg
College, Hamline University, Macalester
College, The College of St. Catherine, and
the University of St. Thomas. The program
pools the resources and expertise within
the five institutions. This major enables
students to acquire a broad knowledge of
Japan, China, and other East Asian
nations, and to gain a functional knowledge of the language of one country.
Career opportunities for those who
attain a liberal arts degree in East Asian
studies include government service, international business, journalism, language
instruction, Asian arts, and intercultural
communication. The major provides a
foundation for graduate work in various
fields such as anthropology, economics,
history, international relations, business,
law, political science, sociology, and theatre. This major is also recommended for
those interested in education and work
with social and recreational agencies.
East Asian Studies Faculty
Martha Johnson, Director
Major in East Asian Studies
Nine courses are required for the
major. Courses in the major must be
approved by the campus adviser and are
distributed as follows: four courses in an
East Asian language; four additional courses,
two of which must be upper division
(strongly recommended that one of these
be a history course on China or Japan);
and an East Asian studies seminar. A term
of study abroad and the completion of a
minor in another discipline are strongly
recommended.
Study abroad opportunities for the
semester or a year are available in Hong
Kong, Japan, Korea, and the People's
Republic of China. Study abroad strengthens the East Asian studies major by offering a cross-cultural experience in the
country of specialization.
Language Courses
Hamline University offers elementary
and intermediate courses in Chinese.
Macalester College and the University of
St. Thomas offer elementary and intermediate courses in Japanese. There is a contractual arrangement with the University
of Minnesota to take Chinese or Japanese
languages (without extra tuition charges);
see campus adviser. Non-majors may also
take the Chinese and Japanese language
courses.
-
East Asian Studies
Minor in East Asian Studies
Five courses, no more than two of
which may be in the language. A minor in
East Asian studies provides exposure to an
area of East Asia that would complement
other discivlines.
Note: Interim courses or new courses
related to the East Asian Studies Program
may be substituted when appropriate,
with the consent of the campus adviser.
Faculty advising is recommended at all
stages of the major to plan a coherent and
effective program.
Each campus has a member on the
ACTC East Asian studies committee who
can assist students. The current advisers
are: Augsburg-Martha Johnson, 330-1715;
Hamline-Richard Kagan, 641-2433;
Macalester-Yue-him Tam, 696-6262;
St. Catherine-Martha Hardesty, 690-6189;
St. Thomas-Robert Foy, 962-5603.
Approved Augsburg College courses for
the East Asian studies Program (consult
program director for ACTC listing of
approved courses):
BUS 368
Responding to the Challenge
of lapan
HIS 104 The Modem Non-Western
World
PHI 355 Asian Philosophy
POL 363 Russian and Chinese Foreign
Policy
REL 356 History of Religions
THR 245 Introduction to Asian and
Asian American Theatre
Students may also take independent
studies (299,499) or topics courses relating to East Asian studies in various departments, subject to consent of instructor and
approval of program director.
2
T
he Department of Economics offers a
program that stresses a strong theoretical
background, quantitative analysis, and an
emphasis on national and international
issues. Students who graduate with an economics major are well prepared to continue
their education in a variety of fields or to
work successfully in business and government because of the strong liberal arts
emphasis within the major.
Currently four majors are offered. The
economics major is designed primarily for
students who are planning graduate or
advanced professional studies. The applied
economics major generally leads to careers
in the business world or government.
Computational economics meets the challenge of the changing career opportunities
in the fields of economics and computer
science. Finally, the combined
economics/business administration major
is designed for those who want more flexibility in planning their program of study.
The study of economics provides a firm
foundation for confronting change because
it presents a disciplined way to analyze
and to make choices. Some reasons for
studying economics are: economics deals
with current problems, economics is a successful and prestigious social science, economics employs theoretical models and
the scientific method, an economics major
prepares students for community leadership, and an economics major leads to a
great diversity of career opportunities.
These include careers in business, law,
teaching, journalism, politics, banking and
Einance, service in government, educational administration, private and public international senrice, and industrial relations. A
degree in economics may prove to be a
valuable credential.
Students are also able to combine an
economics major with other disciplines
such as business administration, international relations, mathematics, computer
science, management information systems
(MIS), political science, history, and
Nordic area studies.
Transfer students majoring in the economics department must take at least four
upper division economics courses at
Augsburg, one of which must be ECO 312
or 313.
Internships are recommended. Students
must consult with the department chair
and the internship office before registering
for academic credit.
Economics Faculty
Jeanne Boeh, Satya F! Gupta, Edward Sabella
Major in Economics
ECO 112 Principles of Macroeconomics
ECO 113 Principles of Microeconomics
ECO 312 Intermediate Macroeconomics
ECO 313 Intermediate Microeconomics
ECO 414 Welfare Economics
and three other upper division courses:
MIS 175 Principles of Computing
for Business
MIS 379 Quantitative Methods for
Business and Economics
MAT 114 Elementary Functions
or MAT 121
Finite Mathematics
Calculus for the Social
or MAT 122
and Behavioral Sciences
Students planning to attend graduate
school in quantitative areas are strongly recommended to at least minor in math and
take some computer science courses. Consult
an adviser for specific course suggestions.
Economics
Major in Applied Economics
ECO 112 Principles of Macroeconomics
ECO 113 Principles of Microeconomics
ECO 311 Public Finance
or ECO 312
Intermediate
Macroeconomics
Money and Banking
or ECO 315
ECO 313 Intermediate Microeconomics
ECO 360 International Economics
EC03 18 Management Science
or ECO 415
Managerial Economics
ECO 413 Labor Economics
EC0 399 Internship Program
or ECO 499
Independent Study
MIS 175 Principles of Computing
for Business
MIS 379 Quantitative Methods for
Business and Economics
ENG 223 Writing for Business and the
Professions
PHI120
Ethics
or PHI 125 Ethics and Human Identity
Teaching Licensure Major
Major in Computational Economics
Note: Students who plan to major in
the department are strongly encouraged to
select a department adviser as soon as possible in order to carefully plan their program of study.
See Computer Science, page 117
Combined Major in Economics and
Business Administration
Five economics courses including:
ECO 112 Principles of Macroeconomics
ECO 113 Principles of Microeconomics
ECO 312 Intermediate Macroeconomics
ECO 313 Intermediate Microeconomics
and one other upper division economics
course, and six accountinghusiness administration/MIS courses including:
ACC 221 Principles of Accounting I
ACC 222 Principles of Accounting I1
BUS 242 Principles of Management
BUS 252 Principles of Marketing
BUS 331 Financial Management
Quantitative Methods for
or MIS 379
Business and Economics
and one other upper division business course
The State of Minnesota has specific
licensing requirements for teachers that
may differ slightly in emphasis from the
Augsburg major requirements. The state
requirements may also be subject to change
after publication of this catalog. Students
therefore should consult with the Augsburg
Department of Education to identify current
Minnesota teacher licensure requirements.
Honors Major
GPA of 3.5 in the major and 3.0
overall; a senior thesis and comprehensive
oral examination in the major field of
concentration.
Minor in Economics
ECO 112, 113,312,313, and one additional economics upper division course.
Other configurations may be permitted by
consulting with the department chair.
In addition to the courses listed on the
following pages, these topics have been
offered under ECO 295 or 495 Topics:
Consumer Economics, Research Methods
for Economics and Business, Advanced
Economic Theory, Decision-Making With
Finite Markov Chains, Soviet Economy,
Economics of Mutual Funds, and Health
Economics.
2
124 Economics
ECO 110
Economics of Urban Issues
Study of economic implications of many problems facing a metro-urban environment. Some of the topics to be discussed are fundamental microeconomic
tools, e.g., crime prevention, education, discrimination. (This is a basic course
designed for those students who do not plan to major in economics, business
administration, or MIS.)
ECO 112
Principles of Macroeconomics
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 or 110.
ECO 112 and 113 may be taken in either order. (Prereq.: MPG 2)
ECO 113
Principles of Microeconomics
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 110 or 112. ECO 112
and 113 may be taken in either order. (Prereq.: MPG 2)
ECO 219
History of Economic Thought
A chronological study of the major economic thinkers in the political, economic, philosophical, and social settings of the time. Emphasis will be on tracing long-term secular trends in economic thinking. (Prereq.: ECO 112 or 113)
ECO 295
Topics
Lectures, discussions, meetings with members of the staff or visiting faculty
regarding research methodology and current national and international economics problems and policies.
ECO 31 1
Public Finance
Analysis of the principles of taxation and public expenditures, the impact of
fiscal policy on economic activity, and debt policy and its economic implications. (Prereq.: ECO 113. Fall: alternate years)
ECO 312
lntermediate Macroeconomics
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. (Prereq.: ECO 112. Fall)
ECO 313
lntermediate Microeconomics
Theory of resource allocation, analysis of consumer behavior, firm and industry; the pricing of factors of production and income distribution; introduction
to welfare economics. (Prereq.: ECO 113. Spring)
-
Economics 12'
ECO 315
Money and Banking
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. (Prereq.: ECO
112. Fall: alternate years)
ECO 317
Comparative Economic Systems
This course focuses on comparing the performance of various countries that
rely on different economic systems for the allocation of resources, including
systemic changes in Eastern Europe. Theoretical models are examined and
compared to real-world variants. (Prereq.: ECO 112 or 113: on demand)
ECO 318
Management Science
Provides a sound conceptual understanding of the modem 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. (Prereq.: ECO 113, MPG 3. Fall)
-
ECO 360
International Economics
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. (Prereq.: ECO 113. Spring:
alternate years)
ECO 365
Environmental Economics and Sustainable Development
This course addresses the environmental problems such as tropical deforestation, despoilation of air and water, ozone depletion, and global warming that
arise in the process of economic development to better the standard of living
of the developed and developing countries. (Prereq.: ECO 112 or 113. On
demand)
ECO 41 3
Labor Economics
Analysis of labor markets, labor as a factor of production, determination of
wage collective bargaining, labor legislation, and effects upon society. (Prereq.:
ECO 313. Spring: alternate years)
ECO 414
Welfare Economics
Basic concepts and propositions; Pareto optimality, economic efficiency of
alternative market structures; social welfare functions; normative concepts of
economic theory. (Prereq.: ECO 313. Spring: alternate years)
126 Economics
ECO 415
Managerial Economics
Integrates economic theory and corresponding practices in business. Among
the topics considered are theories and practices in forecasting, estimation of
demand and cost functions, and an analysis of economic problems of relevance to management. (Prereq.: MIS 379, ECO 313. On demand)
ECO 416
Mathematical Economics
Mathematical economics with emphasis on the application of mathematical
tools to the areas of micro- and macroeconomic theory. (Prereq.: ECO 312,
313, MAT 122)
ECO 495
Topics
Lectures, discussions, meetings with members of the staff or visiting faculty
regarding research methodology and current national and international economic problems and policies.
Internships and Independent Study Courses:
ECO 199
lnternship
See description on page 85.
ECO 299
Directed Study
See description on page 86.
ECO 399
lnternship
See description on page 85. (Prereq.: Completion of 50 percent of major or
consent of instructor)
ECO 499
Independent Study/Research
See description on page 86.
T
he Department of Education maintains liberal-arts based teacher education
programs that are accredited by the
Minnesota Board of Teaching and the
National Council for Accreditation of
Teacher Education (NCATE). These programs lead to recommendations for
endorsements or licensure by the State of
Minnesota for kindergarten, elementary, a
wide variety of secondary subject areas,
and K-12 licenses in art, health, music, or
physical education.
Students must apply for acceptance into
the education department prior to beginning 300-400 level courses. State law
requires completion of the PPST-PRAXIS
Exam prior to beginning 300-400 level
courses. Students complete a semester of
full-time student teaching within the
department's 45-mile service area.
The education department offers nonlicensure majors in elementary education
and education studies.
All students are expected to obtain an
education department adviser at the outset
of coursework. All students are expected to
become knowledgeable of student programs and hand books, and follow through
with department policies.
Student Teaching Abroad
Selected education department students
may participate in an international student
teaching abroad program. Students have
options for student teaching in dozens of
countries through the international and
American School network. Those interested
in further information should contact
the education department. Students who
student teach abroad will do part of their
student teaching in the Twin Cities area
under direct Augsburg faculty supenision.
Education Faculty
Rich Germundsen (Chair), Mary Ann
Bayless, Linda Dyer, Joseph Erickson,
Jeanine Gregoire, Gretchen Irvine, Anne
Jensen, Susan O'Connor, Vicki Olson, Jean
Strait, Barbara West
Note: Major changes in Minnesota teacher
licensure will be implemented in the fall of
1998 and beyond. At the date of this catalog printing those changes have yet to be
announced. All candidates for teacher
licensure will have to meet the standards
set by the state and meet the state's timeline requirements. Teacher candidates are
expected to maintain frequent contact with
an education department faculty adviser
and to stay informed about their license
program requirements.
Elementary Major and Licensure
Requirements:
EDU 210 Learning and Dwelopmmr
in an Educational Setting
0
Urban Setting and Fi
Experience
EDU 341 Media Technology
Reading
Beginning August 1, 2000, the State of
Minnesota will begin requiring specific
supporting concentrations of study as a
part of all elementary teacher licenses.
Students must select and complete a
coursework program in one of the following concentration areas: English, mathematics, science, social studies, or world
language. Please consult with an education
department adviser to determine how
many courses your concentration area will
require.
Students wl
EDE 383
34
.
EDE 386
Curriculum: Physical
Education
Kindergarten-Elementary@
Curriculum: Social Studi
Thematic Studies
Curriculum:
EDU 388 Human
Student Teaching K
(optional)
HPE 115 Health and Chemical
EDE 484
Students who entered the College
under a previous catalog and who will
complete their licensure program after
August 1, 2000, must complete the new
concentration requirement and meet any
other new state policies for licensure.
Kindergm-Elmm
Kindqpten-a-ta
Curriculum: Children's
Literature
---
If students also desire kindergarten
endorsement, EDE 375 Discovery Learning
in the World of Kindergarten is required.
,-
-
A GPA of 2.5 overall, 2.5 in the major,
,--,=.RZEff8-a)grades
.
of P in stu/dent
teaching courser are required for
licensure, as well as minimum grades of
2.0 in all education courses. The equivalent of two full courses graded PM, plus
student teaching is the maximum allowed
for the elementary education major. P/N
es for EDU 388 Human Relations and
teaching are counted in the eight
course maximum allowed for
graduation for all elementary and secondary teacher education degree students.
The criteria for acceptance into the department licensure program are available in the
Department of Education,
'G
PHY 103 Conceptual Physics
or MAT 131
Mathematics for
Liberal Arts
and EDE 377 K-E1Science Methods
(WEC only)
-
Elementary Education 129
PHY 103
Conceptual Physics
(See Department of Physics for course description.)
EDU 265
Orientation to Education in an Urban Setting and Field Experience
Investigates various aspects of the teaching profession, with opportunity for
in-school work. Open to all students. (Prereq.: sophomore standing and
ENG 111)
EDU 282
Introduction to Special Education
(See Special Education for course description.)
EDE 295
Topics in Education
Study of selected topics in education that are not treated extensively through
current course offerings. Specific topics will be announced.
EDU 341
Media Technology
(.5 course)
Psychological and philosophical dimensions of communication through the
use of instructional technology. Selection, preparation, production, and evaluation of effective audio-visual materials for teachingearning situations.
Computer training will be included in this course. (Prereq.: PPST and admission to department)
EDE 351
Techniques of Teaching Reading
The study and utilization of a variety of teaching techniques and resources in
reading, including the diagnosis and correction of reading difficulties. (Prereq.:
PPST and admission to department)
EDE 352
Creating Learning Environments: Kindergarten-Elementaryand
Field Experience
The study of strategies and methods of teaching and learning in the contexts
of educational, psychological, and sociological theories.
(Prereq.: PPST and admission to department)
EDE 375
Discovery Learning in the World of Kindergarten (.5 course)
Study and utilization of a variety of techniques and resources for teaching
kindergarten. (Prereq.: PPST, junior/senior standing, enrollment as close to
student teaching as possible, and admission to department)
EDE 381
Kindergarten-ElementaryCurriculum: Art, Music (.5 course)
Examination and preparation of materials and resources for art and music
taught at the kindergarten and elementary levels. Laboratory experiences.
(Prereq.: PPST and admission to department)
EDE 382
Kindergarten-ElementaryCurriculum: Mathematics (.5 course)
Examination and preparation of materials and resources for mathematics at the
kindergarten and elementary levels. Laboratory experiences. (Prereq.: PPST
and admission to department)
130 Elementary Education
EDE 383
Kindergarten-Elementary Curriculum: Physical Education, Health
Examination and preparation of materials and resources for physical education
and health at the kindergarten and elementary levels. Laboratory experiences.
(Prereq.: PPST and admission to department)
EDE 384
Kindergarten-Elementary Curriculum: Social Studies, Thematic
Studies (.5 course)
Examination and preparation of materials and resources for social studies and
thematic teaching at the kindergarten and elementary levels. Laboratory experiences. (Prereq.: PPST and admission to department)
EDE 386
Kindergarten-Elementary Curriculum: Children's Literature
(.5 course)
Examination and preparation of materials and resources for children's literature at the kindergarten and elementary levels. Laboratory experiences.
(Prereq.: PPST and admission to department)
EDE 387
Kindergarten-Elementary Curriculum: Language Arts
(.5 course)
Examination and preparation of materials and resources for language arts at
the kindergarten and elementary levels. Laboratory experiences. (Prereq.:
PPST, EDU 265, and admission to department)
EDU 388
Human Relations (.5 course)
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. Open to
all. (P/N grading only)
EDS 478
School and Society
(See Secondary Education for course description.)
EDE 481, 482, 483, 484 Student Teaching K-6 and Seminar
Observing and teaching at the kindergarten and elementary levels under the
supervision of College and elementary school personnel. (Prereq.: All KElementary coursework satisfactorily completed, admission into the education
department licensure program, PPST. P/N grading only)
EDU 491
Practicum and Seminar in Special Education
(See Special Education for course description.)
EDE 495
Topics in Education
(.5 course)
Study of selected topics in education that are not treated extensively through
current course offerings. Specific topics will be announced.
EDE 498
Independent Study
(.5 course)
Study of specific areas in education as determined by candidate seeking licensure in a teaching area. May be taken more than once for credit (by permission).
-
Elementary Education 131
Internships and Independent Study Courses:
EDE 199
lnternship
See description on page 85.
EDE 299
Directed Study
See description on page 86.
EDE 399
lnternship
See description on page 85.
EDE 499
Independent StudyIResearch
See description on page 86. A projected program must be outlined and
approved by the Kindergarten-Elementary education faculty.
I
t is the responsibility of each student to
meet all speclfic requirements of the education department. Secondary education students are expected to consult with education faculty regarding state requirements
for teacher licensure: in addition to conferring with the student's major field adviser.
Licensure requirements in the state
of Minnesota for teaching in secondary
schools are met through the Augsburg
College education department licensure
program: baccalaureate degree, academic
major in an approved teaching area, and
the following courses:
EDU 210 Learning and Development in
an Educational Setting
EDU 265 Orientation to Education in an
Urban Setting and Field
Experience
EDU 341 Media Technology
EDS 350 Reading in the Content Areas
EDS 354
Creating Learning
Environments: Secondary Field
Experience
EDU 388 Human Relations
EDS 478 School and Society
EDS 481,482,483 Student Teaching/
Seminar
EDS 484 Student Teachingseminar (for
art, health, music, and physical
education teaching majors)
HPE 114 Health and ~afet~kducation
(or equivalent) (for art, health,
music, and physical education
teaching majors)
HPE 115 Health and Chemical
Dependency Education
HPE 116 Health Concepts for Educators
Methods course in major/minor areas
GPA of 2.5 overall, 2.5 in education,
2.5 in teaching major/minor and P in student teaching required. All required
EDUEDS courses must have a grade of 2.0
or higher. PPST and acceptance into the
Augsburg licensure program required.
Criteria for admission to the program are
available in the education department.
'32 Secondary Education
Art, Health, Music, and Physical
Education Licensure
Students preparing for licensure in one
of these areas follow the secondary education program even though they plan to
teach at the elementary school level. A person with a major in one of these special
areas will take four courses in student
teaching and do some student teaching at
both the secondary and elementary levels.
In addition to EDS 354, the art major will
register for EDS 361, 362; the music major
for EDS 355-359. Note: Recommendation
for teacher licensure in music is granted
only to students who successfully complete
the requirements for the bachelor of music
education major.
Art, health, and physical education
teacher education programs lead to licensure for grades K-12. Music teacher education programs lead to licensure in the following areas: (1) Band (K-12) and classroom music (5-12); (2) Orchestra (K-12)
and classroom music (5-12); (3) Vocal and
classroom music (K-9); or (4) Vocal and
classroom music (5-12).
Modern Language Licensure
Modem Languages for information on the
required competency exams.
Licensing in a Minor Field
At the time of printing this catalog, the
State of Minnesota has not announced a
plan by which students will be able to
license in minor areas beyond August 1,
2000. Students should consult with an
education department adviser to determine
if this option continues.
Teacher licensure is available (prior to
August 1, 2000) in several minor fields
providing the student has a 2.5 GPA in that
field, has completed the methods course
for that field, and has student taught in the
field. Students may not student teach in a
minor only.
Students who entered the College
under a previous catalog and who will
complete their licensure after August 1,
2000, must complete the new state policies
for licensure.
(Also see natural science licensure
on page 206 and social studies licensure
on page 245.) Completion of some license
programs may require use of ACTC courses.
For modem language teachers (French,
German, and Spanish), see Department of
EDU 210
Learning and Development in an Educational Setting
A survey of educational psychology topics as applied to teaching and learning.
Special emphasis is placed on classroom applications. PSY 105 Principles of
Psychology is strongly recommended.
EDU 265
Orientation to Education in an Urban Setting and Field
Experience
Investigates various aspects of the teaching profession, with opportunity
for in-school work. Open to all students. (Prereq.: sophomore standing
and ENG 111)
-
Secondary Education 133
EDU 282
Introduction to Special Education
(See Special Education for course description.)
EDS 295
Topics in Education
Study of selected topics in education that are not treated extensively through
current course offerings. Specific topics will be announced.
EDU 341
Media Technology
(.5 course)
(See Elementary Education for course description. Prereq.: PPST and admission to department)
EDS 350
Reading in the Content Areas
(.5 course)
The study and utilization of a variety of techniques and resources to assist students in teaching reading through the content areas. Major: required for secondary education. Upper division. (Prereq.: PPST and admission to department)
EDS 354
Creating Learning Environments: Secondary and Field Experience
The mastery of theories and their applications for teaching in learning settings.
Laboratory experiences. (Prereq.: PPST and admission to department)
EDS 355
Music Methods (K-12)
%ends and issues in music education. The development of music skills and
teaching procedures for school music K-12. Workshops and laboratory experience. (Prereq.: EDS 354, PPST, and admission to department. Spring)
EDS 356, 357, 358, 359 Music Methods: Brass and Percussion, Woodwinds,
Strings, Vocal
(.5 course each)
Study and application of instructional methods, materials, and techniques.
Courses offered on two-year cycle. Even year: woodwinds, vocals. Odd year:
brass and percussion, strings. (Prereq.: PPST and admission to department)
EDS 361
Art Methods (Elementary and JuniorHigh School)
Procedures, materials, and issues relating to the teaching of art in the elementary, middle, and junior high schools. For art teaching majors only. (Prereq.:
EDS 354, PPST and admission to department. Fall)
EDS 362
Art Methods (Senior High School)
(.5 course)
Procedures, materials, and issues relating to the teaching of art in the senior
high school. (To be taken concurrently with EDS 361. Prereq.: EDS 354, PPST,
and admission to department. Fall)
EDS 364
English Methods
Materials and methods suitable for students in secondary schools. Emphasis
on the preparation of lesson and unit plans. Some teaching experience in a
local high school. The study of adolescent literature is included. (Prereq.: EDS
354, PPST, and admission to department. Joint day school and WEC. Fall)
34 Secondary Education
HPE 365
Physical Education Methods (K-6)
(See Department of Health and Physical Education for course description.
Prereq.: PPST and admission to department)
EDS 366
Modern Language Methods
(.5 course)
World language learning theory. The theory and practice of world language
teaching. (Prereq.: EDS 354, PPST, and admission to department. Consult with
the modem languages department. Joint day school and WEC. Fall)
HPE 368
EDS 374
(.5 course)
(See Department of Health and Physical Education for course description.
Prereq.: PPST and admission to department)
Physical Education Methods (7-1 2)
Natural Science Methods
(.5 course)
Course structures, goals, and procedures in science education. Consideration
of ability levels of students. Survey and assessment of classroom textbooks and
materials. Development of a file of teaching materials and references. Consult
with the education department. (Prereq.: EDS 354, PPST, and admission
department. Joint day school and WEC. Fall)
EDS 375
Social Studies Methods
(.5 course)
Introduction to the teaching of social sciences and history in secondary school
classrooms. Emphasis on instructional strategies and curriculum development.
Consult with the education department. (Prereq.: EDS 354, PPST, and admission to department. Joint day school and WEC. Fall: WEC)
EDS 376
Speech and Theatre Arts Methods
(.5 course)
The teaching of basic speech, interpretative reading, discussion and theatre,
and directing of co-curricular speech and theatre activities. (Prereq.: EDS 354,
PPST, and admission to department. Spring)
EDS 377
Mathematics Methods
(.5 course)
Study of the basic techniques and materials for teaching secondary school
mathematics and the consideration of trends and issues in mathematics education. Consult with the education department. (Prereq.: EDS 354, PPST, and
admission to department. Spring)
EDU 388
Human Relations
(.5 course)
(See Elementary Education for course description. Open to all.)
EDS 478
School and Society
Emphasis on points of view about the role of school in modem society and
final theoretical preparation to approach student teaching. (Prereq.: senior
standing, EDU 265, PPST, and admission to department)
-
Secondary Education 135
EDS 481,482,483,484 Student Teaching and Seminar
Observing and directing learning at the secondary level under supervision of
college and secondary school personnel. Three courses required of all 7-12
licensure majors and four courses required of K-12 art, music, and physical
education licensure majors. Four or more courses required of double majors.
(Prereq.: completion of all education coursework and admission to the department, PPST. P/N grading only)
EDS 495
Topics in Education
Study of selected topics in education that are not treated extensively through
current course offerings. Specific topics will be announced.
EDS 498
Independent Study
(.5 course)
Study of specific areas in education as determined by candidate seeking licensure
in a teaching area. May be taken more than once for credit (by permission).
See department listing for a description of the following approved elective:
HPE 410
Administration and Supervision of the School Health Program
(See Department of Health and Physical Education for course description.
Prereq.: PPST and admission to department)
Internships and Independent Study Courses:
EDS 199
lnternship
See description on page 85. Student must consult with the departmental
internship coordinator before registering for academic credit.
EDS 299
Directed Study
See description on page 86.
EDS 399
lnternship
See description on page 85. Prior to the beginning of the term, interested students should consult with the departmental internship coordinator regarding
requirements and permission to register.
EDS 499
lndependent Study/Research
See description on page 86. A projected program must be outlined that meets
the approval of education faculty.
136 Secondary Education
-
Non-Licensure Education Studies Major
EDU 265 Orientation to Education in an
Urban Setting and Field
Experience
or EDU 264
Orientation to
Education (.5 credit)
with EDS 25UEDE 263 Clinical
Experience
EDU 210 Learning and Development in
an Educational Setting
EDU 353 International Education
EDE 352 or EDS 354 Creative Learning
Environments
EDE 386 Kindergarten-Elementary
Curriculum: Children's
Literature
EDU 388 Human Relations
EDE or EDS 399 Internship
EDS 478 School and Society
A. Select one from the following:
ENG 223 Writing for Business and the
Professions
POL 325 Public Administration
PSY 357 Behavior Analysis
PSY 230 and 330 Research Methods 1 65 I1
SOC 349 Complex Organizations
SOC 362 and 363 Statistical Analysis
and Research Methods
B. Select one from the following:
PSY 357 Behavior Analysis
PSY 359 Psychological Assessment
PSY 361 Personality
PSY 371 Psychology of Gender
SPC 345 Organizational Communication
SWK 30 1 History and Analysis of
Social Policy
Other A, B course options may be possible. Students must achieve a minimum
grade of 2.0 in each education course. A
minimum GPA of 2.0 in the major is
required for graduation.
Non-Licensure Elementary Education
Major
Complete the same coursework as listed in the elementary major but delete the
student teaching courses (EDE 481-484).
Complete two additional courses from the
following:
EDU 353 International Education
EDE 399 Internship
ENG 223 Writing for Business and the
Professions
POL 325 Public Administration
PSY 355 Biopsychology
PSY 356 Environmental Psychology
PSY 359 Psychological Assessment
SOC 349 Complex Organizations
SPC 345 Organizational Communication
SWK 301 History and Analysis of
Social Policv
Other course options may be possible.
Complete a n academic minor or second
major. Minimum grade of 2.0 B required in all
education courses. A cumulative major and
minor GPA of 2.0 is required for graduation.
Minor
The special education minor offers six
courses (five plus one prereq. for PSY
course) that encompass an interdisciplinary perspective related to the field of disability. The minor is designed to fit the
needs of students in various disciplines
interested in disability issues. This minor
consists of a minimum of six courses:
EDU 282 Introduction to Special
Education
EDU 491 Practicum and Seminar in
Special Education
SOC 231 Family Systems: A CrossCultural Perspective
PSY 102 The Individual in a Social
World
or PSY 105 Principles of Psychology
(either course is a required prerequisite
for PSY 351,352,353, or 357)
Choose one from the following:
PSY 351 Developmental Psychology:
Child
PSY 352 Developmental Psychology:
Adolescent and Young Adult
PSY 353 Developmental Psychology:
Middle and Older Adult
One course from the following:
SOC 265 Culture, Ethnicity, Gender,
and Race
SWK 260 Humans Developing
SWK 301 History and Analysis of
Social Policy
EDU 495 Topics in Education: (Topics in
Special Education Only)
PSY 357 Behavior Analysis
PSY 359 Psychological Assessment
Students should contact the director
of special education at the outset of
coursework.
EDU 282
Introduction to Special Education
An introduction to issues facing people with disabilities. Critical issues related
to schools, family, and society are examined, as well as existing attitudinal barriers and current methods of support. (Open to all. Fall)
EDU 491
Practicum and Seminar in Special Education
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 coordinator about a placement prior to registering
for the course. Prereq.: completion of special courses for special education
minor or consent of instructor. Open to all. Spring)
A
ugsburg College has cooperative
arrangements
with three universities to
allow students to earn a bachelor of arts
degree from Augsburg College and an engineering degree from either the University
of Minnesota Institute of Technology,
Minneapolis; Washington University
School of Engineering and Applied
Science, St. Louis, Missouri; or Michigan
Technological University, Houghton,
Michigan. Because of the special requirements and opportunities of these programs, early consultation with the
Augsburg engineering adviser is necessary.
Applications for these programs require the
recommendation of the Augsburg engineering adviser.
University of Minnesota
The Institute of Technology and
Augsburg cooperative arrangement provides
for two dual degree engineering programs:
Bachelor of Art~IBachelorof
Engineering (B.A.1B.E.) enables students
to receive a bachelor of arts degree from
Augsburg College and a bachelor of engineering degree from the University of
Minnesota. The program typically involves
three years at Augsburg and two years at
the Institute of Technology.
Students may apply for the program
after completing the sophomore year. At
that time, they will be informed of their
status in the program and any further conditions necessary for final acceptance into
the program. Formal application to the
Institute of Technology may be completed
during the second semester of the junior
year at Augsburg.
Bachelor of ArtsIMaster of
Engineering (B.A.1M.E.) enables
students to receive a bachelor of arts
degree from Augsburg College and a
master of engineering degree from the
University of Minnesota. This program
involves four years at Augsburg and, typically, two years at the Institute of
Technology.
The cumculum is the same as the
B.A.B.E. cumculum with the addition of
several extra courses that are completed at
Augsburg during the senior year to minimize the number of undergraduate courses,
if any, that students must take at the university before proceeding through the graduate cumculum. The number of such
courses varies by IT department and area
of emphasis within a department.
Application for admission into the
B.A.M.E. program should be initiated during the second semester of the junior year
at Augsburg. Formal application for the
program may be completed during the
senior year. Those admitted will receive
special counseling from the Institute of
Technology staff regarding courses that
should be taken during the senior year at
Augsburg. Participants in the B.A.M.E.
program are not guaranteed admission to
the Institute of Technology.
Washington University
(Three-Year Plan)
Michigan Technological University
(Dual-Degree Plan)
These two programs enable students to
receive a bachelor of arts degree from
Augsburg and a bachelor of engineering
degree from Washington University School
of Engineering and Applied Science or
Michigan Technological University in a
five-year period.
The first three years are spent at
Augsburg followed by two years at the
affiliated university. Students accepted into
the program will be considered for admission to the engineering school if they com-
-
Engineering 1 3
plete course requirements, have the requisite cumulative grade point average, and
are recommended by the engineering
adviser of Augsburg College.
Students are also encouraged to explore
opportunities for graduate work at
Washington University and Michigan
Technological University. Further information on these and other graduate programs
is available from the Augsburg engineering
adviser.
Financial Aid: Students receiving
financial aid who are participants in these
dual degree programs will be encouraged
to apply to the engineering school of their
choice for continuing support. Their applications will be evaluated using need and
academic performance as criteria.
Minimum course requirements for
admission to the dual-degree or three-two
programs:
CHM 115 General Chemistry
CHM 116 General Chemistry
CSC 170 Structured Programming
ENG 111 Effective Writing
PHY 121 General Physics I
PHY 122 General Physics 11
Four mathematics courses are required:
MAT 145 Calculus I
MAT 146 Calculus I1
MAT 245 Calculus 111
MAT 247 Modeling and Differential
Equations
Additional courses to meet general education requirements and a total of 27 courses
at Augsburg. Normally MAT 145, 146 and
PHY 121,122 are taken in the freshman
year. Students interested in chemical engineering also should take CHM 351,352.
7r
hose who study English believe that
an intense concern for words, ideas, and
images helps people understand who they
are and who they can become. Writing
helps all of us clarify and share our
thoughts. Literature helps us contemplate
the pains and joys of human existence.
Through the study of English we see life's
complexity, experience life as others do,
and better understand the world in which
we live and work.
English relates closely to other majors.
With the other arts, English is concerned
with the pleasure that comes from artistic
creation and with the contemplation of
works of art. With psychology and sociology,
English is concerned with individual and
group behavior. With philosophy, English
is interested in ideas and in the relation
between meaning and language. With science, English is interested in discovering
order and determining structures. With
speech and communication, English studies the effective use of language. With history and the other social sciences and
humanities, English studies the way people
have acted and thought at different times
and in various cultures.
The Augsburg Department of English
integrates its program with the cultural
opportunities of this vital urban area.
Augsburg students can walk to assigned or
recommended plays, films, and readings
available near the campus. English majors
have the opportunity to use and refine
their skills through working in internships
on and off campus, tutoring English as a
Second Language (ESL) students, tutoring
in the writing lab, or participating in the
Cooperative Education Program.
Students with an Augsburg English
major pursue careers in elementary, secondary, and college education, journalism,
government, law, the ministry, library sci-
ence, medicine, advertising, public relations, publishing, writing, and other professions and businesses.
English Faculty
Kathryn Swanson (Chair), Candyce
Clayton, Robert Cowgill, Cass Dalglish,
Suzanne Donksy, Douglas Green, Joan
Griffin, David Hudson, Marilyn Kramer,
Roseann Lloyd, Carter Meland, John
Mitchell, Catherine Nicholl, Ronald
Palosaari,John Schmit
Major
Nine courses above ENG 111,including:
ENG 225 Intermediate Expository
Writing
ENG 245 Introduction to Literature
One course in European literature:
ENG 271 European Literature:
Homer to Dante
or ENG 272
European Literature:
Renaissance to the
Modem Period
Two survey courses in British literature
from:
ENG 331 British Literature:
Medieval to Elizabethan
ENG 336 British Literature:
17th and 18th Centuries
ENG 337 British Literature: The
Romantics and the Victorians
One upper division course in
American literature:
ENG 350 American Literature Before
1920
or ENG 351
American Literature
Since 1920
One 400 level course
Two additional electives
-
English 14.
Majors are encouraged to consult their
departmental adviser regularly A student
with a double major or special program
that involves considerable work in the
English department should also work
closely with an adviser in the department.
English-Language Arts Teaching Major
10 courses, including those listed under
the major, and:
ENG 345 Introduction to the
English Language
ENG 399 Internship in Teaching Writing
EDS 364 English Methods
and one course with a component in
non-Western literature (for example,
ENG 361).
In addition, the ACTC courses,
Communication Skills in the English
Classroom and Teaching Mass Media,
are required. Courses in early American
literature, Shakespeare, and film are
recommended.
Students are encouraged to take courses
toward their major during the freshman
and sophomore years, and apply for
teacher education no later than the spring
of their junior year.
Students in this program must work
with advisers in the English department
and the education department in order to
meet the professional requirements within
the education department as well as the
requirements for the major.
Honors Major
GPA of 3.5 in the major and 3.0 overall; submit proposal to department chair by
Oct. 15 in senior year for department
approval. Submit and defend paper before
faculty committee. Honors project may be
an independent study program (refer to
departmental guidelines).
Minor
Five courses above ENG 111, including
ENG 245; an upper division literature
course; and an additional writing course.
Concentration in Writing
Five courses in writing (above ENG 111).
Transfer Students
Note: Transfer undergraduate majors
must take at least three of their English
courses at Augsburg. Transfer students
who minor in English must take at least
two of their English courses at Augsburg.
Transfer English education students
with a B.A. in English from another college
must take at,least three of their English
courses at Augsburg (preferably upper division courses). These courses must be taken
before the department can recommend a
student for student teaching.
The English Placement Test
A writing sample is required of students
to determine their placement in an appropriate writing class. Students who do not
show competence in composition skillssuch as stating and supporting a thesis,
organizing clearly, and constructing paragraphs and sentences--are required to
enroll in ENG 101 Developmental Writing
where they receive more individual instruction than is possible in ENG 111 Effective
Writing. These students must pass ENG
101 Developmental Writing before
enrolling in ENG 111 Effective Writing.
Students in Effective Writing (ENG
111)and Developmental Writing (ENG
101) can elect the traditional grading system or P/N grading in consultation with
their instructor up through the last week
142 English
of class (without special permission.
petition). Students who choose to receive
a traditional grade in either course will
receive a grade of N if their work is
below a 2.0.
ENC 101
Prerequisites
ENG 111 Effective Writing is strongly
recommended but not a prerequisite for a
lower division literature course.
Prerequisite for an upper division literature
course is ENG 245 Introduction to
Literature and/or consent of the instructor.
Developmental Writing
A preparatory course for ENG 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
,$his course k 2.0
ENG lJ
a-
kv,
Effective Writing
*
s C e b @I? in wyMuOt
d&-
.
Ernphsis is on r spusi~ion, including learning research techniques and writing
cnrical reriews. . h e n t i o n i s given to increasing students' effectiveness in
chuosing, u~ganizing, nd developing topics; thinking critically; and revising
)lor clariry and sylc. A rcriring lab is provided for those needing additional
., ,
h ~ 1 pThe m i n ~ m u mp a w I I graded-&Q!
~
Fxpc-
ENG 218
);;'i..~.-
*
Li;p.,-,
American Indian literature
A study of representative works of poetry and fiction by selected American
Indian writers. Discussion and analysis on ways in which literature reflects
and illuminates American Indian culture and traditions. (Spring)
ENC 217,218 English as a Second Language
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 ESL requirement is met. Students continue in
ESL until the requirement is completed but can receive credit for only two
courses (Fall: ENG 217; Spring: ENG 218)
ENC 223
Writing for Business and the Professions
A practical course designed to improve writing skills for those preparing for
business and professional careers. The writing of reports, letters, and proposals
is emphasized. Students are encouraged to use material from their own areas
of specialization. (Prereq.: ENG 111)
ENC 225
Intermediate Expository Writing
This course builds on the practices and methods of Effective Writing (ENG
111). Its workshop format-stresses style and organization, the process of revision, self and peer evaluation, and the relationship between reading and writing. (Prereq.: ENG 111)
-
English 141
ENC 226
lntroduction to Creative Writing
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. (Prereq.: ENG 111. Fall)
ENC 227
Journalism
An introductory newswriting course with emphasis on writing for the print
and broadcast media. Students consider how to recognize news, gather and
verify facts, and write those facts into a news story. An introduction to legal
and ethical questions is included. (Prereq.: ENG 111)
ENC 236
Women and Fiction
A study of novels and short stories by women. Emphasis on the conditions
that have affected women's writing (including race and class), the reflection of
women's unique experiences in their writing, and the ways in which women
writers have contributed to and modified the Western literary heritage.
ENC 241
lntroduction to Cinema Art
An investigation of the cinematic qualities, theoretical principles, and historical 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 esthetic movements. (Spring)
ENC 245
lntroduction to Literature
An initiation into the formal study of fiction, poetry, and drama, drawing on
works from several periods, different cultures and races, and male and female
writers. This course aims in particular to develop students' critical and analytical skills as the prerequisite for all upper level courses in literature.
ENC 251
Readings in American Literature
An introduction to selected texts of literary and historical importance that
yield an understanding of our Western heritage and contemporary American
world views. Themes could include the emergence of a national identity, the
shaping of a collective American memory, and the contributions to American
thought by women and people of color.
ENC 271
European Literature: Homer to Dante
Study of major works of Greek and Roman literature, including Homer, Virgil,
Aeschylus, Sophocles, and Dante. Works are studied with reference to their
mythological foundations, their cultural background, their influence on later
literature, and their enduring relevance. (Fall)
ENC 272
European Literature: From the Renaissance to the Modern Period
Study of masterpieces of literature, chiefly European, from the medieval to the
modem period, including such authors as Moliere, Cervantes, Rabelais,
Voltaire, and Ibsen. (Spring)
'44 English
ENC 282
Topics in Literature
Individual courses designed to investigate specific themes, movements,
authors, or works. The subjects selected for study in any year are listed in the
class schedule for that year.
ENC 327
Advanced journalism: Interviewing and Editing
Emphasis is on interviewing, organizing, and writing the story, and editing the
work of others. Students conduct interviews and critique the interview skills
of others. They edit their own work and that of other writers. A brief introduction to layout and design is included. (Prereq.: ENG 227. Alternate years)
ENC 331
British Literature: Medieval to Elizabethan
A study of Chaucer and the medieval milieu, as well as the development of
English poetry and drama in the English Renaissance. (Prereq.: ENG 245 or
consent of instructor. Fall)
ENC 336
British Literature: 17th and 18th Centuries
Reading, analysis, and discussion of works of selected writers from the metaphysical poets to pre-Romantics, with attention to the historical, intellectual,
and social influences and the major literary movements. (Prereq.: ENG 245 or
consent of instructor. Fall)
ENC 337
British Literature: the Romantics and the Victorians
A study of major writers of the 19th century, emphasizing Romantic and
Victorian poetry, Victorian prose, and two or three novels of the period.
Relationships among these writers are emphasized, and their lasting contribution to the forms of poetry and prose. (Prereq.: ENG 245 or consent of
instructor. Spring)
ENC 341
Advanted Creative Writing
The purpose of this course is to help the experienced student improve creative
writing in a single genre, as announced in the class schedule. (Prereq.: ENG
226 or consent of instructor on the basis of submitted work.)
ENC 345
Introduction to the English Language
A structural and historical overview of theoretical and social issues concerning
the English language, including theories of language acquisition. Students are
introduced to the primary components of linguistics, and the development of
the English language. (Prereq.: ENG 245 or consent of instructor. Fall)
ENC 347
Quantitative Journalism:Computer-Assisted Reporting and
Research
This course introduces students to computer-assisted informational investigation and the interpretation of quantitative data in the writing of expository
essays and news reports. This course is designed for persons wishing to
explore the use of computer-assisted research and those preparing to enter the
communication professions. (Prereq.: ENG 225 or ENG 227 or consent of
instructor. MPG 3.)
-
English 14:
ENC 350
American Literature Before 1920
Reading of selected writers from colonial times to the beginning of the 20th
century. Attention given to the intellectual, social, and literary movements that
stimulated the writers. The writers' continuing influence on our modem sensibility will be discussed. (Prereq.: ENG 245 or consent of instructor. Fall)
ENC 351
American Literature Since 1920
Writers are selected to represent the literary variety and the regional, ethnic,
and racial diversity of the men and women who have responded significantly
in literary works to the changing conditions of modem American life. (Prereq.:
ENG 245 or consent of instructor. Spring)
ENC 361
Studies in Modern Fiction
Emphasis is on significant works of selected prose writers, chiefly nonWestern, of the 20th century. (Prereq.: ENG 245 or consent of instructor. Fall)
ENC 382
Topics
Individual courses designed to investigate specific themes, movements,
authors, or works. The subjects selected for study in any year are listed in the
class schedule for that year. (Prereq.: ENG 245 or consent of instructor)
All 400-level courses will involve some reading and study of literary criticism 01; in the case of
writing classes, ofwhat writers andlor composition theorists have to say about writing.
ENC 423
Studies in the British Novel
A survey of the development of the novel in England from its 18th-century
beginnings to the 20th century. Novels studied are selected from the works of
such authors as Defoe, Richardson, Fielding, Sterne, Austen, Dickens, Bronte,
Eliot, Joyce, and Woolf. (Prereq.: ENG 245 or consent of instructor. Alternate
years)
ENC 436
Women and Fiction
A study of novels and short stories by women. 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.
Reading of theoretical essays. (Prereq.: consent of instructor)
ENC 438
Shakespeare
Study of major plays-comedies, histories, and tragedies. Additional plays are
assigned for reading analysis. (Prereq.: ENG 245 or consent of instructor. Spring)
ENC 445
Creative Non-Fiction: Advanced Expository Writing
Designed for the self-motivatedwriter, the course emphasizes the conventions of
professional writing, including appropriate styles, voice, subjects, and techniques for
gathering information. (Prereq.: ENG 225 and consent of insmctor. Alternate years)
'4English
ENC 480
Criticism
The course focuses on a variety of recent critical theories and approaches with
which graduate programs in English expect some familiarity. In a seminar setting, students read and discuss original theoretical essays and experiment with
applications to a small group of literary and cinematic texts. (Prereq.: ENG
245 or consent of instructor. Alternate years)
ENC 482
Topics in Language and Literature
Individual courses designed to investigate specific themes, movements,
authors, or works. The subjects selected for study in any year are listed in the
class schedule for that year. (Prereq.: consent of instructor)
See department listingfor a description of thefollowing approved elective:
THR 325
Playwriting
Internships and Independent Study Courses:
ENC 199
lnternship
See description on page 85.
ENC 299
Directed Study
See description on page 86.
ENC 399
lnternship
See description on page 85.
ENC 499
Independent StudyIResearch
See description on page 86. Open to junior or senior English majors with an
overall GPA of 3.0 and consent of department chair.
See listing under Interdisciplinary Studies.
See listing under Modem Languages.
See listing under Modem Languages.
G ENERAL STUDIES-GST
S
ome courses help to integrate learning around topics in ways that are different
from the more traditional disciplines.
General Studies includes specialized academic enrichment programs, and an integrative pro-seminar created by cooperating
faculty.
CST 009
Cooperative Education
(.O course)
A non-credit notation recognizes the academic learning inherent in an
approved co-op education assignment, satisfactory completion of the evaluation process, and participation in reflection activities conducted by the Center
for Service, Work, and Learning. No course credit.
CST 100
Critical Thinking
A course to enhance the ability of students to analyze, synthesize, and evaluate
claims, this course is designed specifically to strengthen critical thinking skills
of entering students who are determined to need such skill enhancement by
the entry critical thinking assessment.
CST 140
Introduction to the Liberal Arts
An introduction to the philosophy of the liberal arts curriculum and improving those skills important to academic success: reading comprehension, notetaking and textbook reading, time management, vocabulary, test-taking, organization, concentration and memorization, learning style, conflict management, assertiveness training, and motivation strategies.
CST 200
Quantitative Reasoning
Critical thinking about statistics as evidenced in arguments involving predictions and explanations. Topics include reading and evaluating tables, graphs,
and statistical models as well as generalizations, traditional confidence intervals, and hypothesis tests. Emphasis on interpretation, evaluation, and communication. (Prereq.: MPG 3 )
CST 209
City Seminar: Experiential Education
(.O course)
Students engaged in a minimum of 50 hours of internship/se~ce/cooperative
education use that experience as a catalyst for learning about the Twin Cities
as an urban community system. Students participate in a required seminar,
completing five reflective assignments designed to introduce them to a
systematic, ecological way to understand how cities function. The seminar
enables the student to meet the objectives of The City Perspective.
Permission of instructor. No course credit.
See listing under Modem Languages.
v
irmally all students at Augsburg
College will interact at some point in their
college years with the Department of
Health and Physical Education. It is the
philosophy of the department to provide
quality experiences in professional preparation and education for lifelong participation in physical activity. In addition, the
gifted athlete as well as the occasional participant will find ample opportunity for
athletic and developmental activities.
The physical education department
provides the organizational framework for
a wide range of educational experiences,
including several major and minor programs: general education in physical education; men's and women's intercollegiate
athletic programs; intramural programs for
men and women; and athletic facilities for
developmental and recreational activities.
The health education department prepares students for careers in school health
education and wellness. This program
offers a comprehensive health component
in examining prevention and promotion
needs for individuals, schools, and the
community.
All health and physical education
majors seeking licensure must receive a
grade of 2.0 in all courses with an HPE
prefix applying to the major.
HEALTH EDUCATION
Health Education Major
HPE 101 Fitness For Life
HPE 110 Personal and Community
Health
HPE 114 Health and Safety Education
HPE 115 Health and Chemical
Dependency Education
HPE 316 Human Sexuality
HPE 320 School Health Curriculum
(Interim: odd years)
HPE 390 Insmctional Methods and
Materials (Interim: even years)
HPE 410 Administration and Supervision
of the School Health Program
(Interim: odd years)
HPE 450 Current Health Issues
BIO 103 Human Anatomy and
Physiology
PSY 201 Health Psychology
PSY 351 Developmental Psychology:
Child
or PSY 352 Developmental Psychology:
Adolescent and Young Adult
\
BIO 220 Microbiology- w 1 L h =
(at St. Catherine's)
Must have instructor's certification for CPR
and first aid.
Recommended:
HPE 355 Tests and Measurement
Teaching Licensure Major
Health and Physical Education Faculty
Carol Enke (Chair), Brian Ammann,
Marilyn Florian, Paul Grauer, Alvin
Kloppen, Lauri Ludeman, Patricia Murphy,
Jack Osberg, Joyce Pfaff, Paul Kriegler
The State of Minnesota has specific
licensing requirements for teachers that
may differ slightly in emphasis from the
Augsburg major requirements. The state
requirements may also be subject to
...... .....
-
Health and Physical Education 1 4
change after publication of this catalog.
Students therefore should consult with the
Augsburg Department of Education to
identify current Minnesota teacher licensure requirements.
Minor
HPE 101, 110,114, 115,316,320,390,
450, BIO 103. Students interested in the
teaching minor should consult with the
health education department adviser.
PHYSICAL EDUCATION
Physical Education Major
HPE 101 Fitness for Life
HPE 114 Health and Safety Education
HPE 115 Health and Chemical
Dependency Education
HPE 210 Introduction to Physical
Education
HPE 220 Motor Learning
HPE 223 Team Sports
HPE 23 1 Individual and Dual Sports
HPE 232 Dance (Interim)
HPE 254 Introduction to Development1
Adapted Physical Education
HPE 275 prevention and Care of Athletic
Injuries (Interim)
HPE 340 Organization and
Administration of Physical
Education Programs
HPE 350 Kinesiology
HPE 351 Physiology of Exercise
HPE 355 Tests and Measurement
HPE 473 Physical Education Cuniculum
BIO 103 Human Anatomy and
Physiology
Teaching Licensure Major
The State of Minnesota has specific
licensing requirements for teachers that
may differ slightly in emphasis from the
Augsburg major requirements. The state
requirements may also be subject to
change after publication of this catalog.
Students therefore should consult with the
Augsburg Department of Education to
identify current Minnesota teacher licensure requirements.
Minor
HPE 101,115,210,223,231,232,351.
There is no PE teaching minor in
Minnesota public schools.
Coaching (not a major)
Minnesota Board of Teaching Statute
3512.3100 Employment of Head Varsity
Coaches of Interscholastic Sports in Senior
High Schools requires:
HPE 114 Health and Safety Education
HPE 275 Prevention and Care of
Athletic Injuries
HPE 280 Coaching Theory
(Interim, odd years)
Internship in Athletic Training
requires:
BIO 103 Human Anatomy and
Physiology
HPE 110 Personal and Community
Health
HPE 114 Health and Safety Education
HPE 275 Prevention and Care of Athletic
Injuries
HPE 350 Kinesiology
HPE 351 Physiology of Exercise
And advanced athletic training (ACTC
schools)
Also required: 1,500 hours of practical
experience under the direction of a
Certified Athletic Trainer.
'So Health and Physical Education
HEALTH EDUCATION
HPE 101
Fitness For Life
A course designed to provide the knowledge and skills to modify personal
health and fitness. (Fall and Spring)
HPE 110
Personal and Community Health
Modem concepts and practices of health and healthfur living applied to the
individual and the community. (Fall)
HPE 114
Health and Safety Education
(.5 course)
Principles and practices of safety education in school and community life.
National Safety Council First Aid and CPR certification. (Fall, Spring)
HPE 115
Health and Chemical Dependency Education
(.5 course)
An analysis of chemical abuse and what can be done for the abuser. Includes
information about school health education and s e ~ c e s(Fall,
.
Spring)
HPE 116
Health Concepts for Educators
(.5 course)
A course to prepare future teachers for their role in the school health program.
Includes common childhood health problems with an emphasis on prevention. (Fall, Spring)
HPE 299
Directed Study
Independent study for lower division credit.
HPE 316
Human Sexuality
A study of the psychological, social, and biological components of human sexuality. (Open to all students. Spring)
HPE 355
Tests and Measurement (.5 course)
Sunrey of basic statistical procedures and evaluation of tests in health and
physical education. (Fall)
HPE 450
Current Health Issues (.5 course)
This course uses "critical thinking" skills to examine current health issues in
text and media from a sociological, political, economic, and medical perspective. (Prereq.: HPE 110. Fall: even years)
Health and Phvsical Education 15'
PHYSICAL EDUCATION
HPE 002, 003 Lifetime Sports (.O course)
Three hours per week. Two lifetime sports meet the general education requirements. No course credit. (Fall, Spring)
HPE 101
Fitness for Life
A course designed to provide the knowledge and skills to modify personal
health and fitness. (Fall, Spring)
HPE 210
Introduction to Physical Education
(.5 course)
History, principles, and philosophy of physical education and sport. (Spring)
HPE 220
Motor Learning (.5 course)
The study of the processes associated with developing motor skills relative to
physical activity. (Spring)
HPE 254
Introduction to Developmental/Adapted Physical Education
(.5 course)
A general overview of developmentaVadapted physical education from early
childhood to grade 12 and the role of school-based health and physical education programs for special needs and handicapped students. (Fall)
HPE 323
Team Sports
Theory and practice in team sports including history, rules, and skill development. (Spring)
HPE 331
Individual and Dual Sports (a
Theory and practice in skills, teaching, and officiating individual and dual
sports including history, rules, and skill development. (Fall)
HPE 340
Organization and Administration of Physical Education Programs
(.5 course)
A survey of management, leadership, and decision-making for physical education and athletic programs. (Prereq.: HPE 210. Fall)
HPE 350
Kinesiology
(.5 course)
Mechanics of movement with special emphasis upon the muscular system and
analysis of movement. (Prereq.: BIO 103. Fall)
HPE 351
Physiology of Exercise
The major effects of exercise upon the systems of the body and physiological
principles applied to exercise programs and motor training. (Spring)
51
'52 Health and Physical Education
HPE 355
Tests and Measurement
(.5 course)
Survey of basic statistical procedures and evaluation of tests in health and
physical education. (Fall)
HPE 365
Physical Education Methods (K-6)
Procedures, materials, and issues for teaching physical education in grades K-6.
An in-depth view of all aspects of teaching physical education to elementaryaged children. (Consult with department chair for prerequisites. Fall)
HPE 368
Physical Education Methods (7-12)
(-5 course)
Procedures, materials, and issues for teaching physical education in secondary
schools. (Consult with department chair for prerequisites. Spring)
HPE 473
Physical Education Curriculum (.5 course)
Examination and preparation of materials and resources for physical education
with laboratory experience. (Prereq.: HPE 210. Fall)
Internships and Independent Study Courses:
HPE 199
lnternship
See description on page 85.
HPE 299
Directed Study
See description on page 86.
HPE 399
lnternship
See description on page 85.
HPE 499
Independent StudyIResearch
See description on page 86. Open only to junior or senior majors.
H
istory is to society what memory is
to an individual; it brings to a civilization
an understanding of its identity. The distinguished medievalist J. R. Strayer expressed
it this way: "No community can survive
and no institution can function without
constant reference to past experience. We
are ruled by precedents fully as much as by
laws, which is to say that we are ruled by
the collective memory of the past. It is the
memory of common experiences that
makes scattered individuals into a community."
The study of history enables us to deal
more knowledgeably with continuity and
change in society The construction of an
informed sense of our past is a fundamental
ingredient in appreciating and understanding the present as well as anticipating the
future. History majors are prepared to be
active and contributing members of their
society. The study of history, which has
long held a major role in the liberal arts,
is an entry to elementary and secondary
education, graduate study in several fields,
and a wide range of employment opportunities that require abilities in communication, conceptualization, and processing
of information.
History Faculty
Christopher Kimball (Chair), Jacqueline
deVries, William Green, Donald Gustafson,
Richard Nelson
(either survey or upper level) from each of
the four areas: ancient and medieval, modem Europe, U.S., and non-Western.
Teaching Licensure
The State of Minnesota has specific
licensing requirements for teachers that
may differ slightly in emphasis from the
Augsburg major requirements. The state
requirements may also be subject to
change after publication of this catalog.
Students therefore should consult with
the Augsburg Department of Education to
idennfy current Minnesota teacher licensure requirements.
Minor
Five courses, at least three of which
must be upper division.
Honors Major
GPA of 3.6 in the major and 3.0 overall;
except in special instances, application
before the end of the first term of the
junior year; two years of a foreign language
at the college level (or its equivalent); an
honors thesis (equal to one course credit)
to be defended before a faculty committee.
First-year students should enroll in
one or more of the 101-104 courses.
200-level courses are normally reserved
for sophomore or upper division students.
Upper division courses are numbered
300 and above.
Prerequisites
Major
Eight courses plus the seminar. At least
four of these courses must be upper division. A major must have at least one course
Satisfactory completion of a lower division course is normally required before
enrolling in an upper division course. See
instructor for permission.
- History
154
Transfer Students
Transfer students planning a major
must normally take at least three of their
courses at Augsburg. A minor normally
requires two courses taken at Augsburg.
HIS 101
The Beginning of Western Culture
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.
HIS 102
The Shaping of Western Civilization
A consideration of European institutions and values from the waning of the
Middle Ages through the remodeling of Europe by Napoleon.
HIS 103
The Modern World
A study of the main currents in Western civilization from the time of
Napoleon to the present.
HIS 104
The Modern Non-Western World
An introduction to various centers of cultural and political power in Asia and
Africa of the last 200 years.
HIS 195
Topics in History
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.
HIS 220
America to 1815
A survey of the contacts between American, African, and European cultures
and the political, religious, and racial diversity that formed colonial life,
including a study of independence, expansion, and democratization of the new
republic.
HIS 221
19th-Century U.S.
A survey emphasging cultural, social, political, and economic changes resulting from immigration, expansion, sectionalism, slavery, Civil War, and
Reconstruction.
HIS 222
20th-Century U.S.
A survey focusing on the nation's adjustment to industrialization and urbanization, the emergence of the U.S. as a world power, the rise of a strong federal
government, the implications of increasing racial and ethnic diversity, and the
impact of affluence.
HIS 225
History of the Twin Cities
The Minneapolis and St. Paul area serve as a case study for the themes of frontier urbanization, industrialization, and economic change; transportation,
immigration, and ethnicity; and urban politics and reform.
-
History 1%
HIS 228
American Legal History
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 modem legal system.
HIS 231
Scandinavian History: Prehistoric to 1750
An introduction to the settlement and development of Scandinavian countries.
Emphasis on topics such as the Vikings and Scandinavia's impact on and contributions to the development of European society.
HIS 232
Scandinavian History: 1750 to the Present
An introduction to the history of Scandinavian countries from the early modem period to the present with an emphasis on the place of Scandinavian society in European and world history.
HIS 241
Topics in African American History
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.
HIS 242
History of African American Civil Rights, 1619-1915
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.
HIS 243
History of African American Civil Rights, 1915-1972
A continuation of HIS 242 with special emphasis on the contributions of
W. E. B. DuBois, Marcus Gamey, A. Philip Randall, Charles Houston,
Thurgood Marshall, and Martin Luther King, Jr.
HIS 311
Topics in Women's History
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.
HIS 323
Modern China
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.
HIS 326
American Indian History
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.
HIS 331
Topics in U.S. History
In-depth exploration of selected topics in U.S. history not regularly examined
in other departmental offerings. The specific topics to be offered will be
announced prior to registration.
' 5 6 History
HIS 332
History of U.S. Foreign Relations
A survey of U.S. foreign relations from the American Revolution through the
Cold War, emphasizing changing definitions of war and peace, tensions
between internationalism and isolationism, the emergence of the U.S. as an
economic and military power.
HIS 335
American Urban History
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.
HIS 336
American Labor History
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.
@A5
Namibia and South Africa: A Historical Perspective
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. (See page 170 in
International Studies.)
HIS 347
MesoAmerica: Legacy of the Conqueror
Four specific mini-courses together provide an overview of Mexico's historical
development from pre-Columbian times to the present day
HIS 352
Modern Germany
A survey of the social, political, and cultural development of modem
Germany, focusing on the question of Germany's sondenveg (special path) and
examining such topics as romanticism, unification, the rise of national socialism, and the Holocaust.
HIS 354
Britain and the Commonwealth Since 1688
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.
HIS 360
The Ancient Near East and Greece to 338 B.C.
Civilization of the Near East from earliest times through its extension and
elaboration by the Greeks. Emphasis is placed on cultural borrowing, achievement in the arts, religion, and political institutions.
HIS 361
Hellenistic Greece and Rome to 330 A.D.
Alexander's Empire, the Hellenistic kingdoms, and the rise of Rome as the
world's fleatest power, emphasizing personalities, the arts, and Rome's contributions in law and the political process.
-
History 15;
HIS 370
The Late Middle Ages to 1560s
A study of the scholastic tradition and the role of the Church and state,
emphasizing modifications of these institutions by the Italian Renaissance and
the early years of the Reformation.
HIS 380
The History of Women in the West to 1870
A thematic and comparative examination with primary focus on Europe and
North America, emphasizing changing conceptions of women's work, public
roles, sexuality, life cycles, and familial roles in the Renaissance, early
American, Enlightenment, and Victorian periods.
HIS 381
The History of Women in the West Since 1870
With attention to class, racial, and ethnic differences among women, this class
examines the changing legal, political, economic, social, and sexual status of
women in Europe and North America since the Victorian period.
HIS 440
Topics in World History
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.
HIS 474
The World and the West
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.
HIS 495
Seminar
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. Permission of the instructor is required.
(Offered at least once each year, during the fall term.)
Internships and Independent Study Courses:
HIS 199
Internship
See description on page 85.
HIS 299
Directed Study
See description on page 86. A maximum of one course in directed study may
be applied to the major.
HIS 399
lnternship
See description on page 85.
HIS 499
Independent StudyIResearch
See description on page 86. A maximum of one course in independent study
may be applied to the major. (Prereq.: 3.5 GPA in history)
I
nterdisciplinary studies covers a broad
spectrum of experience and coursework.
Through interdisciplinary courses, students
gain greater insight and understanding of
cultures and perspectives different from
their own. Through these experiences students are better prepared to become contributing members of the global community
Augsburg also offers students the
opportunity to major and minor in
Women's Studies, and to minor in metrourban studies and American Indian studies.
For other interdisciplinary course
listings, see International Studies.
American Indian studies is a minor that
gives students the opportunity to learn
about the original, indigenous cultures of
INS 105
North America. Courses are cross-disciplinary, representing the religion, modem
language, art, history, English, and
women's studies departments. Interdisciplinary courses are offered as well in
cinema and contemporary issues. This
integrated course of study exposes students
to the beauty and richness of the diverse
tribal cultures still existing in our
country today.
Coordinator
Virginia Allery
Minor
Students must take five courses in
American Indian studies to get a minor.
The only
are INS 105 and at
. requirements
least one upper division course. These
courses may also be taken as part of majors
or minorsin other academic subjects or to
meet distribution/general education
requirements.
Introduction to American Indian Studies
This course is an introduction to the content areas of the American Indian
studies curriculum, including an o v e ~ e w
of American Indian history,
American Indian literature, federal Indian policy, land issues, reservation and
urban issues, cross-cultural influences, art, music, and language. (Required for
American Indian studies minor.)
OJB 111, 112 Beginning Ojibwe
(See Department of Modem Languages for course description.)
ENC 216
American Indian Literature
(See Department of English for course description.)
INS 233
Women: A Cross-Cultural Perspective
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. (Cross-listedwith the Women's Studies Program.)
-
Interdisciplinary Studies 155
INS 260
Contemporary American Indians
This course examines the situation of American Indians in the United States
since the Indian Reorganization Act (1934). Emphasis is on such current
issues as tribal sovereignty, treaty rights, and education. The tension of cultural
change and religious, traditional persistence among selected American Indian
tribes today is highlighted.
INS 264
American Indians in the Cinema
Various images of the North American Indian, created by Hollywood and television, are studied. Films from 1913 to the present are viewed in order to provide 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 ideologies.
ART 290
Tribal Arts and Culture
(See Department of Art for course description.)
INS 320
American Indian Women
The focus is on the roles played by women in the tribal cultures of North
America. It explores the continuity of women's roles over time, as well as
changes in these roles, precipitated by the influence of Western colonialism. It
examines the life histories of Indian women and assesses their contributions to
Indian community life today (Prereq.: one course in women's studies or
American Indian studies or consent of instructor. This course also applies to
women's studies.)
HIS 326
American Indian History
(See Department of History for course description.)
REL 370
American lndian Spirituality and Philosophical Thought
(See Department of Religion for course description.)
REL 231
Religion in African American History
(See Department of Religion for course description.)
INS 225
Introduction to Islam
The course covers the ideological foundations of Islam, its basic concepts and
tenets, Islamic law (Shari'ah), Islamic economic and policial systems, and
Islamic patterns of life.
INS 232
The African American Experience in America
An overview of the major issues related to the African American experience,
focusing on historical, sociological, economic, legal, and psychological aspects
of that experience.
HIS 241
Topics in African American History
(See Department of History for course description.)
.me~%old
aq13o 1013ai!p
ayl Xq pa~olddep aIq!seaj ale suogeu~q
-mo3 ray10 .aleudoldde araqM p a p u a m o
-331 k1q%ms! d!q=alu166E SNI aq1
.m&old 81101-~a~sauras
pue
ayl
saslnos l-euogrppe yl* ur&old 11ma~o
'66C SNI lo '18E
r13-a (313v) )S
' am3 1 ayl3o sa83no3
30s 'Sf f SIH '9EC ASd :%~IMOIIOJ
aV 30
PalWoW' Pue (VfD3H) sxlefftr u~q1fllOJ
OM1 Pue 'EZZ SIH '112 30s '221 IOd
mnglosuo3 uogampg lag%= aqL 'uogmol
s,a%ano3ayl Xq paplop sap!umoddo u a
JOU!yy
-qodonaur aAFsua1xa ayl jo asn lany a y m
.s3!mouo3aoixm JO sa~dpuud pue l o r m ay, jo hqenb ayl a m q u a 01 SXEM
sz a1qqeAe am uoga3npa a~ueladoo3pue
033 a y a 01 paSa~no3uaale ~ o o q ~ s
alenped3 uy palsala~u~
nuapnls .urel%oid '8ugutzq-a~puash ~ n m o r' s, d q m a m ~
sagr3 ~ I M L
( ~ s f l m uual
)
sa!pnls u v n
.Boloayl pus 'uogeque%io
-ollam ay, X11e'~adsa 'papuaurmo3ai
&unururo3 '1uaurwaao%'alejpM lepos
d~q%!qale med3old sndmm-jjo v n 3 g ~
!
'saypms Iemaumolpua 'uopellsN!urpe 31
(.luaura~!nba~pale~ai
-qnd 'MEI 'alrusaJ!q3le ' B ~ u u ~ul! dsa~pnls
a1anped31sod lo3 uogeiedald alanpafi
-ueqin aq1 laam k~lelaua%
a~g3adslad
&3 a y l %uq~glnj
saslno3) .asin03
-lapun appold osp 1ou1m pue 1oCm sa!
palqal-ueq~npa~olddeIauog!ppe auo snld
-pnls u~qln-onama q l . h p n m m o ~ue~qod
-onam aqlo1 alnquluor, pue puaslapun
d?qma1u1 66E SNI
%U!UUEI~
01 pa~!nbai s~oolpgaloay, pua ~ e ~ g X ~ e u e
aq1 q1pi nuapnls d!nba pue sqege uaqod
uEq~fl-oJlJMPue h!3 aq1 18E 30s
-onam pue ueqln 01 palela1 slaale2 %!do
leuymas srsX1m~pg!lod t g t Z O lo
~
- p a p jo h a u e a~ p aqlol
~ suaptus amp
ToVal4 VleaSJX E9E 30s
- 0 4 h~!3~ aq1 uo a~gsadsladuogmnpa
Bo1opoqlayy
1a~aua8aq1 pue sa!ptus u~qxn-onam
1 ~ 9 s ~ ~ S A ~ 3 FC8t
I I o?Od
d lo
s!sXle~@39WaS Z9E 30s
Bo1oq3Xsd pmmmuoipua ~ S AS^
E
XIols!~umuamv ueqin s f f SIH
9 9 I 3 UIM. J V 30 ~ O W H 522 SIH
srlodonam
wapom ayl pue h r u n m o 3 IIZ 30s
xaIduro3 uaqodonam 221 I O ~
:%u~pnl~u!
saslno3 01
JO!PW
-
Interdisciplinary Studies 161
Internships and Independent Study Courses:
INS 199
Internship
See description on page 85.
INS 299
Directed Study
See description on page 86. (Prereq.: POL 122 or SOC 211)
INS 399
Internship
See description on page 85. Internships place students with sponsoring organizations that provide supervised work experience for a minimum of 10 hours a week.
INS 498
Independent Study-Metropolitan
Resources
An independently-designedcourse developed by a student (or group of students),
utilizing the memopolitan resources available, e.g., lectures, symposia, performances,
hearings. The course is designed in consultation with and evaluated by a department faculty member. (Prereq.: POL 122 or SOC 211 and consent of insmctor)
INS 499
Independent StudyIResearch
See description on page 86. (Prereq.: POL 484 or SOC 363)
URBAN STUDIES OPTIONS
THROUGH HECUA
Augsburg co-founded and plays a leading role in the Higher Education
Consortium for Urban Affairs. Through
HECUA, Augsburg students have access to
six interdisciplinary field learning programs of exceptional quality, located in
Scandinavia, South America, Central
America, and the Twin Cities.
Also see International Studies listings.
I. Metro-Urban Studies Term (MUST)
This "Semester in the Cities" program focuses upon the Twin Cities metro area.
INS 358
Reading Seminar: Diversity and Unequal Urban Development
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.
INS 359
Field Seminar: Urban Inequality and Social Change
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.
INS 399
Internship
(2 course credits)
See description on page 85.
162 Interdisciplinary Studies
II. City Arts
Study of the politics of artistic expression and the relationship between emerging art and
urban cultures. Minneapolis-St. Paul provides rich resources for the program.
INS 330
Field Seminar: Emerging Art and Urban Cultures
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.
INS 331
The Politics of Artistic Expression
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.
INS 399
Internship
(2 course credits)
See description on page 85.
Ill. See HECUA under International Studies (SUST, SAUS, CILA, and CUSLA)
Nordic area studies is an interdisciplinary program drawing on the combined
resources of the ACTC schools and the
Nordic Center at Augsburg College. The
curriculum treats Norden (Denmark,
Finland, Iceland, Norway, and Sweden) not
only as a geographical area, but as an integrated cultural region with a shared history,
common values, and a high degree of political, social, and economic interdependency.
Courses in Nordic area studies postulate a
Nordic regional identity as a context in
which to appreciate the differences
between the five individual countries and
to understand the complexity of their
interactions among themselves and the
global community.
Coordinator
Frankie Shackelford
Major
Eight upper division courses.
Minor
Four upper division courses.
Other Requirements
At least four of the upper division
courses required for the major must be
Augsburg courses. The remainder may be
transfer credits included in the major on
approval of the program coordinator.
Students graduating with a major or minor
must also present the equivalent of intermediate level competence in a
Scandinavian language. See Norwegian Ianguage course listings under the
Department of Modem Languages.
Recommended supporting preparation:
Study abroad through International
Partners, or SUST (See International
Studies, International Partners, and
Scandinavian Urban Studies Term); independent study in Denmark, Norway,
Sweden, Finland or Iceland; elective courses or a second major such as Norwegian,
history, political science, urban studies,
business administration, international relations, sociology or social work.
-
Interdisciplinary Studies 163
HIS 231
Scandinavian History: Prehistoric to 1750
An inmoduction to the settlement and development of Scandinavian countries.
Emphasis on topics such as the Vikings and Scandinavia's impact on and contributions to the development of European society
HIS 232
Scandinavian History: 1750 to the Present
An introduction to the history of Scandinavian countries from the early
modem period to the present with an emphasis on the place of Scandinavian
society in European and world history.
NAS 330
Contemporary Norden
A broad survey of Nordic culture with special emphasis on conditions and
developments in the 20th century. No knowledge of Scandinavian language
required.
NAS 351
The Modern Nordic Novel
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. (Spring: alternate years)
NAS 352
The Modern Nordic Drama
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. (Spring: alternate years)
NAS 372
Norwegian Language and Culture
(See International Studies, Scandinavian Urban Studies Term)
NAS 377
Scandinavia in the World
(See International Studies, Scandinavian Urban Studies Term)
ART 382
Scandinavian Arts
(See Department of Art)
NAS 393
Norwegian Art and Literature: Perspectives on Social Change
(See International Studies, Scandinavian Urban Studies Term)
NAS 394
Urbanization and Development in Scandinavia
(See International Studies, Scandinavian Urban Studies Term)
'64 Interdisciplinary Studies
Internships and Independent Study Courses:
NAS 199
Internship
See description on page 85.
NAS 299
Directed Study
See description on page 86.
NAS 399
lnternship
See description on page 85.
NAS 499
Independent StudyIResearch
See description on page 86.
For degree and major requirements see page 263.
I
ntemational Relations is an interdisciplinary major that offers the student both
breadth and depth. The student may focus
on a discipline or geographic area of the
world. The program consists of a core of
seven courses and six electives chosen
from a wide list of courses offered at
Augsburg and other colleges. Students are
encouraged to consider foreign study for
an Interim or semester. Competency in one
language is required, and some students
study two languages.
The goal of the program is to give students a broad exposure to international
studies with considerable freedom to
choose options for specialization. Students
in the recent past have focused their studies on Latin America, the Middle East,
Western Europe, Russia and East Central
Europe, the Far East, Southeast Asia, etc.
Recent students have had double
majors in history, political science, international business or a foreign language.
Numerous combinations of majors and
minors are possible with the international
relations major.
Two of the following:
HIS 332 History of U.S. Foreign
Relations
POL 363 Russian and Chinese Foreign
Policy
POL 461 Topics in International Politics
Also, the equivalent of four terms of
college work in a modem language.
Required electives
Six of the following (not more than three
from any one discipline may be counted
toward the major):
BUS 362,364,368,465,466
ECO 314,317,360,365
HIS 346,352,354,440,474
PHI 355
POL 350,351,359,382,459
REL 356,420
SOC 336
SPC 329
FRE 332. GER 332. NOR 331. SPA 331.
SPA 332, NAS 330 (See Modem Languages.)
Director
Interim courses, seminars, independent
study, topics courses, and courses at other
colleges/universitiescan be considered here
with the approval of the program director,
as well as a fourth term or higher of college work in a second language.
Norma Noonan
Honors Major
Required courses:
ECO 112 Principles of Macroeconomics
or ECO 113
Principles of
Microeconomics
HIS 103 The Modem World
or HIS 104 The Modem Non-Western
World
POL 158 Political Patterns and Processes
or POL 160 World Politics
POL 490 Seminar in International
Relations
GPA of 3.6 in the major; 3.0 overall. In
addition to fulfilling the requirements for
the major, the student mus; complete an
honors thesis no later than March 1 of the
senior year and must defend the thesis
before a faculty committee. Students
should declare their intention to complete
an honors major by the end of their
junior year.
166 International Studies
Minor
ECO 112 or 113, HIS 103 or 104, and
POL 158 or 160. One course from HIS
332, POL 363 or 461. One year of modem
language. Three courses from the list of
required electives for the major. Not more
than two courses from any department can
count toward the minor.
I
nternational study at Augsburg aims to
increase intercultural competency and
reflects the College's strong commitment to
internationalism. Programs administered
by the Center for Global Education, by
International Partners, and by the Higher
Education Consortium for Urban Affairs
(HECUA) offer excellent opportunities for
rigorous academic work, greater understanding of cross-cultural issues, and
exploration of the benefits of global
citizenshiv.
Study abroad is an integral part of several majors at Augsburg, but will add an
international dimension to any academic
I
program. Students normally receive the
same number of course credits abroad as
they would if studying on campus.
Courses abroad can fulfill major, distributiodgeneral education, and graduation
requirements when approved by the
appropriate program directors and
faculty before departure.
Note: Only the fourth or higher term of
language counts toward the major; prerequisite courses or competencies cannot be
credited toward the 13 required courses.
Students should confer with the program
director about regional and disciplinary
concentrations possible within the major;
for example, a concentration in a geographic area or one of the major disciplines
in the program.
Students in good academic standing (a
minimum GPA of 2.5) at Augsburg may
apply for permission to study off campus
through the Center for Global Education
or through International Partners.
Applications are due December 15 for
study off campus for the next year. The
cost for many programs is equivalent to
full room, board, and tuition for on-campus study, plus airfare. Financial aid
is granted on the same basis as oncampus study.
THE CENTER FOR GLOBAL
EDUCATION
The Center for Global Education facilitates sound academic experiences that prepare people to think more critically about
global issues and to work toward a more
just and sus,tainable world. The center's
cross-cultural programs explore a diversity
of viewpoints and are grounded in the perspective of the poor and of others struggling for justice and human dignity.
International Studies 167
The center's study programs are conducted in Mexico, Central America, and
Namibia. Students experience three distinct types of living situations, which
include living with other participants in a
community house, spending several days
in a rural setting and several weeks living
with host families. They also travel together
on two-week seminars: from Mexico to
Central America, and Namibia to
South Africa.
International study programs administered by the Center for Global Education
and approved through Augsburg are
listed below. For information on these
programs, contact the academic programs
abroad office.
INTERNATIONAL PARTNERS
The International Partners Program
combines rigorous academic work with
daily immersion in another culture. It
offers students an opportunity to study
abroad with outstanding faculty and to
gain practical experience overseas in their
major fields.
The program is founded on reciprocal
agreements with selected institutions of
higher learning in Europe and Japan.
Under these agreements International
Partner students from abroad receive part
of their academic training at Augsburg, and
qualified Augsburg students are guaranteed
admission to partner institutions, where
courses are pre-approved for credit toward
graduation requirements at Augsburg.
Study abroad through International
Partners emphasizes business, education,
and social work, but is not limited to these
fields. The study program may be for one
year, one semester, a one-month Interim,
or a summer session. Participation may be
on an individual basis or as part of a student group accompanied by Augsburg faculty. For further information, contact the
International Partners office.
THE HIGHER EDUCATION
CONSORTIUM FOR URBAN
AFFAIRS (HECUA)
Augsburg, in consortium with other
colleges and universities, offers programs
through HECUA in four different fullsemester programs in Norway, Colombia,
and Ecuador. All programs emphasize the
impact of social change and cross-cultural
factors on the human community. HECUA
programs include intense language experience and field study. The cost is equivalent
to full tuition, room, and board for one
semester on campus, plus airfare.
For non-international HECUA courses,
see Interdisciplinary Studies (INS), MetroUrban Studies.
International study programs administered by HECUA and approved through
Augsburg are listed below. For information
on these programs, contact the academic
programs abroad office at the Center for
Global Education.
168 International Studies
-
WOMEN AND DEVELOPMENT: LATIN AMERICAN PERSPECTIVES (MEXICO)FALL
This program explores the experience of women in Latin America, focusing on their
roles in economic development, social change strategies, and the connections women are
drawing among issues of gender, race, class, and global economics.
Courses are offered for credit in the disciplines as listed. INS 311 and POL 359 are also
approved for credit in women's studies. Application deadline is April 1.
SPA 116, 216, 316 Intensive Individualized Spanish
Intensive, individualized instruction for several hours a day for four weeks at
the beginning of the semester, taught by Mexican instructors. (Required
course. Placement level determined by program director.)
SPA 356
20th-Century Voices
Students examine issues of social change through the voices of contemporary
Latin American writers. Attention is given to short stories, poetry, and testimonials of indigenous peoples and Central American refugees.
INS 311
The Development Process
Students reflect critically on issues of development, hunger, injustice, and
human rights, with special emphasis given to the experience of women. Latin
American development and educational theories and practices are examined,
as well as social change strategies.
POL 359
Women in Comparative Politics-Women
in Latin America
An examination of critical global issues affecting Latin America and the impact
these factors have on women: diminishing resources and sustainable development, refugee issues, foreign debt and international trade, political ideologies,
and revolution. (Required course.)
REL 366
The Church and Social Change in Latin America
A study of the dominant theological perspectives that have shaped Latin
America culture and politics. Focuses on the relationship between theology
and sociaVpolitical transformation.
-
International Studies 169
GENDER AND THE ENVIRONMENT LATIN AMERICAN PERSPECTIVES
(MEXICO)-SPRING
This program introduces students to the socio-economic and political issues of the
region with a focus on the impact of environmental policies on the lives of women and
men from varying economic classes and ethnic groups in Mexico and Central America.
Students examine this complex web of issues and how the people of Mexico are responding to pressures on family, society, and the natural environment. Application deadline
is Oct. 15.
SPA 116, 216, 316 Intensive Individualized Spanish
Intensive, individualized instruction for several hours a day for four weeks,
taught by Mexican instructors. (Placement level determined by program director.)
SPA 356
SOC 286
20th-Century Voices
Students examine issues of social change through the voices of contemporary
Latin American writers. Attention is given to short stories, poetry, and testimonials of indigenous peoples and Central American refugees.
Social Stratification
A study of social stratification theory, focusing on its application in the Latin
American context. Special attention will be given to the forms, causes, and
consequences of gender, class, and raciallethnic stratification in Mexico.
REL 31 1
Theology, Ethics, and the Environmerrt
An o v e ~ e w
of contemporary environmental theology and theologically-based
approaches to environmental ethics using case studies of environmental problems in Mexico and Central America.
MULTICULTURAL SOCIETIES IN TRANSITION: SOUTHERN AFRICA PERSPECTIVES (NAM IBIA)-FALL
This intensive program of travel and study is designed to introduce participants to the
central issues facing Southern Africa. Namibia is a nation that has recently gained independence and is making a transition from colonialism to independence. Students will explore
the complex political, social, and economic dynamics of building a new nation.
Application deadline is April 1.
INS 312
The Development Process-Southern Africa
This course provides the opportunity to reflect critically on issues of development, hunger, injustice, and human rights and examines basic theories of
development as well as particular strategies of development that are being
implemented in Namibia and South Africa.
REL 346
The Church and Social Change in Southern Africa
This course examines the changing role of the church in the midst of the
political transformations of Southern Africa. Students will meet with people
representing a variety of religious perspectives and roles within churches and
religious organizations.
170 International Studies
HIS 346
Namibia and South Africa: A Historical Perspective
This course is an overview of the history of Namibia and South Africa, including the experience of indigenous peoples, the impact of occupation by South
Africa, and the war for independence.
POL 353
Political and Social Change in Namibia: A Comparative
Perspective
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.
INS 499
Internships
W SUSTAINABLE DEVELOPMENT AND SOCIAL CHANGE: GUATEMALA,
EL SALVADOR, NICARAGUA-FALL
This program introduces students to the key issues facing the Central Americans. For
two decades the people of Central America have been in upheaval and have experienced
fundamental social and political change. Students examine the impact of revolution and
civil war on the lives and culture of the people and the environment of Guatemala, El
Salvador, and Nicaragua. Application deadline is April 1.
SPA 116, 216, 316 Intensive Individualized Spanish
Intensive, individualized instruction for several hours a day for four weeks at
the beginning of the semester, taught by Guatemalan instructors. (Placement
level determined by program director.)
INS 267
Contemporary Social Movement in Central America
This course focuses on social movements in the region and their relationship
to the environment. Students explore impact of ongoing colonization and
modernization on indigenous cultures.
ECO 325
Topics: Sustainable Economic Development
This course examines the concepts of economic development and growth in
the "third world." Students are introduced to the theories of economic development and definitions of sustainable development. They study the relationship between economic development and ecological damage.
REL 366
Church and Social Change in Latin America
This course explores the role of religion in Latin American societies, past and
present, given the factors of political oppression and social injustice. Students
examine the "theologies of liberation."
-
lnternatiozl Studies 171
WOMEN AND DEVELOPMENT SOUTHERN AFRICAN PERSPECTIVES
(NAMIBIA)-SPRING
This intensive navel and study program is desigmd to introduce parddpants to the
central issues facing %them Africa, with emphasis on the experience of women. The program introduces studenrs re the struggle of women in Buthem Ahim, to the history of
&& role in society, and to the situation that exists for women in Afnca. Application deadline is Q c t 15.
SOC 236
Family Systems and Social Policy in Southern Africa
Using a cross-cultural approach, this course examines the family as a social
institution in Namibia and South Africa. A family stay will serve as a
laboratory for students to observe various aspects of family life in Namibia.
INS 312
The Development Process-Southern Africa
Thii course provides the opportunity tr, reflect critically on issues of development, hunger. injustice, and h m n rights. with special emphasis given to the
experience of women. The cobrse examines beic hearies of development.
REL 346
The Church and Social Change in Southern Africa
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.
POL 359
Topics: Women in Comparative Politics-Southern Africa
This course is an integrative seminar focusing on the participation of women
in struggles for liberation in Southern Africa and on their emerging role in
newly-independent Namibia.
INS 499
Internships
SCANDINAVIAN URBAN STUDIES TERM: NORWAY (SUST)-FALL
This interdisciplinary program focuses on the contemporary Scandinavian societies and
issues of the development of cities, urban problem solving, and urban life. Local, regional,
and international field study and site visits in Scandinavia and the former Soviet Union.
INS 372
Norwegian Language
Intensive language instruction at beginning or intermediate levels, with
emphasis on conversational listening and speaking skills. Students with
advanced Norwegian language proficiency have the option of studying
Norwegian literature. Students should consult with the chair of the modem
languages department for language credit.
l7* International Studies
INS 377
Scandinavia in the World
Exploration of Scandinavian viewpoints as small power nations in a world of
superpowers and their role in issues of peace, conflict resolution and arms
control, East-West relations, European security, trade, and the Third World.
INS 393
Scandinavian Art and Literature: Perspectives on Social Change
Social change and issues of change and development in Norway as reflected in
its art and literature. Selected works for survey of Norwegian history with
emphasis on the contemporary period. Field study, site visits (theatres, museums, galleries), and discussions with artists active in a variety of media.
INS 394
Urbanization and Development in Scandinavia
Examination of urban economic, social, and cultural policies and practices as
a reflection of issues of the modem welfare state and social democracies.
Includes historical survey of transformations from rural and regional cultures
to urbanized and advanced industrialized nations. Emphasis on Norway, with
field travel to other capitals for a comparative view.
INS 499
Internships (Students may choose either INS 373 or 499)
SOUTH AMERICAN URBAN SEMESTER: COLOMBIA OR ECUADOR (SAM)-FALL
This semester-in-the-city program is located in either Bogota, Colombia, or Quito,
Ecuador. This interdisciplinary program focuses on the relationships between Third World
development and the consequences of urbanization, especially inequality in Latin America.
Analyses of competing theories of development are integrated with field study in the host
city and outlying regions.
INS 261
Spanish Language
All students take Spanish at the intermediate level or conduct an independent
study if they are at an advanced level (see below). Language emphasizes acquisition of skills for maximum participation in SAUS program and field work.
INS 361
Introduction to Latin America
Overview of Latin American geography, history, economy, politics, culture, and
arts with emphasis on program sites as case studies. Focus is on economic
development issues, theories, and models applicable to Latin America.
INS 362
Urbanization in Latin America
The development of cities and implications for social change in Latin America.
Topics include history of cities, rural-urban migration, industrialization, environmental issues, governmental policies, and urban elites. Models and theories
of urbanization and development are compared.
INS 363
Wealth, Poverty, and Community Development
The plight and prospects of the urban poor in Latin America. Emphasis on
field study in banio communities and site visits to public and private agencies
dealing with urban problems.
INS 499
Internships
International Studies 173
COMMUNITY INTERNSHIPS IN LATIN AMERICA (CILA)
CILA combines a n internship, independent study and seminars on community participation, and development in the Latin American urban setting. Based in Bogota, Colombia,
students live with local families, work in an agency three days a week, and meet as a group
twice a week.
INS 366
COMMUNITY PARTICIPATION FOR SOCIAL CHANCE
Examines pressing social realities and policy initiatives in Colombia in recent
decades. Explores concepts of community, democracy, participation, and community organization, and their meaning for community work. Provides tools
to evaluate strategies for social, political, and economic development.
Integrates readings, guest lectures, faculty and student presentations, discussions, and field work.
INS 499
INDEPENDENT STUDY
Students define topic of interest related to program themes and use analytical
tools gained in CILA to study a particular issue or case. A faculty member
advises the student throughout to assure adequate focus and incorporation of
primary field research in the project design.
INS 399
INTERNSHIP PLACEMENT AND SEMINAR (2 course credits)
Placement matches student-defined goals and interests with one of a wide
range of agencies working toward community development and social change.
Students work 20 hours per week, assisting with special projects and a program operations. A learning contract outlines expectations of student, agency,
and program for the term. The internship seminar provides for structured
reflection, analysis, and integration of the experience.
CULTURE AND SOCIETY I N LATIN AMERICA: COLOMBIA OR ECUADOR
(CUSLA)-SPRING
This interdisciplinary program focuses on developments and social change in Latin
America through the study of ideology, as reflected in literature, the arts, and the ways in
which ideologies shape social realities.
INS 360
Latin American Literature: Perspectives on Social Change
Study of selected literary works that illustrate social realities and express a
variety of perspectives on Latin American societies and social change.
Historical survey of the dominant trends in Latin American thought as manifested in major artistic periods.
INS 364
Latin American Arts and Society
Introduction to theoretical frameworks for examining the relationships among
art, ideology, and society Intensive readings include works by theorists from
Europe, the U.S., and Latin America.
74 International Studies
INS 367
Ideologies of Social Change in Latin America
Theories of ideology and overview of Latin American ideologies related to
development and social change. Emphasis on current debates and their implications, with special attention to ideologies of diffusion, dependence, and
Manrism.
INS 499
Internships
Internships and Independent Study Courses:
INS 199
Internship
See description on page 85.
INS 299
Directed Study
See description on page 86.
INS 399
Internship
See description on page 85.
INS 499
Independent StudyIResearch
See description on page 86.
Check with the specific international studies program directorfor requirements in the program.
See listing under Business Administration, Accounting, and Management
Information Systems.
M
Mathematics Faculty
Ken Kaminsky (Chair), Larry Copes,
Suzanne Doree, Rebekah Valdivia
athematics is the study of structure and relationships, providing tools for
solving a wide variety of problems.
Mathematical language describes our world
from the perspectives of the natural, physical, and social sciences. Engaging in mathematical thought processes helps strengthen
the problem solving and quantitative reasoning skills that are increasingly expected
of every member of contemporary society.
Moreover, as mathematics has had a formative impact on the development of civilization, it is an important part of a liberal arts
education. Students majoring in many disciplines that involve structure or relationships find it helpful to acquire a minor or a
second major in mathematics.
MAT 145
MAT 146
MAT 245
MAT 246
MAT 314
MAT 324
CSC 160
Mathematics is also a discipline in its
own right. Students majoring in mathematics acquire the skills necessary to serve
society through a variety of careers. In addition to acquiring computational and problem solving skills, mathematics majors at
Augsburg develop their abilities to reason
abstractly, to conjecture critique and justify
their assertions, to formulate questions, to
investigate open-ended problems, to read
and comprehend precise mathematical writings, to speak and write about mathematical ideas, and to experience working in
teams on mathematical projects. These students can prepare for graduate school, for
work in industry or service professions, or
for teaching mathematics in grades 7-12.
Teaching Licensure Major
The department's programs support work
toward those goals. Students may choose
either a standard mathematics major, a
mathematics major with concenaation in
applied mathematics, or a mathematics
major toward secondary education licensure.
Augsburg's urban location allows students to
gain experience working with mathematics
through internships, cooperative education,
and the practicum and colloquium courses.
Major
Calculus I
Calculus I1
Calculus 111
Linear Algebra
Abstract Algebra
Analysis
Introduction to Computer
Science and Communications
or CSC 170 Structured Programming
or one other computing course with
departmental approval
Three electives from MAT courses above
200, at least one of which is above 300
Also required: MAT 491 Mathematics
Colloquium, junior and senior years (noncredit)
Note: At least two MAT courses above 300
must be taken at Augsburg.
The State of Minnesota has specific
licensing requirements for teachers. The
state requirements are subject to change
after publication of this catalog. Students
therefore should consult with the
Augsburg Education Department to identify current Minnesota teacher licensure
requirements. At the time of publication,
the mathematics requirements for licensure
are the same as the major, with the electives specified as MAT 271 Discrete
Mathematical Structures, MAT 351 Modem
Geometry, and MAT 373 Probability and
Statistics I.
76 Mathematics
Mathematics Major with concentration in Applied Mathematics
Twelve courses including:
MAT 145 Calculus I
MAT 146 Calculus I1
MAT 245 Calculus 111
MAT 246 Linear Algebra
MAT 247 Modeling and Differential
Equations
MAT 324 Analysis
CSC 160 Introduction to Computer
Science and Communications
or CSC 170 Structured Programming
or one other computing course with
departmental approval
PHY 121 General Physics I
PHY 122 General Physics I1
or one course in a mathematics-related
area with departmental approval
Three electives from:
MAT 271 Discrete Mathematical
Structures
MAT 327 Special Functions of
Mathematical Physics
MAT 373 Probability and Statistics I
MAT 374 Probability and Statistics I1
MAT 385 Mathematics Practicum
or other MAT courses with
departmental approval
Also required: MAT 491 Mathematics
Colloquium, junior and senior years (noncredit)
Note: At least two MAT courses above 300
must be taken at Augsburg.
Honors Major
GPA of 3.5 in major, 3.1 overall, and independent study at an advanced level.
Mathematics Minor
Five courses including:
MAT 145 Calculus I
MAT 146 Calculus I1
Three electives from MAT courses above
200, at least one of which is above 300.
Note: At least one MAT course above 200
must be taken at Augsburg.
Math Placement Group (MPG)
Before enrolling in any mathematics
course, students must have the required
math placement. All students are required
to have their Math Placement Group
(MPG) determined. In some cases, students who have mansferred in a mathematics course taken at another college may
have their Math Placement Group determined by the registrar's office. Students
who have passed the College Board
Advanced Placement Exam in calculus
should consult with the mathematics
department. All other students must take
the Augsburg Math Placement Exam,
which is administered by the Academic
Advising Center. The exam is given during
college registration sessions and at other
announced times during the year. Practice
questions and other information are available from the Academic Advising Center.
Students needing to advance their Math
Placement Group may work with the
Academic Enrichment Center to take the
appropriate MAT course or study on their
own and retest. Additional information
about the Math Placement Exam is available from the Academic Advising Center.
Prerequisites
A course must be completed with a
grade of 2.0 or higher to count as a prerequisite for a mathematics course.
-
Mathematics 17;
MAT 105
Applied Algebra
Concepts of linear, exponential, logarithmic, and other models. Emphasis on
applications to the social and natural sciences, business, and everyday life.
Successful completion advances students to MPG 3. Students in MPG 3 or 4
should consult the department, as should students preparing for MAT 114
(Prereq.: MPG 2 and either a year of high school algebra or consent of instructor. Fall, spring)
MAT 114
Precalculus
Concepts of algebraic, exponential, logarithmic, and trigonometric functions.
For students planning to take MAT 145. Students who have completed MAT
145 or other calculus courses may register for credit only with consent of
instructor. Successful completion advances student to MPG 4. (Prereq.: MPG
3. Spring)
MAT 121
Finite Mathematics
Concepts from areas such as combinatorics, probability, matrices, linear programming, and graph theory. Emphasis on quantitative reasoning. Students
who have completed MAT 271 may not register for credit. (Prereq.: MPG 3.
Varies)
MAT 122
Calculus for the Social and Behavioral Sciences
Concepts of differential and integral calculus with applications in the social
and behavioral sciences. Emphasis on quantitative reasoning. Students who
have completed MAT 145 may not register for credit. (Prereq.: MPG 3. Varies)
MAT 131
Mathematics for the Liberal Arts
An examination of the interaction between the development of mathematics
and that of Western civilization. Primarily for students not intending further
study in mathematics. (Prereq.: MPG 3. Varies)
MAT 132
Numeracy for Contemporary Society
An examination of mathematics in an interdisciplinary and applied setting
with an emphasis on quantitative reasoning and connections to students' life,
work, and interests. Primarily for students not intending further study in
mathematics. Students who have completed another Quantitative Reasoning
Graduation Skill course may not register for credit. (Prereq.: MPG 3. Varies)
MAT 145,146 Calculus I, II
Concepts of calculus of one-variable functions, including derivatives, integrals,
differential equations, and series. Emphasis on skills of mathematical investigation and quantitative reasoning. (Prereq.: MPG 4 for MAT 145; MAT 145 or
consent of instructor for MAT 146. Fall: 145. Spring: 146)
MAT 163
Introductory Statistics
Concepts of elementary statistics such as descriptive statistics, methods of
counting, probability distributions, approximations, estimation, hypothesis
testing, analysis-of-variance, and regression. Emphasis on quantitative reasoning. (Prereq.: MPG 3. Varies)
78 Mathematics
MAT 173
Math of Interest
Concepts from elementary financial mathematics such as annuities, loan payments and mortgages, and life insurance. Emphasis on quantitative reasoning.
(Prereq.: MPG 3. Varies)
MAT 245
Calculus Ill
Concepts of multivariable calculus including functions of several variables,
partial derivatives, vectors and the gradient, multiple integrals, and parametric
representations. (Prereq.: MAT 146. Fall)
MAT 246
Linear Algebra
Concepts from linear algebra such as systems of linear equations, linear programming, matrices, linear transformations, abstract vector spaces, determinants, eigenvalues, orthogonality, and linear regression. Emphasis on oral presentations of mathematical ideas and applications. (Prereq.: MAT 245 or MAT
271. Spring)
MAT 247
Modeling and Differential Equations
Concepts from differential equations such as methods of solving first and second order equations, modeling using difference equations and differential
equations, and applications to the sciences. (Prereq.: MAT 146. Spring)
MAT 271
Discrete Mathematical Structures
Concepts from areas such as combinatorics, number theory, graph theory,
recursions, set theory, countability, and formal logic. Emphasis on algorithmic
thinking, mathematical reasoning, conjecturing, and reading and writing
proofs. (Prereq.: MAT 146. Fall)
MAT 314
Abstract Algebra
Concepts of algebra within abstract structures of groups, rings, integral
domains, and fields. (Prereq.: MAT 246. Also recommended: MAT 271. Fall)
MAT 324
Analysis
Concepts of calculus such as functions, derivatives, integrals, and series in a
theoretical setting. Emphasis on written communication of mathematical
ideas. (Prereq.: ENG 111, at least two of MAT 245, 246, 247, or 271. Spring)
MAT 327
Special Functions of Mathematical Physics
(See PHI 327.)
MAT 351
Modern Geometry
Concepts of geometry such as projective geometry, non-Euclidean geometries,
transformations, and fractals. (Prereq.: MAT 245 and 246. Spring)
MAT 373
Probability and Statistics I
Concepts of probability such as methods of enumeration, random variables
and probability distributions, expectation, the central limit theorem, and
important ideas and problems of statistics. (Prereq.: MAT 245. Fall)
Mathematics 17!
MAT 374
Probability and Statistics II
Concepts of statistics such as sampling distributions associated with the normal and other distributions, methods of estimation, hypothesis testing, regression, analysis of variance, and nonparametric statistics. (Prereq.: MAT 373.
Spring)
MAT 385
Mathematics Practicum
The application of mathematical problem solving to real-world projects sought
from off-campus nonprofit organizations. Contains service-learning component. (Prereq.: at least two of MAT 245,246, 247, or 271 and consent of
instructor. Fall)
MAT 481
Topics in Mathematics
Study of an advanced topic such as complex analysis, numerical analysis,
mathematical biology, operations research, chaotic dynamical systems, fractal
mathematics, knot theory, topology, or foundations of mathematics. (Prereq.:
at least two of h4AT 245, 246, 247, or 271 and consent of instructor. Interim)
MAT 491
MAT 199
Mathematics Colloquium (.O course)
Information about contemporary applications, career opportunities, and other
interesting ideas in mathematics. Presented by outside visitors, faculty members, or students. Carries no course credit. (Fall, spring)
lnternship
See description on page 85.
MAT 299
Directed Study
See description on page 86.
MAT 399
lnternship
See description on page 85. (Prereq.: At least one upper division MAT course
and consent of instructor)
MAT 499
Independent StudyIResearch
See description on page 86.
METRO-URBAN
STUDIES
See listing under Interdisciplinary Studies.
18* Modern Languages
FRE 21 1, 212 Intermediate French I, II
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.
(Fall: 21 1; spring: 212)
FRE 243
French Literature in Translation
Major representative works of French literature are read in English translation.
Through assigned readings, class discussion, and written reaction, students
become acquainted with artistic qualities and cultural-historical significance of
these works. (On demand)
FRE 295
Topics in Literature, Culture, or Linguistics
FRE 311
Conversation and Composition
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.
Laboratory assignments. A prerequisite to other upper division courses. (Fall)
FRE 312
French Expression
A two-pronged approach to coherent and correct expression in speaking and
writing. Attention to grammatical structures, French turns of phrase, and elementary stylistics for business and personal use. French phonology and speech
group practice, study of spoken models from the media. (Prereq.: FRE 311 or
consent of instructor. On demand)
FRE 331
French Civilization: Historical Perspective
A study of the diversified development of the French from their beginnings to
the modem 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. (Prereq.: FRE 311 or consent of instructor. Spring: on rotational basis)
FRE 332
French Civilization Today
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. (Prereq.: FRE 311 or consent of instructor. Spring:
on rotational basis)
FRE 350
Introduction to Literature for Language Students
Theory and practice of literary studies. A theoretical component (in English)
treats the basic principles of literature, literary genres, and different approaches to literary analysis. Students apply the elements of theory through reading,
analyzing, and discussing selected works. (Prereq.: FRE 311 or consent of
instructor. On demand)
-
Modern Languages 18:
FRE 351, 353 Survey of French Literature I, I1
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. (Prereq.: FRE 311 or consent of instructor.
Spring: on rotational basis)
FRE 355
20th-Century Literature
A survey of the major French literary movements since World War I, including the novel, the theatre, poetry, the essay, and criticism. Classes, oral and
written reports, and laboratory texts in French. (Prereq.: FRE 311 or consent
of instructor. Spring: on rotational basis)
FRE 41 1
Advanced Conversation and Composition
By means of reading, speaking, and writing on topics of intellectual, social, or
political interest, the student acquires extensive training in the four skills at an
advanced level. Attention to accuracy and effectiveness, characteristic levels of
expression, refinements in style and organization. Laboratory assignments.
(Prereq.: FRE 311 or consent of instructor. Fall)
FRE 450
French Seminar: Novel, Drama, Poetry, Short Story
In-depth study of a topic or genre in French literature. Student presentations
in French. For advanced students. (See also Interim catalog. Prereq.: FRE 311
or consent of instructor. On demand)
FRE 495
Topics in Literature, Culture, or Linguistics
Internships and Independent Study Courses:
FRE 199
Internship
See description on page 85.
FRE 299
Directed Study
See description on page 86.
FRE 399
Internship
See description on page 85.
FRE 499
Independent Study/Research
See description on page 86.
GERMAN (CER)
CER 111, 112 Beginning German I, II
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. Laboratory materials available. (Fall: 111;spring: 112 )
'84 Modern Languages
CER 21 1, 212 Intermediate Cerman I, II
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. (Fall: 211; spring: 212)
CER 244
Cerman Literature in Translation
Principal works of German literature representing Medieval to modem periods
are read and discussed in English. Readings are considered in the context of
Gennan cultural history as well as in context of the universal human condition. (On demand)
CER 295
Topics in Literature, Culture, or Linguistics
CER 311
Conversation and Composition
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. (Fall)
CER 331
German Civilization and Culture I
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 (1643). In German. (Prereq.: GER 311 or consent of instructor.
Spring: on rotational basis)
CER 332
German Civilization and Culture II
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. (Prereq.: GER 311 or
consent of instructor. Spring: on rotational basis)
CER 350
Introduction to Literature for Language Students
Theory and practice of literary studies. A theoretical component (in English)
treats the basic principles of literature, literary genres, and different approaches
to literary analysis. Students apply the elements of theory through reading,
analyzing, and discussing selected works. (Prereq.: GER 311 or consent of
instructor. On demand)
CER 351
Cerman Literature Through the 18th Century
Survey of heroic, courtly, Reformation, Baroque, Enlightenment, Storm and
Stress, Classic, and Romantic literature. Readings and discussion in Gennan
supplemented by lectures on the history of German literature in its cultural
and geopolitical context. (Prereq.: GER 311 or consent of instructor. Spring:
on rotational basis)
-
Modern Languages 185
CER 352
German Literature: The 19th Century
Study of later Romanticism, Young-Germany, Poetic Realism, Naturalism, and
Impressionism. Lectures include the literary reaction to the decline of idealistic philosophy and the rise of technology and science. Readings and discussion
in German. (Prereq.: GER 311 or consent of instructor. Spring: on rotational
basis)
GER 353
German Literature: The 20th Century
Literary responses to the crises and upheavals of our time. Writers of international stature are discussed: Kafka, Hesse, Mann, Brecht. Readings in German
with class discussions designed to aid students' self-expression in German.
(Prereq.: GER 311 or consent of instructor. Spring: on rotational basis)
GER 41 1
Advanced Conversation and Composition
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.
(Prereq.: GER 311 or consent of instructor. Fall)
CER 451
German Prose
Reading and discussion of German prose masterpieces from Goethe to the present. Lectures treat the development of the epic genre as a mirror of cultural
and geopolitical history. (Prereq.: GER 311 or consent of instructor. On
demand)
CER 452
German Drama
Representative dramatic works from late 18th century to the present are discussed and read as symptomatic of perennial human concerns. Lectures treat
the historical development of the drama. (Prereq.: GER 311 or consent of
instructor. On demand)
CER 495
Topics in Literature, Culture, or Linguistics
Internships and Independent Study Courses:
CER 199
lnternship
See description on page 85.
GER 299
Directed Study
See description on page 86.
CER 399
lnternship
See description on page 85.
GER 499
Independent StudyIResearch
See description on page 86.
-Modern Languages
JAPANESE(JPN)
Japanese language studies are possible through a contractual arrangement with the
ACTC East Asian Studies Program and the University of Minnesota East Asian language
department. Contact the East Asian studies director for more information.
LINGUISTICS (LIN)
LIN 289
Introduction to Linguistics
An introduction to linguistic analysis and general linguistic principles, with
focus on linguistic universals and psycholinguistics. Theoretical questions will
be approached by studying samples of various languages. No prerequisite.
Recommended for all language majors and minors. (On demand)
LIN 311
Theories of Grammar
Comparative analysis of various views of language represented in current linguistic research with the aim of distinguishing underlying philosophical
assumptions, investigational criteria, and explanatory goals. The theories will
be contrasted with those of adjacent disciplines. (On demand)
Internships and Independent Study Courses:
LIN 299
Directed Study
See description on page 86.
LIN 499
Independent StudyIResearch
See description on page 86.
NORWEGIAN (NOR)
NOR 111, 112 Beginning Norwegian I, II
Introduction of the four basic language skills: speaking, listening, reading, and
writing. Stress is on communication and its cultural context. Laboratory work
expected. (Fall: 111; spring: 112)
NOR 21 1
Intermediate Norwegian I, II
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. Laboratory
work expected. (Prereq.: NOR 112 or equivalent. Fall)
NOR 295
Topics in Literature, Culture, or Linguistics
NOR 311
Conversation and Composition
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. (Prereq.:
NOR 211 or equivalent. Spring)
-
Modern Languages 187
NOR 331
Norwegian Civilization and Culture
A two-tiered approach allows students to place contemporary cultural devel-
opments, 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. (Prereq.: NOR 311 or consent of
instructor. Fall: alternate years)
NOR 350
Introduction to Literature for Language Students
Theory and practice of literary studies. A theoretical component (in English)
treats the basic principles of literature, literary genres, and different approaches
to literary analysis. Students apply the elements of theory through reading,
analyzing, and discussing selected works. (Prereq.: NOR 311 or consent of
instructor. On demand)
NOR 353
Survey of Norwegian Literature
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.
(Prereq.: NOR 311 or consent of instructor. Fall: alternate years)
NOR 41 1
Advanced Conversation and Composition
Extensive practice in spoken and written Norwegian, based on literary and
cultural readings. Students serve as peer-tutors for those registered in NOR
311. Readings, journals, discussion, role-playing, and written, and oral reports
in Norwegian. (Prereq.: NOR 311 or consent of instructor. Spring)
NOR 495
Topics in Literature, Culture, or Linguistics
Internships and Independent Study Courses:
NOR 199
lnternship
See description on page 85.
NOR 299
Directed Study
See description on page 86.
NOR 399
lnternship
See description on page 85.
NOR 499
Independent StudyIResearch
See description on page 86.
' 8 8 Modern Languages
OJIBWE(OJB)
Two courses in Ojibwe (Chippewa) are offered at Augsburg, both as part of the modem
languages department and as part of the American Indian studies minor.
OJB111, 112 Beginning Ojibwe I, II
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.
RUSSIAN (RUS)
One year of Russian is offered at Augsburg. Russian language studies may be continued
in the ACTC Russian, Cenmal, and East European Studies Program, which requires two
years of language for the major (see page 243). See the Russian, Central, and East
European Studies Program campus adviser for more information.
RUS 111, 112 Elementary Russian I, II
Aims to develop reading, writing, understanding, and conversational skills
through oral classroom practice, elementary readings, short compositions, and
a growing acquaintance with Russian culture. Extensive use of the language
lab. (Fall: 111; spring: 112)
SPANISH (SPA)
Courses in addition to those below are offered through various programs listed under
International Studies.
SPA 105,106 Living Spanish I, II
Modified introductory level Spanish courses designed to accommodate students with recognized learning disabilities in the area of language learning.
Emphasis is placed on listening comprehension and vocabulary building
toward conversational goals. (Prereq.: Permission of the CLASS director)
SPA 111, 112 Beginning Spanish I, II
Aims to develop the four basic skills: understanding, speaking, reading, and
writing of elementary Spanish. Introduction to culture of the Spanish-speaking
world. Laboratory work is an integral part of the course. (Fall: 111; spring:
112)
SPA 21 1, 212 Intermediate Spanish I, II
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. (Fall: 211; spring: 212)
SPA 248
Spanish and Latin American Culture Through Film
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. (On demand)
-
Modern Languages 189
SPA 249
Selected Works of Spanish and Latin American Literature in
Translation
Major works of Spanish and Latin American literature. Through background
reading and class discussion in English the student is acquainted with the
salient artistic qualities and cultural-historical significance of the readings. (On
demand)
SPA 295
SPA 31 1
Topics in Literature, Culture, or Linguistics
Conversation and Composition
Thorough oral and written practice in correct expression with the aims of fluency and facility Enrichment of vocabulary. Laboratory work. This course is a
prerequisite for all upper division courses. (Prereq.: SPA 212 or equivalent.
Fall)
SPA 312
Spanish Expression
Intended for students who have a basic command of writing and speaking
skills in Spanish and wish to expand them. Intensive practice to improve oral
and written expression with emphasis on conversational facility stressing
idiomatic usage and the finer points of grammar. (Spring: on rotational basis)
SPA 331
Spanish Civilization and Culture
Study of the Spanish character and of Spanish contributions to world civilization through historical, intellectual, literary, and artistic movements. In
Spanish. (Prereq.: SPA 311 or consent of instructor. Spring: on rotational
basis)
SPA 332
Latin American Civilization and Culture
A study of the cultural heritage of the Spanish American countries from the
pre-Columbian civilizations to the present. In Spanish. (Prereq.: SPA 311or
consent of instructor. Spring: on rotational basis)
SPA 350
Introduction to Literature for Language Students
Theory and practice of literary studies. A theoretical component (in English)
treats the basic principles of literature, literary genres, and different approaches
to literary analysis. Students apply the elements of theory through reading,
analyzing, and discussing selected works of literature. (Prereq.: SPA 311 or
consent of instructor. On demand)
SPA 352, 353 Survey of Spanish Literature I, II
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. (Prereq.: SPA 311 or
consent of instructor. Spring: on rotational basis)
SPA 354
Representative Hispanic American Authors
An introduction to Spanish American literature. Lectures, discussions, and
written and oral reports in Spanish. (Prereq.: SPA 311 or consent of instructor.
Note: Students who have taken SPA 356 taught in Mexico may not take 354.
Spring: on rotational basis)
190 Modern Languages
SPA 41 1
Advanced Conversation and Composition
Emphasis on increasing facility and correctness of written and oral expression
through conversations, discussions, reports, debates, written compositions,
and grammatical exercises. (Prereq.: SPA 311 or consent of instructor. Fall)
SPA 456
Spanish Drama
Study of the masterpieces of dramatic literature in Spain. Oral and written
reports in Spanish. Emphasis on the Golden Age and the Modem Period.
(Prereq.: one survey course. Spring: on rotational basis)
SPA 457
Spanish Novel
Study of the outstanding novelists of the 19th and 20th centuries in Spain.
Oral and written reports in Spanish. (Prereq.: one survey course. Spring: on
rotational basis)
SPA 495
Topics in Literature, Culture, or Linguistics
Internships and Independent Study Courses:
SPA 199
Internship
See description on page 85.
SPA 299
Directed Study
See description on page 86.
SPA 399
lnternship
See description on page 85.
SPA 499
Independent StudyIResearch
See description on page 86.
M
usic has the power to strengthen
the mind, heal the body, and unlock the
creative spirit. Whether we experience
music as a listener, performer, or teacher, it
adds a significant dimension to our lives.
The Department of Music at Augsburg
College offers music training within the
context of a liberal arts education, and is
an institutional member of the National
Association of Schools of Music (NASM)
and the American Music Therapy
Association (AMTA). Music majors may
choose from four majors in three degree
programs: bachelor of arts (music major);
bachelor of music (music education
major); bachelor of music (performance
major); and bachelor of science (music
therapy major). Music minors and nonmusic majors may also participate in a
variety of music experiences including
music ensembles, private lessons, some
music courses, and additional Interim
courses or special performances.
Full-time Faculty
Merilee Klemp (Chair), Jill Dawe, Stephen
Gabrielsen, Peter Hendrickson, Roberta
Kagin, Robert Karlkn, Robert Stacke
immediately after enrolling at Augsburg to
establish an appropriate course of music
study and application/evaluation process.
All students interested in pursuing a
music degree at Augsburg are strongly
encouraged to contact a music faculty
adviser in their degree area as soon as
possible to ensure a smooth program of
study and timely completion of music
degree requirements.
Bachelor of Arts-Music Major
For acceptance to the bachelor of arts-music
major degree program, students must:
submit an application for admission
prior to spring juries of the sophomore
year
submit a copy of a current academic
transcript with the application
submit the studio instructor
recommendation form for the major
instrument or voice with the application
(found in Music Student Handbook)
complete the piano proficiency
requirement
Acceptance to the degree program will
be based on the successful completion of
the above, as well as on the student's performance at his or her spring sophomore jury.
Bachelor of Music-Education Major
Part-time Teaching Faculty
Bridget Doak, Nancy Grundahl, Lila
Olson, Paul Ousley, Nicholas Raths,
Sonja Thompson
Music Performance Coordinator
Carley Miller
--
Augsburg students who enroll as freshmen must apply to the Department of
Music for acceptance to a degree program
by the end of the sophomore year. Transfer
students should meet with a music adviser
For acceptance to the bachelor of
music-education major degree program,
students must:
submit an application for admission
prior to spring juries of the sophomore
year
submit a copy of a current academic
transcript with the application
submit the studio instructor recommendation form for the major instrument or
voice with the application (found in
Music Student Handbook)
complete the piano proficiency requirement
lg2 Music
Acceptance to the degree program will
be based on the successful completion of
the above, as well as on the student's performance at his or her spring sophomore
jury. In addition to applying to the music
department, bachelor of music-education
major candidates must also apply to the
Department of Education for acceptance
into the music education licensure program. Recommendation for teacher licensure is granted only to students who successfully complete the requirements for the
bachelor of music-education major. A
cumulative GPA of 2.5 in all music courses
is necessary for the music education licensure program.
Bachelor of Music-Performance Major
For acceptance to the bachelor of
music-performance major program,
students must:
submit an application for admission prior
to spring juries of the sophomore year
submit a copy of a current academic
transcript with the application
submit the studio instructor recommendation form for the major instrument or
voice with the application (found in
Music Student Handbook)
complete the piano proficiency requirement
Acceptance to the degree program will
be based on the successful completion of
the above as well as on the successful outcome of the audition and interview (see
Music Student Handbook).
Bachelor of Science-Music Therapy
Major
For acceptance to the bachelor of
science-music therapy major program,
students must:
submit an application for admission prior
to spring juries of the sophomore year
submit a copy of a current academic
transcript with the application
submit the studio instructor recommendation form for the major instrument
or voice with the application (found in
Music Student Handbook)
complete the piano and guitar proficiency
requirements
Acceptance to the degree program will
based on the successful completion of the
above, as well as on the student's performance at his or her spring sophomore jury.
A cumulative GPA of 2.5 in all music
courses and a 2.5 in all music therapy
courses is necessary for the music therapy
degree. Bachelor of science-music therapy
candidates should consult with the director
of music therapy before applying for acceptance into the program.
Transfer Students
For acceptance to a music degree
program, transfer students must:
submit an application for admission
prior to the end of the sophomore year,
or as soon as possible after enrolling
at Augsburg
submit a copy of a current academic
transcript and transferred credits with
the application
submit the studio instructor recommendation form for the major instrument or
voice with the application (found in
Music Student Handbook)
complete the piano proficiency requirement
Music 193
Acceptance to the degree program will
be based on the successful completion of
the above, as well as on the student's performance at his or her first jury if enrolled
as a junior or senior, or spring semester
sophomore jury if enrolled as a freshman
or sophomore. For bachelor of musicperformance major candidates, acceptance
will be based on the completion of the
above as well as on the successful outcome
of the audition and interview (see Music
Student Handbook).
Equivalency/Certification Students
The music therapy equivalency program is available to students who already
have a bachelor's degree and wish to meet
the requirements set by the American
Music Therapy Association to become professional music therapists. This equivalency
program prepares students for eligibility
to take the Music Therapy Board
Certification Examination. Depending
upon the student's degree and skill level,
individual requirements will be outlined by
the director of music therapy. There is a
minimum two-year residency requirement,
which includes participation in a major
ensemble for four terms and successful
completion of a two-year music theory
equivalency test.
For acceptance to the degree program,
equivalency/certification students must:
submit an application for admission during
the first semester of residency at Augsburg
submit a copy of a current academic
transcript and transferred credits with
the application
submit the studio instructor recornrnendation form for the major instrument or
voice with the application (found in
Music Student Handbook)
complete the piano proficiency and
guitar proficiency requirements during
the first semester of residence
Acceptance to the degree program will
be based on the successful completion of
the above, as well as on the student's performance at his or her first jury.
Candidates must submit an application
for admission prior to spring juries of the
sophomore year.
Students may qualify for participation
in the music honors program if they:
have earned a GPA of at least 3.0 in
music courses
apply by petition for the honors program
before the senior year
provide leadership in one or more of the
following areas:
- promotion of high music
performance standards within
the music department
- breadth of music interests by
attendance at concerts on and
off campus
- major ensembles
Honors may be achieved in one of the
following ways:
writing a senior thesis and defending it
before a faculty committee
presenting an additional senior recital of
graduate quality
composing a work for vocal andlor
instrumental ensemble of not less than
15 minutes duration
conducting an ensemble concert
a combination of the above
lg4 Music
-
Core cumculum (required of all music
majors):
MUS 101 Materials of Music I
MUS 102 Materials of Music I1
MUS 111 Aural Skills I
MUS 112 Aural Skills 11
MUS 201 Materials of Music I11
MUS 202 Form and Analysis
MUS 211 Aural Skills 111
MUS 212 Aural Skills IV
MUS 231 History and Literature of Music I
MUS 232 History and Literature of Music I1
MUS 341 Basic Conducting
Large and Small Ensemble Participation
Performance Studies
Music Repertoire Tests
Piano Proficiency
Plus fulfillment of recital requirements
as given under each specific degree and
major, and French or German study as
stated in the general education requirements or in specific degree requirements.
Checklists for specific degree programs are
available in the music department.
Requirements: 12 course credits
Core cumculum plus one music credit
elective plus MUS 458 (Senior Recital)
plus two semesters chosen from:
MUS 311,312 Composition
MUS 342 Choral Conducting
MUS 344 Instrumental Conducting
MUS 331 Music of the Baroque Era
MUS 332 Music of the Classical Era
MUS 333 Music of the Romantic Period
MUS 334 Music of the 20th Century
Eight quarter course credits of
performance studies in the major
instrumentlvoice
Eight quarter course credits in a
major Augsburg ensemble on the major
instrument/voice
Four semesters in a non-credit small
Augsburg ensemble
Pass piano proficiency test
Pass three music repertoire tests
BACHELOR OF MUSIC
Music Education Major
BACHELOR OF ARTS
Music Major
Offers the broadest education in liberal
arts and prepares the student for the greatest range of graduate, business, and professional opportunities. Students who intend
to pursue non-performance graduate study
or desire to enter one of the many musicrelated business fields most often choose
this course of study.
Offers students the preparation necessary to become teachers of music in public
schools. This preparation includes coursework that allows the student to become
certified to teach at the elementary through
the secondary level. Recommendation for
teacher licensure is granted only to students who successfully complete the
requirements for the bachelor of music
education major.
-
Music 195
Requirements: 16.5 course credits
Core cuniculum plus:
MUS 311,312 Composition I, I1
MUS 358 Half junior recital
MUS 459 Full senior recital
HPE 114 Health and Safety Education
HPE 115 Health and Chemical
Dependency Education
HPE 116 Healthy Concepts for Educators
EDU 210 Learning and Development in
an Educational Setting
EDU 265 Orientation to Education in an
Urban Setting and Field
Experience
EDS 341 Media Technology
EDS 350 Reading in the Content Areas
EDS 354 Creative Learning
Environments: Secondary and
Field Experience
EDS 355 Music Methods (K-12)
EDU 388 Human Relations
EDS 478 School and Society
EDS 481,482,483,484 Student Teaching
and Seminar
One of the following two:
MUS 342 Choral Conducting
MUS 344 Instrumental Conducting
Three of the following four:
EDS 356 Music Methods: Brass and
Percussion
EDS 357 Music Methods: Woodwinds
EDS 358 Music Methods: Strings
EDS 359 Music Methods: Vocal
One of the following two areas of emphasis:
Vocal emphasis--MUS 251,252,253,
254,435
Instrumental emphasis-MUS 152,155,
one course credit of music elective
Two quarter course credits of performance
studies in the major instrumenVvoice
Four half course credits of performance
studies in the major instrument/voice
Two full course credits of performance
studies in the major instrumenthoice
Two quarter course credits of performance
studies in the minor instrument/voice
Eight quarter course credits in a major
Augsburg ensemble on the major
instrument/voice
Four semesters in a non-credit small
Augsburg ensemble
Improvisation competency on major
instrument/voice
Pass piano proficiency test
Pass three music repertoire tests
Achieve a cumulative GPA of 2.5 in
all music courses and in the major
instrument/voice
BACHELOR OF MUSIC
Music Performance Major
Emphasizes intensive work in performance, supplemented by other courses in
music and the liberal arts. The program is
made available only to students of exceptional performing ability who are selected on
the basis of an auditiodinterview application
process. The bachelor of music performance
program prepares d t e d performers to compete for professional performing opportunities andlor graduate school auditions.
Requirements: 19.5 course credits
Core cuniculum plus:
MUS 311,312
Composition I, I1
MUS 358
Full junior recital
MUS 459
Full senior recital
lg6 Music
One of the following two:
MUS 342 Choral Conducting
MUS 344 Instrumental Conducting
One of the following three areas of emphasis:
Vocal emphasis-MUS 251, 252, 253, 254,
435, one course credit of music elective,
French or German to fulfill
language requirement
Piano or organ emphasisMUS 301,302,
436, 456, one half course credit of music
elective
lnsmmental emphasisMUS 301,302, one
and one half course credits of music electives
Two quarter course credits and six full
course credits of performance studies in
the major instrumentlvoice
Two quarter course credits of performance
studies in the minor instrumentlvoice
Eight quarter course credits in a
major Augsburg ensemble on the
major instrumentlvoice
Four semesters in a non-credit small
Augsburg ensemble
Pass piano proficiency test
Pass three music repertoire tests
Achieve a cumulative GPA of 2.5 in
all music courses and 3.0 in the major
instrurnentlvoice
BACHELOR OF SCIENCE
Music Therapy Major
Fulfills the academic and clinical
requirements for eligibility to take the
Music Therapy Board Certification
Examination. The B. S. in music therapy is
minimally a 4 112 year degree program,
which includes a full-time (six months or
1,040 hours) internship in a clinical facility
approved by the American Association for
Music Therapy (AAMT). This course of
study is chosen by students who wish to
become professional music therapists.
Requirements: 23 course credits
Core curriculum plus:
MUS 271 Music Therapy Techniques and
MateriaLs
MUS 274,275
Music Therapy
Practicums
MUS 3 11 or 3 12 Composition I or I1
MUS 372,373
Psychological
Foundation of Music I, I1
MUS 374,375
Music Therapy
Practicums
MUS 472 Human Identity Through the
Creative Arts
MUS 473 Music Therapy Senior Seminar
MUS 474,475
Music Therapy
Practicums
MUS 479 Music Therapy Clinical
Internship
MUS 458 Half senior recital
EDS 282 Introduction to Special
Education
PSY 105 Principles of Psychology
PSY 362 Behavior Disorders
BIO 103 Human Anatomy and
Physiology
One of the following three:
MUS 152 Class Voice
MUS 155 Class Piano
MUS 158 Class Guitar
Two of the following three:
EDS 356 Music Methods: Brass and
Percussion
EDS 357 Music Methods: Woodwinds
EDS 358 Music Methods: Strings
One of the following two:
SOC 362 Statistical Analysis
PSY 230 Research Methods: Design,
Procedure, and Analysis I
Eight quarter course credits of
performance studies in the major
instrumentlvoice
-
Music 197
Eight quarter course credits in a major
Augsburg ensemble on the major
instrumendvoice
Two semesters in an Augsburg small
ensemble (no credit)
Pass piano proficiency and guitar
proficiency tests
Pass three music repertoire tests
Achieve a minimum grade of 2.5 in all
music therapy courses
Requirements: 6 course credits
MUS 101,102 Materials of Music I, 11
MUS 111, 112 Aural Skills I, I1
MUS 341
Basic Conducting
One of the following two:
MUS 231 History and Literature of Music I
MUS 232 History and Literature of Music I1
While the music department strongly
encourages both formal and informal
ensemble experience, only membership in
the Augsburg Concert Band, the Augsburg
Orchestra, the Augsburg Choir, or
Riverside Singers of Augsburg will satisfy
the major, minor, or general education
requirements. Ensemble requirements are
fulfilled by participation for the entire year.
One quarter course credit per semester is
granted to members of major ensembles
(MUE 111,112,121,141);other ensembles carry no credit. Traditional grading is
required for music majors and minors in
ensemble courses. The general student
may register for credit with either traditional or P/N grading, or may choose no
credit with audit (V) designation. A maximum of two course credits in an ensemble
may be counted toward graduation requirements.
Performance Studies (Private Lessons)
One additional course in music history or
conducting
Four consecutive quarter courses in a
major ensemble concurrent with four
quarter courses of performance studies
on the major instrumendvoice
Pass one music repertoire test
Ensembles (MUE)
These musical organizations are open
to music majors, music minors, and nonmusic majors. All music students are
required to participate in a major ensemble
on their major instrument (where possible)
during their time at Augsburg College.
Auditions for membership in ensembles
are scheduled during the first week of the
school year or by arrangement with the
individual ensemble director.
Private instruction in voice, piano,
organ, or any instrument is available for all
students in the following categories:
No credit l/2hour lesson, 3 hours of
practice per week
1/4course credit, 1/2hour lesson,
4 hours of practice per week
lL2 course credit, 1 hour lesson,
8 hours of practice per week
One course credit, 1 hour lesson,
12 hours of practice per week
Lessons for credit require:
Private lessons
Jury examination at the end of each
semester
Attendance at departmental student
recitals and master classes
Attendance at concerts and recitals
lg8 Music
Lessons for non-credit:
Students may take private lessons for
no credit and are not required to fulfill the
performance and listening requirements.
A semester of study consists of 14
weeks of lessons, coaching, and a jury
examination. Music majors and minors are
required to register for music lessons for
credit (quarter, half, or full credit depending on year of study and degree being
sought). Credit is granted only for study
with faculty members of the Augsburg
College Department of Music, and private
instruction for credit is graded traditionally.
Music majors and minors must declare an
area of concentration. Students seeking a
bachelor of music-performance major
degree are also required to have a minor
instrument that necessitates additional
lessons, jury examinations, and performances. Freshmen may be awarded free
lessons, if taken for credit, in their major
instrument/voice and with the recommendation of their private lesson instructor.
Any lessons during Interim or summer are
arranged privately with the instructor. A
student who cannot attend a scheduled lesson is required to notify the instructor at
least 24 hours in advance. Otherwise,
except for illness immediately prior to a
lesson, the student will forfeit the right to
a make-up lesson. Limited school instruments are available for student use.
Music majors are required to attend
departmental student recitals and will perform if requested by their instructor. All
students registered in performance studies
for credit are required to attend eight designated music events during each semester.
Four of these events will be made up of
major ensemble concerts, senior student
recitals, faculty recitals, or designated campus music events. Four events should be
professional, off-campus concerts that have
the prior approval of the student's major
instrument/voice instructor. Off-campus
concerts will require that a program and a
one-sheet review be submitted to the
instructor. Music minors are required to
attend four events (on or off campus) that
meet the approval of their private instructor.
Note: Final grades for private lessons are
affected by attendance requirements.
Student Recitals
Students planning a recital should
carefully read the Music Student Handbook
and consult regularly with their applied
instructor. Concurrent registration in
performance studies in the major instrumenthoice is required for recital
performance. At least two full-time music
faculty members and the student's private
instructor must be present to evaluate
junior and senior recitals. Recitals are
given a padfail grade.
Recitals required for the fulfillment of
the B.M., B.A., or B.S. degree requirements
or honors program will be sponsored by
the music department. Other student
recitals may be considered for departmental sponsorship. All music degree recitals
must be representative of the academic
guidelines set forth in this catalog and
repertoire lists.
B.M. degree junior recitals (MUS 358)
will be one-half hour in duration for
music education majors, and one hour in
duration for music performance majors.
B.M. degree senior recitals (MUS 459)
will be one hour in duration for music
education majors and music performance
majors.
B. A. and B. S. degree senior recitals (MUS
458) will be one-half hour in duration.
-
Music 199
EXAMINATIONS
Piano Proficiency
All music majors enrolled in a music
degree program must complete the piano
proficiency requirement by the end of the
sophomore year. Consult the Music Student
Handbook for piano major and non-piano
major requirements and test dates.
Music Repertoire Tests
Music majors are required to pass three
music repertoire tests, transfer students
must pass two, and music minors must
pass one. Consult the Music Student
Handbook for contents of music repertoire
tests and test dates.
Many music courses are offered alternate years. Consult the ACTC Joint Class Schedule
or the music department for course offerings in each term.
THEORY
MUS 101
(.5 course)
Materials of Music I
Notation, scales, intervals, triads, keyboard harmony, and principles of part writing. To be taken concurrently with MUS 111. (Prereq.: Theory Placement Test)
MUS 102
Materials of Music II
(.5 course)
Diatonic harmony, secondary dominants, and simple modulations. To be taken
concurrently with MUS 112. (Prereq.: Passing MUS 101 with a minimal grade
of 2.0)
MUS 111
Aural Skills I
MUS 112
Aural Skills 11
(.5 course)
Development of listening and reading skills to parallel progress in MUS 102.
To be taken concurrently with MUS 102. (Prereq.: MUS 111)
MUS 201
Materials of Music 111
(.5 course)
Continuation of MUS 102 with chromatic harmony and modulation. To be
taken concurrently with MUS 211. (Prereq.: Passing MUS 101 and 102 with a
minimal grade of 2.0)
MUS 202
Form and Analysis
(.5 course)
Musical structures of common practice period and introduction to 20th-century
practice. To be taken concurrently with MUS 212. (Prereq.: Passing MUS 201
and 211with a minimal grade of 2.0)
MUS 211
Aural Skills 111
(.5 course)
Rhythmic and melodic dictation, interval and triad recognition, sight singing,
and harmonic dictation to parallel progress in MUS 101. To be taken concurrently with MUS 101.
(.5 course)
Melodic, harmonic dictation, and sight singing to parallel progress in MUS
201. To be taken concurrently with MUS 201. (Prereq.: MUS 112)
200 Music
MUS 212
Aural Skills IV
(.5 course)
Further development of listening skills to parallel progress in MUS 202. To be
taken concurrently with MUS 202. (Prereq.: MUS 211)
MUS 301
Counterpoint 1
(.5 course)
16th- through 18th-century contrapuntal techniques including double counterpoint, passacaglia, fugue, and canon. (Prereq.: Passing MUS 202 and 212
with a minimal grade of 2.0)
MUS 302
Counterpoint 11 (.5 course)
Study of contemporary counterpoint including works of Schoenberg, Barber,
Copland, Hindemith, and Shostakovitch. (Prereq.: Passing MUS 202 and 212
with a minimal grade of 2.0)
MUS 311
Composition 1
(.5 course)
Study of notational systems, score layout, calligraphy, physical basis of sound,
ranges of and arranging music for voices and instruments. Simple forms and
tonal harmonic materials are employed. (Prereq.: Passing MUS 202 and 212
with a minimal grade of 2.0)
MUS 312
Composition 11
(.5 course)
Advanced arranging for vocal and instrumental ensembles of varying sizes and
types. Contemporary techniques, atonal systems, and larger forms are studied
and used. (Prereq.: Passing MUS 311 with a minimal grade of 2.0 or permission from instructor)
MUS 341
Basic Conducting
(.5 course)
Study of fundamental conducting patterns and baton technique, score analysis
and preparation, rehearsal techniques, basic nomenclature. (Prereq.: MUS 101,
111,231)
MUS 342
Choral Conducting
(.5 course)
Choral literature and organization, vocal methods and voice selection,
advanced conducting techniques with class as the choir. (Prereq.: Pass piano
proficiency test and MUS 341)
MUS 344
Instrumental Conducting
(.5 course)
Preparation of and conducting instrumental literature, advanced conducting
techniques, organization of instrumental ensembles. (Prereq.: Pass piano proficiency test and MUS 341)
HISTORY AND LITERATURE
MUS 130
Introduction to Music in the Fine Arts
Relationship between music of each period and the other fine arts. For nonmusic majors.
MUS 231
History and Literature of Music I
A study of the evolution of music from antiquity to 1750. (Prereq.: MUS 101,
102,201)
Music 20"
MUS 232
History and Literature of Music II
Continuation of MUS 231 from 1750 to the present. (Prereq.: MUS 101,102,201)
MUS 241
History of Jazz
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.
MUS 320
Worlds of Music
A survey of non-Western musical cultures.
Thefollowingfour half courses are extensive studies of special eras in the histoly of music:
MUS 331
Music of the Baroque Era
(Prereq.: MUS 231, 232)
(.5 course)
MUS 332
Music of the Classical Period
(Prereq.: MUS 231, 232)
(.5 course)
MUS 333
Music of the Romantic Period
(Prereq.: MUS 231, 232)
(.5 course)
MUS 334
Music of the 20th Century
(Prereq.: MUS 231, 232)
(.5 course)
MUS 432
Church Music and Worship
Development and influence of church music as evidenced in contemporary
worship practices. Designed for the general as well as the music and theology
student.
MUS 435
Voice Repertoire
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. (Prereq.: MUS
251-254 or permission from instructor)
MUS 436
Piano Repertoire
(.5 course)
Study of the piano literature from the 17th century to the present by listening,
analyzing, and performing. (Prereq.: MUS 231, 232)
MUS 498
Independent Study
(.5 course)
Advanced research and projects not otherwise provided for in the department
curriculum. Open only to advanced students upon approval by the faculty.
INTERNSHIPS AND INDEPENDENT STUDY COURSES
MUS 199
Internship
See description on page 85.
MUS 299
Directed Study
See description on page 86.
202 Music
MUS 399
Internship
See description on page 85.
MUS 499
Independent StudyIResearch
See description on page 86. Open only to advanced students upon approval of
the faculty.
TECHNIQUE
MUS 152
Class Voice
(.25 course)
Fundamentals of tone production and singing.
MUS 155
Class Piano
(.25 course)
Basic keyboard familiarity, including scales, chords, arpeggios, sight-reading,
and simple accompaniment and music reading skills necessary to pass the
piano proficiency test. (Prereq.: MUS 101 or permission from instructor)
MUS 158
Class Guitar
(.25 course)
Beginning techniques of classic guitar.
MUS 251-254 English Diction (251), Italian Diction (252), German Diction (253),
French Diction (254)
(each .25 course)
Intensive course covering basic singing pronunciation of English, Italian,
German, and 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.
MUS 358
Junior Recital
(-0 course)
B.M. candidates only. One-half hour recital at repertoire Level 111 for music
education majors, one hour recital at Level IV for music performance majors.
No course credit. Private instructor may request a pre-recital hearing.
MUS 456
Piano Pedagogy (.5 course)
Principles, methods, materials, and techniques for teaching piano. Survey of
various pedagogical schools of thought.
MUS 458
Senior Recital
(.O course)
One-half hour recital at repertoire Level 111 for B.A. or B.S. candidates. No
course credit. Private instructor may request a pre-recital hearing.
MUS 459
Senior Recital
(.O course)
B.M. candidates only. One hour recital at repertoire Level IV for music education majors, one hour recital at Level V for music performance majors. No
course credit. Private instructor may request a pre-recital hearing.
-
Music 20
W THERAPY
MUS 271
MUS 272
Music Therapy Techniques and Materials
(.5 course)
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.
Human ldentity through the Creative Arts
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.
MUS 274, 275 Music Therapy Practicums
(.O course)
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.
MUS 372
MUS 373
Psychological Foundations of Music I
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.
Psychological Foundations of Music II
Implementation of group and individual research projects, emphasis on a multidisciplinary approach to music therapy Theories of learning music, musical
talent, and performance.
MUS 374, 375 Music Therapy Practicums
(.O course)
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.
MUS 472
Human ldentity through the Creative Arts
See course description for MUS 272. Enrollment for upper division credit
required for music therapy majors; will include an additional course module.
MUS 473
Music Therapy Senior Seminar
Class discussions of theories and research as they apply to therapeutic settings,
including discussion of professional ethics. A holistic approach to therapy
with music.
Music
(.25 course each)
MUS 474,475 Music Therapy Practicums
Volunteer work under the supervision of a registered music therapist, requiring more advanced clinical and musical skills, including improvisation. Two
hours per week. (Prereq.: Three of MUS 274,275,374,375,and pass piano and
guitar proficiency test)
MUS 479
Music Therapy Clinical Internship
(.5 course)
Full-time placement in an AMTA-approved internship site for six months.
(1040 hours) Application for internship must be made nine months in advance.
Sites in Minnesota are limited. (Prereq.: completion of all other graduation
requirements, including all proficiency exams and music repertoire tests)
ENSEMBLES (MUE)
These musical organizations exist not
only for the benefit of the music student,
but for any student who wishes to participate. Membership is determined by audition during the first week of fall semester
or by arrangement with the ensemble
director. Assignment to an ensemble is
then made at the discretion of the
appropriate faculty. For Jazz Ensemble
membership, preference is given to concert
band members.
While the department strongly encourages both formal and informal ensemble
experience, only membership in band,
orchestra, choir or Riverside Singers will
satisfy the major, minor, or general education requirements. Some instruments are
available for use by students.
MUE 111
Augsburg Choir (-25 course)
MUE 112
Riverside Singers of Augsburg (.25 course)
MUE 113
Vocal Chamber (.O course)
MUE 114
Masterworks Chorale (.25 course)
MUE 121
Orchestra (.25 course)
MUE 122
String Ensemble (.O course)
MUE 131
Woodwind Chamber Music (.O course)
MUE 141
Concert Band (.25 course)
MUE 142
Brass Ensemble (.O course)
MUE 143
Jazz Ensemble (.O course)
MUE 144
Percussion Ensemble (.O course)
-
Music 20!
PERFORMANCE STUDIES (MUP)
Private instruction for credit is graded
traditionally All areas of study are available
to the non-music major or minor. All
lessons are adapted to the individual needs
of the student and those bearing credit are
supplemented by accompanying, ensemble
participation, and other performances.
Repertoire lists are graded I-V to indicate
levels of achievement and the following
expectations: No-credit study has no repertoire requirements; music minor-Level I;
B.A. and B.S. majors-Enter I and attain
111; B.M. -Education major-Enter I1
attain IV; B.M.-Performance majorEnter I1 and attain V
LESSONS
MUP 111-411 Voice
MUP137-437
Horn
MUP 121-421 Violin
MUP 141-441
Trumpet
MUP 122-422 Viola
MUP 142-442
Trombone
MUP 123-423 Cello
MUP 143-443
Baritone
M UP 124-424 Bass
MUP144-444
Tuba
MUP 131-431 Oboe
MUP 152-452
Piano
MUP 132-432 Bassoon
MUP 159a
Piano accompanying
MUP 133-433 Clarinet
MUP 161-461
Guitar
MUP 1 3 4 4 3 4 Saxophone
MUP 171-471
Percussion
MUP 135-435 Flute
MUP 181-481
Organ
MUP 191-491
Harp
Note carefully the following provisions:
A semester of study is 14 weeks of
lessons and coaching. Any lesson during
the Interim or summer are arranged
privately with the teacher.
A student who cannot attend a scheduled
lesson is required to notify the teacher at
least 24 hoursin advance; otherwise
except for illness immediately prior to
the lesson, the student will forfeit the
right to a make-up lesson.
Credit is granted only for study with
faculty members of the Augsburg
Department of Music.
T
he natural science licensure program
- for teachers is designed to provide strong
preparation for science teaching and to satisfy Minnesota licensure requirements.
Courses are designed to provide a
broad, basic background in science and
allow for specialization in an area. The following programs assume that the student
will meet the distributionlgeneral education requirements of the College, the
requirements for appropriate majors, the
courses required in the Department of
Education and, in the physical sciences,
have at least one year of calculus. Consult
with the Department of Education for
requirements in education. Early consultation with adviser is essential.
Coordinator
Arlin Gyberg
Teaching Licensure Major
The State of Minnesota has specific
licensing requirements for teachers that
may differ slightly in emphasis from the
Augsburg major requirements. The state
requirements may also be subject to
change after publication of this catalog.
Students therefore should consult with the
Augsburg Department of Education to
identify current licensure requirements.
Broad Base Requirements
Two earth science (PHY 101 Astronomy,
PHY 106 Meteorology, or geology)
BIO 113 Introductory Organism1 Biology
BIO 114 Introductory Genetics,
Evolution, and Ecology
PHY 116 Introduction to Physics
or PHY 121, 122 General
Physics I, I1
CHM 105, 106 Principles of Chemistry
or CHM 115,116 General Chemistry
~
-
Biology Major
(for licensure in life science)
Broad base requirements, plus:
BIO 215 Introductory Cellular Biology
BIO 491 Seminar
Six other biology courses, including at
least one from each of the following
groups:
BIO 351 Invertebrate Zoology
or BIO 353 Comparative Vertebrate
Zoology
or BIO 473 Animal Physiology
BIO 361 Plant Biology
or BIO 440 Plant Physiology
BIO 367 Biochemistry
or BIO 471 Advanced Cellular and
Molecular Biology
BIO 476 Microbiology
or BI0 481 Ecology
And one course in Organic Chemistry
Physical Science Broad Base
Requirement
Two courses: one in earth science (astronomy, meteorology, or geology), and one in
general biology.
Natural Science 20;
Chemistry Major
(for licensure in physical science)
Physical Science Broad Base Requirement
Graduation major in chemistry:
CHM 105, 106 Principles of Chemistry
or CHM 115, 116 General Chemistry
CHM 351 Organic Chemistry
CHM 352 Organic Chemistry
CHM 353 Quantitative Analytical
Chemistry
CHM 361 Physical Chemistry
CHM 363 Physical Chemistry Laboratory
CHM 491 Chemistry Seminar
MAT 145, 146 Calculus I, 11
or MAT 124,125 Calculus I, 11 (WEC only)
One advanced chemistry course
One year of General Physics
Two physics courses above General Physics
(Recommended: PHY 245 Modem
Physics and PHY 261 Electronics)
Physics Major (for licensure in physical science)
Physical Science Broad Base Requirement
Graduation major in physics:
PHY 121 General Physics
PHY 122 General Physics
PHY 245 Modem Physics
PHY 351 Mechanics I
PHY 362 Electromagnetic Fields I
PHY 363 Electromagnetic Fields I1
PHY 395 Comprehensive Laboratory
PHY 396 Comprehensive Laboratory
MAT 145, 146 Calculus I, I1
or MAT 124,125 Calculus I, I1 (WEC only)
MAT 245 Calculus 111
MAT 247 Modeling and Differential
Equations*
Two additional physics courses above 122
One year of General Chemistry
One course of Organic Chemistry and
One course of Analytical Chemistry
*Note: PHY 327 Special Functions of
Mathematical Physics may substitute for
MAT 247
See listing under Interdisciplinary Studies.
See listing under Modem Languages.
I I he Augsburg Department of Nursing
is designed exclusively for registered nurses
who want to increase their opportunities in
the health care field.
The scope of nursing practice is changing and expanding. Nurses are being called
on to function in a variety of settings that
differ from those in the past. Today nurses
work in hospitals, clinics, corporations,
government agencies, schools, and community organizations, or in their own practices. Wherever they practice, nurses provide comprehensive health care through
the entire life span for people of all cultures and socioeconomic levels.
The bachelor's degree equips nurses
with a working knowledge of the biological, physical, social, behavioral, and nursing sciences. The nursing program at
Augsburg also provides educational opportunities to increase their skills in critical
thinking, clinical investigation, and decision-making that prepares them to handle
challenging new positions in today's health
care field.
Augsburg's nursing program, leading to
a bachelor of science degree with a major
in nursing, is accredited by the National
League for Nursing. Graduates of the program are eligible to apply for public health
nurse registration in Minnesota. With two
additional courses, they are eligible to
apply for school nurse certification.
Nursing Faculty
Beverly Nilsson (Chair), Lucie Ferrell,
Pamela Weiss
Major
Ten courses including:
NUR 305 Contemporary Nursing I:
Communication
NUR 306 Contemporary Nursing 11:
Paradigms in Nursing
NUR 310 Community Health Nursing I
NUR 3 11 Community Health Nursing 11:
Practicum
NUR 330 Trends and Issues in Nursing
NUR 350 Introduction to Nursing
Research
NUR 403 Contemporary Nursing 111:
Families
NUR 423 Practicum in Nursing: Nursing
of the Family
NUR 431 Leadership and Management:
Theory and Practice
PHI 380 Ethics of Medicine and Health
Care
A minimum grade of 2.0 in each nursing course and cumulative GPA of 2.5 at
the completion of Level I and Level I1
courses of study are required. Students also
must complete Augsburg's residence and
general education requirements.
The program has been planned so that
the major can be completed within two
academic years; however, students may
pursue their studies at a slower pace.
Courses in the nursing major are
offered on weekends with practicum courses
requiring additional weekday time. More
time may be required to complete the total
course of study depending on the number
of credits transferred from other colleges or
universities. Students in nursing may take
non-nursing courses in both day school
and Weekend College. Students interested
in pursuing the nursing major should consult with an adviser from the Department
of Nursing for program planning.
-
Nursing 205
Honors Major
Admission to the honors major requires:
a GPA of at least 3.6 in the major and 3.3
overall, application to the department chair
by Nov. 1 of the senior year, recommendation by nursing faculty, and honors thesis
to be presented before a faculty committee
by April 15. Candidates register for NUR
499 to complete the honors requirement.
The following steps may be taken in
any order, but all must be completed prior
to application for admission into the nursing major.
1.Admission to Augsburg College:
Before you can apply for the nursing program, you must first be admitted to
Augsburg College. All applicants must present a high school diploma or equivalent
and a 2.2 GPA.
2. Graduation from an accredited nursing program: Applicants must have graduated from an NLN-accredited associate
degree or diploma nursing program with a
2.5 overall GPA.
3. Unencumbered RN licensure: The
applicant must be a registered nurse who is
licensed and currently registered to practice in Minnesota prior to beginning the
nursing major.
4. Prerequisite course content: The following content must have been completed
with a minimum grade of Z.O-chemistry,
anatomy and physiology, microbiology,
English composition, introductory sociology, and introductory psychology. These
courses may be taken at Augsburg or at
another accredited college or university.
5. Current clinical practice: Applicants
must give evidence of current clinical nursing practice (within the past five years).
This may include graduation from a school
of nursing, work experience, or completion
of a nursing refresher course or an acceptable equivalent.
6. Applicants must have their own malpractice insurance, current CPR certification, and an updated immunization record.
Options for Completing the Degree
Augsburg recognizes that nurses have a
variety of time schedules, personal responsibilities, and work demands that must be
taken into account in any decision to work
toward a college degree. For this reason,
Augsburg offers full- and part-time sequential alternatives for pursuing this degree.
Nursing courses at Augsburg are
available only through Weekend College.
Classes usually meet on alternate weekends
for one 3 1/2 hour time block. Clinical
practice usually occurs on weekdays.
However, students also can complete
their liberal arts general education requirements by taking courses in day school and
Weekend College. It is recommended that
most liberal arts courses be taken before
starting the nursing major.
210 Nursing
-
NUR 305
Contemporary Nursing I: Communication
Introduces 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.
NUR 306
Contemporary Nursing II: Paradigms in Nursing
An introduction to the idea of theory-based nursing practice. Nursing theory
and conceptual models for nursing practice are studied and then utilized in a
patientlclient situation.
NUR 310
Community Health Nursing I
Introduces the theory and methods that are essential to maintain or improve
the health of culturally diverse individuals, families, and communities.
NUR 31 1
Community Health Nursing II: Practicum**
Provides clinical experience in community-based health care delivery systems.
Students will apply nursing process, teaching/learning theory, and basic public
health principles with culturally diverse clients. (Prereq.: NUR 310)
NUR 330
Trends and Issues in Nursing
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.
NUR 350
Introduction to Nursing Research
Emphasis on research process and methods in nursing. Ethical issues in nursing research are examined. Students critique nursing research for its value in
nursing practice and design a research proposal. (Prereq.: MPG 3 )
.
.. .. ...-. .........-
-
Nursing 211
NUR 403
Contemporary Nursing Ill: Families
Provides a theoretical basis for nursing interventions with culturally diverse
families and explores theories related to family structure and function
throughout the life span. The role of the nurse in family health care is
examined. (Prereq.: NUR 311)
NUR 423
Practicum in Nursing: Nursing of the Family**
Clinical practice offering the student an opportunity to provide complex nursing care to culturally diverse families in selected practice settings. (Prereq.:
NUR 403)
NUR 431
LeadershipIManagement:Theory and Practice**
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.
NUR 432
Topics in Nursing
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.
Independent Study:
NUR 499
Independent StudyIResearch
See description on page 86.
Note: I f NUR 31 1 and NUR 423 are not taken immediately following their respective theoly
courses, students are required to consult with faculty prior to registration regarding review of
the theoretical content. Students who decelerate for more thanfive years may be asked to audit
courses already taken. There is a fee to audit courses.
** This course involves an additional clinicalfee.
T
he Department of Philosophy assists
students to understand issues raised in the
traditional areas of philosophy. We consider questions about what knowledge is and
how we know about the nature of reality,
about the basis for making moral judgments, and about the rules for correct reasoning. Our goals are to instill in students
a love of truth, to inspire a curiosity about
the significance and meaning of the world
they experience, and to develop the skills
of critical analysis and creative synthesis.
The department places a special emphasis on the history of philosophy, offering
four courses covering the period from the
ancient Greeks to the end of the 20th century. In these courses students are taught
how to read, understand, and criticize
great texts of Western civilization and to
see how ideas have developed and matured
through the centuries. The department also
offers courses where philosophy and its
methods and ideas are applied to other disciplines such as religion, science, and the
arts.
The major has been carefully planned
so that students can easily graduate with a
major in philosophy and one in another
discipline. Though some students continue
on to graduate school in philosophy, most
use the major to prepare for other professional studies such as law, medicine, or the
Christian ministry. Philosophy majors generally perform better than others on graduate entrance examinations in medicine and
law. Others enter the work place confident
that the study of philosophy has given
them the ability to think critically.
Philosophy Faculty
David Apolloni (Chair), Mark Fuehrer,
Bruce Reichenbach
Major
Nine courses including:
PHI 230 Logic
PHI 241 History of Philosophy I: The
Classical Philosophers
PHI 242 History of Philosophy 11:
Medieval and Renaissance
Philosophy
PHI 343 History of Philosophy 111:
Enlightenment and 19thCentury Philosophy
PHI 344 History of Philosophy IV 20thCentury Philosophy
A 400-level course (other than PHI 499)
Three elective courses in philosophy
Five courses must be upper division.
Honors Major
Admission to the philosophy honors
program is by recommendation of the philosophy faculty Such recommendations
will be made at the end of the junior year.
The program will consist of an honors thesis on an approved topic of the student's
choice that involves research above the
course level, and a defense of this thesis
before the faculty of the department.
Minor
Five courses, including two from PHI
241,242,343, and 344.
-
Philosophy 213
PHI 110
Introduction to Philosophy
This course introduces students to typical philosophical problems (like 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.
PHI 120
Ethics
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. Christian ethics will inform the considerations. Students who
receive credit for PHI 120 may not receive credit for PHI 125.
PHI 125
Ethics and Human Identity
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.
PHI 175
Philosophy of Love and Sex
Issues such as the ethics of sex in relation to marriage, pornography, and
homosexuality are considered. Then consideration is given to the nature and
history of romantic love and its relationship to sex.
PHI 215
Philosophy of the Emotions and Passions
An examination of several classical and contemporary philosophical essays on
the nature of human emotion and passion with the intention of discovering
the nature and role on this aspect of human nature. The impact of emotions
upon language, music, art, interpersonal relations, and even religion are
explored.
PHI 230
Logic
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 inductive
reasoning.
PHI 241
History of Philosophy I: The Classical Philosophers
The writings of Plato and Aristotle are the foundations of all philosophical
thought in Western civilization. In this course students read and analyze some
of the key works by Plato and Aristotle, as well as Stoic, Epicurean, and
Neoplatonic writings.
2'4 Philosophy
PHI 242
History of Philosophy II: Medieval and Renaissance Philosophy
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. (Suggested prior course: PHI 241. Spring)
PHI 260
Philosophy and the Arts
Attempt is made to ask and answer some of the following questions: What is
a work of art? Is there such a thing as good and bad taste? What is aesthetic
experience?
PHI 343
History of Philosophy Ill: Enlightenment and l%h-Century
Philosophy
This course studies the major rationalists of the 17th century (Descartes,
Spinoza, Leibniz), the major empiricists of the 18th century (Locke, Berkeley,
Hume), Kant's synthesis of philosophy, and 19th-century idealism and the
reaction to it (Marx, Kierkegaard, Nietzsche). (Suggested prior course: PHI
241 or 242. Fall)
PHI 344
History of Philosophy IV: 20th-Century Philosophy
An overview of the major schools of philosophical thought in the 20th century:
analysis, phenomenology, existentialism, pragmatism, structuralism, and
deconstructionism. (Suggested prior courses: PHI 241, 242, and 343)
PHI 350
Philosophy of Religion
We systematically investigate a series of 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? (Suggested: one prior course in philosophy)
PHI 355
Asian Philosophy
A study of the basic concepts and philosophies that underlie Hinduism,
Buddhism, Confucianism and Taoism. (Suggested: one prior course in philosophy. Alternate years)
PHI 360
Political Philosophy
The question, What is just society? is considered with the answers given in the
20th century by utilitarianism, liberalism, Marxism, communitarianism, libertarianism, and feminism.
PHI 365
Philosophy of Science
The course explores what scientific knowledge is, whether the scientist's
knowledge of the world is profoundly different and better than that of the
non-scientist, and what degrees of certainty are yielded by scientific methods.
(Suggested prior course: PHI 230 or one course in natural science)
-
Philosophy 215
PHI 370
Existentialism
Studies in the writings-both philosophical and literary-f
prominent existentialist authors. The course examines what it means to be a being-in-theworld and explore such themes as absurdity, freedom, guilt, despair, and paradox. (Suggested: one prior course in philosophy. Alternate years)
PHI 380
Ethics of Medicine and Health Care
Application of ethical principles 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.
PHI 410
Topics in Philosophy
Advanced studies covering either an individual philosopher or a specific area
of 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, or consent
of instructor. Offered annually)
Internships and Independent Study Courses:
PHI 199
Internship
See description on page 85.
PHI 299
Directed Study
See description on page 86.
PHI 399
Internship
See description on page 85.
PHI 499
Independent StudyIResearch
See description on page 86.
PHYSICAL
EDUCATION
See listing under Health and Physical Education.
T
he Augsburg Physician Assistant
Program is designed for students interested
in careers as health care providers.
The physician assistant concept originated during the mid-1960s. Physicians
and educators recognized that there was a
shortage and uneven distribution of primary
care physicians. To combat these problems,
the Physician Assistant Program was developed. All PAs must, by law or regulation,
have a supervising physician. An important
element of the physician assistant education is the emphasis on patient education.
The Augsburg Physician Assistant
Program is a 27-month program of study
for students with at least 64 semester
hours of college credit. A new class of 28
students begins each May. Students who
intend to enter the Physician Assistant
Program must apply by December of the
previous year. The program is very competitive and not all students who apply are
accepted. Physician assistant students who
have not previously obtained a baccalaureate degree will earn a bachelor of arts in
physician assistant studies upon successful
completion of the program.
The Augsburg Physician Assistant
Program is currently accreditated from
CAAHEP (Commission on Accreditation of
Allied Health Education Programs).
In order for someone to practice as a
physician assistant, one must graduate from
an accredited PA program and pass the PA
National Certification Examination. Practice
regulations differ from state to state.
The mission of the Augsburg College
Physician Assistant Program is to educate
students in a manner consistent with the
College's mission. It is based on a foundation of respect and sensitivity to persons of
all cultures and backgrounds and oriented
toward providing care to undersewed
populations. Students are well educated in
current medical theory and practice, and
graduates are encouraged to work in primary care settings. The program promotes
dedication to excellence in performance,
with the highest standards of ethics and
integrity, and commitment to lifelong personal and professional development.
Physician Assistant Faculty
Dawn B. Ludwig (Chair), David Johnson,
Manuel Kaplan, Martha Kelly, Teny Lewis,
LuAnn Shay
Major
First Year (Twelve Months)
Twelve courses including:
Human Anatomy and
PA 3 11
Neuroanatomy
PA 321
Human Physiology
PA 331
PA Seminar
Phannacology I
PA 35 1
PA 361
Clinical Medicine I
History & Physical Exam
PA 371
Skills I
PA 341
Current Trends
PA 362
Clinical Medicine I1
PA 352
Pharmacology I1
PA 363
Clinical Medicine 111
History & Physical Exam
PA 372
Skills I1
PA 380
Emergency Medicine
and three supporting courses including:
PSY 368 Behavioral Health Care I
PSY 369 Behavioral Health Care I1
PHI 380 Ethics of Medicine and Health
Care
-
Physician Assistant 21;
Second Year (Fifteen Months)
Prerequisite: successful completion of the
first year of the PA Program and all courses
must be taken as traditional grading.
Clinical rotations in prearranged health
care facilities including:
PA 400 Family Medicine .............6 weeks
PA 410 Internal Medicine............6 weeks
PA 420 General Surgery ..............6 weeks
PA 430 Pediatrics.........................6 weeks
PA 440 OBlGynecology ...............6 weeks
PA 450 Emergency Medicine ...... 6 weeks
PA 460 Psychiatry........................6 weeks
PA 470 Electives ..........................6 weeks
PA 480 Family Medicine
Preceptorship ..................Final 11
weeks of
program
A minimum grade of 2.0 in each physician assistant and supporting course of
study is required. Students in the degree
program also must complete Augsburg's residence and general education requirements.
The program is planned so that the
major will be completed in 27 months.
The courses are offered consecutively, with
subsequent courses based on material
taught in previous courses; therefore, students are accepted for full-time study only.
The following steps must be completed
to apply for admission into the Physician
Assistant Program.
1. Prerequisite course content: The following courses must have been completed
at Augsburg (or an approved equivalent
course at another accredited institution)
with a GPA of 2.0 or better:
One year biological sciences for majors
Recommended courses include:
BIO 113 Introductory Organismal Biology
BIO 114 Introductory Genetics,
Evolution, and Ecology
BIO 355 Genetics
BIO 473 Animal Behavior
BIO 367 Biochemistry
BIO 476 Microbiology
CHM 223 Organic Chemistry
or CHM 3511352
PSY 105 Principles of Psychology
2. It is recommended students maintain
a cumulative and science GPA of 3.0 or
better to remain competitive with all
potential applicants.
3. All general education
perspectiveslskills (except The City, one
Writing Skill, Speaking Skill, and Critical
Thinking) must have been completed. The
above perspectives and skills are included
in the physician assistant curriculum.
4. Submit a complete application to the
program prior to the deadline, usually the
end of December. Call the office for the
official deadline each year. A comp!ete
application packet includes: the application, three or four letters of reference, an,
application fee, and an official transcript
from each post-secondary school attended.
5. Application and admission to
Augsburg College prior to matriculation to
the Physician Assistant Program.
Physician Assistant
PA 31 1
PA 321
Human Anatomy and Neuroanatomy
This course takes a regional approach to the study of human anatomy. The
course will involve dissection of human cadavers. This course is offered only
to students accepted into the PA Program.
Human Physiology
A course involving lectures, demonstrations, discussions, and laboratory exercises designed to present general physiological principles involving the nervous, respiratory, cardiovascular, gastrointestinal, and endocrine systems, and
the special senses. (Prereq.: Admission to the PA Program)
PA 331
PA Seminar
A seminar exploring the history and role of physician assistants, including the
laws and regulations governing their practice and education. (Prereq.:
Admission to the PA Program or consent of instructor)
PA 341
Current Trends
This course educates the student in understanding medical literature, research
of literature, and analysis of medical articles. (Prereq.: Admission to the PA
Program)
PA 351
Pharmacology l
This course covers drug metabolism, chemotherapy, toxicology, and prescriptive practice as related to disease processes of the autonomic, cardiovascular,
respiratory, and gastrointestinal systems. (Prereq.: Admission to the PA
Program and successful completion of summer semester)
PA 352
Pharmacology II
This course covers drug metabolism, chemotherapy, and prescriptive practices
as related to the pediatric, dermatologic, otolaryngologic, endocrine, and gynecologic systems. (Prereq.: PA 351)
PA 361
Clinical Medicine I
A course designed to teach pathologic process, clinical disease, treatment, and
the clinical skills associated with the cardiovascular, respiratory, gastrointestinal, renal, and endocrine systems. (Prereq.: Admission to the PA Program and
successful completion of summer semester)
PA 362
Clinical Medicine II
A course designed to teach pathologic process, clinical disease, treatment, and
the clinical skills associated with the otolaryngologic, ophthalmalogic, and
neurologic systems. (Prereq.: PA 361)
Phvsician Assistant 21!
Clinical Medicine Ill
A course designed to teach pathologic process, clinical disease, treatment, and
the clinical skills associated with the rheumatologic, orthopedic, gynecologic,
obstetric, pediatric, geriatric, dermatologic, and immunologic systems.
(Prereq.: PA 363)
History and Physical Exam Skills I
A lecturddiscussion/laboratory course with extensive clinical exposure
designed to demonstrate and apply the techniques and skills essential to the
interviewing and physical examination of patients. (Prereq.: Admission to the
PA Program)
History and Physical Exam Skills II
A lecture/discussion/laboratorycourse with extensive clinical exposure
designed to demonstrate and apply the techniques and skills essential to the
interviewing and physical examination of patients. (Prereq.: PA 371)
Emergency Medicine
A lecture/laboratory course designed to educate the student in common emergency procedures. Topics covered will be adult and pediatric trauma, surgical
procedures, and cardiac arrest protocol. (Prereq.: PA 371 and 362)
Family Medicine
A six-week required rotation that emphasizes the pathophysiology, evaluation,
diagnosis, and management of systemic diseases, and conditions unique to the
clinical practice of family medicine.
Internal Medicine
A six-week required rotation during which the indication, limitation, and
methods of performing the necessary diagnostic procedure and therapeutic
measures used in the treatment of general medicine disorders are reviewed.
General Surgery
A six-week required rotation providing an orientation to patients of various
ages with surgically manageable diseases, emphasizing preoperative, intraoperative, and postoperative periods.
Pediatrics
A six-week required rotation designed to emphasize care of the child from
birth through adolescence, emphasizing common childhood illnesses, normal
growth and development, and abnormal variations.
-
220 Physician Assistant
PA 440
OB/CYN
A six-week required rotation that provides an exposure to the spectrum of
problems and issues associated with women's health care, including pregnancy,
common gynecological diseases, and preventive care.
PA 450
Emergency Medicine
A six-week required rotation designed to provide an in-depth exposure to the
illnesses and injuries sustained by all ages that necessitate emergency care.
PA 460
Psychiatry
. A six-week required rotation designed to provide an understanding of the
behavioral components of health, disease, and disability with exposure to
patients with a variety of psychiatric diagnoses.
PA 470
Electives
A total of six weeks spent by the student in a department-approved rotation of
the student's choice, such as, but not limited to, cardiology, orthopedics, radiology, dermatology, and neurology.
PA 480
Family Medicine Preceptorship
An 11-week required rotation providing the student an opportunity to utilize
all skills and knowledge gained in the program, emphasizing complete patient
care in a family medicine setting. (Prereq: completion of the clinical year of
PA studies)
P
hysicists are a curious and ambitious
lot. Their aim is to understand the fundamental principles that describe and govern
all physical aspects of the universe.
Historically called "natural philosophers,"
physicists investigate by means of controlled experimentation and mathematical
analysis. Physics includes the study of systems ranging from sub-atomic particles to
the largest galaxies and from the relative
stillness of near absolute zero to the fiery
activity of stars. Physics plays an important
role in many of the liberal arts disciplines
and contributes to society's understanding
of such areas as energy, weatker, medical
science, and space exploration.
Recognizing the importance of physics
in contemporary life and the need to keep
abreast of rapid technological advances,
the department strives to give students not
only an understanding of basic concepts,
but also insights into recent developments.
A rigorous major provides students with
the preparation required for graduate study
in physics. It also provides flexibility, serving as a stepping stone to advanced work
in related areas such as astronomy, engineering, computer science, atmospheric
science and meteorology, oceanography,
biophysics, environmental science, and the
medical and health-related fields. The
department serves the liberal arts by offering courses for non-science students that
enable them to attain a general understanding of a particular area of science.
These courses provide the basis for
further study and enable students to
follow new developments with some
degree of comprehension.
The department supervises the preengineering program, with degree programs available at cooperating universities
at both the bachelor's and advanced degree
levels, and administers Augsburg College's
portion of funds designated for the
Minnesota Space Grant College
Consortium, funded by NASA. It also
maintains active research programs (supported by NASA, the National Science
Foundation, and other federal agencies)
through its Center for Atmospheric and
Space Sciences. Several students work as
research assistants in these efforts during
the academic year and in the summer.
Cooperative education, internship, and
undergraduate research programs provide
opportunities for students to apply their
knowledge and problem-solgng skills in
practical situations in industrial, governmental, and academic settings.
Physics Faculty
Jeffrey Johnson, Mark Engebretson,
Kenneth Erickson, William Monsma
Physics Research Staff
Anthony Hansen, William Jasperson, David
Venne. Atmospheric Sciences Research
Group, Augsburg College Center for
Atmospheric and Space Sciences
222 Physics
BACHELOR OF SCIENCE
BACHELOR OF ARTS
Major
13 courses including:
PHY 121 General Physics I
PHY 122 General Physics I1
PHY 245 Modem Physics
PHY 351 Mechanics I
PHY 362 Electromagnetic Fields I
PHY 363 Electromagnetic Fields I1
PHY 395,396 Comprehensive Laboratory
Two elective physics courses above PHY 122
MAT 145, 146 Calculus I, I1
MAT 245,247 Calculus 111 and Modeling
and Differential Equations
or MAT 245
Calculus 111
and PHY 327 Special Functions of
Mathematical Physics
H BACHELOR OF SCIENCE
Major
17 courses including:
PHY 121 General Physics I
PHY 122 General Physics I1
PHY 245 Modem Physics
PHY 261 Electronics
PHY 351 Mechanics I
PHY 352 Mechanics I1
PHY 362 Electromagnetic Fields I
PHY 363 Electromagnetic Fields I1
PHY 395 Comprehensive Laboratory I
PHY 396 Comprehensive Laboratory I1
PHY 486 Quantum Physics I
One physics course above PHY 122
CHM 105, 106 Principles of Chemistry
or CHM 115, 116 General Chemistry
MAT 145, 146 Calculus I, I1
MAT 245, 247 Calculus 111 and Modeling
and Differential Equations
or MAT 245
Calculus 111
and PHY 327 Special Functions of
Mathematical Physics
Physics Major With Concentration in
Space Physics
18 course credits. It is the same as the
B.S. major, with the addition of PHY 320
and PHY 420, and the omission of the elective physics course.
Honors Major
A GPA of 3.5 in physics and 3.0 overall.
An independent investigation of a physics
topic with an oral defense of the written
research report. Application for the honors
major should be made no later than the
first term of the senior year.
In planning their courses of study, students are encouraged to work closely with
members of the physics faculty. Normally,
students should have MAT 145, 146, and
PHY 121, 122 during the freshman year,
and MAT 245 and 247 (or PHY 327) during the sophomore year.
Teaching Licensure Major
The State of Minnesota has specific
licensing requirements for teachers that
may differ slightly in emphasis from the
Augsburg major requirements. The state
requirements may also be subject to
change after publication of this catalog.
Students therefore should consult with the
Augsburg Department of Education to
identify current Minnesota teacher licensure requirements.
-
Physics 22:
Minor
Seven courses including:
PHY 121 General Physics I
PHY 122 General Physics I1
physics society and of participating in the
physics community on a professional basis.
Membership in the society is open to all
students interested in physics.
Three elective physics courses
above PHY 122
MAT 145, 146
Calculus I, I1
Sigma Pi Sigma
Society of Physics Students
The Augsburg chapter of the Society of
Physics Students provides students the
opportunities of membership in a national
Membership in the Augsburg chapter of
this national physics honor society is open
to those students who have completed the
equivalent of a minor in physics,
have a
,
GPA of 3.0 in physics and overall, and
rank i n the upper third of their class.
PHY 101
Astronomy
A descriptive course covering our solar system. stars. and galaxies and tracing
development scimtific thoughr from earlv civilization to the present. Night
viewing and laboratory sessions are required, (Three one-hour lectures.
Prereq.: MPG 2. Fall, spring)
PHY 103
Conceptual Physics
Applications, problems, and experiments are selected to illustrate fundamental
principles of physics and explore hands-on intuitive approach. (Two threehour lectures/laboratories. Prereq.: MPG 3. Fall, spring)
PHY 106
Introductory Meteorology
A survey of the basic principles of the 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. Prereq.: MPG 2.
Fall)
PHY 116
Introduction to Physics
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 two-hour laboratory.
Prereq.: MPG 3. Fall)
PHY 121
General Physics I
A rigorous study of classical physics including mechanics and wave motion.
Designed for physics, pre-engineering, and other specified majors. (Three onehour lectures, one three-hour laboratory. Prereq.: MAT 145 or concurrent registration. Fall)
2"
Physics
PHY 122
General Physics II
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. Prereq.: PHY
121, MAT 146 or concurrent registration. Spring)
PHY 245
Modern Physics
An introduction to modem 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 one-and-one-half hour laboratory.
Prereq.: PHY 122. Fall)
PHY 261
Electronics
AC and DC circuits, analog electronics, digital electronics, and the analysis
and use of microprocessors and microcomputer systems. (Three one-hour lecl
tures, one three-hour laboratory. Prereq.: PHY 116 or 122; and MAT 146.
Spring: cross-listed with computer science)
PHY 320
Introduction to Space Science
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. Prereq.: PHY 245. Spring)
PHYIMAT 327 Special Functions of Mathematical Physics
Special functions encountered in physics. Partial differentiation, Fourier series,
series solution of differential equations, Legendre, Bessel and other orthogonal
functions, and functions of a complex variable. (Three one-hour lectures.
Prereq.: PHY 122 or consent of instructor, MAT 245 or equivalent. Spring:
cross-listed with mathematics)
PHY 351
Mechanics I
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 onehour lectures. Prereq.: PHY 122, MAT 247 or PHY 327. Fall)
PHY 352
Mechanics II
Classical mechanics in terms of Newtonian, Lagrangian, and Hamiltonian formalisms. Topics include dynamics of rigid bodies, systems of particles, noninertial reference frames, thermodynamics, and statistical mechanics. (Three
one-hour lectures. Prereq.: PHY 122, PHY 351, MAT 247 or PHY 327. Spring)
PHY 362
Electromagnetic Fields I
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. Prereq.: MAT 247 or
PHY 327. Fall)
-
Physics 225
PHY 363
Electromagnetic Fields II
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.
Prereq.: PHY 362, MAT 247 or PHY 327. Spring)
PHY 395
Comprehensive Laboratory 1 (.5 course)
An emphasis on independent laboratory work and participation in physics
seminars. Experiments in mechanics, thermodynamics, vacuum physics, electronics, electricity, magnetism, optics, and modem physics. (One three-hour
laboratory and one seminar hour per week. Prereq.: junior or senior standing
or consent of instructor. Fall)
PHY 396
Comprehensive Laboratory 11 (-5 course)
A continuation of PHY 395. (One three-hour laboratory and one seminar hour
per week. Prereq.: PHY 395, junior or senior standing or consent of instructor.
Spring)
PHY 420
Plasma Physics
Y u n d a m e n t a l s 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. Prereq.: PHY 362,363 or concurrent registration)
PHY 486
Quantum Physics I
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. Prereq.:
PHY 245,351. Fall)
PHY 488
Quantum Physics II
The application of quantum mechanics to specific topics chosen from the areas
of solid state physics, atomic and molecular physics, nuclear physics, and particle physics. (Three one-hour lectures. Prereq.: PHY 486. Spring)
Internships and Independent Study Courses:
PHY 199
lnternship
See description on page 85.
PHY 299
Directed Study
See description on page 86.
PHY 399
lnternship
See description on page 85.
PHY 499
Independent StudyIResearch
See description on page 86. Open to juniors and seniors with departmental
approval.
F
irmly grounded in the liberal arts tradition, political science has roots in the
humanities, including philosophy and history. Through its use of statistical analysis,
it relates not only to other behavioral sciences, but also to mathematics and the sciences generally The role and significance
of authority in human affairs establish the
focus of political science; because politics
is a central and enduring reality in the
world, it affects and is affected by many
other human concerns.
As an academic discipline, political science uses systematic inquiry and analysis
to examine political reality and to suggest
and test alternatives. The student who
majors in political science will explore
political ideas and values, investigate political cooperation and conflict, analyze and
compare political systems, and develop
perspectives on international relations. In
the process, the student will be encouraged
to relate insights from other liberal arts
disciplines such as philosophy, psychology,
economics, history, and sociology to the
study of politics.
Providing work in several sub-fields of
political science, the major supplies the
breadth appropriate for graduate work in
the discipline, as well as in public administration, public policy analysis, law, and
other professions. It also serves as a foundation on which to develop careers in public service, business, communications, and
other fields. Legislative and other intemships, as well as significant independent
research projects, are within easy reach of
Augsburg political science students in the
Twin Cities area. Combined with broad,
balanced, and flexible course offerings,
these special opportunities enhance the
student's potential for graduate study and a
successful career.
Augsburg political science students
have the benefit of an experienced faculty
that offers courses in all major areas of
political science, and also possesses special
expertise in the areas of campaigns and
elections, comparative and international
politics, mass communication and other
information technology, racial and ethnic
politics, and American public law.
Political Science Faculty
Andrew Aoki (Chair), Milda Hedblom,
Philipp Fishman, Mary Ellen Lundsten,
William Moms, Norma Noonan
Major
Ten courses:
POL 158 Political Patterns and Processes
POL 483 Political/Statistics/Methodology
POL 484 Political Analysis Seminar
Required elective-ne
of the following:
POL 121 American Government and
Politics
POL 122 Metropolitan Complex
POL 160 World Politics
POL 170 Law in the United States
Also at least five other upper division
courses in four out of five political science
areas. A seminar in one of the five areas
may be counted for that area. Only one
internship may count for an upper division
area. Also one other political science course
in any area, upper or lower division.
Honors Major
The honors major in political science
includes the requirements listed above,
plus the following: The student's GPA must
be 3.5 in the major and 3.0 overall; the
student must take an honors independent
study and a seminar, and must submit an
-
Political Science 227
honors thesis to be defended before a faculty committee. Students may work with
any member of the department on their
honors thesis. For specific requirements,
consult the department chair. Students
should apply for the honors major no later
than the junior year.
Minor
Five courses, including POL 121 or 122
or 170; POL 158; and at least three upperdivision courses in three out of five political science areas.
POL 483 may not usually be used
for a minor.
Political Science Areas
(I) American Government and Politics,
(11) Comparative Politics and Analysis,
(111) International Politics, (IV) Public Law,
and (V) Political Theory and Analysis. Any
course listed in more than one area may be
counted in only one area toward major or
minor requirements.
Note: Students interested in secondary
education may take a political science
major in combination with specified social
science courses, in compliance with state
requirements. For more information, see
the department chair.
See the class schedule for precise listing
of terms in which courses are offered.
I. AMERICAN GOVERNMENT AND POLITICS
POL 121
American Government and Politics
The politics of American government including the forms of political ideas;
the pattern of participation; the dynamics of congressional, presidential, and
bureaucratic policy-making; and current issues in American society
POL 122
Metropolitan Complex
Examines politics in metropolitan areas, emphasizing central cities and focusing on actors, structures, and other influences on urban public policy
Discussiodecture, case studies of the Tivin Cities metro area, and meetings
with public officials and activists.
POL 124
American Women and Politics
Investigates the roles women play in the political system. Political, economic,
and social issues will be explored from contemporary and historical perspectives.
POL 325
Public Administration
The politics of public administration and bureaucratic policy-making in the
United States; governmental regulation, promotion, and management, emphasizing political and economic interaction. (Prereq.: one course in political science or consent of instructor)
POL 326
Political Parties and Behavior
The political behavior of the electorate emphasizing public opinion and political parties in the electoral process. Field work with political parties and interest groups and media in presidential elections (optional in non-presidential
election years). (Prereq.: one course in political science or consent of instructor. Fall term of election years)
228 Political Science
POL 342
Mass Communication in Society
A study of the effects of new information technology, of new communications
networks such as the Internet, and of the traditional electronic media. Covers
uses of technology and media for newsmaking, selling, entertainment, and
public affairs. Includes issues such as ethics, censorship, and internationalism~.(Prereq.: Sophomore standing.)
POL 370
Constitutional Law
(See Section IV for description.)
POL 375
Media Law
(See Section IV for description.)
POL 421
Topics in American Politics
Selected themes, including legislative, executive, or judicial process, and policy
process in American politics; national, urban or state focus; topic to be included in subtitle. (Prereq.: one course in political science or consent of instructor)
II. COMPARATIVE POLITICS AND ANALYSIS
POL 158
Political Patterns and Processes
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.
POL 350
Topics In European Politics
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. (Prereq.: one course in political science
or consent of instructor)
POL 351
Topics In Communist/Post-Communist Systems
Analysis of the former Soviet Union andlor other communist~post-communist
states in terms of political behavior, evolution, institutions, and political
processes. (Prereq.: one course in political science or consent of instructor)
POL 359
Topics: Women in Comparative Politics
Various aspects of women in comparative politics will be explored. Themes
and countries vary. (Prereq.: one course in political science or consent of
instructor)
POL 459
Topics in Comparative Politics
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. (Prereq.: one
course in political science or consent of instructor)
-
Political Science 229
Ill. INTERNATIONAL POLITICS
POL 160
World Politics
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.
POL 363
Russian and Chinese Foreign Policy
Analysis of theory and policy in the foreign policy process in Russia (and the
former USSR) and China. (Prereq.: one course in political science or consent
of instructor)
POL 461
Topics in International Politics
Selected themes including interpretations of international politics, foreign
policy decision-making, simulations of international problems. Topic to be
included in subtitle. (Prereq.: one course in political science or consent of
instructor)
POL 490
Seminar in International Relations
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. (Prereq.: four
courses in the international relations sequence)
IV. PUBLIC LAW
POL 170
Law in the United States
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.
POL 370
Constitutional Law
The legal-political-philosophicalrole 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. (Prereq.: POL 170 or consent of insuuctor)
POL 371
Topics in Constitutional Law
Selected topics in constitutional law, especially civil rights. Content will vary,
defined by the subtitle of the course. (Prereq.: POL 170 or consent of instructor)
POL 375
Media Law
Study of key issues and contemporary conflicts in media law and regulation,
including the uses of law to settle disputes about media content, access, ethics,
and ownership. (Prereq.: one course in political science, POL 342, or consent
of instructor)
230 Political Science
V. POLITICAL THEORY AND ANALYSIS
POL 158
Political Patterns and Processes
(See Section I1 for description.)
POL 380
Western Political Thought
A study of influential political philosophers, emphasizing the values, goals,
and assumptions that continue to inform and to rationalize human governance. (Prereq.: one course in political science or consent of instructor)
POL 381
Topics in Democratic Theory
Selected topics including the emergence of political democracy in comparative
perspective and American political thought. Topic to be included in the
subtitle. (Prereq.: one course in political science or consent of instructor)
POL 382
Marxist Theory
Origins and evolution of Marxist theory and movements emphasizing Marxism
as developed in Russia and China. Consideration of the political, social, and
economic dimensions of the theories, with some focus on the changing role of
Marxist doctrines in society (Prereq.: POL 158 or consent of instructor)
POL 383
Political and Social Change
Examines cultural, social, and political change, focusing largely but not exclusively on the United States. Also emphasizes understanding the process of
political change, and how individuals can participate effectively in that political process. (Prereq.: junior or senior standing or consent of instructor.)
POL 484
Political Analysis Seminar
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. (Prereq.: POL 158, POL 483, and two upper
division courses, or consent of instructor)
VI. SEMINARS, INDEPENDENT STUDY, AND INTERNSHIPS
POL 295
Lower Division Seminar
Special topics. Consult department chair concerning terms and subject matter.
(On demand)
POL 483
Seminar in Political Statistics and Methodology
An introductory survey of the methods of political science with an emphasis
on quantitative reasoning and research design including evaluation of existing
research in the field. Discussion of experimental designs, descriptive and inferential statistics, computer methods, and issues in the construction and execution of political survey.
POL 495
Seminar
Selected topics. Consult department chair concerning terms and subject matter.
-
Political Science 231
nternships and Independent Study Courses:
POL 199
POL 299
POL 399
POL 499
lnternship
See description on page 85. P/N grading unless internship supervisor grants
exception.
Directed Study
See description on page 86.
lnternship
See description on page 85.
Independent Study/Research
See description on page 86.
P
sychology is an exploration of
behavior and mental processes. As an integral part of a liberal arts education, psychology contributes to the understanding
of individual and group behavior.
Psychology's scientific method also equips
students to understand and use scientific
research and to make more informed judgments about claims in the popular media.
To prepare students for graduate study
and work in psychology, the major emphasizes the complementary components of a
strong foundation in research and theoretical work with application of knowledge and
skills in coursework, research experience,
and internships within the community The
curriculum's emphasis on problem-solving
skills and current information about human
development and interaction is also relevant to careers in many related setting*
business, education, social services,
research, law, government, church,
and medicine.
Faculty members in the Department of
Psychology have varied professional spec i a l i z a t i o ~ l i n i c a lcounseling,
,
physiological, developmental, social, cognitive,
environmental, and industriallorganizational psychology-as well as expertise in
psychological applications to health, law,
and public policy. Students may tap this
expertise through a variety of learning
experiences-within and outside the classroom, with group and individual projects,
and through association with Augsburg's
active Psychology Club, Psi Chi Honor
Society, and faculty-student research teams.
Psychology Faculty
Nancy Steblay (Chair), Grace Dyrud,
Norman Ferguson, Emily Hause, Duane
Johnson, Victoria Littlefield, Bridget
Robinson-Riegler
Major
Ten courses including:
PSY 105 Principles of Psychology
or PSY 102 The Individual in a Social
World
PSY 200 Psychological Science
Laboratory
PSY 230 Research Methods: Design,
Procedure, and Analysis I
PSY 330 Research Methods: Design,
Procedure, and Analysis 11
PSY 399 Internship
At least one course from the following:
PSY 354 Cognitive Psychology
PSY 355 Biopsychology
PSY 359 Assessment
At least one course from the following:
PSY 491 Advanced Research Seminar
PSY 493 Seminar: Contemporary Issues
At least three additional psychology courses.
(Majors are strongly encouraged to take
more than 10 psychology courses; no more
than 13 count for graduation. )
Note: A minimum of five courses must be
from Augsburg. No more than two courses
from among PSY 299,399, and 499 may be
counted.
Transfer-course policy for majors
and minors: All transfer courses, including ACTC courses, must be approved in
writing by the chair. Only those psychology courses successfully completed (2.0 or
above) within the last 10 years will be considered. In general, courses that meet the
transfer guidelines may only be applied to
elective or PSY 105 credit for the major.
WEC psychology courses are offered
only on an alternating year basis.
All psychology majors must have an
adviser in the psychology department.
-
Psychology 233
Teaching Licensure Major
Honors Major
The State of Minnesota has specific
licensing requirements for teachers that
may differ slightly in emphasis from the
Augsburg major requirements. The state
requirements may also be subject to
change after publication of this catalog.
Students therefore should consult with the
Augsburg Department of Education to
identify current Minnesota teacher licensure requirements.
GPA of 3.5 in the major and 3.0 overall,
and completion of a high-quality research
project culminating the major program.
Formal application must be made during
the junior year. Please consult the department chair for more detailed requirements.
Minor
Five courses, including PSY 102 or 105,
and four electives. A minimum of two
courses must be from Augsburg. No more
than two courses from among PSY 299,
399, and 499 may be counted.
PSY 101
Self-Identity and Values
A study of personal life and the role of the individual in the larger social context. Topics include development of identity and gender roles. (This course
does not substitute for PSY 105 as a prerequisite to upper division psychology
courses.)
PSY 102
The Individual in a Social World
A scientific investigation of social issues, with analysis of both individual and
group factors. Topics include media, prejudice, conformity, legal processes,
and consumer issues. Research participation is required. (This course does
substitute for PSY 105 as a prerequisite to upper division psychology courses.)
PSY 105
Principles of Psychology
An introduction to the methods and principles of psychology. Applications
of psychological concepts to everyday situations are emphasized. Research
participation is required.
PSY 200
Psychological Science Laboratory
An introduction to the science of psychology through problem-solving. The
focus is application of psychological principles to real-world issues. Emphasis
on data collection, summary, and communication. (Prereq.: PSY 102 or 105)
PSY 201
Health Psychology
Consideration of the impact of psychological, behavioral, social, and biological
interactions on health. (Prereq.: PSY 102 or 105)
PSY 230
Research Methods: Design, Procedure, and Analysis I
Part I of a two-term sequence. Scientific method as practiced in psychology.
Emphasis on skills of bibliographic research, research design and data collection, statistical analysis and interpretation, computer-assisted data analysis,
and APA-style presentation of research findings. PSY 230 must precede
PSY 330. (Prereq.: PSY 200)
234 Psychology
PSY 325
Social Behavior
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. (Prereq.: PSY 200 or consent of insmctor)
PSY 330
Research Methods: Design, Procedure, and Analysis II
Part I1 of a two-term sequence. See PSY 230. PSY 330 should be taken in the
term immediately following PSY 230. PSY 230 may be taken for one course
credit without taking 330. (Prereq.: PSY 230 with a grade of 2.0 or higher)
PSY 351
Child Development
Emphasis on normal development and behavior. Practical implications of data
and theory are stressed. (Prereq.: PSY 102 or 105)
PSY 352
Adolescent and Young Adult Development
Consideration of research and theory related to development during the adolescent and young adult years. (Prereq.: PSY 102 or 105)
PSY 353
Aging and Adulthood
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 (Prereq.: PSY 102 or 105)
PSY 354
Cognitive Psychology
Theory, data, and practical applications relevant to the following topics: attention, perception, pattern recognition, memory, mental imagery, problem-solving, decision-making, and language. (Prereq.: PSY 230)
PSY 355
Biopsychology
Relationship between brain and behavior. Considers biological bases of learning and cognition, emotions, abnormal psycholo& personality, normal and
altered states of consciousness. (Prereq.: PSY 230)
PSY 356
Environmental Psychology
This course uses a cultural-ecologicalviewpoint to study the influence of the
physical environment, both natural and human-made, on behavior. (Prereq.:
PSY 102 or 105)
PSY 357
Behavior Analysis
Principles of learninghehavior change and their application to self-management, family, work, school, and clinic settings. Individualized projects.
(Prereq.: PSY 102 or PSY 105)
-
Psychology 23:
PSY 359
Assessment
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 validity, and legal and ethical issues. (Prereq.: PSY 230)
PSY 361
Personality
Theory, research, and assessment of behavior patterns of individuals. Historical
and current views of personality with attention to cultural factors. (Prereq.:
PSY 102 or 105)
PSY 362
Abnormal Psychology
An introduction to psychological disorders. (Prereq.: PSY 102 or 105)
PSY 368
Behavioral Health Care I
(Physician Assistant Program requirement) Application of psychological theory, research, and clinical principles to health care practice. Emphasis on developmental health issues and a biopsychosocial health model. (Prereq.: Junior
standing in PA Program or PSY 355 and instructor approval)
PSY 369
Behavioral Health Care II
(Physician Assistant Program requirement) Continuation of PSY 368. Specific
skills and knowledge for effective clinical interviewing, diagnosis, and development of health care plans. Emphasis on psychopathology. (Prereq.: PSY 368)
PSY 371
Psychology of Gender
Emphasis on the social construction of gender and its impact on the lives and
behavior of individuals. (Prereq.: PSY 102 or 105)
PSY 373
Industrial/Organizational Psychology
The theoretical and applied study of organizations: group processes and organizational change, member characteristics and appraisal. (Prereq.: PSY 102 or 105)
PSY 381
Historical Perspectives
Consideration of psychological questions and theoretical positions as they
developed historically Changes from philosophical roots to scientific method
and postmodernism. (Prereq.: Two psychology courses)
PSY 485
Counseling Psychology
Principles and methods involved in the counseling process. Consideration of
goals and ethical guidelines for the counseling relationship. (Prereq.: Three
PSY courses and junior class standing)
PSY 490
Current Topics in Psychology
Specific topic will be published prior to registration. (Prereq.: PSY 230 and
consent of instructor)
-
236 Psychology
PSY 491
Advanced Research Seminar
Research team experience in a seminar format. Designed to extend students'
knowledge of statistical and methodological techniques and to explore contemporary research issues. Recommended for students headed for graduate
school and those electing an honors major. (Prereq.: PSY 330 or comparable
course approved by instructor)
PSY 493
Seminar: Contemporary Issues
Discussion and exploration of contemporary societal issues from a psychological viewpoint. Faculty-supervised student research. (Prereq.: PSY 230
and junior standing)
Internships and Independent Study Courses.
PSY 199
lnternship
See description on page 85. (Prereq.: PSY 102 or 105 and one other
psychology course).
PSY 299
Directed study
See description on page 86. (Prereq.: PSY 102 or 105)
PSY 399
Internship
See description on page 85. Participation in a concurrent seminar is required.
(Prereq.: PSY 330)
PSY 499
Independent StudyIResearch
See description on page 86. (Prereq.: PSY 330)
R
eligion asks fundamental questions
of life and meaning: Who are we as human
beings? Where did we come from? Where
did the world come from? What do good
and evil mean in this time and
place? Students will wrestle with these
questions and with responses from the
Christian traditions and from the perspectives of the other major world religions.
Through this study of religion, students
will learn to understand, appreciate, and
articulate the Christian faith, as based in
the Bible, as lived in the Christian fellowship, as embodied in the Christian Church
and its history, and as interactive in the
contemporary world and with other world
religions. Students will also develop the
ability to read and interpret the Bible,
other religious texts, and various expressions and practices of faith, so that their
meaning for human life in relation to God
becomes evident. In addition students will
develop skills for becoming leaders in the
religious communities to which they
belong and for living as responsible citizens with others whose religious views and
practices differ from their own.
A religion major encourages students to
seek their future in the world andlor
church through a sense of vocation, serving as pastors, associates in minisq, nurses,
youth and family ministry lay professionals
in congregations, and as social service and
human resource professionals in a wide
variety of settings.
Religion Faculty
Lynne Lorenzen (Chair), John Benson,
Bradley Holt, Philip Quanbeck 11, Beverly
J. Stratton, Mark Tranvik
BACHELOR OF ARTS
Religion Major
Eight courses including:
REL 111 Introduction to Theology
REL 221 Biblical Stuclles
REL 356 History of Religions
REL 481 Contemporary Theology
REL 495 Seminar
Three additional religion courses, of which
two must be upper division courses.
Note: Seminar, especially for majors,
should be taken in the junior or senior year.
Before taking the seminar, each major must
have written one formal research paper and
placed it on file with the department chair.
Only one Interim course may be applied to
the major. One New Testament Greek
course may be applied to the major.
Honors Major
GPA of 3.5 in the major and 3.0 overall,
research project approved by the department, and colloquium with the department. Application must be received by the
department by Dec. 30 of the student's
senior year.
Minor
Five religion courses. Not more than
one Interim course may be counted for the
minor.
Note: Not all courses that meet
Christian Faith Perspectives are REL courses and do not count toward the religion
major or minor.
Youth and Family Ministry Major
The major in youth and family ministry
prepares persons for faithful work as youth
and family ministers in Christian congregations and other ministry settings. This
238 Religion
major is interdisciplinary, combining a core
study of theology and Bible with supporting coursework in the social sciences. A
distinctive part of the major is the combination of practical and theological training,
using resources of the Youth and Family
Institute of Augsburg College. Students are
accepted into the program through a twostep candidacy process.
This major requires an approximately
100-hour internship administered by the
Youth and Family Institute in partnership
with a congregation. It may be possible for
the intern to receive a stipend for this
internship.
The candidacy process begins with
application, normally in the fall of the
student's sophomore or junior year. Two
of the theology core courses must be completed before making application to the
program. An essay, one letter of reference,
an assessment instrument called "Self
Portrait," and an interview are required for
candidacy review. The teaching staff will
conduct step one. The second step will be
conducted by the Youth and Family
Institute staff with help from experienced
pastors, a member of the religion faculty,
and youth and family ministers. This usually follows the internship in the fall of the
senior year. Retaking the "Self Portrait," an
essay, an assessment of the internship, and
an interview are required. This step is very
important for recommending the students
for employment.
Major
Ten courses including:
REL 111 Introduction to Theology
REL 221 Biblical Studies
REL 362 Theology of the Reformers
REL 481 Contemporary Theology
REL 495 Seminar
Youth and family ministry core:
REL 235 Basics in Youth and Family
Ministry (Interim)
REL 232 Peer Ministry: Principles and
Leadership (Interim)
REL 358 Life and Work of the Church
REL 399 Internship
Theology elective: choose one of the
following:
REL 356 History of Religions
REL 353 DenoIltkmtions and Religious
Groups in America
REL 343 Theology of Marriage (Interim)
and six supporting courses:
EDU 210 Learning and Development in
an Educational Setting
SOC 121 Introduction to Human Society
SOC 231 Family Systems: A CrossCultural Perspective
EDU 265 Orientation to Education
(with field work)
or SWK 406 Social Work Practice 111:
With Communities and
Policies
PSY 105 Principles of Psychology
or PSY 102 The Individual in a Social
World
PSY 351 Child Development
or PSY 352 Adolescent and Young Adult
Development
or SWK 260 Humans Developing
Note: A student with a youth and family ministry major may not also major or
minor in religion.
-
Religion 23s
"" "" Or 331 isprmequisite to all other courses. REL 111 or 221
is expected to be taken in either the freshman or sophomore year at Augsburg.
Junior or senior transfer students who are
required to take two Christian Faith
Perspective courses may take REL 331 as
the prerequisite for other courses.
Department approval is necessary
before courses taken in other colleges can
be accepted for aligion department credit.
All majors must have an adviser in the
department.
REL 111
Introduction to Theology
An introduction to the academic discipline of theology and to the dialogue
between the church and the world that concerns Christian doctrine.
REL 221
Biblical Studies
The origin, literary character, and transmission of the biblical documents; the
task of biblical interpretation; and the history of Israel and the emergence of
the church.
REL 231
Religion in African-American History
An examination of selected topics related to the Black experience, e.g., African
backgrounds, religion under slavery, and evangelicalism.
REL 331
Foundations in Bible and Theology
An advanced introduction to the biblical and theological foundations of the
Christian faith, focusing on writing and advanced critical thinking skills. Open
only to advanced transfer students. Not accepted for credit for students who
have taken REL 111or REL 221.
REL 353
Denominations and Religious Croups in America
A study of the beliefs and worship practices of the major Christian
denominations and of many contemporary American religious groups.
Some controversial religious movements will also be considered.
REL 356
History of Religions
An introductory survey of some of the major living religions of the world,
including Hinduism, Buddhism, Confucianism, Taoism, Shinto, and Islam.
240 Religion
REL 357
Giants of Christian Faith
A survey of Christian history in the early, medieval, Reformation, and modem
periods. Some attention to primary sources, in addition to interpretations of
the periods in question.
REL 358
Life and Work of the Church
Congregational life in its varied character with attention to Christian education and curriculum, youth work, and parish work.
REL 360
Religion and Society
An examination of the interaction of religion and society in terms of sociological analysis with particular emphasis on contemporary sociological research on
religious movements in American society
,REL 361
The Church in the Fi'rst Four Centuries
A study ofthe early Christian Church, including persecution and martyrdom,
councils and creeds, and conflict with Gnosticism and mystery religions.
REL 362
Theology of the Reformers
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.
REL 363
Religion in America
A study of the history of religion in America. Special attention to the rise of
religious liberty, revivalism, denominations, and the responses of religion to
the challenges of its environing culture.
REL 370
American Indian Spirituality and Philosophical Thought
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.
REL 386
Speaking of Genesis
An investigation of scholarship on Genesis and the role of interpretaton
through study of the characters and values portrayed in Genesis and related
biblical texts.
REL 390
Theology of Death and Dying
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 modem medical technology.
-
Religion 24'
REL 420
The Russian Orthodox Church
Theology and history will be studied primarily from the perspective of those
Christians who live in Greece, Turkey, and Eastern Europe, with special attention to the Orthodox Church in Russia.
REL 441
Feminism and Christianity
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.
REL 471
Jews and His Interpreters
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.
REL 472
Paul the Apostle
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.
REL 475
Judaism
An introduction to the Jewish faith as the tradition has developed, as well as
attention to current issues facing the Jewish community The Jewish
Chatauqua Society annually makes a grant to Augsburg College in partial support of this course in Judaism.
REL 481
Contemporary Theology
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.
REL 483
Christian Ethics
The bases of Christian social responsibility, in terms of theological and sociological dynamics. Emphasis on developing a constructive perspective for critical reflection upon moral action.
REL 486
Psychology of Religion and Theology
A study of current psychological views of religion in the context of the traditional Christian view of human nature. Special attention will be given to the
classics in the field by Freud, Jung, and William James, and to those Christian
theologians who have been influenced by them.
242 Religion
REL 490
Topics in Religion
Individual study in selected religion courses not addressed in regular course
offerings.
REL 495
Seminar
Selected topics. Required of majors in the junior or senior year; others
by permission of instructor. (Fall)
Internships and Independent Study Courses:
REL 199
Internship
See description on page 85. Limited to special cases.
REL 299
Directed Study
See description on page 86.
REL 399
Internship
See description on page 85.
REL 499
Independent StudyIResearch
See description on page 86.
See department listing for a description of the following approved elective:
RELIPHI 350 Philosophy of Religion
(See PHI 350)
T
his major, offered through the
Associated Colleges of the Twin Cities
(ACTC), seeks to give the broadest possible exposure to the history, politics, economics, literature, and philosophy of
Central and Eastern Europe and Russia.
This interdisciplinary major offers an
opportunity to become well acquainted
with societies in socio-economical and
political transition as well as the rich literary and cultural achievements of the area.
Experience with the Russian language or,
through the University of Minnesota one of
the Eastern European languages, is
required. Russian, Central, and East
European studies is a sound liberal arts
major offering considerable flexibility and
career opportunities, especially when combined with another major or minor in business, economics, history language, and literature or political science.
Courses are offered at Augsburg
College, Hamline University, Macalester
College, the College of St. Catherine, and
the University of St. Thomas, thus drawing
on the faculty and resources of the five
ACTC institutions.
Adviser
Magda PalecznyZapp
Major
Eleven courses, including language and
area studies courses:
A. Language Courses: Two years of
basic college Russian, Polish, SerboCroatian, Czech, Hungarian, or
equivalent competencies.
B. Area Studies Courses:
Track 1: Concentration in humanities
Five courses: Four courses from the list of
approved courses in Track 1,plus one
course from Track 2, as approved by adviser.
Track 2: Concentration in social sciences
Five courses: Four courses from the list of
approved courses in Track 2, plus one
course from Track 1, as approved by adviser.
C. Two other courses selected from either
Track 1 or Track 2.
D. Students are smongly recommended to
take a third year of Russian or any other
East European language. A program of
study abroad in Russia or one of the
Central or East European countries during
a semester, Interim, or during the summer
is strongly encouraged. All options should
be discussed with the student's adviser.
-
244 Russian, Central, and East European Studies
TRACK 1
HUMANITIES CONCENTRATION
HIS 348 Russia and Soviet Union in the
20th Century
E L 420 The Russian Orthodox
Church
TRACK 2
SOCIAL SCIENCES CONCENTRATION
E L 420 The Russian Orthodox Church
ECO 317 Comparative Economic
Systems
EC0 495 Topics (Requires permission
of adviser)
POL 351 Topics in Communisflost
Communist Systems (Requires
permission of adviser)
POL 363 Russian and Chinese
Foreign Policy
Students may take other Eastern
European language courses that are offered
at the University of Minnesota through
ACTC. See the adviser or contact the
ACTC office for further information.
Students may not receive credit for the
same course taken on different campuses.
The following courses are considered to be
equivalent to-one another:
(Location: A = Augsburg; H = Hamline;
M = Macalester; C = St. Catherine; T = St.
Thomas.)
HIS 60 M = HIS 337 H
HIST 333 T = HIST 373 H =
HIST 348 A = HIST 351 C
*ECO25M=ECO317A=
ECO 349 T = ECO 349 C
Faculty Advising
Students should consult an adviser regularly in order to secure a coherent and
effective program. Each ACTC institution
has a faculty member on the Russian,
Central, and East European Studies
Committee. These advisers can help with
selection of courses, recommendations for
study abroad, and consideration of career
options.
The current advisers are: Augsburg,
Magda Paleczny-Zapp, 330-1761; Hamline,
Karen Vogel,
- 641-2973 and Nick Hayes,
641-2314; Macalester, Gary Krueger, 6966222; St. Catherine, Sr. Margery Smith,
690-6553; and St. Thomas, Sr. Mary
Shambour, 962-5164.
SCANDINAVIAN STUDIES
See Nordic Area Studies under Interdisciplinary
Studies.
s
tudents preparing to teach social
studies on the high school level must complete, in addition to the professional
requirements to be met within the
Department of Education, a competencybased program designed to provide a broad
foundation in the social sciences.
Coordinator
Christopher Kimball
Social Studies Teaching Licensure
Seven courses:
ECO 112 Principles of Macroeconomics
or ECO 113
Principles of
Microeconomics
HIS 222 20th-Century U.S.
POL 158 Political Patterns and Processes
PSY 105 Principles of Psychology
SOC 121 Introduction to Human Society
SOC 336 Introduction to Cbltural
Anthropology
One course in geography
(human or cultural)
Plus a major in one of five fields-economics, history, political science, psychology or
sociology. Geography and anthropology are
also acceptable fields, although they are
not offered as majors on the Augsburg
campus.
Students considering a career in
social studies education should consult,
as soon as possible, the Augsburg
Department of Education and the social
studies coordinator.
Teaching Licensure Major
The State of Minnesota has specific
licensing requirements for teachers that
may differ slightly in emphasis from the
Augsburg major requirements. The state
requirements may also be subject to
change after publication of this catalog.
Students therefore should consult with the
Augsburg Department of Education to
identify current Minnesota teacher licensure requirements.
T
he social work major prepares graduates for entry-level generalist, professional
practice in the field of social work. The
program is accredited by the Council on
Social Work Education and leads to a
bachelor of science degree. The program is
based on a generalist model of practice,
enabling graduates to work with individuals,
families, groups, and communities and
to develop and analyze social policy.
Courses within the program utilize a
student empowerment model for teaching
and learning.
Augsburg's social work major provides
a strong foundation for graduate studies in
a variety of fields. Since 1991 Augsburg has
offered a full-time master of social work
degree on a weekend schedule.
The College's commitment to the liberal
arts is highly compatible with education
for professional social work practice. The
liberal arts foundation, with its emphasis
on breadth of understanding, cultural and
ethnic diversity, openness to new ideas,
and analysis and synthesis, is ideal for
social work education.
Augsburg College's motto, "Education
for Service," exemplifies the philosophy of
the Department of Social Work. Unique
learning opportunities for field work placement and cultural enrichment are provided
by a metropolitan setting known for a
humane quality of life that is enhanced by
the arts, outstanding human services, and a
highly-educated populace. The Twin Cities,
as the hub for these services, provides both
a variety of field placements for social
work students and external experts for the
classroom. The ethnic and economic diversity present in this metropolitan area provides opportunities for social work students to learn to understand, appreciate,
respect, and work with people different
from themselves and to be enriched by this
opportunity to interact with diverse clients
and professionals.
The social welfare minor and electives
in the department allow students from
other majors to gain knowledge about
human needs and growth, human s e ~ c e s ,
and the methods of effective citizenship.
Students taking these courses have the
opportunity to learn about public issues
and develop and nurture a perspective that
sees the central importance of diversity to
the social fabric of this country Using this
knowledge, students are encouraged to use
their talents and skills to address the needs
of society in the interest of the public
good, always emphasizing social justice.
Social Work Faculty
Glenda Dewberry Rooney (Chair),
Anthony Bibus (BSW Program director),
Vern Bloom, Laura Boisen (MSW field
coordinator), Lois Bosch, Maria Brown,
Francine Chakolis, Maria Dinis, Annette
Gerten, Rosemary Link, Sharon Patten,
Curt Paulsen, Michael Schock (BSW field
coordinator), Edward Skarnulis, Clarice
Staff, Mary Lou Williams
-
Social Work 24;
Concentration
Major
Ten core courses:
SWK 301 History and Analysis of
Social Policy
SWK 306 Social Work Practice I:
With Individuals
SWK 307 Field Work I:
Integrative Seminar
SWK 316 Social Work Practice 11:
With Families and Groups
SWK 3 17 Field Work 11:
Integrative Seminar
SWK 401 Research: Evaluation of Practice
and Programs
SWK 406 Social Work Practice 111:
Communities and Policies
SWK 407 Field Work 111:
Integrative Seminar
SWK 417 Field Work IV:
Integrative Seminar
SWK 419 The Social Worker as
Professional
and seven supporting courses:
BIO 101 Human Biology
PSY 105 Principles of Psychology
SOC 121 Introduction to Human Society
SOC 231 Family Systems:
A Cross-Cultural Perspective
SOC 265 Culture: Ethnicity, Gender,
and Race
SWK 257 Exploring Human Services
SWK 260 Humans Developing
A minimum grade of 2.0 is required for
each course in the core program and a 2.0
GPA is required in the supporting program.
'
Concentrations in aging, chemical
dependency, crime and corrections, social
ministries, and youth are possible. A concentration consists of courses descriptive
of functional, dysfunctional, and programmatic aspects, plus field work placement in
the senior year in the special area. For
social ministries, a minor in religion
with specific coursework is required.
Completion of a concentration is noted
on the transcript.
Candidacy
Social work majors must be granted
candidacy status before the beginning of
the senior year. Certain 400-level courses
list candidacy as a prerequisite. A written
self-statement, reference letters, and the
completion of all core and supporting program courses below the 400 level are necessary for candidacy review.
Social Welfare Minor (for other
majors)
Six courses including:
SWK 257 Exploring Human Services
SWK 260 Humans Developing
SWK 301 History and Analysis of
Social Policy
SWK 406 Social Work Practice 111:
Communities and Polices
SOC 265 Culture: Ethnicity Gender,
and Race
and one course from:
SWK 465 Social Policy:
Analysis and Development
POL 121 American Government
and Politics
POL 158 Political Patterns and Processes
POL 325 Public Administration
-Social Work
248
School Social Work Licensure
Requirements
State Department of Education required
coursework includes EDU 265, HPE 115,
and 400 hours in school social work settings. See adviser for additional specifics.
Social Ministries
This concentration helps to focus social
workers on work in church congregations
or church-sponsored social programs and
projects. The concentration was designed
by the Departments of Religion and Social
Work. The concentration is achieved by
completing the f0110~ingCourse of study:
SWK 257 Exploring Human Services
SWK 260 Humans Developing
SWK 301 History and Analysis of
Social Policy
SWK 306 Social Work Practice I:
With Individuals
SWK 307 Field Work I:
Integrative Seminar
SWK 316 Social Work Practice 11: With
Families and Groups .
SWK 317 Field Work 11:
Integrative Seminar
SWK 401 Research: Evaluation of
Practice and Programs
SWK 406 Social Work Practice 111:
With Communities and Policies
SWK 407 Field Work 111:
Integrative Seminar
SWK 417 Field Work IV:
Integrative Seminar
SWK 419 The Social Worker as
Professional
Social Ministries Minor in Religion
Required course--choose one:
REL 111 Introduction to Theology or
REL 221 Biblical Studies
Suggested course-hoose
four:
REL 231,263,342,343,353,360,363,
366,370,415,441, and 483.
H ELECTIVE COURSES ARE OPEN TO ALL STUDENTS.
SWK 230
Global Peace and Social Development
This course offers a framework of non-violent social change and development
in the global context. It also identifies the focus of social work in addition to
many other disciplines that are vital to fostering peace.
SWK 257
Exploring Human Services
This course is designed to help students learn about themselves in relation to
a possible major or future career in social work. Students must arrange to
perform 60 hours of work in a human service agency and must attend the
weekly seminar.
SWK 260
Humans Developing
This course provides an understanding of human growth through life and of
the sociocultural, biological and psychological factors that influence the
growth of individuals and families. Growth related to diverse populations and
groups or special stresses is also a focus.
Social Work *4!
SWK 301
History and the Analysis of Social Policy
This course describes the historical and contemporary systems of human service. The values and social movements that form charitable and governmental
responses to human needs will be explored. (Prereq.: junior standing or consent of instructor)
SWK 406
Social Work Practice Ill: With Communities and Policies
This course focuses on social change through community organization; community development and social action; with emphasis on history, theories, and
issues relevant to social change; the understanding of communities, human
service agencies, and practice in the local community. (Prereq.: senior standing
or consent of instructor)
SWK 465
Social Policy: Analysis and Development
This course includes the study of theories of social policy formulation and
methods of analysis. Development and implementation will be viewed first
hand through work with a public policy agency or official. (Prereq.: SWK 301,
406, and senior standing or consent of instructor)
COURSES RESERVED FOR SOCIAL WORK MAJORSONLY
SWK 306
Social Work Practice I: With Individuals
This course covers the basic features of the helping process, theoretical foundations, principles, and techniques of social work with individuals and small
groups, and development of relationship building skills. Includes video-taping
laboratory sessions. (Prereq.: Integrative Seminar with SWK 301, junior standing)
SWK 307
Field Work I: lntegrative Seminar*
Beginning supervised professional practicum experience in a social work
agency that focuses on interviewing experience and relationship building. A
total of 120 hours, plus a small-group integrative seminar. (Prereq.: SWK 301,
junior standing, concurrent with SWK 306. P/N grading only)
SWK 316
Social Work Practice [I: With Families and Croups
This course builds skills in the problem-solving model with diverse populations through lecture, classroom exercise, and regular class work focusing on
generalist practice in social group and family work. (Prereq.: candidacy status)
SWK 317
Field Work II: lntegrative Seminar*
Progressively-responsible, supervised professional social work experience
including work with individuals, families, groups, and communities in a social
service agency. A total of 120 hours, plus an integrative seminar. (Prereq.: candidacy status; concurrent with SWK 316. P/N grading only)
*Can be taken in coordination with cooperative education, which may provide payment for
work infield sites.
-
250 Social Work
SWK 401
Research: Evaluation of Practice and Programs
This is an overview of commonly-used research methods, especially experimental designs and applications to program and practice evaluations, plus use
of data-processing equipment for statistical analysis. (Prereq.: MPG 3 )
SWK 407
Field Work Ill: lntegrative Seminar*
Field work practicum, a total of 60 or 120 hours plus integrative seminar.
(Prereq.: candidacy status. P/N grading only)
SWK 417
Field Work IV: lntegrative Seminar*
Continuation of SWK 407; a total of 120 hours plus integrative seminar.
(Prereq.: candidacy status. P/N grading only)
SWK 419
The Social Worker as Professional
This course reviews professional ethical practice, bureaucratic survival, job
attainment, and strategies for agency change and empowering clients. (Prereq.:
candidacy status.)
Internships and lndependent Study Courses:
SWK 199
lnternship
See description on page 85.
SWK 295
Topics:
Special themes in social work specified in subtitle.
SWK 299
Directed Study
See description on page 86.
SWK 399
lnternship
See description on page 85.
SWK 499
lndependent StudyIResearch
See description on page 86.
*Can be taken in coordination with cooperative education, which may provide payment for
work infield sites.
s
ociology is the study of society as a
whole and of human social organization in
groups. The sociological perspective provides a way to better understand the social
world and how human beings come to
think and act as they do.
The goal of the department is to guide
students in gaining knowledge of the social
order, how it affects them in their daily
lives, and how it can be applied to their
vocation. Sociology majors develop an
understanding of the theories of society
and social groups, learn to create and use
scientific tools of analysis, and practice the
application of sociological concepts to the
solution of social problems.
Students are encouraged to select as
electives some of the non-traditional learning models available, such as internships,
independent study, Interim courses, and
field studies. The department urges students to use Augsburg's metropolitan setting as a laboratory for learning.
Internships and cooperative education
enable majors to apply the theories and
research skills of sociology while they
explore career alternatives. Augsburg alumni who have majored in sociology are currently employed in the human resources
departments of both government and private corporations, in the criminal justice
field, and as professors of sociology. Others
have used their majors as preparation for
advanced study in areas such as l a y the
ministry, social work, urban planning, and
human services.
Sociology Faculty
Diane Pike (Chair), Gany Hesser, James
Vela-McConnell, Gordon Nelson, Michael
O'Neal, Rita Weisbrod
Major
Ten courses including:
SOC 121 Introduction to Human Society
SOC 349 Complex Organizations
SOC 362 Statistical Analysis
SOC 363 Research Methods
SOC 375 Social Psychology
SOC 485 Modem Sociological Theory
and four additional sociology courses.
Note: SOC 399 is highly recommended.
Concentration in Crime and Community
Many of our students are interested in
the field of criminal justice. This concentration, however, is not a traditional criminal justice program. Rather, the focus is on
understanding crime in the community
with respect to prevention, to solution of
problems that lead to crime. Students
interested in community crime prevention
as well as the traditional aspects of criminal justice+ourts, prisons, probation, and
law-will be served by this major. See
department chair for specific requirements.
Teaching Licensure Major
The State of Minnesota has specific
licensing requirements for teachers that
may differ slightly in emphasis from the
Augsburg major requirements. The state
requirements may also be subject to
change after publication of this catalog.
Students therefore should consult with the
Augsburg Department of Education to
identify current Minnesota teacher licensure requirements.
-
252 Sociology
Honors Maior
To complete the honors major in sociology, the student must have a minimum
GPA of 3.5 in the major and overall. In .
addition, students must: (1) successfully
complete an internship, independent study,
or cooperative education experience; (2)
submit a portfolio of completed papers and
projects. See department chair for specific
requirements.
Lo
0 0
An application for the honors major
can be obtained from the department chair.
A letter of intent to apply for honors
should be received by the chair no later
than Nov. 1 of the senior year. The application and portfolio must be submitted for
department acceptance by March 1.
Minor
Five courses including SOC 121 and
two upper division courses, at least two of
which must be &ken at Augsburg College.
o w
SOC 121
Introduction to Human Society
What is society and how does i t make us who we are? socidlogy 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. (Fall, spring)
SOC 21 1
Community and the Modern Metropolis
How is community possible in the face of multicultural, economic, and
ideological forces that are characteristic of urban life? The cultural and
structural dynamics of the Twin Cities are a basis for exploring this possibility
(Fall, spring)
SOC 231
Family Systems: A Cross-Cultural Perspective
Diversity in family systems is explored among world cultures and within
mainstream and sub-cultures in the United States. Students prepare and
deliver oral reports on world and American family topics. (Fall, spring)
SOC 265
Culture: Ethnicity, Gender, and Race
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.
(Fall, spring)
-
Sociology 253
SOC 277
Introduction to Criminology
What do we know about crime in American society? How can we explain
crime sociologically? Topics include: theories and patterns of crime, police
courts, corrections, and criminal policy. (Fall)
SOC 300, 301, 302, 303, 304 Special Topics in Sociology .
A variety of topics offered periodically depending on needs and interests that
are not satisfied by regular course offerings. (Prereq.: consent of instructor)
SOC 349
Complex Organizations
What is the nature of these modem organizations in which we spend so much
of our daily lives? Organizations as corporate actors are analyzed with respect
to their goals, culture, technology and structure, as well as corporate deviance.
(Prereq.: SOC 121 or consent of instructor. Spring)
SOC 360
Religion and Society
An examination of the interaction of religion and society in terms of sociological analysis with particular emphasis on contemporary sociological research on
religious movements and institutions in American society (Prereq.: SOC 121
recommended. Fall)
SOC 362
Statistical Analysis
This course is an introduction to descriptive and inferential statistics in the
social sciences; as such, it provides a foundation for understanding quantitative a n a l y s k b e it in an academic journal or a daily newspaper. (Prereq.:
MPG 3. Fall)
SOC 363
Research Methods
Good researchdo 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.
(Prereq.: SOC 362 or consent of instructor. Spring)
SOC 375
Social Psychology
How does soceity construct the individual? How does the individual construct
society? This course analyzes the dynamic tension between the self and
society, as well as the major questions, issues, perspectives, and methods of
the field. (Prereq.: Soc 121 or consent of instructor. Fall, spring)
SOC 381
The City and Metro-Urban Planning
Emphasis centers on alternative theories and approaches to planning and
shaping metropolitan areas. Readings, simulations, outside speakers, and walking research field trips in a seminar format. (Prereq.: SOC 121 or 211 or consent of instructor. Spring)
254 Sociology
SOC 485
Modern Sociological Theory
An examination of the major theoretical traditions within sociology, tracing
the course of their development in the 19th and 20th centuries. (Prereq.:
Two courses in sociology including SOC 121 or consent of instructor. Fall)
Internships and Independent Study Courses:
SOC 199
lnternship
See description on page 85.
SOC 299
Directed Study
See description on page 86.
SOC 399
lnternship
See description on page 85.
SOC 498
lndependent Study-Metropolitan
Resources
An independently designed course a student (or group of students) develops,
making extensive, systematic, and integrated utilization of resources available
in the metropolitan community, supplemented by traditional College
resources. (Prereq.: SOC 121 or 211 andlor consent of instructor. Fall, spring)
SOC 499
lndependent StudyIResearch
See description on page 86. (Prereq.: SOC 121, consent of instructor and
department chair. Fall, spring)
SPANISH
See listing under Modem Languages.
O
ur quality
. of life, both personally
and professionally, depends in large part
upon the quality
. of our communication. A
communication major at Augsburg is
designed to enhance understanding of
communication in a variety of contexts
and to improve communication skills.
Since communication careers demand a
broad educational background, the department strongly encourages a second major
or two minors in fields such as business,
economics, English, history, international
relations, political science, psychology, religion, social work, sociology, or theatre arts.
The Augsburg communication major
focuses on competency in both speech and
writing, as well as effective use of media.
Since the study and practice of communication is grounded in both the humanities
and the social sciences, majors are encouraged to include such related subjects as
aesthetics, ethics, philosophy, logic, literature, statistics, and research methods in
their programs.
Prospective majors should meet with a
departmental adviser as early as possible to
design an approved major Program, preferably by the end of the sophomore year.
Speech/Communication and Theatre
Arts Faculty
Martha Johnson (Chair), Deborah
Redmond, Julie Bolton, Michael Burden,
David Lapakko, George Gaetano
BACHELOR OF ARTS
Communication Major
12 courses overall-six required core
courses and six courses within one of three
emphases. For transfer students, at least
six of these 12 courses must be upper division courses offered at Augsburg.
Required of all communication majors:
SPC 111 Public Speaking
or SPC 112 Contest Public Speaking
SPC 188 Forensics Practicum
(non-credit)
SPC 351 Argumentation
SPC 352 Persuasion
SPC 354 Interpersonal Communication
SPC 355 Small Group Communication
One of the following: ENG 223, 225,
226. 227.
Rhetoric Emphasis
Six additional electives from the following: SPC 329,343,345,347,399,495,
499; THR 350,360; LIN 311; PHI 230; PSY
325,371; SOC 362,375.
Organizational Communication
Emphasis
Six additional electives from the following: SPC 329,345,399,495,499; ART
132,225,330; SPC 345; BUS 340,355 or
450; CSC 160; PSY 325,371,373; SOC
265, 349, 375.
Mass Communication Emphasis
Six electives from the follo&ng: SPC
343,347,348,399,495,499; ART 132,
225,330; ENG 226,241,327,347; POL
342,375; THR 232,325,350,360.
substantial independent project of honors
quality (SPC 499 registration). Honors
candidates should meet with their departmental adviser prior to their senior year to
develop a proposal for the honors project.
For All Three Emphases
Communication Minor
Six courses including:
SPC 111, Public Speaking
or SPC 112 Contest Public Speakipg
POL 342 Mass Communication in
Society
or SPC 343 Broadcast Production I
SPC 351 Argumentation
or SPC 352 Persuasion
SPC 354 Interpersonal Communication
SPC 345 Organizational Communication
or SPC 355 Small Group
Communication
ENG 223,225,226 or 227
Majors must participate in Augsburg's
Interscholastic Forensics Program by
attending at least tw6 interscholastic
speech tournaments. Registering for and
completing SPC 188 (Forensics Practicum)
is required to document participation.
Students should be aware that the tournament season is essentially from October
through mid-March, and should plan
schedules accordingly
All majors should plan to include at
least one internship (SPC 399) as one of
their electives.
Students may petition the department
to include is part of their major concentration other Augsburg courses not listed
above. Such requests must be submitted in
writing to the departmental adviser for
prior approval. Also, students may petition
to include up to three courses from other
ACTC schools as electives, with prior
approval of the adviser or department chair.
Honors Major
The honors major is designed to
encourage overall excellence as well as
outstanding achievement on a specific project of special interest to the student.
Honors majors must maintain a 3.5 GPA in
the major and a 3.0 GPA overall, and, as
part of their major program, complete a
Note: For transfer students, at least
three of these six courses must be upper
division courses offered at Augsburg.
Prospective minors must obtain prior
approval from a c o ~ u n i c a t i o n
faculty
adviser.
Teaching Licensure Major
The State of Minnesota has specific
licensing requirements for teachers that
may differ slightly in emphasis from the
Augsburg major requirements. The state
requirements may also be subject to
change after publication of this catalog.
Students therefore should consult with the
Augsburg Department of Education to
identify current Minnesota teacher licensure requirements.
SPC 111
Public Speaking
The course focuses on speech preparation, organization, audience analysis,
style, listening, and overcoming speech fright. (Note: Students may take either
SPC 111and 112 for credit, but not both. Fall, spring)
SPC 112
Contest Public Speaking
Theory and practice of speaking in formal contest situations. Students must
attend three interscholastic speech tournaments in at least two of the following: informative speaking, persuasive speaking, Lincoln-Douglas debate,
speaking to entertain, andlor communication analysis. (Note: Students may
take either SPC 111 or 112 for credit, but not both. Fall)
SPC 188
Forensics Practicum
A non-credit experience in forensics. Students must attend two interscholastic
forensics tournaments between October and March. (Fall, spring)
SPC 329
Intercultural Communication
This course explores cultural differences and their implications for communication, including differences in values, norms, social interaction, and code systems. (Fall: alternate years)
SPC 343
Broadcast Production I
Introduction to video production with an emphasis on creative concept development, script-writing, directing, and producing for video. (Fall)
SPC 345
Organizational Communication
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. (Fall: alternate years)
SPC 347
Documentary Video
A video production course that integrates lecture and criticism with hands-on
experience dealing with non-fiction subjects.
SPC 348
Broadcast Production I1
This course combines studio and field production with special emphasis on
post-production editing. Students work in production teams to create and produce a one-hour magazine format news program and music video. (Prereq.:
SPC 343 or 347)
SPC 351
Argumentation
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.
SPC 352
Persuasion
Examination of the process of influence in a variety of social contexts, paying
special attention to the psychological aspects of persuasion. (Spring)
SPC 354
Interpersonal Communication
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. (Fall, spring)
SPC 355
Small Croup Communication
A study of group dynamics and leadership with emphasis on decision making,
leadership styles and conflict management. (Spring)
SPC 495
Communication Topics
Selected topics in communication with emphasis on the use of primary
sources and methodology of research.
Internships and Independent Study Courses.
SPC 199
lnternship
See description on page 85.
SPC 299
Directed Study
See description on page 86.
SPC 399
lnternship
See description on page 85.
SPC 499
Independent StudyIResearch
See description on page 86.
See department listings for the following approved electives:
ART 132
Photography
PHI 230
ART 225
Communication Design I
POL 342
Communication Design II
ART 330
POL 375
Human Resource
BUS 340
PSY 325
Management
PSY 371
Marketing
BUS 355
Communications
PSY 373
Marketing Management
BUS 450
SOC 265
lntroduction t o
CSC 160
Computer Science and
Communications
SOC 362
lntroduction t o Creative
ENC 226
SOC 375
Writing
THR 232
lntroduction t o Cinema Art
ENC 241
THR 325
Advanced Journalism
ENC 327
THR 350
Quantitative Journalism
ENC 347
THR 360
Theories o f Grammar
LIN 311
(see Modem Languages)
Logic
Mass Communication
in Society
Media Law
Social Behavior
Psychology of Cender
Industrial/Organizational
Psychology
Culture: Ethnicity,
Gender, and Race
Statistical Analysis
Social Psychology
Acting
Playwriting
Voice and Diction
Interpretative Reading
T
he study of theatre is firmly grounded
in the liberal arts, integrating knowledege
and principles from many academic and
artistic disciplines, including speechkommunication, art, music, history English,
literature, business, philosophy, and religion. Both the curriculum and dramatic
productions by the Theatre Arts Program
offer valuable cross-disciplinary connections for the campus while also providing
a solid base in classical, modern, contemporary, and multicultural theatre.
Augsburg's location in the heart of a
major theatre center makes it an ideal
place to study theatre. At Augsburg we
seek to create every opportunity for students to grow both as theatre artists and
scholars, by encouraging connections
between our campus and the greater arts
community while also exploring connections between theory and application.
Student opportunity to make these connections includes course study, theatrical production work, participation in the Artist
Series (an annual series of events featuring
visiting theatre professionals from the Twin
Cities community who work closely with
students,) and attendance at numerous
professional productions in the Twin
Cities. Augsburg theatre productions are
treated as unique learning laboratories
where students can enter into creative collaboration with faculty and professional
artists-in-residence.
In addition to learning skills specific to
theatre, students in theatre arts learn valuable skills applicable to other professions:
collaboration, verbal and non-verbal communication, organization, critical thinking,
leadership, creativity, and self-expression.
Involvement in theatre arts can help prepare students for such careers as law, edu-
cation, business, communication, and journalism, as well as prepare theatre students
for careers in professional or academic theatre, television, and film. In order to prepare the student for graduate school or the
workplace, the department strongly
encourages a second major or minor in
such fields as speech/communication, art,
English, education, music, or religion.
BACHELOR OF ARTS
Theatre Arts Major
Ten courses including:
THR 222 Introduction to Theatre
THR 228 Introduction to Stagecraft
THR 232 Acting
THR 328 Theatrical Design
THR 361 Theatre History and Criticism 1
THR 362 Theatre History and Criticism I1
THR 366 Stage Direction I
Three of the following:
THR 116 Creative Drama
THR 245 Introduction to Asian and
Asian American Theatre
THR 325 Playwriting
THR 350 Voice and Diction
THR 360 Interpretive Reading
THR 365 Advanced Acting
THR 399 Internship
or THR 499 Independent Study in Theatre
Ten production units in three or more
of the following areas: performance (three
required), artistic (one required), and production (four required).
Unless you are a transfer student. all
six core courses must be taken at
Augsburg; therefore, careful, early planning
is required.
260 Theatre Arts
Freshmen planning to major in theatre
arts should begin with courses THR 116,
222,232; sophomores: THR 228,245,361,
362; juniors: THR 325,328,350,360,361,
365; seniors THR 365,366.
Note: Several courses are offered alternate years only Thirteen theatre courses
are allowed toward graduation. '
A capstone course, such as an internship, is encouraged, but not required. THR
002,003,004, or 005 is recommended to
fulfill lifetime sports requirements.'
Majors must participate in two out of
three dramatic productions every year.
Students must maintain an overall 2.0 GPA
to have major participation in productions.
Honors Major
.
Designed to encourage overall excellence as well as outstanding achievement
on a specific project of special interest to
the student. Honors majors must maintain.
a 3.5 GPA in the major and a 3.0 GPA
overall and, as part of their major, complete a substantial independent proj'ect of
honors quality (THR 499). Honors candidates should meet with their departmental
adviser prior to their senior year to develop
a proposal for the honors project.
Transfers: Transfer students are
required to take three Augsburg upper
division theatre arts'courses.
'
Theatre Arts Minor
Five courses including:
THR 222 Introduction to Theatre
THR 228 Introduction to Stagecraft
or THR 328 Theatrical Design
THR 232 Acting
THR 361 Theatre History Criticism I
or THR 362 Theatre History
Criticism I1
THR 366 Stage Direction I
Five production units in the following
areas: performance (two required), artistic
(one required), and production (two
.
required).
Theatre History and Criticism
Dramaturgy Minor
Five courses:
THR 222 Introduction to Theatre
THR 325 Playwriting
THR 361 Theatre History Criticism I
THR 362 Theatre History Criticism I1
A directed studies course in dramaturgy or
theatre criticism or theatre history
~eachingLicensure Major
Students interested in the theatre
teaching licensure major should consult
with the theatre arts faculty for course
requirements. Students should also consult
with the Augsburg Department of
Education to identify current Minnesota
teacher license requirements.
-
Theatre Arts 261
THRIHPE 002, 003 Lifetime Sports-Introduction to Dance
(.O course)
This course offers an overview of various forms of dance from modem and
ballet to Asian and Latin forms. Each class will begin with a rigorous, physical
warm-up, mixing yoga, breathing exercises, and modem dance technique.
THRIHPE 004, 005 Lifetime Sports-Modern Dance and Improvisation
(.O course)
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. (Prereq.: THR/HPE 002, 00, or instructor's permission.
NOTE: Students are allowed to use only one of THR/HPE 002,003,004, or
005 to fulfill the lifetime sports requirement.)
THR 116
Creative Drama
A study of theatrical movement, mime, mask, actipg with an emphasis on
active participation and reflective writing. (Fall)
THR 222
Introduction to Theatre
An introduction to survey of dramatic art including major historical periods,
plays, artists; dramatic structure; basic concepts and techniques of the play
production process. Students attend and review stage productions. (Fall)
THR 228
lntroduction to Stagecraft
Introduction to the backstage world of the theatre; its organization, crafts,
magic, and art. Technical production experience, practical projects and theatre
tours. Open40 all students. Lab required. (Fall)
THR 232
Acting
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. Students attend and review live productions. (Spring)
THR 245
Introduction to Asian and Asian American Theatre
A survey of the theatrical performance styles, aesthetic theories,,and plays of
traditional Asia and Asian American cultures. The course includes lectures,
films, videos, and demonstrations by visiting performers. (Fall: alternate years)
THR 325lENC 325 Playwriting
An introductory course in writing for the stage, television, and film. Students
will learn the basics of dramatic structure, methods of script analysis and techniques for the developmGt of playscripts from idea to finished product.
(Prereq.: ENG 111 and one literature course. ENG 226 also recommended.
Fall: alternate years)
262 Theatre Arts
THR 328
Theatrical Design
Introduction to scenery and lighting design for the stage. Each student will
execute two design projects dealing with stage design process. Class will take
theatre tours, have visiting designers, and practical involvement with the
Augsburg spring production. (Lab required, materials needed. (Prereq.: THR
228 or permission of instructor. Spring)
THR 333
Acting for Camera
An exploration of acting principles and techniques as applied to video and
film. Since the art of acting enhances skills for on-camera effectiveness, actual
TV drama scripts, commercials, and others will be used for video performance.
THR 350
Voice and Diction
A study of vocal skills including tone production, breathing, placement, relaxation, resonating, articulating, listening, introduction to phonetics, and the
vocal mechanism. Theory and practice are combined in oral projects, reports
and papers, voice tapes, and individual coaching. (Fall: alternate years)
THR 360
Interpretive Reading
Basic principles of oral interpretation of prose, poetry, and drama. Study, discuss, practice, and perform readings in prose, poetry, and drama before small
and large groups. (Spring)
THR 361
Theatre History and Criticism I
An overview of theatre history, dramatic literature, and criticism from the classical Greek through the Medieval period. Reading of several plays and attendance at local theatre productions are required. Need not be taken sequentially
with THR 362. (Prereq.: ENG 111) Fall or Spring
THR 362
Theatre History and Criticism II
r
An overview of theatre history, dramatic literature, and criticism from the
Elizabethan through the contemporary theatres. Reading of several plays and
attendance at local theatre productions are required. Need not be taken
sequentially with THR 361. (Fall or Spring)
THR 365
Advanced Acting
This course explores the elements of characterization through character analysis and extensive scene, monologue study. Emphasis is on a variety of roles
from the classics (Shakespeare, French neoclassicism,Restorationcomedy, realism, and non-realism), culminating in public recital. (Prereq.: THR 222 and
THR 232. Fall or Spring)
-
Theatre Arts 263
THR 366
Stage Direction I
Basic directorial techniques: play analysis, production organization, technical
collaboration, casting, rehearsals, blocking, and characterization. Direction of
two pieces required, the latter for public recital. Permission from instructor
required. (Prereq.: THR 361, THR 362, THR 328. Spring)
THR 495
Theatre Topics
Selected topics in theatre.
Internships and Independent Study Courses:
THR 199
Internship
See description on page 85.
THR 299
Directed Study
See description on page 86.
THR 399
Internship
See description on page 85.
THR 499
Independent StudyIResearch
See description on page 86.
See Metro-Urban Studies listing under Interdisciplinary Studies.
T
he Women's Studies Program provides students with the opportunityto
examine critically women's contributions
and experiences in various historical and
cultural contexts. This is an inter-college
program with course offerings at Augsburg
College, Hamline University, the College of
St. Catherine, and the University of St.
Thomas. Courses are drawn from many
disciplines and combine theoretical, practical, and research components that focus
not only on gender, but also acknowledge
that race, class, and sexual identity are crucial aspects of women's experiences.
The Women's Studies Program offers
both a major and a minor, and provides
students with academic preparation for
careers in human services, education, and
social work as well as graduate study.
Major
Ten courses that must include WST 201
Foundations in Women's Studies, WST 495
(Seminar), and WST 199 or WST 399
(internships). The remaining seven electives are to be selected from approved
women's studies courses. At least three
courses must be upper division courses.
Students may take courses at any of the
colleges participating in the women's studies department. However, at least three
courses must be completed at Augsburg.
The writing component of the graduation
skills requirements for the women's studies
major must also be completed at Augsburg.
Each student's program must have the
written approval of the women's studies
program coordinator.
Minor
Women's Studies Faculty
Jacqueline deVries (Coordinator), Kristin
M. Anderson, Maria Brown, Grace B.
Dyrud, Doug Green, Milda Hedblom,
Victoria Littlefield, Lynne Lorenzen,
Catherine Nicholl, Beverly J. Nilsson,
Norma Noonan, Nancy K. Steblay,
Beverly J. Stratton, James Vela-McConnell
Five courses that must include WST
201; three electives, one of which must be
upper division; and WST 495 or 499.
Courses may be taken from the other
ACTC colleges as well as Augsburg. Each
student's program must have the written
approval of the women's studies programcoordinator.
-
Women's Studies 265
WST 201
Foundations in Women's Studies
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.
INS 233
Women: A Cross-Cultural Perspective
This course will examine a variety of issues concerning the lives of women in
non-Western societies, including their economic, political and social contributions, familial roles, and status in society. Emphasis will be placed on the comparative roles of women in different cultures.
WST 265
Women in American Culture
Through a discussion of works by women historians and selections from
women's journals, speeches, literature, and other aesthetic creations, the class
analyzes the position of women in American culture. Emphasis will be placed
on the perspectives of women of minority groups.
WST 281
Topics in Women's Studies
INS 311
The Development Process
(See International Studies, Women and Development.)
INS 320
American Indian Women
(See American Indian Studies for course description.)
WST 325
African American Women: Social, Historical, and Creative
Perspectives
This course examines the historical roots of African American women from
Africa to locations in the United States and other parts of the African
Diaspora. The effects of slavery and its resulting effect on African women are
examined, as well as past and current contributions by African American
women.
WST 481
Topics in Women's Studies
WST 495
Women's Studies Seminar
This advanced course will include student research and presentations that
incorporate feminist theory. The seminar is required of all majors and minors
who do not elect to do an independent study (499). It is offered at a different
college each year.
266 Women's Studies
Internships and Independent Study Courses:
WST 199
lnternship
See description on page 85.
WST 299
Directed Study
See description on page 86.
WST 399
lnternship
See description on page 85.
WST 499
Independent Study/Research
See description on page 86.
Any must be approved in writing by the women's studies coordinator
See department listingsfor descriptions of thefollowing approved electives:
ART 352
Women and Art
ENG 236 or
436
Women and Fiction
ENG 480
Criticism
HIS 311
Topics in Women's History
HIS 380
History o f Women in the West t o 1870
HIS 381
History of Women in the West Since 1870
POL 124
American Women and Politics
POL 421
Topics in American Politics
POL 459
Topics in Comparative Politics
PSY 371
Psychology o f Gender
SOC 265
Gender, Race, and Ethnicity
REL 441
Feminism and Christianity
Chair
Barbara C. Gage
Secretary
Inez Schwarzkopf
Vice Chair
Norman Hagfors
Treasurer
Glen Person
The year in parentheses after each name is the expiration date of current term. An asterisk
before a name indicates the person is an Augsburg graduate.
*Rev. Gary E. Benson '70 (2002)
Directing Pastor, Zumbro Lutheran
Church, Rochester, Minn.
*Dr. Ruth E. Johnson, '74 (2000)
Director, Mayo Breast Clinic, Mayo Clinic,
Rochester, Minn.
Rev. Roger C. Eigenfeld (2000)
Senior Pastor, St. Andrew's Lutheran
Church, Mahtomedi, Minn.
*The Hon. LaJune Thomas Lange '68 (2001)
Judge, Hennepin County Government
Center, Minneapolis, Minn.
*Ms. Tracy Lynn Elftmann '81 (2002)
Attorney, Mackall Crounse & Moore,
Minneapolis, Minn.
Mr. David J. Larson (2002)
Sr. Vice President, Secretary and General
Counsel, Lutheran Brotherhood,
Minneapolis, Minn.
Ms. Barbara C. Gage (1998-11)
Vice President, Gage Marketing Group,
Plymouth, Minn.
*Mr. H. Theodore Grindal'76 (2002)
AttomeyRartner, Lockridge Grindal
Nouen, Minneapolis, Minn.
Mr. Thomas K. Guelzow (1998)
Guelzow & Senteney, Ltd., Eau Claire, Wis.
Mr. Norman R. Hagfors (2001)
President, Norsen, Inc., Minneapolis, Minn.
Mr. James E. Haglund (2000)
President/Owner, Central Container
Corporation, Minneapolis, Minn.
Ms. Beverly Thompson Hatlen (1999)
Board Chair, Minnesota Life College;
President, Hatlen Foundation, Apple
Valley, Minn.
Mr. Allen A. Housh (2001)
Business Consultant, A.A. Housh and
Associates, Edina, Minn.
*Ms. Julie R. Nelson '83 (2002)
Executive Director, The Dwight D.
Opperman Foundation, Minneapolis, Minn.
*Mr. Ronald G. Nelson, '68 (2002)
Vice President and Controller, 3M Center,
St. Paul, Minn.
*Mr. Glen E. Person '47 (1999)
Retired Businessman, Eden Prairie, Minn.
Mr. Wayne G . Popham (2000)
Senior Attorney, Popham, Haik, Schnobrich
& Kaufman, Minneapolis, Minn.
Mr. Curtis A. Sampson (2001)
President and CEO, Communications
Systems, Hector, Minn.
*Ms. Inez M. Schwarzkopf '59 (1998)
Assistant Vice President of the Mission,
Investment Fund-ELCA, St. Paul, Minn.
-
Board of Regents 269
Mr. Glen J. Skovholt (2000)
Vice President, Government and
Community Affairs, Honeywell, Inc.,
Minneapolis, Minn.
Mr. Leland N. Sundet (1998)
Chairman and CEO, Sundet Companies,
Eden Prairie, Minn.
*Ms. E! Dawn Taylor, '78 (2002)
President, The Iowa Group,
Des Moines, Iowa
*Ms. Jean M. Taylor, '85 (2000)
Vice President of Development, Travel
Tags, Eagan, Minn.
Mr. Michael W. Thompson (2001)
Realtor, Edina Realty Inc., Edina, Minn.
Ms. Pamela L. Tibbetts (2000)
Chief Operating Officer, Fairview Health
System, Minneapolis, Minn.
Ms. Kathryn H. Tunheim (1998)
Principal and President, Tunheim Sanuizos
Company, Minneapolis, Minn.
*Mr. William A. Urseth, '71 (1998)
Chairman and CEO, Upland Global
Corporation, Minneapolis, Minn.
*Ms. Joan L. Volz, '68 (2000)
Afton, Minn.
Ms. May Ka-Yee Yue (2000)
President and CEO, Norris Education
Innovations, Inc., Edina, Minn.
DIVISION
FOR HIGHER
EDUCATIONAND SCHOOLS
THEEVANGELICALLUTHERANCHURCH
IN AMERICA
(ELCA)
Chair
The Rev. John G. Andreasen
Director for Administration and Finance
Sue Rothmeyer
Secretary
The Rev. S. Philip Froiland
Director for Colleges and Universities
(vacant)
Vice-Chair
Mary Hull Mohr
Asst. Dir. for Colleges and Universities
Cheryl Chatrnan
Executive Director
The Rev. W. Robert Sorensen
270
AUGSBURG
COLLEGE
FACULTYAND
Beginning year of service is indicated with parentheses.
Officers
William V. Frame (1997). President. B.A., M.A., University of Hawaii; Ph.D., University of
Washington.
Marie 0. McNeff (1968). Vice President for Academic and Learning Services and Dean of
the College. Professor of Education. B.S., M.Ed., Ed.D., University of Nebraska.
Paul R. Carlson (1998). Vice President for Finance and Administration. B.S., University of
Nebraska; M.B.A., University of Montana.
Ida B. Simon (1998). Vice President for Institutional Advancement and Community
Relations. B.A., Lincoln University; M.Ed., University of Illinois-Urbana; M.Div.,
Union Theological Seminary.
Richard J. Thoni (1972). Vice President for Institutional Research and Program
Development. B.A., St. Olaf College; Ph.D., University of Minnesota.
Administration
Richard Adamson (1989). Controller and Director, Business Office. B.A., University of St.
Thomas; Certified Public Accountant.
Earl R. Alton (1960). Associate Dean for Faculty Affairs. Professor of Chemistry. B.A.,
St. Olaf College; M.S., Ph.D., University of Michigan.
Stuart M. Anderson (1989). Associate Dean for Library and Information Technology.
Associate Professor of Physics. B.A., Augsburg College; Ph.D., University of
Minnesota.
Jose R. Bourget-Tactuk (1997). Director, Center for Global Education. Associate Professor.
B.A., Southern College; M.A., Ph.D., Andrews University.
Sally Daniels (1979). Director, Undergraduate Admissions. B.A., Augsburg College.
Marilyn E. Florian (1980). Assistant Professor of Health and Physical Education. Women's
Athletic Director. B.A., Augsburg College; MS., St. Cloud State University.
Paul Grauer (1979). Men's Athletic Director. B.S.Ed., Concordia College-Nebraska, M.Ed.,
University of Nebraska; M.A., University of Minnesota; Ph.D., University of
Minnesota.
Herald Johnson (1968). Director, Student Services Center. B.A., Augsburg College.
Benjamin Kent (1996). Academic Advising Coordinator, Academic Advising Center. B.A.,
University of Wisconsin-Madison; M.S., University of Oregon.
William Kuehl (1996). Director, Weekend College Admissions. B.A., St. Olaf College.
Ann Klamer (1993). Director, Residence Life. B.S., University of Wisconsin-Stevens Point;
M.S., Ohio University.
Gaye Lindfors (1993). Assistant to the President. Director, Human Resources. B.S.,
Mankato State University.
Donna McLean (1985). Director, Alumni and Parent Relations. B.A., University of
Minnesota.
Art Meadowcroft (1985). Director, Facilities Management Services. B.S., University of
Minnesota.
-
Augsburg College Faculty 271
Barbara R. Nagle (1998). Director, Public Relations and Communication. B.S., Ohio
University.
Norma C . Noonan (1966). Director, Master of Arts in Leadership Program. Professor of
Political Science. B.A., University of Pennsylvania; M.A., Ph.D., Indiana
University.
Julie Olson (1991). Program Coordinator, Weekend College. B.A., Augsburg College.
Lois Olson (1985). Director, Center for Service, Work, and Learning. B.S., University of
Minnesota; MS., Mankato State University.
Paul Simmons (1992). Registrar. B.A., M.A., University of Wisconsin-Milwaukee.
Lora Steil (1994). Human Resources Manager. B.A., University of St. Thomas.
Kathryn A. Swanson (1985). Interim Associate Dean for Student Affairs. Professor of
English. B.A., St. Olaf College; M.A., Ph.D., University of Minnesota.
Don Warren (1978). Director, Academic Enrichment. B.A., M.A., University of Minnesota.
David T. Wold (1983). Director, Campus Ministry. College Pastor. B.S., St. Olaf College;
M.Div., Luther Seminary.
Faculty
A
Duane L. Addison (1994). Instructor, part-time, Religion. B.A., University of Minnesota;
B.D., Luther Theological Seminary; M.A., Ph.D., Yale University
Sandra J. Agustin (1997). Instructor, part-time, Speech/Communication and Theatre Arts.
B.S., University of Wisconsin-Madison.
Virginia P. Allery (1993). Associate Professor of Education. Coordinator, American Indian
Studies Minor. B.S., Viterbo College; M.S., Eastern Montana College; Ph.D.,
Unive~sityof Minnesota.
Earl R. Alton (1960). Associate Dean for Faculty Affairs. Professor of Chemistry. B.A., St.
Olaf College; M.S., Ph.D., University of Michigan.
Brian R. Ammann (1988). Instructor of Health and Physical Education. Men's Basketball
Coach. B.A., Augsburg College; M.S., North Dakota State University.
Kristin M. Anderson (1984). Associate Professor of Art. A.B., Oberlin College; M.A.,
University of Minnesota; M.A., Luther-Northwestem Seminary.
Stuart M. Anderson (1989). Associate Dean for Library and Information Technology.
Associate Professor of Physics. B.A., Augsburg College; Ph.D., University of
Minnesota.
Trudi J. Anderson (1990). Studio ArtistElute, part-time, Music. B.M., Augsburg College;
M.M., Northwestem University.
Andrew L. Aoki (1988). Associate Professor of Political Science. B.A., University of
Oregon; M.A., Ph.D., University of Wisconsin-Madison.
David B. Apolloni (1989). Assistant Professor of Philosophy. B.A., University of Minnesota;
M.Div., Luther-Northwestem Seminary; Ph.D., University of Minnesota.
Salah Ayari (1995). Instructor, part-time, Modem Languages. Maitrise Combinee de
Langues, Institut Bourguiba des Langues Vivantes, Tunis; M.A., University of
Minnesota.
272 Augsburg College Faculty
-
B
Matthew C. Barber (1992). Studio ArtistE'ercussion, part-time, Music. B.M., University of
Michigan.
Mary Ann Bayless (1990). Associate Professor of Education. B.S., University of Minnesota;
M.A., San Diego State University; Ph.D., University of Mimiesota.
Aroti G. Bayrnan (1996). Instructor, part-time, Education. B.S., University of Minnesota;
M.A., University of Edinburgh.
Marilyn D. Bennett (1995). Instructor, part-time, Physician Assistant Studies. B.A.,
Pomona College; Registered Physical Therapy, Children's Hospital of Los Angeles
School of Physical Therapy; Ph.D., University of Minnesota.
John E. Benson (1963). Professor of Religion. B.A., Augsburg College; B.D., Luther
Theological Seminary; M.A., Ph.D., Columbia University.
Michael D. Berndt (1997). Instructor, part-time, English. B.A., University of MinnesotaMorris; M.A., Southern Illinois University-Carbondale.
Anthony A. Bibus, I11 (1992). Assistant Professor of Social Work. B.A., University of St.
Thomas; M.A., University of Virginia; Ph.D., University of Minnesota.
William F! Bierden (1997). Instructor, part-time, Education. B.S., M.S., Mankato State
University
Vern M. Bloom (1965). Assistant Professor of Social Work. B.A., M.S.W., University of
Minnesota.
Jeanne M. Boeh (1990). Associate Professor of Economics. B.S., M.A., Ph.D., University of
Illinois.
Laura S. Boisen (1996). Assistant Professor of Social Work. B.A., Wartburg College; M.S.,
University of Wisconsin-Madison; M.P.A., Iowa State University; Ph.D., University
of Minnesota.
Lynn Allen Bollman (1991). Instructor, part-time, Art. B.A., Augsburg College; M.A.,
University of Northern Colorado;-MIA., University of Minnesota.
Julie H. Bolton (1975). Professor of Speech/Communication and Theatre Arts. B.S., M.EA.,
University of Minnesota.
Lois A. Bosch (1997). Assistant Professor of Social Work. B.A., Northwestern College;
M.S.W., University of Iowa; Ph.D., University of Illinois at Urbana-Champaign.
Jose R. Bourget-Tactuk (1997). Associate Professor. Co-Director of The Center for Global
Education. B.A., Southern College; M.A., Ph.D., Andrews University.
Nora M. Braun (1997). Assistant Professor of Business Administration/ Accounting1 MIS.
B.S.B.A., University of Missouri-Columbia; M.B.A., University of Minnesota.
Lisa A. Broek (1993). Instructor, part-time, Health and Physical Education. B.A., Central
College; M.A., University of Iowa.
Maria L. Brown (1980). Associate Professor of Social Work. B.A., M.A., American
University; M.S.W., University of Minnesota.
Stanley H. Brown (1997). Instructor, part-time, Education. B.A., Iona College; M.Ed.,
Boston College.
Eric L. Buffalohead (1997). Instructor, part-time, American Indian Studies. B.A., M.A.,
University of Minnesota.
-
Augsburg College Faculty 27!
Priscilla K. Buffalohead (1983). Instructor, part-time, American Indian Studies. B.A., M.S.,
University of Wisconsin-Madison.
W. Roger Buffalohead (1983). Instructor, part-time, American Indian Studies. B.A.,
Oklahoma State University; M.A., University of Wisconsin-Madison.
Michael R. Burden (1990). Associate Professor of SpeecWCommunication and Theatre
Arts (Designer and Technical Director). B.A., Augsburg College; M.EA., University
of Minnesota.
Janelle M. Bussert (1995). Assistant Professor of Religion. B.A., Luther College; M.Div.,
Yale University.
C
William C. Capman (1994). Assistant Professor of Biology. B.A., University of IllinoisChicago; Ph.D., University of Illinois at Urbana-Champaign.
John C. Cemto (1983). Assistant Professor of Business Administration/Accounting/MIS.
B.A., Rhode Island College; M.S., University of Wisconsin-Stout.
Margaret M. Cemto (1991). Instructor, part-time, Business Administration/Accountingl
MIS. B.A., University of Minnesota; M.A., Hamline University.
Francine Chakolis (1983). Assistant Professor of Social Work. B.S., Augsburg College;
M.S.W., University of Minnesota.
Daniel J. Challou (1997). Instructor, part-time, Computer Science. B.S., State University of
New York-Albany; M.S., University of Illinois at Urbana; Ph.D., University of
Minnesota.
Steven D. Chapman (1991). Instructor, part-time, Art. B.A., Augsburg College; M.A.,
Hamline University.
Susannah G. Chapman (1997). Studio Artist/Cello, part-time, Music. B.M., Mannes
College of Music; M.M., D.M.A., State University of New York-Stony Brook.
Mary Knop Chelberg (1992). Assistant Professor of Biology. B.S., University of Illinois at
Urbana-Champaign; Ph.D., University of Minnesota.
David T. Chollar (1997). Instructor, part-time, Social Work. B.S., University of Houston;
M.S.W., Fordham University.
Tara K. Christopherson (1992). Assistant Professor, part-time, Art. B.S., University of
Wisconsin-Stout; MIA., Minneapolis College of Art and Design.
Kurt N. Claussen (1997). Studio ArtistISaxophone, part-time, Music. B.A., St. Olaf College;
M.M., University of Minnesota.
Candyce L. Clayton (1990). Instructor, part-time, English. B.A., Macalester College; M.A.,
Ph.D., University of Minnesota.
Joseph R. Clubb (1994). lnsmctor, part-time, Social Work. B.S.W., St. John's University;
M.S.W., University of Minnesota.
Lawrence E. Copes (1980). Professor of Mathematics. B.A., Illinois Wesleyan University;
M.A., Ph.D., Syracuse University.
Robert J. Cowgill (1991). Assistant Professor of English. B.A., M.A., Ph.D., University of
Minnesota.
Larry J. Crockett (1985). Professor of Computer Science. B.A., M.A., Pacfic Lutheran
University; M.Div., Luther Theological Seminary; Ph.D., University of Minnesota.
274 Augsburg College Faculty
-
D
Cathleen A. Dalglish (1986). Associate Professor, part-time, English. B.A., College of St.
Catherine; M.EA., Vermont College; Ph.D., The Union Institute.
Jill A. Dawe (1994). Assistant Professor of Music. B.M., Memorial University of
Newfoundland; M.M., D.M.A., Eastman School of Music.
Jacqueline R. deVries (1994). Assistant Professor of History Coordinator; Women's
Studies. B.A., Calvin College; M.A., Ph.D., University of Illinois-Urbana.
Maria C. Dinis (1996). Assistant Professor of Social Work. B.A., M.S.W., California State
University; Ph.D., University of California-Berkeley.
Steven G . Dixon (1994). Assistant Professor, Librarian. B.S., Utah State University; M.L.S.,
University of Arizona.
Bridget A. Doak (1996). Instructor, part-time, Music. B.M., University of Dayton; M.A.,
Saint Mary's University.
Suzanne L. Donsky (1997). Instructor, part-time, English. B.A., Macalester College.
Suzanne I. Doree (1989). Assistant Professor of Mathematics. B.A., University of Delaware;
M.A., Ph.D., University of Wisconsin-Madison.
Susan Sacquitne Druck (1993). Studio ArtistNoice, part-time, Music. B.A., Iowa State
University; M.A., University of Iowa.
Fran~oiseM. duRivage (1993). Instructor, part-time, Modem Languages. B.A., Universite
de Bordeaux 111; M.A., Universite de Paris IV (Sorbonne); M.A., Ph.D., Duke
University.
Linda D. Dyer (1995). Assistant Professor of Education. B.S., Bridgewater State College;
M.S., Mankato State University; Ph.D., University of Minnesota.
Grace B. Dyrud (1962). Professor of Psychology. B.A., M.A., Ph.D., University of
Minnesota.
E
Nancy Edwards (1997). Instructor, part-time, Social Work. B.A., Indiana University; M.A.,
University of Minnesota.
Mark J. Engebretson (1976). Professor of Physics. B.A., Luther College; M.Div., Luther
Theological Seminary; MS., Ph.D., University of Minnesota.
Darcey Engen (1997). Instructor, part-time, Speech/Communication and Theatre Arts.
B.A., Augsburg College; M.EA., University of Wisconsin-Madison.
Carol A. Enke (1986). Instructor of Health and Physical Education. B.S., M.Ed., University
of Minnesota.
Joseph A. Erickson (1990). Associate Professor of Education. B.A., M.A., College of St.
Thomas; M.A., Luther-Northwestem Theological Seminary; Ph.D., University of
Minnesota.
Kenneth N. Erickson (1964). Professor of Physics. B.A., Augsburg College; M.S., Michigan
State University; Ph.D., Colorado State University.
Lynn M. Erickson (1991). Studio Artist/Trumpet, part-time, Music. B.A., Bethel College;
M.EA., D.M.A., University of Minnesota.
Rene Escoto (1997). Academic Coordinator. Center for Global Education. M.A., The
Institute for Social Studies, The Hague, Holland.
Susan E. Everson (1997). Instructor, part-time, English. B.A., Carleton College; M.A.,
Ph.D., University of Chicago.
-
Augsburg College Faculty 275
Heidi M. Farrell (1995). Instructor, part-time, Modem Languages. B.A., Augsburg College;
M.A., Middlebury College; J.D., University of Minnesota.
Ronald L. Fedie (1996). Assistant Professor of Chemistry. B.A., University of St. Thomas;
Ph.D., University of Minnesota.
Norman B. Ferguson (1972). Professor of Psychology. B.A., Franklin and Marshall College;
M.S., Ph.D., University of Wisconsin.
Lucie K. Ferrell (1992). Associate Professor of Nursing. B.S., College of St. Catherine;
M.N., University of California-Los Angeles; Ph.D., Adelphi University.
Anita L. Fisher (1991). Instructor, part-time, Modem Languages. B.A., M.A., University of
Montana.
Phillip E Fishman (1988). Assistant Professor, part-time, Political Science. B.S., University
of Wisconsin-Madison; J.D., Washington University; M.S.W., St. Louis University.
Marilyn E. Florian (1980). Assistant Professor of Health and Physical Education. Women's
Athletic Director. B.A., Augsburg College; M.S., St. Cloud State University.
Bruce D. Forbes (1990). Instructor, part-time, Religion. B.A., Morningside College; M.Th.,
Perkins School of Theology; Ph.D., Princeton Theological Seminary.
Eloise I. Fredrickson (1997). Instructor, part-time, Education. B.A., Southwest State
University; M.Ed., University of Minnesota.
Mark L. Fuehrer (1969). Professor of Philosophy. B.A., College of St. Thomas; M.A., Ph.D.,
University of Minnesota.
C
Stephen M. Gabrielsen (1963). Professor of Music. B.A., Augsburg College; M.A., Ph.D.,
University of Minnesota.
George M. Gaetano (1993). Assistant Professor of Speech/Communication and Theatre
Arts. B.A., Hunter College; M.A., Ph.D., University of Minnesota.
Richard A. Germundsen (1987). Associate Professor of Education. B.S., Mankato State
University; M.A., American University; Cand. Mag., Universitet i Bergen, Norway;
Ph.D., University of Minnesota.
Annette M. Gerten (1997). Instructor of Social Work. B.A., College of St. Catherine;
M.S.W., University of Michigan; Ph.D., University of Minnesota.
Jennifer L. Gerth (1994). Studio ArtistIClarinet, part-time, Music. B.A., St. Olaf College;
M.M., Northwestern University.
Sandra E Gilbert (1997). Instructor, part-time, Business Administration /Accounting /MIS.
B.A., St. Olaf College; J.D., William Mitchell College of Law.
Janet L. Goldstein (1997). Instructor, part-time, Social Work. B.S.W., Hebrew University,
Jerusalem; M.S.W., Yeshiva University.
J. Michael Gonzalez-Campoy (1995). Instructor, part-time, Physician Assistant Studies.
B.A., Macalester College; M.D., Ph.D., Mayo Medical School and Mayo Graduate
School.
Karen M. Graves (1991). Instructor, part-time, Education. B.A., St. Cloud State University;
M.A., University of St. Thomas.
Nansee L. Greeley (1996). Instructor, part-time, Education. B.A., M.A., University of
Minnesota.
276 Augsburg College Faculty
Douglas E. Green (1988). Professor of English. B.A., Amherst University; M.A., Ph.D.,
Brown University.
William D. Green (1991). Assistant Professor of History. B.A., Gustavus Adolphus College;
M.A., Ph.D., J.D., University of Minnesota.
Jeanine A. Gregoire (1996). Assistant Professor of Education. B.S., M.A., Ph.D., University
of Minnesota.
Richard A. Gresczyk, Sr. (1990). Instructor, part-time, Modem Languages. B.S., M.Ed.,
University of Minnesota.
Joan L. Griffin (1986). Professor of English. A.B., Washington University; M.A., Ph.D.,
Harvard University.
Robert C . Groven (1997). Instructor, part-time, Speech/Communicationand Theatre Arts.
B.A., Concordia College-Moorhead; M.A., J.D., University of Minnesota.
Nancy J. Grundahl (1993). Instructor, part-time, Music. B.M., St. Olaf College; M.F.A.,
University of Minnesota.
Satya P. Gupta (1976). Professor of Economics. B.S., M.S., Agra University, India; M.S.,
Ph.D., Southern Illinois University.
Donald R. Gustafson (1961). Professor of History. B.A., Gustavus Adolphus College; M.A.,
Ph.D., University of Wisconsin.
Arlin E. Gyberg (1967). Professor of Chemistry. B.S., Mankato State University; Ph.D.,
University of Minnesota.
H
Abo-el-Yazeed T. Habib (1989). Instructor, part-time, Business Administration/
Accounting/MIS. B.B.A., Tanta University, Egypt; B.A., M.A., Cairo University,
Egypt; M.B.A., Mankato State University; Ph.D., University of North Texas.
Panduleni S. Hailonga (1993). Academic Coordinator, Academic Programs in Namibia,
Center for Global Education. B.S., Windhoek College of Nurses; M.S., Leeds
Metropolitan University, United Kingdom.
Anthony R. Hansen (1990). Instructor, part-time, Physics. B.A., University of MinnesotaMorris; M.S., Ph.D., Iowa State University.
Dolores V. Hanson (1993). Instructor, part-time, Education. B.S., University of Minnesota;
B.S., Moorhead State University.
John A. Hanson (1991). Instructor, part-time, Psychology. B.S., University of WisconsinEau Claire; M.S., University of Wisconsin-Stout; M.S.Ed., University of
Wisconsin-Oshkosh; Ph.D., University of Toledo.
M. Anaam Hashmi (1990). Instructor, part-time, Business Administration/ Accounting/
MIS. B.E., N.E.D., University of Engineering and Technology, Karachi; M.B.A, Ball
State University; D.B.A., Kent State University.
Kathryn M. Hathaway (1997). Instructor, part-time, Psychology. B.A., Macalester College;
M.A., Ph.D., Northern Illinois University.
Emily L. Hause (1995). Assistant Professor of Psychology. B.A., University of WisconsinMadison; M.A., Ph.D., Ohio State University.
Robert G. Hazen (1995). Instructor, part-time, Education. B.A., Macalester College; B.S.,
M.Ed., University of Minnesota.
Maurice Healy (1996). Academic Coordinator of Guatemala Programs, Center for
Global Education. B.A., Maryknoll College; M.Div., M.Rel.Ed., State University
of New York-Maryknoll.
-
Augsburg College Faculty 27:
Milda K. Hedblom (1971). Professor of Political Science. Director of Canadian Studies
Program. B.A., Macalester College; M.A., J.D., Ph.D., University of Minnesota.
Peter A. Hendrickson (1993). Assistant Professor of Music. Director of Choral Activities.
B.A., Augsburg College; M.A., Macalester College; M.A., Columbia University;
D.M.A., Manhattan School of Music.
Robert S. Herforth (1966). Professor of Biology. B.A., Wartburg College; M.S., Ph.D.,
University of Nebraska.
Garry W. Hesser (1977). Professor of Sociology. Director of Metro-Urban Studies. B.A.,
Phillips University; M.Div., Union Theological Seminary; M.A., Ph.D., University
of Notre Dame.
Norman D. Holen (1964). Professor of Art. B.A., Concordia College-Moorhead; M.EA.,
University of Iowa.
Bradley I! Holt (1981). Professor of Religion. B.A., Augsburg College; B.D., Luther
Theological Seminary; M.Phil., Ph.D., Yale University.
James M. Honsvall (1997). Instructor, part-time, Business Administration/Accounting/MIS.
B.S., Bemidji State University; M.B.T., University of Minnesota.
Marilyn B. N. Horowitz (1988). Instructor, part-time, Business Administration/
Accounting MIS. B.A., M.B.E., University of Minnesota.
Mary A. Budd Horozaniecki (1988). Studio ArtistNiolin and Viola, part-time, Music. B.M.,
Indiana University.
Kenneth B. Huber (1989). Studio ArtistRiano, part-time, Music. B.M., M.M., Indiana
University.
David Hudson (1990). Instructor, part-time, English. B.A., M.A., University of Minnesota.
I
Gretchen Kranz Irvine (1993). Assistant Professor of Education. B.S., College of St. Teresa;
M.S., University of Wisconsin-River Falls; Ph.D., University of Minnesota.
Elena Izaksonas (1996). Instructor, part-time, Social Work. B.A., M.S.W., University of
Michigan.
J
Lisa E. Jack (1994). Instructor, part-time, Psychology. B.A., Occidental College; M.A.,
Ph.D., University of Southern California.
William H. Jasperson (1990). Instructor, part-time, Physics. M.B.A., University of
Minnesota. B.S., M.S., Ph.D., University of Wisconsin.
Anne C . Jensen (1987). Associate Professor of Education. B.S., M.A., Ph.D., University of
Minnesota.
Ross A. Jilk (1997). Instructor of Biology. B.S., University of Minnesota; Ph.D., University
of Wisconsin-Madison.
Duane E. Johnson (1968). Professor of Psychology. B.A., Huron College; B.A., University
of Minnesota; M.E., South Dakota State University; Ph.D., University of
Minnesota.
Jeffrey E. Johnson (1985). Associate Professor of Physics. B.S., M.A., Ph.D., University of
Minnesota.
278 Augsburg College Faculty
Martha B. Johnson (1988). Associate Professor of Speech/Communication and Theatre
Arts. B.A., M.A., Ph.D., University of Wisconsin-Madison.
David R. Jones (1995). Instructor, part-time, Business Administration/Accounting/MIS.
B.S., University of Wisconsin-Lacrosse; M.S., University of St. Thomas.
Jeffrey E Judge (1995). Instructor, part-time, Modem Languages. B.A., Augsburg College;
M.A., Middlebury College.
K
Amin E. Kader (1974). Associate Professor of Business Administration/ Accounting/ MIS.
B.Comm., University of Cairo, Egypt; M.B.A., University of Michigan.
Roberta S. Kagin (1974). Associate Professor of Music (Music Therapy). B.A., Park
College; B.Music Ed., M.Music Ed., University of Kansas.
Kenneth S. Kaminsky (1987). Professor of Mathematics. A.B., M.S., Ph.D., Rutgers
University.
Jane A. Kammerman (1986). Instructor, part-time, Business Administration/Accounting/
MIS. B.A., University of California;J.D., University of Minnesota.
Manuel E. Kaplan (1995). Consulting Medical Director, Professor of Physician Assistant
Studies. B.S., University of Arizona; M.D., Harvard Medical School.
Robert A. Karlen (1973). Professor of Music. B.M., New England Conservatory; M.A.,
University of Minnesota.
Ten L. Kaslow (1993). Instructor, part-time, Economics. B.A., St. Olaf College.
Patricia A. Keahna (1996). Instructor, part-time, American Indian Studies. B.A., University
of Maryland; J.D., University of Minnesota.
Martha H. Kelly (1995). Academic Coordinator, Assistant Professor of Physician Assistant
Studies. B.A., Michigan State University; PA. Certification, Bowman Gray School
of Medicine.
John W. Kenny (1992). Instructor, part-time, Psychology. B.A., John Carroll University;
M.A., Ph.D., University of Illinois-Urbana.
Christopher W. Kimball (1991). Associate Professor of History. B.A., McGill University;
M.A., Ph.D., University of Chicago.
Mary A. Kingsley (1965). Associate Professor of Modem Languages. B.A., St. Olaf College;
M.A., Middlebury College.
Elizabeth E! Klages (1996). Instructor, part-time, Political Science and Nordic Area Studies.
B.A., Carleton College; M.A., Paul H. Nitze School of Advanced International
Studies.
Vivian L. Klauber (1996). Instructor, part-time, Health and Physical Education. B.A.,
George Washington University; M.A., State University of New York-Albany.
Merilee I. Klemp (1980). Assistant Professor of Music. B.A., Augsburg College; M.A.,
University of Minnesota.
Alvin L. Kloppen (1976). Assistant Professor of Health and Physical Education. B.S.,
Augustana College; M.A., University of South Dakota.
Boyd N. Koehler (1967). Associate Professor, Librarian. B.A., Moorhead State College;
M.A., University of Minnesota.
-
Augsburg College Faculty 27!
Marilyn A. Kramer (1994). Instructor, part-time, English. B.A., University of WisconsinMadison; M.A., University of Wisconsin-Milwaukee.
Paul S. Kriegler (1993). Instructor, part-time, Health and Physical Education. B.S.,
Mankato State University; M.Ed., University of Wisconsin-Whitewater.
Thomas L. Kuhlman (1990). Instructor, part-time, Psychology. B.A., Marquette University;
M.A., Xavier University; Ph.D., Case Western Reserve University.
Diane 0. Kuhlmann (1995). Instructor, part-time, Business Administration/Accounting/
MIS. B.A., M.B.T., M.B.A., University of Minnesota.
Joan C. Kunz (1987). Associate Professor of Chemistry. B.S., University of Missouri-St.
Louis; Ph.D., University of Wisconsin-Madison.
Scott E. Kuster (1994). Academic Coordinator, Academic Programs in Namibia. Center for
Global Education. B.A., George Washington University; M.A., American
University.
L
Steven J. LaFave (1991). Associate Professor of Business Administration /Accounting /MIS.
B.A. Michigan State University; M.A., University of Michigan; M.B.A., University
of Minnesota.
David V. Lapakko (1986). Assistalit Professor of Speech/Communication and Theatre Arts.
B.A., Macalester College; M.A., Ph.D., University of Minnesota.
William W. Latimer (1996). Instructor, part-time, Psychology. B.A., Hobart College; M.A.,
Columbia University; Ph.D., University of Rhode Island.
Caroline M. Lemen (1991). Studio ArtistFrench Horn, part-time, Music. B.A., Potsdam
College of Arts and Science, SUNY; M.M., Northwestern University.
Lynn Lindow (1985). Instructor, part-time, Education. B.S., Mankato State University;
M.S., North Dakota State University.
Rosemary J. Link (1986). Professor of Social Work. B.A., University of Southampton;
M.Sc., London University; Ph.D., University of Minnesota.
Victoria M. Littlefield (1992). Assistant Professor of Psychology. A.B., University of
Michigan-Flint; M.A., Ph.D., Miami University.
Roseann Lloyd (1995). Instructor, part-time, English. B.S., M.A., University of Minnesota.
Lejeune Yolande Lockett (1997). Academic Coordinator, Mexico, Center for Global
Education. B.A., University of California-Davis; M.S., University of California.
Lori L. Lohman (1990). Associate Professor of Business Administration /Accounting /MIS.
B.A., M.B.A., Ph.D., University of Minnesota.
Christoffel Lombard (1996). Academic Coordinator, Namibia, Center for Global
Education. B.A., B.Th., University of Stellenbosch; M.Th., D.Th., University of
Western Cape.
J. Lynne E Lorenzen (1988). Associate Professor of Religion. B.A., University of Iowa;
M.Div., Northwestern Lutheran Theological Seminary; M.A., Ph.D., The
Claremont Graduate School.
Dawn B. Ludwig (1995). Director, Assistant Professor of Physician Assistant Studies. B.A.,
University of Colorado-Denver; M.S., PA. Certification, University of Colorado
Health Science Center.
280 Augsburg College Faculty
Steven P. Lund 1982). Studio Artist~Trombone,part-time, Music. B.S., University of
Minnesota.
Mary Ellen Lundsten (1977). Assistant Professor, part-time, Political Science. B.A., Smith
College; M.A., Johns Hopkins School of Advanced International Studies; Ph.D.,
University of Minnesota.
Ann Lutterrnan (1993). Academic Coordinator, Mexico, Center for Global Education. B.A.,
Earlham College; M.Div., Yale Divinity School.
Beth M. Mackey (1996). Instructor, part-time, Education. B.S., M.S., Indiana University.
Karen M. Mateer (1984). Associate Professor, Librarian. B.S., University of South Dakota;
M.A., University of Iowa.
Esther G. McLaughlin (1989). Associate Professor of Biology. B.A., Ph.D., University of
California-Berkeley
Mary Lee McLaughlin (1993). Assistant Professor, Librarian. B.A., Western Michigan
University; A.M.L.S., University of Michigan; M.A., Michigan State University.
Carter T. Meland (1998). Instructor, part-time, English. B.A., University of Minnesota.
Cynthia J. Meyer (1994). Instructor, part-time, Psychology. B.A., Macalester College; M.A.,
Ph.D., University of Minnesota.
Fekri Meziou (1987). Associate Professor of Business Administration /Accounting /MIS.
B.A., University of Tunis; M.A., Ph.D., University of Minnesota.
Monem Meziou (1997). Instructor, part-time, Business Administration /Accounting /MIS.
B.A., Augsburg College; M.B.A., Northern Arizona University.
Ernest Miel (1993). Instructor, part-time, Education. B.A., University of Minnesota; B.A.,
M.Ed., Macalester College.
Diane M. Mikkelson (1997). Instructor, part-time, Modem Languages. B.A., California
State University; M.A., California State University-Northridge.
Jeannette H. Milgrom (1992). Instructor, part-time, Social Work. B.S.W., Christian Social
Academy, Groningen, Netherlands; M.S.W., University of Minnesota.
Kinney G. Misterek (1989). Instructor, part-time, Business Administration/Accounting/
MIS. B.S., M.B.A., University of South Dakota; M.B.T., University of Minnesota.
John R. Mitchell (1968). Associate Professor of English. B.A., Maryville College; M.A.,
University of Tennessee.
William B. Monsma (1987). Instructor, part-time, Physics. B.A., Calvin College; M.Div.,
Calvin Seminary; Ph.D., University of Colorado.
Thomas E Morgan (1983). Professor of Business Administration/ Accounting /MIS. B.S.,
Juniata College; M.B.A., University of Denver; M.S., University of Oregon; Ph.D.,
University of Minnesota.
William D. Morris (1987). Assistant Professor, part-time, Political Science. B.A., Oakland
University; Ph.D., Carnegie-Mellon University.
Patricia A. (Patty) Murphy (1991). Assistant Professor of Health and Physical Education.
B.S., M.S., Mankato State University.
-
Augsburg College Faculty 281
Patricia E (Trish) Murphy (1996). Instructor, part-time, Education. B.A., Mount Mary
College; M.Ed., University of Minnesota.
N
Eliawira N. Ndosi (1990). Instructor, part-time, Economics. B.A., Carleton College; M.A.,
University of Minnesota.
Gordon L. Nelson (1967). Professor of Sociology. B.A., M.A., University of Minnesota;
B.D., Luther Theological Seminary; M.A., Ph.D., University of Chicago.
Richard C. Nelson (1968). Professor of History. B.A., University of Nebraska; M.A., Ph.D.,
University of Minnesota.
Jack Nelson-Pallmeyer (1984). Instructor, part-time, Religion. B.A., St. Olaf College;
M.Div., Union Theological Seminary,
Catherine C. Nicholl(1973). Professor of English. B.A., Hope College; M.A., University of
Michigan; Ph.D., University of Minnesota.
Norbert Nielubowski (1997). Studio Artist/Bassoon, part-time, Music. Lane Technical High
School (music concentration); private study
Beverly J. Nilsson (1977). Professor of Nursing. B.S., M.S., Ph.D., University of Minnesota.
Norma C . Noonan (1966). Professor of Political Science. B.A., University of Pennsylvania;
M.A., Ph.D., Indiana University.
0
Celeste M. O'Brien (1975). Studio Artist/Piano, part-time, Music. B.A., Hamline University.
Susan E. O'Connor (1994). Assistant Professor of Education. B.S., University of Minnesota;
M.S., Ph.D., Syracuse University.
Wayne L. Olhoft (1993). Assistant Professor of Business Administration /Accounting /MIS.
B.A., Metropolitan State University; M.B.A., University of Minnesota.
Sandra L. Olmsted (1979). Assistant Professor of Chemistry. B.A., Augsburg College; M.S.,
University of Wisconsin; Ph.D., University of Minnesota.
Stephen T. Olsen (1992). Instructor, part-time, Speech/Communication and Theatre Arts.
B.A., St. Olaf College; M.A., Ph.D., Pennsylvania State University.
Lila J. Olson (1990). Studio ArtistNoice, part-time, Music. B.M., University of Kansas;
M.M., University of Nebraska.
Vicki B. Olson (1987). Assistant Professor of Education. B.S., M.A., Ph.D., University of
Minnesota.
Michael E. O'Neal (1989). Assistant Professor, part-time, Sociology. B.A., University of
Missouri; M.A., Ph.D., University of Minnesota.
Jack Osberg (1991). Head Football Coach. Instructor, Health and Physical Education. B.A.,
Augsburg College.
Paul H. Ousley (1993). Orchestra Director, Instructor of Music. B.M., University of
Wisconsin-Eau Claire; M.M., Eastrnan School of Music.
282 Augsburg College Faculty
-
P
'
Magdalena M. Paleczny-Zapp (1986). Associate Professor of Business Administration/
AccountingfMIS. B.A., M.A., Central School for Planning and Statistics, Warsaw;
Ph.D., Akademia Ekonomiczna, Krakow.
Ronald G. Palosaari (1965). Professor of English. B.A., Bethel College; B.Div., Bethel
Seminary; M.A., Ph.D., University of Minnesota.
Sharon K. Patten (1991). Associate Professor of Social Work. B.A., St. Olaf College;
M.S.W., M.A., Ph.D., University of Minnesota.
Curtis Paulsen (1990). Associate Professor of Social Work. B.A., St. Olaf College; M.S.W.,
University of Minnesota; Ph.D., The Fielding Institute.
Richard W. Pearl (1992). Instructor, part-time, Education. B.A., M.A., College of St.
Thomas.
Dale C. Pederson (1992). Associate Professor of Biology. B.A., Augsburg College; Ph.D.,
University of Minnesota.
Paul E. Pender (1985). Instructor, part-time, Business Administration /Accounting /MIS.
B.A., M.B.A., University of Wisconsin.
Rick A. Penning (1993). Studio ArtistNoice, part-time, Music. B.A., Luther College; M.M.,
University of Cincinnati.
William A. Perkins (1995). Instructor, part-time, Business Administration/Accounting/
MIS. B.A., University of Detroit.
Noel J. Petit (1984). Professor of Computer Science. B.A., St. Olaf College; M.S., Ph.D.,
University of Minnesota.
Ronald W. Petrich (1980). Instructor, part-time, Education. B.A., Augsburg College; M.A.,
United Theological Seminary.
P a r - Pezechkian-Weinberg (1994). Assistant Professor of Modem Languages. B.A.,
National University, Tehran; M.A., University of Nice; Ph.D., U.C.L.A.
Joyce M. Pfaff (1966). Associate Professor, part-time, Health and Physical Education. B.A.,
Augsburg College; M.Ed., University of Minnesota.
Clayton A. Pharr (1996). Instructor, part-time, Social Work. B.S., Claflin University;
M.S.W., Barry University.
Diane L. Pike (1981). Professor of Sociology. A.B., Connecticut College; Ph.D., Yale
University.
Michael D. Powers (1997). Instructor, part-time, Biology. B.A., University of MinnesotaMorris; M.S., University of Minnesota.
Q
Philip A. Quanbeck, I1 (1987). Assistant Professor of Religion. B.A., St. Olaf College;
M.Div., Luther Theological Seminary.
R
Lany C. Ragland (1985). Professor of Computer Science. B.S., M.A., Central Missouri
State College; Ph.D., University of Texas-Austin.
0. Nicholas Raths (1987). Studio ArtistIGuitar, part-time, Music. B.M., M.M., University of
Minnesota.
-
Augsburg College Faculty 283
Deborah L. Redmond (1981). Assistant Professor of Speech/Communication and Theatre
Arts. B.A., M.A., University of Minnesota.
Bruce R. Reichenbach (1968). Professor of Philosophy. B.A., Wheaton College; M.A.,
Ph.D., Northwestern University.
Susan E. Riley (1996). Instructor, part-time, Political Science. B.A., University of
Minnesota; M.A., Ph.D., University of California-Berkeley.
Mary K. Roberts (1994). Instructor, part-time, Education. B.A., Mount Marty College;
M.A., University of St. Thomas.
John L. Rohwer (1997). Instructor, part-time, Health and Physical Education. B.A.,
Concordia College-River Forest, IL; M.A., University of Minnesota; Ed.D.,
University of Northern Colorado.
Glenda D. Rooney (1992). Associate Professor of Social Work. B.S., University of North
Texas; M.S.W., University of Illinois; Ph.D., University of Minnesota.
Kenneth A. Root (1996). Instructor, part-time, Social Work. B.A., St. Olaf College;
M.S.S.W., University of Wisconsin; M.A., Ph.D., University of Iowa.
Dan Eagle Boy Rowe (1997). Instructor, part-time, American Indian Studies. B.A.,
Montana State University-Billings; M.A., Purdue University.
S
Edward M. Sabella (1961). Professor of Economics. B.S., University of Rhode Island;
Ph.D., University of Minnesota.
Patricia Hume Santa Coloma (1997). Academic Coordinator, Center for Global Education.
M.A., Instituto Norteamericano de Relaciones Culturales.
Mark L. Sateren (1997). Instructor, part-time, Education. B.A., Augsburg College; M.A.,
University of St. Thomas.
Merlyn E. Satrom (1995). Instructor, part-time, Religion. B.A., Luther College; M.Div.,
Luther Theological Seminary; D.Th., Philipps-Universitat, Marburghhn,
Germany.
Milo A. Schield (1985). Associate Professor of Business Administration /Accounting /MIS.
B.S., Iowa State University; M.S., University of Illinois; Ph.D., Rice University.
John S. Schmit (1990). Assistant Professor of English. Paideia Program Director. B.S., St.
John's University; M.A., University of New Orleans; Ph.D., University of Texas.
Michael D. Schock (1993). Assistant Professor of Social Work. B.A., University of
Washington; M.S.W., University of Minnesota; Ph.D., University of Washington.
Sandra Nei Schulte (1987). Costume Designer, part-time, Speech/Communication and
Theatre Arts. B.A., M.A., M.EA, University of Minnesota.
David G. Schwain (1995). Instructor, part-time, Business Administration/Accounting/
MIS. B.B.A., University of Cincinnati; M.B.A., Haward University.
Kathryn A. Schwalbe (1991). Assistant Professor of Business Administration/Accountingl
MIS. B.S., University of Notre Dame; M.B.A., Northeastern University; Ph.D.,
University of Minnesota.
Frankie B. Shackelford (1990). Associate Professor of Modem Languages. B.A., Texas
Christian University; Ph.D., University of Texas.
284 Augsburg College Faculty
Timothy J. Shaw (1995). Instructor, part-time, Physician Assistant Studies. B.A., St. Mary's
College; Ph.D., University of Minnesota.
Charles M. Sheaffer (1995). Assistant Professor of Computer Science. B.A., Metropolitan
State University; MS., Ph.D., University of Minnesota.
Ryan Rae Sheppard (1994). Instructor, part-time, Sociology. B.S., University of Minnesota;
M.A., University of Southern California.
Deep Shikha (1991). Instructor, part-time, Economics. B.A., Delhi University, India; M.A.,
M.Ph., Delhi School of Economics; Ph.D., Louisiana State University.
Edward R. Skarnulis (1990). Professor of Social Work. B.A., Omaha University; M.S.W.,
Ph.D., University of Nebraska.
Roman Soto-Feliu (1993). Assistant Professor of Modem Languages. Profesorado en
Espafiol, Universidad de Concepcion, Chile; Ph.D., The Catholic University of
America.
Robert Spector (1997). Instructor, part-time, Chemistry. B.S., City College of New York;
PbD., University of Pennsylvania.
Richard J. Spratt (1996). Instructor, part-time, Social Work. B.S.W., Augsburg College;
M.S.W., University of Minnesota.
Robert J. Stacke (1990). Assistant Professor of Music. Band and Jazz Director. B.A.,
Augsburg College; M.A.C.I., College of St. Thomas; Ph.D., University of
Minnesota.
Clarice A. Staff (1995). Assistant Professor of Social Work. B.A., Augsburg College; M.S.,
D.S.W., Columbia University.
John J. Stangl (1991). Instructor, part-time, Education. B.S., M.A., University of
Minnesota.
Nancy K. Steblay (1988). Professor of Psychology. B.A., Bemidji State University; M.A.,
Ph.D., University of Montana.
John F! Stein (1992). Instructor, part-time, Economics. B.S., University of Detroit; M.A.,
University of Illinois.
Donald B. Steinmetz (1968). Professor of Modem Languages. B.A., M.A., Ph.D., University
of Minnesota.
Stuart M. Stoller (1986). Associate Professor of Business Administration /Accounting MIS.
B.S., M.S., Long Island University.
Jean R. Strait (1994). Assistant Professor of Education. B.S., University of Pittsburgh; M.S.,
Moorhead State University; Ph.D., University of Minnesota.
Beverly J. Stratton (1986). Associate Professor of Religion. B.A., M.A., Boston University;
M.A., D.Th., Luther Seminary.
Grace K Sulerud (1966). Associate Professor, Librarian. B.A., Augsburg College; M.A.,
University of Minnesota.
Kathryn A. Swanson (1985). Professor of English. Interim Associate Dean for Student
Affairs. B.A., St. Olaf College; M.A., Ph.D., University of Minnesota.
William Swenson (1989). Instructor, part-time, MAL Program. A.B., Ph.D., University of
Chicago.
Jeffrey T. Symstad (1997). Instructor, part-time, Biology. B.S., St. John's University; M.S.,
University of Minnesota.
-
Augsburg College Faculty 28s
T
Rose M. Theisen (1997). Instructor, part-time, Business Administration /Accounting /MIS.
A.A., Anoka-Rarnsey Community College; B.A., Augsburg College; M.B.A.,
University of Minnesota.
Karen Brown Thompson (1997). Instructor, part-time, Political Science. B.S., Georgetown
University; M.A., Ph.D., University of Minnesota.
Philip J. Thompson (1959). Professor of Art. B.A., Concordia College-Moorhead; MIA.,
University of Iowa.
Sonja K. Thompson (1993). Instructor, part-time, Music. B.M., University of Minnesota;
M.M., The Juilliard School.
James V. Tolar (1997). Instructor, part-time, Philosophy. B.A., University of Texas-Pan
American; M.A., Bowling Green State University.
Mark D. Tranvik (1995). Assistant Prof-or
of Religion. B.A., Luther College; M.Div., Yale
University; Th.D., Luther Seminary.
Cynthia K. Troy (1991). Instructor, part-time, Psychology. B.A., University of CaliforniaSanta Cruz; Ph.D., University of Minnesota.
Michael E Troy (1997). Instructor, part-time, Psychology. B.A., Lawrence University;
Ph.D., University of Minnesota.
U-v
Rebekah N. Valdivia (1995). Assistant Professor of Mathematics. B.A., University of
Wisconsin; M.S., Ph.D., Washington State University.
John W. Van Cleve (1996). Associate Professor of Modem Languages. B.A., Carleton
College; M.A., Ph.D., University of Wisconsin-Madison.
James A. Vela-McConnell (1997). Assistant Professor of Sociology. B.A., Loyola University;
Ph.D., Boston College.
David E. Venne (1992). Instructor, part-time, Physics. B.S., University of Minnesota; Ph.D.,
Iowa State University.
Joseph M. Volker (1993). Instructor, part-time, MAL Program. B.A., University of
California-Irvine; M.A., Ph.D., University of Minnesota.
W
Anthony R. ~ a g n e (1993).
r
Instructor, part-time, Social Work. B.A., M.S.W., University of
Minnesota.
Donald M. Warren (1980). Instructor, part-time. Director, Academic Enrichment. B.A.,
M.A., University of Minnesota.
David B. Washington (1997). Instructor, part-time, Business Administration/Accounting/
MIS. B.A., B.L., J.D., University of Pittsburgh.
Charee M. Watters (1990). Instructor, part-time, Business Administration/Accounting/
MIS. B.A., University of Minnesota; M.Org.L., College of St. Catherine; M.B.A.,
College of St. Thomas.
Rita R. Weisbrod (1991). Associate Professor of Sociology. B.A., M.A., University of
Minnesota; Ph.D., Cornell University.
286 Augsburg College Faculty
Pamela J. Weiss (1983). Associate Professor, part-time, Nursing. B.S.N., University of
Nebraska; M.P.H., Ph.D., University of Minnesota.
Patricia E Weiss (1991). Associate Professor, part-time, Education. Paideia Associate-inResidence. B.A., Boston College; M.Ed., Ph.D., University of North CarolinaChapel Hill.
Barbara A. West (1997). Instructor of Education. Faculty Coordinator of Teacher
Placement Licensing. B.S., St. Cloud State University; M.S., Syracuse University.
Jean H. Whalen (1995). Instructor, part-time, Education. B.S., M.A., University of
Minnesota.
Gary S. Whitford (1994). Instructor, part-time, Social Work. B.S., University of WisconsinPlatteville; M.Div., Wartburg Theological Seminary; M.S.W., Ph.D., University of
Minnesota.
Mary Louise Williams (1984). Assistant Professor of Social Work. B.F.A., M.S.W.,
University of Pennsylvania.
Michael S. Wilson (1996). Instructor, part-time, Business Administration/Accounting/MIS.
B.A., University of St. Thomas; M.B.A., University of Minnesota.
Marcus A. Wing (1995). Instructor, part-time, Education. B.S., Moorhead State University;
M.S., Winona State University; Ph.D., University of Minnesota.
Angela J. Wyatt (1981). Studio ArtistISaxophone and Clarinet, part-time, Music. B.A., St.
Olaf College.
Robert D. Wykstra (1989). Instructor, part-time, Business Administration/Accounting/MIS.
B.A., Calvin College; M.B.A., Western Michigan University.
Fidel Xinico (1995). Academic Coordinator, Guatemala, Center for Global Education.
B.A., Francisco Marroquin in Guatemala; M.Div., St. Paul Seminary, University of
St. Thomas.
Ruth Aaskov. Professor Emerita of Modem Languages. B.A., Augsburg College; M.A.,
Middlebury College; Ph.D., University of Wisconsin.
Lyla M. Anderegg. Professor Emerita of Psychology. B.A., University of Minnesota; M.A.,
Northwestern University.
Barbara L. Andersen. Professor Emerita of English. B.A., Northwestern College; M.A.,
Northwestern University.
Charles S. Anderson. President Emeritus. B.A., St. Olaf College; M.A., University of
Wisconsin; B.Th., Luther Theological Seminary; Ph.D., Union Theological
Seminary.
Ernest W. Anderson. Professor Emeritus of Health and Physical Education. B.A., Augsburg
College; M.Ed., University of Minnesota.
Margaret J. Anderson. Professor Emerita, Library. B.S., M.A., University of Minnesota.
Oscar A. Anderson. President Emeritus. B.A., St. Olaf College; B.D., Luther Theological
Seminary; L.L.D., Concordia College-Moorhead.
Raymond E. Anderson. Professor Emeritus of Speech/Communication and Theatre Arts.
B.S., M.A., Ph.D., University of Minnesota.
Valeria Baltina. Professor Emerita of Modem Languages. Magister der Philosophia,
University of Latvia.
Richard A. Borstad. Professor Emeritus of Health and Physical Education. B.A., M.A.,
Ph.D., University of Minnesota.
Carl H. Chrislock. Professor Emeritus of History, B.A., Augsburg College; M.A., PbD.,
University of Minnesota.
L. Gracia Christensen. Professor Emerita of English. B.A., Hunter College; M.A., Radcliffe
College.
Robert W. Clyde. Professor Emeritus of Sociology. B.A., Coe College; M.A., Rockford
College; Ph.D., University of Iowa.
Ailene H. Cole. Professor Emerita of Speech/Communication and Theatre Arts. B.A.,
Gustavus Adolphus College; M.A., Ph.D., University of Minnesota.
Beverly C. Durkee. Professor Emerita of Mathematics. B.A., B.S.L., B.S.Ed., M.A.,
University of Minnesota; Ph.D., Arizona State University.
Henry G. Follingstad. Professor Emeritus of Mathematics. B.E.E., M.S., University of
Minnesota.
Jerry Gerasimo. Professor Emeritus of Sociology. B.A., Lake Forest College; M.A., Ph.D.,
University of Chicago.
Orloue Gisselquist. Professor Emeritus of History. B.A., M.A., Ph.D., University of
Minnesota.
Theodore J. Hanwick. Professor Emeritus of Physics. B.E.E., M.S., Polytechnic Institute of
Brooklyn; Ph.D., New York University.
Katherine Hennig. Artist-in-Residence Emerita of Music. M.A., University of Minnesota.
Edwina L. Hertzberg. Professor Emerita of Social Work. B.A., Cedar Crest College; M.S.W.,
Ph.D., University of Minnesota.
John R. Holum. Professor Emeritus of Chemistry. B.A., St. Olaf College; Ph.D., University
of Minnesota.
288 Faculty Emeriti
Irene Khin Khin Jensen. Professor Emerita of History. B.A., Rangoon University, Burma;
M.A., Bucknell University; Ph.D., University of Wisconsin.
Einar 0.Johnson. Professor Emeritus of Education. B.A., Concordia College; M.A., Ph.D.,
University of Washington.
James D. Johnson. Professor Emeritus of Music. M.S., Juilliard School of Music; Ph.D.,
University of Minnesota.
Mary E. "Mimi" Johnson. Professor Emerita of Modem Languages. B.A., smith College;
M.A., Columbia University; M.A., University of Minnesota.
Erwin D. Mickelberg. Professor Emeritus of Biology. B.A., Augsburg College; M.A.,
University of Minnesota.
Mildred "Mike" Mueller. Professor Emerita of Education. B.A., M.A., Cenmal Michigan
University; Ed.D., University of Minnesota.
Edor C. Nelson. Professor Emeritus of Health and Physical Education. BA., Augsburg
College; M.Ed., University of Minnesota.
Patricia A. Parker. Associate Academic Dean Emerita. B.A., Eastern Michigan University;
M.A., Ph.D., University of Michigan.
Lauretta E. Pelton. Professor Emerita of Education. M.Ed., Marquette University.
Philip A. Quanbeck, Sr. Professor Emeritus of Religion. B.A., Augsburg College; B.D.,
Augsburg Theological Seminary; M.Th., Th.D., Princeton Theological Seminary.
Gunta Rozentals. Professor Emerita of Modem Languages. B.A., M.A., Ph.D., University
of Minnesota.
Marianne B. Sander. Dean of Students Emerita. B.A., Valparaiso University; M.A.,
University of Minnesota.
Leland B. Sateren. Professor Emeritus of Music. L.H.D., Gettysburg College; D.Mus.,
Lakeland College.
Edwin J. Saugestad. Professor Emeritus of Health and Physical Education. B.A., Augsburg
College; M.A., University of Minnesota.
Marjorie H. Sibley. Professor Emerita, Library. B.A., M.A., University of Illinois; M.A.,
University of Minnesota.
Eugene M. Skibbe. Professor Emeritus of Religion. B.A., St. Olaf College; B.Th., Luther
Theological Seminary; Th.D., University of Heidelberg, Germany
Paul T. Steen. Professor Emeritus of Sociology. B.A., Gustavus Adolphus College; M.A.,
Ph.D., University of Minnesota.
Myles C. Stenshoel. Professor Emeritus of Political Science. B.A., Concordia CollegeMoorhead; Concordia Theological Seminary; M.A., Ph.D., University of Colorado.
Ralph L. Sulerud. Professor Emeritus of Biology. B.A., Concordia College-Moorhead; M.S.,
Ph.D., University of Nebraska.
Joel S. Torstenson. Professor Emeritus of Sociology. B.A., Augsburg College; M.A., Ph.D.,
University of Minnesota.
Ith Avenue
S.
DOWNTOWN
MINNEAPOLIS
DIRECTIONS TO CAMPUS
PUBLIC PARKING
I-35W from the NorthTake Washington Avenue exit and turn left
on Washington (curves right to become
Cedar Avenue), turn left at Riverside
Avenue, right at Zlst Avenue South.
Street parking on campus is posted for
one-, two-, or four-hour limits. Pay
parking is available at the FairviewUniversity Medical Center across
Riverside Avenue. For major events on
campus during evenings and weekends,
parking is also available in the facultylstaff
and commuter lots.
1-94 East from MinneapolisTake 25th Avenue exit, turn left at 25th
Avenue, turn left at Riverside Avenue, turn
left at 21st Avenue South.
1-94 West from St. PaulTake Riverside exit, turn right at Riverside
Avenue, turn left at 2lst Avenue South.
I-35W from the SouthFollow the 1-94 St. Paul signs (move to
right lane after each of two mergers). Take
25th Avenue exit and turn left at Riverside
Avenue. turn left at Zlst Avenue South.
A
C
About Augsburg 9, 267
Academic Advising Center 52
Academic Affairs 6, 64
Academic Calendar 4, 5, 50
Academic Information 50
Academic Internships 61
Academic Policies and Procedures 64
Academic Progress, Probation and
Dismissal 80
Academic and Learning Services 42
Academic Skills Enrichment 42
Accessibility 16
Accounting 98, 104-106
Accreditation and Memberships 10, 15, 16
Activities 40
Admissions 12, 18-22
Administrative Officers of the College 270
Advanced Placement Program Test (AP) 78
African American Student Services (see
Pan-Afrikan Student Services) 44
Air Structure 41
Alumni Center 12
American Indian Studies 43, 158-159
American Indian Student Services 43
American Sign Language 181
Anderson Hall 12, 47
Anderson-Nelson Athletic Field 12
Anishinabe Library Project 44
Application Procedures 18, 29
Arabic 180-181
Art 87-91
Art History 87, 90
Asian American Student Services (see Pan
Asian Student Services) 44
Asian Studies (see East Asian Studies) 120-121
Assessment of Previous Learning (APL)
Program 77
Associated Colleges of the Twin Cities
(ACTC) 57
Associated Support Organizations 14
Athletic Affiliation 16
Athletics 41
Audit Fee 24
Auditing Courses 77
Augsburg Echo 41
Augsburg Seminar 52, 69, 92
Augsburgian, The 41
Calendar 4, 5, 50
Campus Location 11, 16, 289-290
Campus Map 289-290
Campus Ministry 40
Campus Tours 18
Canadian Program 63
Career Services 62
Center for Global Education 12, 58, 166-167
Center for Global Education Courses 58-60,
166, 168-171
Center for Learning and Adaptive Student
Services (CLASS) 42
Center for Service, Work, and Learning 60
Chemistry 110-115
Chinese 180-181
Choir 41, 197, 204
Christensen Center 12
Class Confirmation 64
Class Schedule 84
Classification (Class Year) 77
Coaching Endorsement 149
College Costs 1998-99 24
College Level Examination Program
(CLEP) 78
College of the Third Age 63
Commencement 81
Commons 47
Communication 255-258
Community and Public Service
Scholarships 31
Community Internships in Latin
America 60, 173
Community Service-Learning 61
Computational Economics 117
Computer Resources 51
Computer Science 116-119
Concert Band 41, 197, 204
Continuing Education Program 63
Cooperative Education 61
Counseling 45
Counseling and Health Promotion 45
Course Descriptions 84-266
Credits 84
Crime and Community Concentration
(Sociology) 251
B
Biology 93-97
Board of Regents 268-269
Books and Supplies 25
Business Administration 98-103
Business Administration and
Economics Major 100, 123
D
Dean's List 80
Degrees Offered 8, 15, 50
Departmental Comprehensive Exams 78
Departments and Programs 48, 84-266
Deposits 25,46
Development 6
Directory 6
Disabled Student Program 42
Index 293
Dismissal 80
Discrimination Complaints 48
Divisions and Departments 52
Dormitories 12, 46
Dual Degree Programs 54, 138-1 39
E
Early Admission of Freshmen 19
East Asian Studies 120-121
East European Studies 53, 54, 243-244
East Hall 12
Echo 41
Economics 92, 100, 122-126
Education 127-137
Education for Service 10
Elderhostel 63
Elementary Education 128-131
Employment 33, 60
Engineering 138-139
English 140-146
English as a Second Language (ESL)
Program 79
English Placement Test 141
English-Language Arts Teaching Major 141
Enrollment 16
Enrollment Deposit 25
Ensembles 197, 204
Entry-level Skills 69
Ethnic Studies 159
Evaluation and Grading 75
Evangelical Lutheran Church in America
(ELCA) 16, 269
Experiential Education Programs 60-61
Explanation of Grades 75
F
Facilities and Housing 12, 46
Facts and Figures 16
Faculty 16, 50, 271-286
Faculty Emeriti 287-288
Family Educational Rights and Privacy Act
(FERPA) 48, 81-82
Federal Work Study Program 33
Fees 24-25
Finance Specialization (Business
Administration) 100
Financial Aid 16, 28-33
Financial Policies 26-28
Fine Arts 41
Fitness Center 45
Food Service 47
Foreign Languages 75, 180-190
Former Students 21, 65
Foss, Lobeck, Miles Center for Worship,
Drama, and Communication 12
Four-Year Assurance Program 81
French 180, 181-183
Freshmen 18
C
Gage Family Academic Enrichment
Center 42
General Education Curriculum 66-71
General Education Requirements 66-71
General Studies 147
German 180,183-1 85
Gift Assistance 31-32
Global Education Center 12, 58, 166-167
Global Education Program
Courses 58-60, 166, 168-171
Grade Point Average 69, 77
Grading 75-77
Graduate Programs Office 64
Graduate Programs 62
Graduation Level Skills 70
Graduation Requirements 66-71
Graduation With Distinction 81
Grants 32
Gymnasium (Melby Hall) 13
H
Health and Physical Education 148-152
Health Promotion 45
Health Service 45
HECUA Courses 59-60, 171-174
Higher Education Consortium for Urban
Affairs (HECUA) 57, 167
~is~anic/Latino
student Services Program
44
History 153-157
History of Augsburg College 9
Honors Program 56
Housing 12, 25, 46
Hoversten Peace Scholarships 31
I
Ice Arena 13
Incomplete Grade 76
Independent Studies 86
Information Technology Resources 51
Inter-Institutional Programs 56-57
Inter-Race 14
Intercollegiate Athletics 41
Interdisciplinary Studies 158-164
lnterim 50
lnterim Abroad 60
lnterim Office 64
lnternational Baccalaureate Program (IB) 77
lnternational Business Minor 101
lnternational Business Specialization
(Business Administration) 100
lnternational Partners 167
294 Index
lnternational Programs 46
lnternational Relations 165-166
lnternational Student Services 22
lnternational Students 46
lnternational Studies 166-174
Internships 61, 85
Intertribal Student Union 43
Intramural Athletics 41
J
Japanese 180, 186
K
MIS Courses 107-109
Mission Statement 9
Modern Languages 180-190
Mortensen Tower 13,43
Murphy Place 13
Murphy's 47
Music 191-205
Music Education Major 191, 194
Music Ensembles 197, 204
Music Hall 13
Music Performance Major 192, 195
Music Repertoire Tests 199
Music Therapy Major 192, 196, 203-204
KCMR Radio 41
L
Language Courses 180-190
Leadership Scholarships 31
Learning Disabilities Program 42
Learning Laboratory 42
Leave of Absence 65
Liberal Arts Perspectives 71-75
Library and Information Technology
Center 12, 16, 51, 56
Licensure Veaching) 54
Lifetime Sports 71
Lindell Library 12, 51
Linguistics 186
Loan Assistance 32-33
Location 11-12, 289-290
Lutheran Leader Scholarships 31
M
Majors and Minors 8, 53-54, 84-266
Management Information Systems 107-109
Management Specialization (Business
Administration) 100
Maps 289,290
Marketing Specialization (Business
Administration) 100
Mastefs Degrees 50, 62
Math Placement Group (MPG) 70
Mathematics 175-179
Medical Refund 28
Melby Hall 13
Memberships 15, 16
Memorial Hall 13
Merit Scholarships 30
Metro-Urban Studies 160-161
Minnesota Indian Teacher Training
Partnership (MNITTP) 43
Minnesota Minority Education Partnership
(MMEP) 14
Minnesota Work Study Program 33
Minority Studies 158-164
Minors 54, 84-266
N
Natural Science 206-207
No-Credit Grades 75
Nordic Area Studies 162-164
Nordic Center 14
Norwegian 180, 186-187
Notification of Admissions Decision 18
Number Grades 76
Numbering of Courses 78
Nursing 208-21 1
0
Off-Campus Programs 16
Officers of the College 270
Ojibwe 180, 188
Old Main 13
Orchestra 41, 197, 204
Orientation (AUG) 52, 69, 92
p,
Q
Paired Resources in Ministry and
Education (PRIME) Awards 30
Pan-Afrikan Student Services 44
Pan Asian Student Services 44
Part-Time Students 24
PassINo Credit 75-76
Pastor 40
Payments 26
Performance Studies 197, 205
Performing Arts Scholarships 31
Perspective Requirements 66, 71-75
Perspectives (Rationale) 71-73
Philosophy 212-215
Phi Theta Kappa Scholarships 30
Physical Disabilities Program 42
Physical Education 148-152
Physical Science Teaching Licensure 111
Physician Assistant Program 216-220
Physics 221-225
Piano Proficiency Test 199
Policies 14, 16, 47, 81, 291
-
Index 295
Political Science 226-231
Portfolio Assessment Program 78-79
Pre-Professional Programs 55-56
Pre-Registration 64
Prerequisites 84
President's Greeting 2
President's Scholarships 30
Probation 80
P~ychology232-236
Public Relations and Communication 13
R
Refunds 26-28
Regents 268-269
Regents' Scholarships 30
Registration 64
Religion 237-242
Religious Affiliation 16
Residence Life Program (see also
Housing) 46-47
Residence Requirements 69
Room and Board 24
ROTC 57
Russian 180, 188
Russian, Central, and East European Studies
243-244
5
Scandinavian Studies 162-164
Scandinavian Urban Studies 59, 171-1 72
Scholarships 30-31, 34-38
School Year 4, 5, 16
Science Hall 13
Secondary Education 131-1 35
Service-Learning 61
Sigma Pi Sigma 223
Skills Requirements 69-70
Social, Cultural, Recreational Activities 40
Social Studies 245
Social Welfare Minor 247
Social Work 246-250
Society of Physics Students 223
Sociology 251-254
Space Physics 222
Spanish 188-190
Special Education 137
Special Interest Housing 47
Special Students (Non-Degree) 21
Speech/Communication and
Theatre Arts 255-262
Sponsored Scholarships 34-38
Sports 41
StepUP Program 43
Student Activities 40
Student Affairs (see Academic
and Learning Services) 42
Student Educational Loan Fund (SELF) 33
Student/Faculty Ratio 16
Student Government 40
Student Life 40-48
Student Newspaper 41
Student Project for Amity Among Nations
(SPAN) 16
Student Publications 41
Student Rights 47, 48
Student Standards of Behavior, Complaints,
Records 47
Student Teaching Abroad 60, 127
Studio Art 87-90
Study Abroad 57-60, 166-174
Summer School Office 64
Support Programs 4 3 4 4
Sverdrup Hall 13
Sverdrup-Oftedal Memorial Hall 13
T
Teaching Licensure (see also Majors)
54, 127, 128, 131,132
Test Scores 18
Theatre Arts 259-262
Transcripts 18
Transfer Scholarships 30
Transfer Students 19-21, 66-67, 70
Tuition, Fees, Room and Board 24-25
Tutor Center 42
u
Upper Midwest Association of Intercultural
Education (UMAIE) 16
Urban Studies 161-162
Urness Tower 13, 47
v
Veterans 81
W
Weekend College 62
Withdrawal From College 28, 65
Women's Hockey 41
Women's Studies 263-266
Work Study Program 33
x, y, z
Yearbook 41
Youth and Family Institute 14
Youth and Family Ministry Major 237-238
Show less
.................... . 2
Options ..................... . 4
Visiting Students. ............... 5
Calendar. ....................... 6
About This Catalog. ................ 7
Interim Courses ...................8
Lifetime Sports. ................. . 4 4
Interim Abroad .................. 4 5
Othe... Show more
.................... . 2
Options ..................... . 4
Visiting Students. ............... 5
Calendar. ....................... 6
About This Catalog. ................ 7
Interim Courses ...................8
Lifetime Sports. ................. . 4 4
Interim Abroad .................. 4 5
Other Courses .................. . 4 7
Introduction.
Introduction to Interim
Interim is an integral part of the school year at Augsburg
College. The College follows a 4- 1-4 calendar, with fall and
spring semesters of approximately 14 weeks separated by a
four-week January Interim. Interim is intended to be a time
for both students and faculty to employ styles of teaching and
learning and to investigate questions and topics in places and
ways not possible during the regular term.
Interim is an opportunity for intense concentration on a
single course of study. Since one Interim course equals a fulltime load, students should plan to spend the same amount of
time in class and preparing for class as they would for a fourcourse load during fall or spring semesters. Students should
be prepared for at least 40 class hours during the Interim and
should anticipate the equivalent of the normal two hours of
study for each class hour. Since the course length is only 3 '12
weeks, attendance at every class is imperative. While it is
expected that students will attend every class period, instructors will establish the precise attendance policy for their
courses. Students can register for only one course
credit during Interim. There is no tuition refund for a
student who chooses not to enroll in an Interim course.
Most Interim courses are graded traditionally on a 4.0 to 0.0
scale. Students generally have the option to register on a
PassINo credit basis. A few Interim courses are graded only on
the PIN system; this is indicated in the course description.
Some courses are offered for either upper or lower division
credit. Such Interim courses have two numbers listed and
students must select which is most appropriate for their
needs. Students registering for upper division credit should
anticipate additional assignments and a more rigorous grading standard. Some courses, especially courses with travel
requirements, have additional fees associated with them.
These fees, although intended to be accurate, may change
and students should check with the instructor to verify the
final costs.
Students are required to complete at least 33 course credits
for graduation. This course total must include two Interims
for students who enter with fewer than 14 courses. Freshmen
are required to take an Interim course their first year. A
maximum of four Interim course credits may be counted
toward the 33 course credits required for graduation.
Transfer students should refer to their transfer credit
evaluation form or consult the registrar for the number
of Interim courses required.
Day school students (3.0 credits or more for fall) can take a
total of 1.0 course credit. They may take two half-credit classes. They may also take a lifetime sport (zero credit). The lifetime sport is at no additional charge if they are full-time students (fall term). If less than full-time, they will be charged.
Weekend students can take 1.0 course credits in Interim as a
cross registration but will be charged day school tuition ($1,564)
per course credit. If they do so they may take only 1.0 additional
course credits in Weekend College for winter trimester.
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, marital status, status with regard to public assistance, or disability in its
education policies, admissions policies, scholarship and loan programs, athletic
and/or school administered programs, except in those instances where religion is
a bonafide occupational qualification. Augsburg College is conimitted to providing reasonable accommodations to its employees and its students.
Any questions concerningAugsburgs compliance with fideral or state regulations implementing equal access and opportunity can be directed to Lora Steil,
affirmative action coordinator, Ofice of Human Resources, CB 79,Augsburg
College, 2211 Riverside Ave., Minneapolis, MN 55454. She can be reached by
telephone, (612) 330-1023; or by e-mail, ateil@augsburg.edu>.
Options
International Interim-Students are invited to participate in
the international Interim courses offered by the Upper
Midwest Association for Intercultural Education (UMAIE)
and other consortia. These course opportunities are listed on
page 45. Some courses have early registration deadlines.
Internships deadline-Friday, December 11. January Interim
internships must be planned in advance. Students electing an
internship must meet departmental requirements and present
a signed internship-learning agreement plan to the Center for
Service, Work, and Learning (1st floor Memorial) by the first
day of Interim classes. The learning-agreement forms are
available in the same office. Internships during Interim must
involve full-time work placements for approximately four
weeks. Assistance for planning internships is available in the
Center for Service, Work, and Learning.
Independent studylresearch or directed study-Students
may elect a program of independent study (upper division
499) or directed study (lower division 299) for Interim.
Faculty members are strongly discouraged from accepting
responsibility for more than one independent study per
Interim. Students choosing to pursue independent or directed
study must:
1. Meet departmental requirements
2. Present to the registrar a copy of the proposed study
plan approved by the supervising faculty member and
the directedlindependent study registration form.
These forms must be submitted by December 1.
Appropriate study proposal and registration forms can
be obtained in the Office of the Registrar.
Interims at other schools-Augsburg students may enroll at
any other 4- 1-4 institution that offers a reciprocal Interim
arrangement. Catalogs of these Interim programs are available
in the registrar's office. Registration for Interims at the other
ACTC colleges will be at Augsburg during the regular registration period. Most courses taught during the Interim at other
4-1-4 schools are accepted for credit by Augsburg, but may
not necessarily be accepted as meeting Augsburg's general
education requirements.
Visiting Students
Augsburg College welcomes students from other 4-1-4
schools for the January Interim without tuition charges, provided the student's home institution agrees not to charge
tuition to Augsburg students for the January term. The waiver
of tuition does not include special fees, housing, or board
costs. Other students will be charged $1,564 for the Interim
course. Students interested in registering for an Augsburg
Interim should write to the Office of the Registrar for application forms or use the forms provided by the Interim office at
their own school. There is an application processing fee of
$10. Students are welcome to stay on campus but are not
required to do so. Requests for Interim housing should be
made to the Office of Residence Life.
It should be noted that neither ACTC exchange students nor
visiting students may register for 199,299,399, or 499 courses.
Interim Calendar 1999
November 16 to December 4 . .........Interim registration
January 4 . ......................... First day of Interim
Time I-9:00 a.m. (first day)
Time 11-1:15 p.m.
January 5
............ Last day to register or add a class or
cancel a class without a notation
January 15. .................... Last day for determining
grading option with registrar
January 15 ......... Last day for withdrawing from courses
.............................. Interim ends
February 1 ......................Spring semester begins
February 5 ............... Interim grades due to registrar
January 27
The time, number, and length of meetings as well as the
beginning time will be arranged the first day of class. The
daily schedule for Interim is divided into two blocks of time:
Time I: 8:00 a.m. to 11:45 (Note: on the first day, Time I
classes will begin at 9:00 a.m.)
Time 11: 1:15 p.m.-5:00 p.m.
Note: Martin Luther King Day will be observed at Augsburg
with a special convocation on Monday, January 18, at 1:00 p.m.
Afternoon classes begin following the convocation.
About This Catalog
The catalog lists courses by departments in alphabetical order.
At the end of the book are listings of other courses not
offered by Augsburg but recognized by the College for Interim
credit. Additional descriptions and information about these
courses are available in the Interim Office, Memorial 226.
Students may also register for one of the lifetime sports listed
at the end of the catalog. Courses that include travel are
marked with an airplane.
+
For More Information
For more information contact Barbara Pappenfus in the
Interim Office at (612) 330-1 150.
Accounting
See listing under Business, pg. 9.
Introduction to Drawing in Architecture
ART 100-J
lnstructor: Staff
This course develops basic skills involved ,in perceiving and
representing the material environment. Sketching and drawing conventions are employed to study visual phenomena
and forms.
Liberal Arts Perspective: Aesthetics
Maximum Enrollment: 20
Time: Ii
Room: Old Main 17
Tribal Arts And Culture
ART 290-J
Instructor: Steve Chapman
The rich heritage of indigenous cultures is explored through
the visual arts, particularly within the United States. Other
content includes poetry, dance, mythology, ritual, religion,
and drama of many American Indian tribes. Students will
produce various art projects in weaving, basket making, pottery, sculpture, or prints.
Maximum Enrollment: 20
Time: Ii
Room: Old Main 4
Seeds of Change
BIO 145-J
Instructor: Esther McLaughlin
We will use a few historically, economically, and medically
important plants to study some of the ways in which humans
and plants interact, biologically and otherwise. Plants are not
only at the b0tto.m of our food chain but also play a part in
non-food aspects of our lives, either directly (e.g., medicines,
fibers, dyes) or indirectly (e.g., how food crises have influenced human migrations). We will study the uses, biology,
natural history, and classification of several important plants.
Evaluation will be based on three or four 40-minute exams,
several quizzes, and an oral presentation.
Liberal Arts Perspective: Natural World 2
Maximum Enrollment: 20
Time: I1
Room: Science 205
Internal Audit and
Management Consulting
ACC 424-J
Instructor: Stuart Stoller
Auditing through an interdisciplinary approach. Using
techniques discussed in accounting, finance, management,
marketing, and MIS, we examine a business' internal control
systems and operating efficiency. By stepping away from the
traditional textbook approach we incorporate creativity and
discussion. Major topics include: business valuation techniques, "just-in-time" philosophy, efficiency improvement
techniques, disaster recovery planning, and report writing.
Students will be evaluated by classroom quizzes, a project,
and final examination.
Prerequisites: ACC 221 & 222, BUS 242, 252,331, ECO 113, MIS 175 & 379
Graduation Skill Requirements: Speaking, Writing
Maximum Enrollment: 20
Time: I1
Room: Old Main 11
Advanced Computing for Business
MIS 370-J
Instructor: Wayne Olhoft
Objectives are to learn concepts underlying creation of Web
pages and business communication via the Internet. Use of
relational databases for advanced queries, forms, and reports.
Basics of event-driven programming for solving business related problems. Students will complete three major projects and a
few minor assignments. The course requires significant effort
on projects and constant access to a computer. Cooperation
with fellow students in learning to apply concepts is encouraged. A good grasp of MS Access is required or the willingness
to exercise exceptional effort in learning the tool.
Prerequisite: MIS 175, CSC 170, consent of the inslructo~or Math Placemenl Group 3
Maximum Enrollment: 20
Time: I1
Room: Lindell I6
International Business in French
and English
BUS 295/495-J
FRE 295/495-J
Instructors: Magda Paleczny-Zapp and Paty Pezechkian- Weinberg
This course focuses on opportunities and challenges of doing
business in the enlarged European Union and is designed to
give you the skills and the cultural insights needed to do business in French and with the members of the European community. Through the study of governmental agencies, management, marketing, and media, we will discuss and analyze some
of the hottest issues of the European business world today. This
course provides the appreciation of cultural differences and
world-view perspectives and offers the opportunities to discover professional vocabulary usually not covered in a language
class. It will help you gain a better comprehension of the sociocultural, economic and political structures of France as com-
pared to those in the U.S.Students are required to read and
prepare assigned articles (in French and English) at home for
class discussions. You will be required to prepare two presentations (one in French) of 10 minutes each on a related subject. You will be assigned translations and case studies to be
performed in class and at home, and to write commentary (in
French and English) on articles. No final exam.
Prerequisites: Business 362 and French 21 1 or consent of the instructors.
Maximum enrollmenl: 25
Time: I
Room: Old Main 10
Responding to the Challenge of Japan
BUS 368-J
Instructor: Steven LaFave
An examination of current Japanese business practices using a
cultural perspective. A multimedia approach will be employed
involving film, television documentaries, radio speeches, and
readings from current periodicals in addition to text materials. A seminar model will be used with substantial participation expected on the part of the students. Evaluation will be
based on a paper, two 20-minute sessions of seminar leadership, class participation, and mid-term and final examinations. This class should be of interest to anyone majoring or
minoring in international business or any field of business
administration, as well as anyone interested in Japan. Students
who cannot attend every class should not enroll in this
course.
Prerequisite: Junior standing or consenl of the instructor
Liberal Arts Perspective: IntercuNural Awareness 1
Maximum Enrollment: 20
Time: I
Room: Old Main 29
Introduction to Polymer Chemistry
and American Plastic
CHM 104-J
Instructor: Ron Fedie
Previously there was the Stone Age, Iron Age, and Bronze Age.
Now we live in the Age of Plastics. Without this innovative
technology, life as we know it would be much different. The
variety of polymer molecules and their properties make up
various plastics. Through chemistry the variations are endless.
Many items and materials such as coatings, adhesives,
leisure/sports equipment, construction supplies, automobile
parts, clothes, medical supplies, cosmetics, and others used
every day come from different polymer molecules. In this
course we will explore and discuss the world of polymer
chemistry with a special focus on plastic. There are both synthetic and natural polymers. Most plastics come from synthesized polymers found in "plastic" wrap and trash bags. A
common natural polymer, polyisoprene, is collected from the
sap of rubber tree-golf balls and latex gloves are just two of
its popular uses. The class will also focus on the book
American Plastic: A Cultural History by Jeffrey Meikle.
Themes from the book, the different types of polymers used,
and recent themes such as the recycling of plastics will be
discussed. There will be supplemental handouts on some of
the important natural polymers not covered in the book.
There will be labs in which some polymer molecules will be
made and the various properties will be explored. This will
help to give a hands-on experience with the seemingly unlimited possibilities of properties in these long chain molecules.
Prerequisite:Malh Placement Group 2
Liberal Arts Perspeclive: Natural World 1 or 2
Maximum Enmllmenl: 25
Time: I1
Room: Science 315
Introduction to Computer Science and
Communications
CSC 160-J
Instructor: Larry Ragland
This course introduces the major areas of computer science
and computer communications. These areas are: algorithms,
algorithm design, algorithm efficiency, hardware, logical circuit design, computer organization, software and operating
systems, programming languages, operating systems, theory
of computation, mathematical foundations of computer
science, Turing machines, computer communications and the
Internet, packet switching, Internet services, and operation.
This course will consist of lecture/discussion times with frequent in-class lab exercises on the topics above. Grading will
be based on examinations, labs, and homework. This is not a
course in computer applications or how to use computers,
although we may touch on these topics.
Prerequisite: Math Placement Group 3
Maximum Enrollment: 15
Time: I
Room: Sverdrup 212
Economics of Urban Issues
ECO 110-J
Instructor: Satya Gupta
Study of economic implications of the many problems facing
a metro-urban environment. Some of the topics to be discussed are: crime prevention, health issues, discrimination,
education, etc. Basic microeconomics tools of analysis will be
developed in class. This is a basic course designed for those
students who do not plan to major in economics, business
administration, accounting, or MIS. Three objective examinations.
Liberal Arts Perspective: City or Social World 1 or 2
Maximum Enrollment: 15
Time: I
Room: Old Main 11
Contemporary Economic Issues
EGO 195-J
lnstructor: Jeanne Boeh
This course will focus on using the basic tools of economic
analysis to analyze current policy questions. The course will
emphasize the skills of critical thinking and speaking.
Students will read articles presenting at least two sides of an
issue. Classroom and out-of-classroom assignments will be
geared toward developing thinking skills necessary to evaluate
policy positions. This course does not serve as a substitute for
either Economics 112 or 113. Course grade will be based on
two in-class tests, assignments, and participation.
Prerequisite: Student must have passed Critical Thinking assessment or have
successfully completed GST 100.
Graduation Skill Requirement: Critical Thinking
Maximum Enrollment: 25
Time: I
Room: Old Main 13
International Education
EDU 353-J
lnstructor: Rich Germundsen
This seminar-style course presents an examination and comparison of selected Western and non-Western educational systems with special attention on Scandinavian and Central
American models. The course also draws attention to our personal responsibilities to educate ourselves so that we can
understand and participate in the emerging global society.
There will be lectures, discussions, and presentations by students and guest speakers. Student evaluation will be based on
class presentations and investigative projects.
Liberal Arls Perspective: Social World 2
Maximum Enrollmenl: 15
Time: I
Room: Sverdrup 17
Practicum and Seminar in Special
Education
EDU 491-J
Instructor: Susan OJConnor
A supervised field placement that serves people with disabilities, plus an on-campus seminar. Students planning to take
this course should consult with the special education coordinator about a placement prior to registering for the course.
Students must complete designated hours of fieldwork as well
as written and reading assignments.
Prerequisite: EOU 282, completion of courses for special education minor,
or consent of instructo~
Maximum Enrollmenf: 9 (This course involves fieldworksupe~isionfor the faculty member)
Time: 11
Room: Sverdrup 4
American Dialects: Differences and
Attitudes
ENG 219-J
Instructor: John Schmit
Language plays an important role in our socialization and
acculturation. The way we speak tells others who we are and
tells us who others are. Our speech is a reflection of our social
and economical standing and our cultural background. For
this reason we should expect women to speak differently from
men. And yet somehow we do not. We should expect anyone
from a different background to have differences of language.
Even more importantly, we must understand these differences
in order to make sure that we understand speakers from different language communitites. This course will examine the
dialects of various English-speaking communities and attempt
to describe and understand their rules of speech: their grammatical rules, phonological rules, and their rules on discourse.
It will include lectures, student presentations, and student-led
discussions. Besides presenting a topic, students will write a
paper on the presentation topic and take a final exam.
Liberal Arts Perspective: Intercultural Awareness 1
Maximum Enrollment: 25
Time: I1
Room: Old Main 29
Topics: Introduction to Asian
American Literature
ENG 282/382-1
Instructor: Joan Thompson
In an essay about multicultural American literature, Walter J.
Ong writes that "literature is organized experience and consciousness. Since cultures organize experience and consciousness variously, the study of the literature of another culture
opens new vistas both into the exterior world and into the
human heart." This course will explore some of these vistas
through readings and discussions of nonfiction works, poetry,
short stories, a play, and a novel by Asian American authors.
Some ideas the writers take as subjects through their art
include definitions of an Asian American voice, explorations of
cultural and individual identity, visions of community, and
coming of age. Class sessions will include discussion of the
historical and social contexts that influence the writers studied.
In addition to the reading, students will view at least one Asian
American film and possibly attend a relevant performance or
reading. Course grades will be based on reading journal, a
short paper, a final exam, class attendance, and participation.
Upper division students will read an additional novel and
write a research-based paper on it.
Liberal Ads Perspective: Intercultural Awareness 1
Maxium Enrollment: 25
Time: I1
Room: Old Main 16
Topics: The Heroic Journey
ENG 282-J
Instructor: Joan Griffin
"The hero:' says Joseph Campbell, "is the man or woman who
has been able to battle past his personal and local historical
limitations to the generally valid, normally human forms."
This struggle, the heroic journey, is a quest for wholeness, for
harmony with oneself, one's society, and even the universe.
The journey may be physical, moral, psychological, or spiritual, but it always concludes with the regeneration of the hero
and/or the redemption of the hero's society. This course will
study archetypal patterns of the heroic journey as well as specific examples of such journeys, emphasizing the work of
Joseph Campbell, but also citing studies of the hero by Lord
Ragland, Carol Pearson, and Richard Slotkin, among others.
We will note that major heroic genres in western traditionthe epic and romance-almost always assume that the hero is
usually a warrior and aristocrat. Thus we will analyze typical
elements of the heroic warrior myth as depicted in ancient
and medieval epics and romances, but will also pay particular
attention to its appearance in contemporary American popular narratives. We will consider the implications of the enduring popularity of this rendition of the heroic journey. The
heroic journey, however, is a human journey, and thus the
course will also emphasize the heroic journeys of women as
well as of men who may be neither aristocratic nor warriors.
As a lower division literature course, ENG 282 does not
assume that the student is proficient in literary analysis.
Rather the course will help students develop analytic and critical reading, thinking, and writing abilities. Course requirements: There will be 15 class meetings, each lasting three to
four hours. Course grades are based on class attendance and
participation as well as on daily writing and formal papers. If
you must miss more than one or two classes or frequently
leave class early, you should not take this course.
Prerequisite: ENG 111 recommended but not required
Liberal Ads Perspective: Western Heritage 1 or 2
Maximum Enrollment: 25
Time: I
Room: Science 213
School Health Curriculum
(0.5 course credit)
HPE 320-J
lnstructor: John Rohwer
Techniques for developing a course of study based upon
growth and development for grades K-12. Special work units
in nutrition and diseases. This is a one-half credit course.
Prerequisile: HPE 110
Maximum Enrollment: 20
Time: I -M, bl! and alternale F (1/4, 1/6, 1111, 1/13, 1/15, 1/18, 1/20, 1/25, 1/27)
Room: Melby 202
Administration and Supervision of
School Health Program
(0.5 course credit)
HPE 410-J
Instructor: John Rohwer
Historical background, legal bases, school health services, and
relationships to community health programs and resources.
This is a one-half credit course.
Prerequisite: HPE 110
Maximum Enrollmenl: 20
Time: 1-6Th, and allernate F (1/5, 1/7, 118, 1/12, 1/14, 1/19, 1/21, 1/22, 1/26)
Room: Melby 202
Sailing in the Virgin Islands
HPE 455-J
lnstructor: Joyce Pfaff
Designed for the beginning and intermediate sailor interested
in the art and practice of sailboat cruising. The course will
take the participant to a competent level of sailboat handling
(anchoring, mooring, helming, and crewing). The student
will live aboard a 43'46' f~ed-keelsailboat with five to six
other people and will function as an active crew member.
Actual on-the-water instruction will be the major part of the
course. Sailing will include cruises to the various islands and
cays in the British and American Virgin Islands. Snorkeling
and wind surfing will be available on an optional basis. Some
classes will be held in December prior to leaving for the Virgin
Islands in January.
The course cost is $2,950, which includes airfare for Augsburg
day students and qualifying 4-1-4 students. Others will have to
pay regular Interim tuition in addition to this course cost in
order to receive academic credit. PIN ONLY.
Applications may be picked up from the office of Joyce Pfaff,
Melby Hall 12 1, Augsburg College. They must be turned in with
deposit and appropriate signature before final acceptance is given.
Prerequisites: Permission from Joyce Pfaff, health and physical education department,
(612) 330-1247; no smoking is allowed; basic swimming skills
Graduation Skill Requirement: Lifetime Sport, also one course credit upper division
Maximum Enrollment: 10 (a wailing list will be kept after the original 10 spols are filled)
Topics in World Histo :
History by Hollywoo
IT
HIS 195-J
Instructor: Rick Nelson
How accurate is our understanding of the past? How do we
attempt to secure that understanding? Why is history biased?
Can there be history without bias? Should history have entertainment as a goal? These questions, and others, form the basis
for an inquiry into the writing of history and the portrayal of
historical characters, events, and themes depicted in the cinema. Filmmakers have presented history in ways ranging from
the mundane to the sublime. In this course we will view
selected films and through readings, lectures, and discussions
examine some of the successes and failures of "History by
Hollywood." This course is intended for first-year students.
Others may enroll with permission.
Prerequisite: One history course or consent of instructor
Liberal Arts Perspective: Western Heritage 1 or 2
Maximum Enrollment: 25
Time: I
Room: Lindelll6
Shaping Human Reality:
Women, Fire, and Dangerous Things
INS 240-J/440-J
Instructor Jose Bourget
This course offers an open, fun, and adventurous environment for exploring how culture shapes human reality.
Intercultural principles are studied in the context of personal,
national, and global differences. Students identify the factors
that shape their ways of seeing the world and, through experiential activities, discover how similar factors help shape distinctive ways of seeing the world among those who are culturally different. Specific cross-cultural competencies are then
presented to help students embrace a diverse and complex
world. In addition to required readings, students will be evaluated on the basis of a journal (15 percent), completion and
analysis of a self-assessment questionnaire (15 percent),
writing of critical incidents (20 percent) and culture-specific
reports (20 percent), and daily quizzes (30 percent).
Liberal Arts Perspectives: Intercultural Awareness 1 or Human Identity
Maximum Enrollment: 30
Time: I
Room: Sverdrup 20
Literacy in the City:
Service-Learning Externship
INS 298-J
Instructor: Garry Hesser
The course, taught by the experiential education staff, will
explore literacy in the city. Students will work in groups at
least two days a week at one of the four literacy centers close
to campus. A twice-weekly seminar will focus on current
issues in literacy through readings, guest speakers, films, and
reflection exercises. Students will complete short seminar
exercises, set team externship goals, keep individual journals,
and make a final group presentation.
Liberal Arts Perspective: The City
Maximum Enrollment: 20
Time: I1
Room: Old Main 18
Work in the City:
Career Exploration Externship
INS 298-K
Instructors: Lois Olson and Lynda Olson
Discover the world of work in the city. This course introduces
students to the nature of work, its role and value to the individual and to society. Seminar format will focus on work as
viewed by this generation and the requirements to succeed
both now and in the future. Special emphasis will be on selfdiscovery learning activities, visits to Twin Cities businesses
and community organizations, and panels of professionals.
Students will keep an individual journal, write a 2-3 page
integrative paper and give a final class presentation.
This course is intended to help students make the connections
between their interests and abilities, their education, and the
work world. If you are an Augsburg freshman, you won't want
to miss this hands-on experience for understanding organizations that are part of the city and why and how they function.
Liberal Ads Perspective: The City
Maximum Enrollment: 20
Time: I
Room: Old Main 23
Native American Storytelling
INS 495-J
Instructor: Staff
The objective of the 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 learn how the art
of storytelling is an integral component of the story content.
Students will be expected to perform storytelling and to
research the various tribal storytelling traditions. Students will
be evaluated on their knowledge of Native American storytelling and their ability to demonstrate the art of storytelling.
Maximum Enrollment: 20
Time: I1
Room: Old Main 27
Management Information Systems (MIS)
See listing under Business, pg. 10
Finite Mathematics
MAT 121-J
Instructor: Anthony Dunlop
How were the resources effectively allocated to the battlefields
in Europe during World War II? Did you know that one of the
first applications, other than gambling, of probability theory
was in genetics-n
the questions of whether the recessive
genotypes would eventually die out? How do we build the most
cost-effective telecommunication network of satellites given the
cost factors between pairs of satellites? The above questions are
from the main topics to be discussed in this course: linear programming, counting and probability, and graph theory. The
format of each session will be a combination of small-group
activities and lecture. You will be evaluated by methods such as
class participation, quizzes, and exams. Finite Mathematics is
intended for students in Math Placement Group 3 or higher
who need a course in Quantitative Reasoning or who are interested in MIS and lor computer science.
Prerequisite: Math Placement Group 3
Graduation Skill Requirement: QuantitativeReasoning
Elective foc MIS major, economics major
Maximum Enrollment: 25
Time: I
Room: Sverdrup 208
Mathematics for the Liberal Arts
MAT 131-J
Instructor: Rebekah Valdivia
An examination of the interaction between the development
of mathematics and that of civilization. Course activities will
include a balance of doing mathematics and exploring historical and cultural aspects of mathematics. Evaluation will
include projects, essays, homework, and exams.
Prerequisite: Math Placement Group 3
Liberal Arts Perspective: Western Heritage 1 or 2
Graduation Skill Requirement: Critical Thinking
Maximum Enrollment: 18
Time: I
Room: Science 108
Math of Interest
MAT 173-J
Instructor: Ken Kaminsky
Learn how to determine the monthly payments on a house or
car. Find out how much you need to be socking away now to
have a million when you retire. Learn how annuities, perpetuities and life insurance work, and more. Evaluation will be
based on classroom participation, quizzes, and a final examination.
Prerequisite: Math Placement Group 3 or 4 or consent of instructor
Graduation Skill Requirement: OuantilativeReasoning
Maximum Enrollment: 25
Time: I
Room: Science 212
International Business in French
and English
FRE 295/495-J
BUS 295/495-J
Instructors: Magda Paleczny-Zapp and Pary Pezechkian-Weinberg
See course information listed under BUS 2951495-J, pg.10.
Beginning Norwegian I
NOR I l l - J
Instructor Staff
This course is for students with no previous background in
Norwegian. It aims to develop basic skills in speaking, listening,
reading, and writing as tools for communication and for
understanding Norwegian culture. Classroom practice focuses
on both presentation of vocabulary and structures and the use
of the language in everyday contexts. Evaluation will be based
on participation, daily assignments, quizzes, and a final exam.
Liberal Arts Perspective: Intercultural Awareness 2
Maximum Enrollment: 20
Time: I1
Room: Science 213
Beginning Russian
RUS I l l - J
lnstructoc John Van Cleve
So where else in this booklet are you going to find a course
that spends a third of Interim on the alphabet? It's got four
more letters than ours, but some of the letters are the same.
There is just one new sound-the same "r" that's in Spanish.
The alphabet that features a backwards "R" and an "H"that
morphs into an "0"gets a lot of use in international business,
in science, and in the arts. More Europeans speak Russian
natively than any other language: 170 million native speakers.
The course will hit vocabulary, sentence structure, communication, and culture-like any other foreign-language course
on campus. And that alphabet means you'll be giggling all the
time.
Liberal Ads Perspective: lnlercullural Awareness 2
Maximum Enrollmenl: 30
Time: I
Room: Old Main 22
Spanish and Latin-American
Culture Through Film
SPA 248-J
lnstructoc Romin Soto
An introduction to the main cultural and political issues
(social conflicts, sexism, race, ethnicity, religion, language,
exile, or immigration) that characterized contemporary
Spanish and Latin-American societies as they have been portrayed in films and plays. Developed mainly through the
viewing of films and class discussions, the course is complemented with brief readings and audio-visual materials on the
historic, literary, and social aspects that contribute to the
background of these films. Most of the films are in Spanish
with English subtitles, and all the class work is in English. The
evaluation is based on class participation; brief weekly, writting assignments; and a short term paper.
Liberal Arts Perspective: lnlercullural Awareness 1
Maximum Enrollment: 20
Time: I1
Room: Old Main 23
*
Topics: Sounds and Sights of Europe
MUS 179-1
See page 48.
Topics: Sounds and Sights of China
MUS 2954
Instructor: Robert Karlen
Music, art, and architecture, as expressions of Chinese culture
over its 5,000-year history, will be examined, studied, and
experienced in four of the most important cities of China.
While lectures and required readings will provide basic factual
material, students will be able to experience Chinese music in
concerts and opera performances, examine many forms of art
works in museums, and observe Chinese principles of architecture expressed in palaces, temples, pagodas, gateways, and public builidings. There will be opportunities to informally meet
English-speaking musicians and artists.
Group discussions and assigned readings increase student sensitivity to architecture and other visual art seen in the museums. Students will listen critically to concerts of musical masterpieces heard at each site. Relationships among the various
art mediums come to life through these experiences. There is
also ample time for independent exploration. Evaluation is
based on full participation in all course-related group activities, a daily professional journal, artlmusic critique sheets, and
exams over material covered.
Fee: $2,995 includes all air and surface travel, hotel accommodations, daily continental breakfast, four group meals, and
tickets to five cultural performances.
Registration for this Interim course must be made before
November 10 at the International Programs Office, CB 307,
Augsburg College, 221 1 Riverside Avenue, Minneapolis, MN
55454. Offered on a PIN basis only. A meeting will be held at
Augsburg College on Saturday, November 21. For more information you may call Cynthia Truitt Lynch, (612) 330-1650.
Maximum Enrollment: 20-25
Survey of Rock History and
Musical Style, 195 1 1971
-
MUS 204-J
Instructor: 0. Nicholas Raths
An introduction to the fundamentals of music and musicology as they occur within the context of rock's inception (1950s)
and maturation (1960s) periods. This course will examine the
historical background, musical content, and methods of
selected artists and their work. Evaluation will be based on
class participation, a comprehensive term paper, exam, and a
group performance project. For non-music majors.
Liberal Ads Perspective: Aesthetics
Maximum Enrollment: 30
Time: I1
Room: Music 3
Seminar: Printing Music
at the Computer
MUS 295-J
Instructor: Stephen Gabrielsen
The program Finale will be explored. This computer program
makes it possible for music students to generate professionallevel musical scores. Daily assignments will be given with the
end goal of developing proficiency at printing music at the
computer.
Prerequisite: Note-reading abilily
Maximum Enrollment: 20
Time: I
Room: Foss Mac Classroom
Introduction to Music Theatre
Performance
MUS 235-J/THR 235-J
Instructors: Sonja Thompson and Martha Johnson
This interdisciplinary course will be co-taught by music and
theatre faculty. The goal will be to integrate training and performance techniques from music and theatre to help students
gain knowledge, experience, and skills in various genres of
music theatre (musicals, opera, plays involving singing and
music, and new music theatre). The course will also explore
the power of music theatre that links it with ritual, ceremony,
and spiritual tradition. Another goal of the course is to give
students the opportunity to increase their level of comfort
and skill on stage. The course will culminate in a public performance of scenes from music theatre. Grading will be based
on student scenelrole research, class and rehearsal commitment, and final performance. Interested students will be auditioned in December so that appropriate material can be
assigned to them. Students of all levels are welcome to take
this course.
Liberal Arts Perspective: Aesthetics
Maximum Enrollmenl: 25
Time: I1
Room: Saleren Auditorium
f
Topic: History of Caribbean Music
Studied in Miami and Jamaica
(UMAIE Course)
MUS 295-K
Instructor: Robert Stacke
Miami and Jamaica are considered the centers of Caribbean
music, where composition, recording, and world distribution
take place. The goal of this 19-day seminar is to examine and
reflect on historical, socio-political, and religious aspects of
Caribbean music. Caribbean musical forms, such as reggae
and salsa, have long been popular and effective means of
expressing cultural difference and social discontent, particularly for those with African heritage. This course will explore
the world of Caribbean music through visits to recording studios, clubs where Caribbean music is performed, and neighborhoods that brought about this music. Also studied in
depth will be social issues that have influenced music like reggae. Cities to be visited are Miami; and Montego Bay, Negrel,
and Kingston in Jamaica.
Cost is $2,460, which includes all travel, accommodations,
breakfast, and tuition. Evaluation will be done on attendance
at all sessions, keeping a journal, and a final project with
an explanation paper. This is open to all students, not just
music majors.
Liberal Arts Perspective: Intercultural Awareness 1
Maximum Enrollment: 30
The Philosophy of Socrates
PHI 231-J
Instructor: David Appolloni
We shall examine the historical and intellectual background
of Socrates and what our sources allow us to say about his
person and teachings. We shall clari@and critically examine
Socrates' key teachings: that virtue is a form of knowledge and
that all virtues are somehow one; that evil is ignorance;
whether or not virtue can be taught; that it is impossible for a
wrong doer to be happy; and that being a citizen requires
obedience to the state's laws, even if this means accepting
one's own death. There will be take-home written assignments and weekly quizzes.
Liberal Arts Perspective: Western Heritage 1 or 2
Maximum Enrollment: 20
Time: I
Room: Old Main 16
Meister Eckhart: Mystic and
Philosopher
PHI 295-J
Instructor: Mark Fuehrer
An in-depth study of the mystical writings of the medieval
mystic and philosopher, Meister Eckhart. His writings will be
studied with an attempt made to relate his ideas on God to
the soul and the world. The last week of the course we will
spend in retreat in a lodge on Lake Superior where evening
sessions will be devoted to students presenting their meditations on the topics covered in the course.
Prerequisite: Wrilten permission of professor
Graduation Skill Requirement: Wriling
Maximum Enrollment: 15
Time: I
Room: Sclence 319
Topics: Ethical Issues in Medicine and
Biology
PHI 4 10-J
Instructor Bruce Reichenbach
Conducted as a seminar, the course will focus on the relation
of science and ethics and on diverse ethical structures. Using
ethical models, it will address such topics as the environment
and species preservation, artificial reproduction, genetic engineering and cloning, technology, and mindlbrain identity.
Students will be evaluated with tests, papers, and a presentation.
Prerequisite: Preferably a course in philosophy
GraduationSkill Requirement: Writing
Maximum Enrollment: 25
Time: I
Room: Anderson Seminar Room
Spreadsheet Physics
PHY 151-J
Instructor Jeffrey Johnson
Spreadsheets (e.g., Lotus 123, Excel) have been used extensively
in business for years. However, it is also possible to use spreadsheets to solve physics problems without using high-powered
mathematics. Spreadsheets allow the student who is not an
expert in mathematics to experience physics on a more intuitive level. We will use Excel to solve problems in a wide variety
of physics areas including planetary and projectile motion.
This is also a fun way to learn spreadsheets, which have
become very useful in the home. Grading will be based on
spreadsheet projects, homework, and a final exam.
Prerequisile: Malh Placemenl Gmup 3
Gradualion Skill Requiremenl: (luantitative Reasoning
Maximum Enrollmenl: 20
Time: I
Room: Foss 42
Social Justice in America
POL 140-J
Instructor Andrew Aoki
Students develop and defend their own standards of social
justice, using those standards to assess conditions in urban
America. Substantial participation in class discussions
required. Course has two goals: developing student thinking
about social justice, including greater awareness of conflicts
between justice and other values; and increasing student ability to understand urban problems as issues of justice and other
central values. Evaluation will be based on participation in
discussion and other class activities, on two short (4-6 page)
papers and on a final exam. Because of the compressed time
frame of the Interim schedule and the importance of material
covered on the first day of class, no one will be admitted to
the class who does not attend the first day of class, unless
receiving prior permission of the instructor.
Liberal Ads Perspective: The Cily
Maximum Enrollment: 20
Time: I
Room: Music 22
Topics: Constitutional Ideals
and Legal Realities
POL 195-J
Instructor Andrew Kurvers Spalding
What are the principles of freedom and justice embedded in
the American political system? And how have those principles
been realized in modern constitutional law? In the course, we
will begin by studying the ideas of human nature, liberty, and
good government that informed the framing of the U.S.
Constitution. We will then consider certain important and
controversial cases of the U.S. Supreme Court. Touching on
issues such as free speech, separation of powers, and racial
equality, we will discuss the extent to which the United States
has succeeded in protecting the rights of all citizens.
Requirements will include class participation, two very short
papers, and a final exam.
Maximum Enrollment:25
Time: I
Room: Science 315
International Negotiations
POL 295-J
Instructor: Joe Underhill-Cady
The course will examine the dynamics and challeges of resolving international disputes through negotiation and diplomacy. It will involve extensive use of role playing and simulation
and prepare students for participation in the national Model
United Nations conference. Students will be evaluated on the
basis of their performance, on participation, midterm and
final exam, and "position papers" they will complete in preparation for participation in the Model UN conference.
Prerequisite: POL 160 or permission of instructor
Liberal Arts Perspective: Western Heritage
Maximum Enrollment: 25
Time: I1
Room: Sverdrup 208
Principles of Psychology
PSY 105-J
Instructor: Grace Dyrud
An introduction to the methods and approaches used in psychology for the purpose of understanding behavior.
Applications of psychological concepts to everyday situations
are emphasized. Evaluation will be based on means of two
tests and two lab reports.
Liberal Arts Perspective: Human Identity
Maximum Enrollment: 25
Time: I1
Room: Old Main 10
Psychology and Law
PSY 335-J
Instructor: Nancy Steblay
Application of psychological principles and research methodology to legal processes and issues. The course emphasizes
three content areas: eyewitness issues (such as lineup and
interview procedures), courtroom procedures (jury selection,
jury decision-making, pretrial publicity), and psychological
profiles of offenders and victims. Grades will be based on
exams and one paper.
Prerequisite: PSY 105
Maximum Enrollment: 25
Time: 11
Room: Old Main 25
Idealism and the Adolescent
PSY 370-J
Instructor Duane Johnson
Inquiry into the nature and presence of idealism in the life of
the adolescent person. Theoretical bases for such idealism will
be considered. Idealism directed toward other persons and
society will be the main focus. This course will be conducted
as a seminar with a high level of student contribution and
participation. Attendance at each class session is required.
Procedures will include class discussion, frequent short
papers, and frequent oral reports. Typewriting or equivalent
word processing will be required.
Students are requested to read at least three articles by Robert
Coles before the start of the Interim. Library reference work
will be a part of the course process. Offered only on P/N basis.
Prerequisite: PSY 101, PSY 102, or PSY 105
Maximum Enrollment: 15
Time: I
Room: Science 205
Basics in Youth and Family Ministry
REL 235-J
Instructor: Richard Hardel
This course will provide students with the history and development of youth and family ministry in the U.S. It will provide
students with basic skills and understanding for designing an
effective youth and family ministry in a congregation. Students
will study the latest research on children, youth, and families
from Search Institute and learn the new paradigm of home and
congregation in partnership for teaching and nurturing faith.
They will learn the latest conceptual model of a holistic
approach to youth and family ministry.
Prerequisite: REL 111 or 221
Maximum Enrollmenl: 40
Time: I
Room: Murphy Place 100
Religions of China and Japan
REL 373-J
Instructor: John Benson
This course will study the historical development of the chief religions of China and Japan: Confucianism, Taoism, Buddhism, and
Shinto. The approach will be both cultural and literary, paying
attention to texts, rituals, and the various arts of these two traditions. Some attention will also be given to the those East Asian
religions that have migrated to the United States and are present
today in the Minneapolis-St. Paul area. Class meetings will include
lectures, audio-visuals, and some organized group discussions.
There will be a guest lecture by a practitioner of Zen Buddhist
meditation, one by a representative of the Nichiren Shoshu group
in St. Paul, and a trip to the Minneapolis Museum of Art. Assigned
work will include daily textbook readings, two short (1-2 page)
papers, and preparation of a book review to be written and presented to the class at the end of the Interim. In addition, there will
be two one-hour tests of the short-answer type, using review questions, one at the mid-point of course, and one at the end.
Prerequisite: REL 111, 221, or 331
Liberal Ads Perspective: Christian Faith 3
Maximum Enrollmenl: 30
Time: I1
Room: Music 22
Varieties of Christian Spirituality
REL 440-J
Instructor Janelle Bussert
A study of selected spiritualities from the Christian tradition
and of contemporary developments, including 12-step spirituality, feminist, ecological, and non-Western Christian spiritualities. An introduction to the basic practices of spirituality,
especially prayer and meditation. Evaluation methods include
quizzes, experiential journals, class presentation, and a final
paper.
Prerequisite: Religion 1 11, 221, or 331
Liberal Arts Perspective: Christian Faith 2 or 3
Maximum Enrollment: 25
Time: I1
Room: Murphy Place 111
The Bible: Language and
Interpretation
REL 445-J
Instructor Phil Ouanbeck I1
A study of the use and function of language in the Bible. The
importance of recognizing the varied character of language
for understanding the biblical text. Grades will be based on
class participation, two presentations to the class, and an
examination.
Prerequisite: Religion 111 or 221
Liberal Arts Perspective: Christian Faith 1 or 3
Maximum Enrollment: 25
Time: I
Room: Old Main 18
Exploring Human Services
SWK 257-1
SWK 257-J
Instructors: Mary Lou Williams and Lois Bosch
Experiential learning occurs as students volunteer 80 hours in
a service agency or institution that they select. The placement
must be approved by course faculty and supervised by agency
staff. The course is designed to help students learn about
themselves in relation to a possible major or future career in
the human services.
The three-hour weekly seminar is devoted to discussions that
assist students in integrating agency experiences and readings
that explore the historical development of social welfare as an
institution and the nature and value system of social work as
a profession. Students will also examine and critique the manner in which social, economic, and political structures impact
diverse groups in society. Students will focus on their own
responsibilities in society, as well as examine their personal
value system in relation to special concerns, such as poverty
and the "isms." Detailed information will be sent to students
at the close of Interim registration.
Liberal Arts Perspective: The City
Maximum Enrollment: 60, 2 sections
Time: I
Room: Foss 21 A and B
Field Work I: Integrative Seminar
S WK 307-J
Instructor: Mike Schock
Junior social work majors are required to have 240 hours of
supervised professional experience in a social work agency.
This small group seminar supports the first 120 hours of this
placement and is facilitated by the faculty member who serves
as liaison to the student's practicum field agency. The course
provides structure and process for students to integrate learning from their practicum and academic coursework focusing
on generalist practice with individuals.
Prerequisites: Candidacy status, SWK 301, and SWK 306
Graduation Skill Requirement: Writing
Maximum Enrollment: 12
Time: I
Room: Murphy 111
Field Work Ill
SWK 466-1 (variable 1.0 credit or 0.5 credit)
Instructor Maria Dinis
This is a continuation of Field Work 11; a total of 60 (for the
0.5 credit option) or 120 hours. Responsible, supervised professional social work experience, including work with individuals, families, groups and communities in a social service
agency. Integrative weekly seminar (two hours). Students will
be evaluated by: (1) weekly theorylpractice papers integrating
course content with work setting, (2) attendancelparticipation, and (3) field site supervisor's evaluation.
Prerequisite: S WK 462
Maximum Enrollment: open
Time: I (class will meet in small groups, no more than 11 at a time)
Room: Old Main 21
Human Community and
the Modern Metropolis
soc 21 1-J
Instructor: Gordon Nelson
This course will examine the extent to which the experience
of the community is possible in the context of the metropolitan situation. The course will focus on the Twin Cities metropolitan area. Each member of the class will be responsible for
a class presentation, which must reflect on-site observation in
a particular locale within the metropolitan area. In addition,
class participation and a final examination will be bases for
evaluating performance in the course.
Liberal Ads Perspective: The Cify
Maximum Enrollment: 25
Time: 1
Room: Music 24
Topics: Cultures of Violence
SOC 295-J
Instructor: James Vela-McConnell
Street gangs and warfare. Police brutality and genocide.
Domestic abuse and terrorism. What are the dynamics underlying these and other forms of violence? What do they have in
common? How do they differ? This course takes violence in its
many forms as a topic for sociological analysis and concludes
with an examination of non-violent alternatives. With this in
mind, we will compare different theoretical perspectives on
violence, such as psychological, social psychological, and
socio-cultural perspectives. The course will involve a combination of lecture and discussion based on readings and videos,
debate of current issues in the field, and guest speakers from
and field trips to local organizations dealing with problems of
violence. Students will be expected to research, write about,
and present on the sociological dimensions of a particular
form of violence. In addition, there will be short reaction
papers based on the readings, and classroom participation will
be an important part of grading.
Maximum Enrollment: 20
Time: I1
Room: Old Main 13
The Fun and Challenge of Advanced
Public Speaking
SPC 295-J
Instructor: Robeit C. Groven
Are you tired of courses where you listen to lecture and read
volumes day after day? Did you just start to get good at public
speaking when your class ended? This class will focus on
sharpening your public speaking skills by using intensive
practice techniques and participating in extracurricular
speech tournaments. These tournaments are a fun and exciting opportunity to learn public speaking by doing. Students
will write, perform, and compete in a variety of speech events.
Most class time will focus on the nuts and bolts of assembling
speeches for competition. This class will rapidly enhance the
Lifetime Sports
The following activities are available to students during
Interim, and students may register for these classes as well as
for a regular course. These activities do not carry course credit but d o meet the lifetime sports requirement for graduation.
Lifetime Sport: Pickleball
HPE 002-P
Instructor: Brian Ammann
Practice and playing of pickleball. Grading: PIN only.
Graduation Skill Requirement: Lifetime Sport
Maximum Enrollment: 20
Time: 12:OO-1:OO M, 7; M! Th, F
Room: Melby Gym-norlWsouth courts
Lifetime Sport: Ultimate Frisbee
HPE 002-F
Instructor: Marilyn Florian
Practice and playing of ultimate frisbee. Grading: PIN only
Graduation Skill Requirement: Lifetime Sport
Maximum Enrollment: 20
Time: 12:OO-1:OO M, b Th, F
Room: Air Structure
Lifetime Sport: Badminton
HPE 002-6
Instructor: Brian Ammann
Practice and playing of badminton. Grading: PIN only.
Gradualion Skill Requirement: Lifetime Sport
Maximum Enrollment: 20
Time: 11:OO-12:OOM, 7; M! Th, F
Room: Melby Gym-north/south courts
Lifetime Sport: Golf
HPE 002-6
Instructor: Brian Ammann
Practice in the various shots used in the game of golf.
Grading: PIN only
Graduation Skill Requirement: Lifetime Sport
Maximum Enrollment: 16
Time: 1:OO-2:00 M, 7; M! Th, F
Room: Air Structure
Interim Abroad
UMAIE
SPP 201-1
Augsburg is part of a consortium called UMAIE, Upper
Midwest Association for Intercultural Education, that offers
overseas learning experiences during the Interim. Further
information about the following courses can be obtained
from Cynthia Truitt Lynch at the Center for Global
Education, CB 307, Augsburg College, 221 1 Riverside Ave.,
Minneapolis, MN 55454, (612) 330-1650. These courses are
offered on a PIN basis only and generally carry a lower
division number.
African Philosophy Through Kenyan Material Culture
Americans in Paris: The Lost Generation
Anglican Way
Art, Arias, and Architecture:
Central Europe from the Alps to the Adriatic
Australia's Business Climate
Bcrlin nnd Prog~rc:C!ritrirnl,Pnlitirnl, u?ld
E a l ~ o m i cIlynottlics o l Qlrl Cnpitnl5 in n New Erdropu
Coral I(qJs in the I'lrilippil~~s
R P ~ I Il-ln,\nii:
lllr rttntr Itnpcicts or1 Ili.npicnl RL'PJ~
TItc EtlgliFl~SC!I001 C I I I I I Flrttzily
Eurapu ntrri ;lie Rise of M n ~ l u rScict~ce
i~
Explrrre I'rnr: Lniltl of Arivcnhln
The Greek Experience
Hawaii: Multicultural Communication in Organizational Settings
History of C~ribhcunMusic (see pg. 31)
History of tftc Oiyr?rpics
History and ??rr~ctict
of Medicine and Science in China:
A C o r ~ i p n r i s oWith
~ ~ the Wfit
lrrnovnfinris r r r ~ r fOrgntrizarion itt Scnt~dittnvirj
ftltermeriintc SpanisI1 l , n 1 1 ~ 1 r nrind
g C14lttlrein Sor~ther~r
Spnin
Irclttncl: tlttrlerstnnrii~pl:Clrrislin)~Crllic Spirit~rnrify
Li~~~rlsnlprs
oj' F~ditlt:Cntlrc,rlrrrls, Ahbi:ys, nncl I'nnslrcr
Law in London and Dublin
Ma rry Fcices of Jtdpnrr
Nn~rrml History $Xtnzania-East
Africa
ihris nncl Landon-Sculptors in Cities and Environs
Performing Arts in Russian
Rnlr q r t l ~ Artist
e
in Contempi~rflryEgypt
Socinl Corlflict and Recor~cilrntiotrit1 Jrdnnd
Sorrvrls n ~ wSights
i
of Eurnpc (scc~~g.
48)
Theater in and Around London
This is New Zealand
Sounds and Sights of Europe
(UMAIE Course)
MUS 179-1
Instructor: Roberta Kagin
Much of American history and culture is derived from that of
European cities such as Paris, Vienna, and Prague. This course
provides an opportunity to visit some of the great European
cultural centers that provided the impetus for development of
cultural life in the New World.
Group discussions and assigned readings increase student
sensitivity to architecture and other visual arts seen in the
museums. Students listen critically to concerts of musical
masterpieces heard at each site. Relationships between the
various art mediums come to life through these experiences.
There is also ample time for independent exploration.
Evaluation is based on full participation in all course-related
group activities, a daily professional journal, art-music
sheets, and exams over material covered.
For information about this course, call Prof. Roberta Kagin,
(612) 330-1273.
Liberal Arts Perspective: Aesthetics
Show less
Official Publication of Augsburg College 221 1 Riverside Avenue
Minneapolis, M N 55454 (612) 330-1782
This catalog is a supplement to the Augsburg College Catalog and is published for the
convenience of Augsburg Weekend College students. Weekend College is a program of Augsburg
College and ... Show more
Official Publication of Augsburg College 221 1 Riverside Avenue
Minneapolis, M N 55454 (612) 330-1782
This catalog is a supplement to the Augsburg College Catalog and is published for the
convenience of Augsburg Weekend College students. Weekend College is a program of Augsburg
College and is subject to the policies and provisions as stated in the Augsburg College Catalog.
This catalog should answer most questions students have about Augsburg Weekend College and
its curriculum. Although information was current at the time of publication, it is subject to change
without notice. It is the responsibility of each student to know the requirements and academic
policies in this publication. If you have questions about anything in this catalog, consult the
Academic Advising Center, a faculty adviser, the dean of the College or the registrar. Key offices
are listed on page three of this publication for correspondence or telephone inquiries.
Published February 1998
TABLE
OF CONTENTS
Directory
................... ...................
.......................................... 3
......,.....
...................*........*.....*....4
Educational Program ..............
.................................................. 5
A Greeting from the President
Admissions Information.................................................................
9
Tuition and Financial Aid
........................................................... 12
Student Resources....................................................................... 17
Academic Information ................................................................. 27
36
Academic Majors ................................... ......................................
,. ....................................-56
Course Descriptions..............................
Maps ................................................................................. 9 8 99
Index........................................................................................ 100
FREQUENTLYCALLED
NUMBERS
Weekend College Office ........................................................................................................ 330-1782
Program Coordinator, Julie Olson ....................................................................................... .330- 1740
.
......................................................
330-1782
Administrative Assistant, Becki Frestedt ......................
Weekend College Admissions:
Director. Bill Kuehl ...............................................................................................................330-1414
Admissions Counselor, Carrie Carroll.................................................................................. .330- 1792
330-1743
Admissions Assistant, Liz Williams ........................................................................................
Other Campus Phone Numbers:
General Information ..............................................................................................................330- 1000
Academic Advising Center .................................................................................................. .330- 1025
Bookstore, Christensen Center ......................................................................................... .... 330-1122
Business Office, Science Hall:
........330-1029
Cashier 8:30 a.m.-4.00 p.m. ......................................
330-1790
Student Accounts, Jocelyn Palmer: 8:00 a.m.-4.30 p.m. ....................................................
Education Department, Sverdrup Hall ................................................................................. 3301 130
.330- 1046
Financial Aid Office, Science Hall ........................................................................................
.330- 1162
Career Services, Memorial Hall .............................................................................................
3 3 0 1160
Counseling, Memorial Hall ...................................................................................................
Lindell Library .....................................................................................................................330- 1017
.............................................................................
Nursing Department .............................
.
.330-1209
Registrar. Science Hall ............................................................................................................
330-1036
Summer School ................................................................................................................... 330-1787
.
.
Weekend College Office Hours:
Monday-Friday: 8:00 a.m. .4:30 p.m.
Class Weekends:
Friday: 8:00 a.m. .6:00 p.m.
Saturday: 8:00 a.m.-1:30 p.m.
Weekend College Office Location:
The Weekend College Office is located in Sverdrup Hall on the corner of 21st Avenue and 7th
Street on the Augsburg College campus (see #26 on map on page 99).
I hope you are looking at this catalog because you've enrolled at
Augsburg College. if so--Welcome to the College! All of us hope
you find, in the course of your study, a rising enthusiasm for the
work, a deepening appreciation of the profession and role to which
you feel called, and a confident sureness that you have rightly
chosen Augsburg for the purpose.
Ifyou are dipping into this little volume to figure out who and what
Augsburg College is and what education it offers-Welcome to
these pages! May they convey the fundamental proposition of our
education: that we provide an education especially serviceable in
the contemporary world because it has been designed in the midst
of and in full contact with the critical social, economic, religious,
and political phenomena of the modern city. This education,
however practical and professional, will be serviceable over the
long haul only to the degree that it respects and pursues certain of
what Martin Luther called "thefine liberal arts, " and it will be
exciting only to the degree it is offered for the sake of improving
both its students and the world itseg
The study you are undertaking at Augsburg-or thinking of undertaking-will occur on and at the core of the campus, with library,
food services, and other facilities open and operating; will be led by
permanent as well as adjunct members of the Augsburg faculty; will
be organized by the identical tried and tested curriculum used in the
day school; and will be conducted by a college that has declared the
Weekend College an integral aspect of its core educational business.
As you join the enterprise, or consider doing so, please know that
those of us who await you herefind the College an exciting setting,
full of diversity and yet dedicated to the cultivation of a learning
community, in which you can set off in new directions and in which
destinations are reachable.
Bon Voyage!
Sincerely yours,
William V. Frame
President
.I[.
1
E d u c a t i o n a l
HISTORY
OF
WEEKEND
COLLEGE
In fall of 1982 Augsburg
began Weekend College under
the directorship of
Dr. Richard Thoni. At that
time Weekend College had
three majors, 69 students, and
offered eight courses in the
first term.
;
Today with more than 1,000
students and 14 majors,
Augsburg's Weekend College
is the largest program of its
kind in the state. Faculty in
Weekend College are full-time
Augsburg professors as well
as adjunct professionals from
the work world. The Weekend
College student body is
involved in student government, and Weekend College
students participate in academic and extracurricular
activities such as the student
newspaper, travel seminars,
and the Weekend College
Commission.
Augsburg Weekend College
continues to develop to meet
the changing needs of the adult
and nontraditional student of
today.
PURPOSE
Augsburg Weekend College
provides an educational alternative to adults who desire
college experience but who
work or have other commitments during the week. It is a
means by which men and
women may earn a baccalaureate degree, gain skills for
professional advancement,
prepare for career change, or
pursue a personal interest in
one or more areas of the
liberal arts.
MISSION
OF THE
COLLEGE
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
to the mission of the College:
To nurture future leaders in
service to the world by
providing high quality educational opportunities, which are
based in the liberal arts and
shaped by the faith and values
of the Christian Church,
by the context of a vital
metropolitan setting, and by
an intentionally diverse
campus community.
THEADULTAS LEARNER A COMMUNITYOF
LEARNERS
Augsburg Weekend College is
designed to meet the needs
and preferences of adult
learners. The program is based
on the assumption that the
men and women who enroll in
Weekend College will be
mature, self-disciplined, and
well-motivated adult learners
who seek a balance of classroom experience and
individualized study. Each
course is therefore divided
into periods of concentrated
on-campus study separated by
time for independent study
and class preparation.
ALTERNATE
WEEKENDS
To accommodate this format
for learning, classes generally
meet on alternate weekends
for three and one-half hours
on either Friday evening,
Saturday morning, Saturday
afternoon, or Sunday afternoon. Each course selected by
the student involves commitment to one of these four class
periods. Laboratory sections or
additional class hours may be
scheduled during the week.
Weekend College students
may take from one to four
courses each term. Selected
courses are also available on
weekday evenings.
Essential to the goals of
Augsburg's Weekend College is
participation in a community of
adult learners. Learning can be
enhanced when the student is
active in a stable community
that provides opportunity and
encouragement for involvement
both in and out of the classroom. This community will be
enriched by the presence of
both men and women with a
variety of work and life experiences. To facilitate this kind of
community interaction,
Augsburg encourages Weekend
College students to make use of
College facilities such as the
Lindell Library and the
Christensen Center, to take the
opportunity of having shared
meals and coffee breaks, to
participate in optional lunchtime seminars, and to attend
other College activities such as
music and dramatic presentations and athletic events.
FACULTV
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 their
teaching to be the focus of their
activity. Faculty are involved in
social, professional, and a
variety of research activities,
but see these activities as
supporting their teaching. They
are actively involved in an
exciting faculty development
program that introduces them
to current thought in many
fields, but especially in teaching
techniques and theories.
Augsburg's size and small
classes encourage its tradition
of close involvement between
professors and students.
Faculty act as academic
advisers and participate regularly in campus activities.
History
Augsburg College and
Seminary was founded in 1869
in Marshall, Wisconsin, and
moved to Minneapolis in 1872.
In 1963 the name officially
became Augsburg College
when the Seminary left
campus as part of the Lutheran
Free Church merger with the
American Lutheran Church.
Location
Augsburg's 23-acre campus is
in the heart of the Twin Cities
metropolitan area, only blocks
from downtown Minneapolis
and the intersection of Interstate
Highways 94 and 35W. Adjacent
to the campus are the FairviewUniversity Medical Center, the
West Bank campus of the
University of Minnesota, and
the Mississippi River parkways.
Campus
Augsburg's campus consists
of 16 major buildings, which
include student housing
towers, Christensen Center,
main academic and administrative halls, Lindell Library,
Music Hall, and the Foss
Center for Worship, Drama,
and Communication.
Accessibility
We have made a major effort
to become one of the most
accessible campuses in the
region. Our skyway-tunnel
system lets you reach any of 10
major buildings without going
outside. In addition to building
changes, we have a dedicated
program to provide support for
students with disabilities.
Church Affiliation
Augsburg is a college of the
Evangelical Lutheran Church in
America. Although a strong
plurality of students are Lutheran,
20 percent represent other
Protestant denominations and
21 percent represent the Roman
Catholic Church. Several other
affiliations are represented
among students and faculty.
POLICIES
It is the policy of Augsburg
College not to discriminate on
the basis of race, color, creed,
religion, sexual or affectional
preference, national or ethnic
origin, age, marital status,
gender, or status with regard
to public assistance or
disability, as required by Title
IX of the 1972 Educational
Amendments or Section 504
of the Rehabilitation Act of
1973, as amended, in its
admissions policies, education
programs, activities and
employment practices.
Inquiries regarding compliance may be directed to the
coordinators listed in the
Augsburg College Catalog, or
to the director of the
Minnesota Department of
Human Rights, Bremer Tower,
Seventh Place at Minnesota
Street, St. Paul, MN 55101.
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.
ACCREDITATION
AND
MEMBERSHIPS
Augsburg College is accredited by the North Central
Association of Colleges and
Schools* and the National
Council for the Accreditation
of Teacher Education
(Secondary and Elementary).
Our programs are approved by
the American Chemical
Society, the Council on Social
Work Education (BSW and
MSW), National Association
for Music Therapy, Inc., and
the National League for
Nursing. Augsburg College is
an institutional member of the
National Association of
Schools of Music (NASM),
the Council of Independent
Colleges (CIC), the American
Association of Colleges and
Universities (AACU), and the
American Association of
Higher Education (AAHE).
We are members of the
Associated Colleges of the
Twin Cities (ACTC), Lutheran
Education Council in North
America, and Minnesota
Private College Council.
Augsburg College is registered
with the Minnesota Higher
Education Services Office.
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
will meet the standards of
every student, educational institution, or employer.
*North Central Association
of Colleges and Schools
Commission on Institutions of
Higher Education, 30 N.
LaSalle Street, Suite 2400,
Chicago, IL 60602-2504,
(800) 621-7440
I
A d m i s s i o n s
n f o r m a t i o n
1
I
A d m i s s i o n s
I n f o r m a t i o n
Application for Admission
Complete the application form
and return it along with the
$20 nonrefundable application
fee to the Augsburg Weekend
College Admissions Office.
Transcripts
Have official transcripts from
all previously attended postsecondary institutions sent
directly to the Augsburg
Weekend College Office.
Applicants with less than one
year of previous transferable
college work should also have
their official high school transcript sent. The G.E.D. test
certificate may be presented
instead of the high school
transcript.
Additional Information
If there is personal information
that may have affected the
applicant's previous academic
performance, it may be
included with the application or
discussed personally with the
admissions director. Academic
recommendations may be
required by the Admissions
Committee before an admissions decision is made.
On occasion, the Admissions
Committee may also defer on
a candidate's admission until
other information has been
received. For example, test
scores, results of current
coursework, additional letters
of recommendation, or writing
samples may be requested by
the committee. If any additional credentials are needed,
the Admissions Office will
inform the candidate.
Notification of Admissions
Decision
Augsburg College uses a
"rolling" admissions plan.
Students are notified of the
admissions decision, usually
within two weeks after the
application file is complete
and has been evaluated by the
Admissions Committee.
Admission to a major, as well
as admission to the College, is
sometimes necessary. Please
check with the admissions
coordinator and major sections
in this catalog to see if admission to the major is necessary.
~raisferCredit
Augsburg College welcomes
students who wish to transfer
after completing work at other
accredited colleges or univer-
sities. College credit is granted
for liberal arts courses satisfactorily completed at
accredited institutions. The
College reserves the right not
to grant credit for courses
where it considers the work
unsatisfactory, to grant provisional credit for work taken at
unaccredited institutions, and
to require that certain courses
be taken at Augsburg.
Augsburg College limits
transfer of credit from twoyear colleges once a student
has reached junior status. If all
transfer work has been taken
at a two-year college, a
maximum of 17 Augsburg
courses, or 96 quarter credits,
will be accepted toward the
minimum of 33 Augsburg
course credits required for the
baccalaureate degree.
Transfer Credit Evaluation
An evaluation of transfer
credit is completed by the
registrar upon admission for
each degree-seeking student
who is transferring previous
college work. This evaluation
indicates which of the
student's courses have been
accepted for transfer credit at
Augsburg College and how
many course credits the
student has earned in transfer.
The registrar also determines
which transfer courses may be
used to fulfill general education requirements and may
request that the student
provide course descriptions,
syllabi or other information to
assist in this determination.
For an evaluation of transfer
courses toward major, minor,
or licensure requirements, the
student should consult the
appropriate department chair.
ACADEMICADVISING
The Academic Advising
Center advises all incoming
students, provides information
about general education
requirements, administers and
tracks entry level skill assessments, and advises students
placed on academic probation.
The Advising Center also
assists students with degree
planning and assigns each
student to a faculty adviser
during their first term at
Augsburg. The Advising
Center coordinates with the
Weekend College Office to
provide advising for New
Student Orientation.
STUDENTS WHOSEEKA
SECOND MAJOR
OR
SECOND DEGREE
If you have earned a baccalaureate degree and would like to
complete a second major or a
second degree at Augsburg,
you must submit the application form and application fee
and have official transcripts
sent to Augsburg Weekend
College from your degreegranting institution along with
transcripts from any subsequent colleges/institutions you
have attended.
FORMERSTUDENTS
Augsburg graduates and
students who have not
attended Weekend College for
more than one academic year
(three trimesters) must apply
for readmission through the
Registrar's Office. Students
who have attended any other
institution(s) during their
absence from Augsburg must
have an official transcript sent
from each institution to the
Registrar's Office.
lNTERNATIONAL
STUDENTS
Augsburg welcomes students
from countries around the
world. International students
should contact the Admissions
Office for information on the
application procedure.
Applications must be received
two months prior to the start
of the trimester.
For more information on the
admissions process, please call
(612) 330-1743 or write to:
Augsburg Weekend College
Campus Box #65
22 11 Riverside Avenue
Minneapolis, MN 55454
FEESAND PAYMENT
SCHEDULE
For the exact tuition and fees
amounts, please refer to the
Catalog Supplement covering
the current academic year of
enrollment.
FEES
Fees are set on an annual basis
and are payable in the
trimester in which they are
incurred. Fees are charged
according to the following:
Application Fee
Payable once, nonrefundable
Activity Fee
Per trimester
Lute fee
Charged per day, up to five
working days for late completion of registration
Lifetime Sports Fee
Payable upon course registration
or completion of Assessment
of Previous Learning
Nursing Clinical Fee
Payable upon course registration
Registration Change
After first class meeting for a
cancel/add/change grade option,
or a combination at one time
Student Teaching Fee
Per student teaching course,
payable upon registration
Transcript Fee
Per copy after first, which is free
Payment Schedule
Confirmation in classes is
permitted only if the
student's account for a
previous term is paid in full
as agreed. Augsburg
College will not release
diplomas or academic transcripts until a student's
account is paid in full. This
also applies to student loans
administered by the College
(e.g., Perkins Student Loan).
They must be current
according to established
repayment schedules.
Augsburg offers the
following payment options:
1) Trimester payments in full.
2 ) Three Payment Plan
A three-payment plan is
available each trimester.
Payment plans will be
approved only if previous
plans have been satisfactorily
completed.
3) Company Reimbursement
Plan
Students whose employers
have tuition reimbursement
plans are allowed the
following payment terms:
$100 per course deposit
payable in order to
confirm classes.
Balance in full due
50 days after the end
of the term.
T u i t i o n a n d
F i n a n c i a l
Employer reimbursement
verification form on file
in Business Office for
current academic year.
Responsibility for
payment of balance
should employer not reimburse for whatever reason.
Finance charge of 1% per
month on unpaid balance.
A non-sufficient fund check
used for payment at registration
will declare that registration
invalid and could affect further
credit extended by the College.
TUITIONREFUND
POLICY
Students are responsible for
cancelling courses with the
Registrar's Office in order to
be eligible for the tuition
refund. Students who unofficially withdraw (stop
attending) and do not
complete the dropladd form
are responsible for all charges.
Financial aid may be adjusted
based on the student's last
recorded date of attendance.
Augsburg College will determine the appropriate refund
calculation based on the
student's circumstances and
federal guidelines. The refund
calculation options are the
Augsburg Refund Policy, the
Pro-Rata Refund Policy, and
the Federal Refund Policy.
A i d
Augsburg Refund Policy
Applies to new and returning
Augsburg students who drop a
portion of their scheduled
course load. Also applies to
students who completely withdraw from college and do not
receive financial aid.
Through the first class
weekend100% of tuition
(less a $75 administrative fee
if withdrawing from current
term entirely)
Prior to the second scheduled
class meeting80% of tuition
Prior to the third scheduled
class meeting60% of tuition
No refund after the third
scheduled class meeting.
The Augsburg Refund
Schedule is effective whether
or not a student has attended
classes. All refunds of charges
will be applied to the account
of the student and all adjustments for aid, loans, fines,
deposits, etc, will be made
before eligibility for a cash
refund of any resulting credit
balance is determined. Please
allow two weeks for a refund.
Note: The refund is a percentage
of the full tuition charged, not a
percentage of any deposit made
toward tuition (e.g., deposits;
made under the company reimbursement payment plan).
Pro-Rata Refund Policy
Applies to new Augsburg
students who withdraw from
all courses during their first
term at Augsburg and receive
Federal Title IV financial aid.
(Federal Title IV financial aid
includes the Pell Grant, SEO
Grant, Perkins Loan, Stafford
Loan, and PLUS Loan.)
Tuition, fees, and room costs
will be calculated based on the
pro-rated portion of the term
completed. The student may
be eligible for a pro-rata
refund up to the 60 percent
point in time of the term. The
student account will be credited for that portion of tuition
and room for which he or she
was not enrolled. This calculation will use federal
government guidelines.
Federal Refund Policy
Applies to returning Augsburg
students who withdraw from
all courses for the current term
and receive Federal Title IV
financial aid. (Federal Title IV
financial aid includes the Pell
Grant, SEO Grant, Perkins
Loan, Stafford Loan, and
PLUS Loan.)
Augsburg College is required
by federal regulations to
complete two refund calculations for students who have
completed at least one full
term at Augsburg and receive
Title IV funds. Refunds will
be based on the calculation
that provides for the greatest
refund of tuition, fees, and
room charges to the student's
account and the greatest
refund of financial aid dollars
to the fund from which they
were awarded. The refund
calculations used are the
Augsburg College Refund
Policy as stated above and the
Federal Refund Policy as stipulated by federal guidelines
stated below.
Refund Amount
Refund Period
100% Through the first day
of classes (less $100
administrative fee)
90%
50%
25%
After the first day of
classes through the
10% point in time of
the term
After the 10% point in
time through the 25%
point in time of the term
After the 25% point in
time through the 50%
point in time of the term
Students may appeal refund
decisions through the Petition
Committee.
Medical Refund Policy
If a student is forced to withdraw because of accident or
illness, whether a physical or
mental health problem, the
refund may include the normal
percentage plus one-half of the
percentage adjustment.
Requests for this additional
refund must be made to the
Petition Committee and must
be accompanied by a written
report from the attending
health professional stating the
inability for, or inadvisability
of, continued study.
Students charged on a singlecourse fee basis who have
completed payment of
assessed tuition may choose
between this partial tuition
refund and a tuition-free
course retake credit. A retake
credit may be used only to
repeat the same course from
which the student withdrew.
This choice between refund
and tuition-free retake credit
must be made at the time of
the request to the Petition
Committee, and the choice of
monetary refund or retake
credit may not be changed
subsequently.
Students should be aware that
their choice of refund or
retake credit may adversely
affect their financial aid eligibility and that they bear full
responsibility for the effects of
their choices. Retake credits
must be used within one academic year or the next time the
course is offered if that is
longer than one year.
COMPANY
TUITION
ASSISTANCE
PROGRAM
Many companies, agencies,
and corporations offer full or
partial tuition assistance to
employees who participate in
work-related or degreeoriented college programs.
Augsburg provides a payment
plan by which employees may
handle tuition reimbursement.
Students should contact the
Business Office to make
payment arrangements using
the company reimbursement
payment plan
GRANTS
AND
SCHOLARSHIPS
Federal Pell Grant
This is a federal aid program,
based on need. Awards ranged
from $400 to $2,700 in
1997-98.
Minnesota State
Scholarship and
Grant Program
The Minnesota State
Scholarship and Grant Program
is available to Minnesota residents, based on financial need.
Awards ranged from $300 to
$6,180 in 1997-98.
T u i t i o n
a n d
F i n a n c i a l
Bureau of lndian Affairs,
Tribal and State Indian
Scholarships
American Indian students who
meet federal and state requirements may apply for these
scholarships. Indian grants
generally supplement other
sources of financial aid. For
assistance in application please
contact Augsburg's American
Indian Student Support
Program director at (612) 3301138 or your tribal agency.
Augsburg Tuition Grant
Augsburg College may provide
grants and scholarships to
Weekend College students
who show academic potential
and have financial need.
Federal Stafford Student
Loans
Subsidized and Unsubsidized
Stafford Loan funds are
obtained directly from a local
lender or state agency in states
that provide such programs.
Subsidized Stafford loans are
need-based loans that the
federal government subsidizes
by paying accrued interest
while in school and during the
grace period. Therefore, the
borrower is not responsible for
interest accrued while in
school or during the six-month
grace period.
Interest begins accruing on the
date of disbursement for the
Unsubsidized Stafford Loan,
A i d
and the borrower is responsible
for all interest. The borrower
may choose to make payments
while in school or may defer
payments and allow interest to
be capitalized (added to the
balance of the loan).
The interest rate for borrowers
through the Subsidized and
Unsubsidized Stafford Loan is
variable with a cap of 8.25
percent and changes annually
based on the 91-Day Treasury
Bill. The following borrowing
limits apply to the Stafford
Loan program:
Freshmen: $2,625 annually
($6,625 combined Subsidized
& Unsubsidized Stafford)
Sophomores: $3,500 annually
($7,500 combined Subsidized
& Unsubsidized Stafford)
Juniors/Seniors: $5,500 annually
($10,500 combined Subsidized
& Unsubsidized Stafford)
Aggregate maximum: $46,000
Note: Unsubsidized Stafford
loans are available only to
independent students and
dependent students who do not
meet the criteria for the
Subsidized Stafford loan.
Student Educational Loan
Fund (SELF)
This is a Minnesota state loan
program. SELF Limitsfreshmen and sophomore
students may borrow up to
$4,500 per year, juniors and
seniors up to $6,000 per year
with an undergraduate
maximum of $25,000 ($500
annual minimum). There is a
$40,000 combined maximum
for undergraduate and graduate
study. Interest rates are variable, paid by the borrower
quarterly while in school.
Principal and interest payments
begin 12 months after leaving
school. Students must apply
for financial aid and be
enrolled at least
half-time.
TO APPLYFOR
FINANCIAL AID
Financial Aid application
materials are available from
the Weekend College
Admissions Office. Applicants
must be admitted to Augsburg
as regular students or be
returning students in good
academic standing.
The Financial Aid application
will be processed when the
following documents are
received:
1) The Free Application for
Federal Student Aid (FAFSA)
or the Renewal FAFSA
2) Augsburg Financial Aid
Application
3) Federal income tax retum(s)
and W-2(s)
d e n t
r c e s
S t u d e n t
R e s o u r c e s .
ACADEMICADVISING
The Academic Advising
Center advises all incoming
Weekend College students,
provides information on
matters of general education,
and administers and tracks all
entry level skills requirements.
The center also advises
students who have been placed
on academic probation or are
re-entering Augsburg after an
academic suspension. The
center coordinates advising for
the orientation program and
provides inservice training and
development for faculty
advisers.
ACADEMICENRICHMENT
PROGRAM
The Academic Enrichment
Program is designed to offer
students study skills assistance
so they may achieve their best
from studying. The program
includes four components: the
Learning Center, the Tutor
Center, the Learning
Laboratory, and the Center for
Learning and Adaptive
Student Services (CLASS).
The Learning Center
Located in Foss Center, Room
17, the Learning Center assists
students in improving their
skills in such areas as time
management, note taking, text-
book reading and comprehension, test-taking, and
concentration, and memory
improvement. Diagnostic
testing is also available to
assess skills in reading, vocabulary, spelling, study
strategies, and learning styles.
The staff will assist students in
developing effective and efficient study skills.
The Karen M. Housh
Tutor Center
Located in Foss Center, Room
18, the Tutor Center arranges
for students to meet with
tutors for content tutoring in
most freshman- and sophomore-level courses.
The john Evans
Learning Laboratory
Located in Foss Center, Room
18, the Learning Laboratory
offers students the opportunity
to improve skills in reading,
writing, and mathematics
through the use of computer
software.
CLASS-The Center for
Learning and Adaptive
Student Services
Learning disabled students
have average or above average
intelligence but have difficulty
achieving their full potential.
Services available to such
students include educational
planning, learning aids, and
remedial instruction. If
students are concerned that
difficulties in school are more
than just temporary problems,
they can discuss their learning
style with the coordinator of
disabled students or the learning
disabilities specialists and
arrange assessment and structure assistance to increase their
potential for academic success.
Physically challenged students
also are served through this
office. Individualized attention
and services are provided for
and/or coordinated to meet the
mobility needs of students. For
more information, please
contact the CLASS office at
(612) 330-1053 to request a
copy of the CLASS brochure
and/or schedule an informational appointment with a
specialist.
CENTERFOR SERVICE,
WORK,AND LEARNING
The Center for Service, Work,
and Learning is a comprehensive center incorporating an
educational focus emphasizing
the importance and value for
all students to engage in
service and work-based
learning experiences and
design of a four-year career
plan integrating their education
with a vocation and life plan.
The programs of the Center link
employers, community organizations, and the academic
program in a way that enriches
and expands a student's educational experience and personal
development. An underlying
assumption is that a liberal arts
education is an effective preparation for careers and
citizenship. The integration of
'knowing and doing" adds
breadth and depth to the liberal
arts curriculum and assists
students in making more
informed academic, career, and
personal decisions.
The College's metropolitan
location makes possible a wide
range of opportunities. Students
have gained valuable learning
experiences in small and midrange companies, large
corporations, nonprofit organizations, schools, government
agencies, and community-based
organizations.
Cooperative Education
Cooperative education is a
college supported and monitored, paid, work-learning
experience that is closely
related to a student's major or
career objective. The goal is to
combine theory with practice in
work or service-based settings.
Students also earn money to
help defray educational costs
while gaining important on-thejob experience. Cooperative
education jobs are flexible and
can begin and end anytime.
Cooperative education is not
credited in and of itself, but a
non-credit cooperative education transcript entry is
available during the academic
terms the student is employed.
Cooperative education students
are encouraged to complete at
least one internship for credit in
conjunction with their cooperative education participation.
Cooperative education is available to Augsburg students who
have completed their freshman
year and are in good academic
standing.
Academic Internships
An internship for academic
credit is a carefully planned,
work-based learning experience
where a student focuses on
specific academic and individual learning objectives. A
learning agreement plan-negotiated with a faculty supervisor
and work supervisor, outlining
the internship objectives, strategies, and evaluation
methods-is required. An academic internship is approved,
supervised, and evaluated by a
faculty member in the department in which the student
wishes to earn the internship
credit. Upper division internships are numbered 399 and
lower division internships are
numbered 199.
Information on registering for
internships may be obtained
from the Center for Service,
Work, and Learning.
Internships are available in all
majors and can be taken during
a Weekend College trimester
or summer session. For extension of an internship beyond
one term see the section of the
catalog under grading.
Community
Service-Learning
Augsburg's Community
Service-Learningprogram
combines response to human
needs in the community with a
conscious awareness and
understanding of issues, reflection, and educational growth.
Augsburg students learn from
and about the community and
society in which they live by
participating in orientation
sessions, direct servicelearning activities, and
seminars or class discussions.
Through direct service, such as
volunteering at a homeless
shelter, tutoring, building
housing for low income people,
or working with environmental
groups, students engage in a
dynamic and interactive
educational approach that
employs reciprocal learning
between the student(s) and the
community. Service-learning
includes course-imbedded
community service, tutoring,
internships, cooperative education, and a wide range of
volunteer options.
Career Services
The Career Services Office is
committed to assisting all
students with their career planning. To aid students in this
process, Career Services offers
students the opportunity to
participate actively in career
seminars, career assessments,
one-on-one counseling, selfpaced computer career planning
modules, and use of the Alumni
Resource Network for informational interviews.
CONTINUING
EDUCATION
The mission of Augsburg
College Continuing Education
is to provide working adults
with lifelong learning opportunities that will enable them to
continue to grow personally,
professionally, and spiritually
in their homes, workplaces, and
communities. Adult students
who wish to earn traditional
course credit that may be
applied toward an undergraduate academic degree should
contact the Weekend College.
DAYPROGRAM
The day program offers a wide
variety of majors and courses.
Weekend College students
interested in taking courses in
the day program must follow
the cross-over guidelines.
Some weekday evening courses
are open to both Day School and
Weekend College students. See
the class schedule for details on
the current term.
THECENTER
FOR
GLOBAL
EDUCATION
The Center for Global
Education, founded at
Augsburg in 1982, facilitates
cross-cultural learning experiences that prepare people to
think more critically about
global issues and to work
toward a more just and sustainable world. The center's
programs explore a diversity of
viewpoints and are grounded
in the perspectives of the poor
and of others struggling for
justice and human dignity.
Students may participate in
courses offered at the center's
program sites in Mexico,
Namibia, Norway, Central
America, South Africa, and
Southeast Asia.
GRADUATE
PROGRAMS
Augsburg College offers two
graduate degree programs: the
Master of Arts in Leadership
and the Master of Social
Work. These programs require
separate admission.
LIBRARY
AND
INFORMATION
TECHNOLOGY
SERVICES
The James G. Lindell Family
Library opened at the start of
the 1997-98 academic year.
The new, four-level, 73,000square-foot facility houses all
library and information technology functions of the
College. In addition to the
165,000 volume main collection, the Lindell Library
includes the Gage Family Art
Gallery, special collections
and archives, a curriculum
library and instructional technology lab, library instruction
classroom, and facilities for
media viewing and listening.
A bridge will link the new
building to Sverdrup Hall (the
former library), which will be
renovated to house additional
computer labs and multimedia
classrooms as well as a lounge
and a vending area.
Library Resources
A service oriented staff
provides students and faculty
alike with assistance to meet
diverse information needs,
including instruction in the use
of the library, reference
service, and guidance in
pursuing research.
Arrangements are made for
access by students with physical limitations and special
needs. Students can search a
wide variety of local, regional,
national, and international
databases. Electronic access to
the world of scholarship is
also available through the
Internet, and a computerized
on-line catalog and daily
courier service provide access
to the library holdings of the
seven private liberal arts
colleges in the Twin Cities.
Appropriately equipped laptop
computers can be connected to
any of several hundred data
ports throughout the building
to access these resources.
Information Technology
Resources
Augsburg College has been a
member of the National
Science Foundation's Internet
since 1990 and has built a
reputation as a leader in its
commitment to provide
students with the best access
to information technology and
training. In Newsweek magazine's Cyberscope section on
Aug. 1, 1994, for example,
Augsburg was cited as one of
two first-rate sources for information about the Internet.
Visit Augsburg's Web site
(http://www.augsburg.edu) for
more on IT at Augsburg.
Computing
Students have access to over
180 on-campus personal
computer systems. There are
desktop machines in three
computer labs and four
computer classrooms, as well
as a suite of laptops that can
be checked out at the IT
Service Center. Other
machines are available for
student use within academic
departments. A campus-wide
network offers a full range of
network services including
printing, electronic mail, newsgroups, the World Wide Web,
and access to resources available via Gopher, Telnet, and
FTP. Appropriately equipped
student-owned machines can
also be connected to the
network to provide access
from dormitory rooms.
S t u d e n t
R e s o u r c e s .
Media
The Media Center provides a
large collection of sound
recordings, video tapes and
films as well as equipment for
instructional use. Audio and
video tape duplication within
the limits set by copyright law
is available. The Center
supplies TV sets, VCRs, video
cameras, video editing, tape
recorders, microphones, slideoverhead-, filmstrip- and
movie projectors as well as
screens and carts. Film bibliographies and advice on
materials selection are available. Facilities for classes in
broadcasting are located near
the Department of Communications in Foss Center.
Admission, advising, and
coordination services for 3M
cooperative chemistry,
computer science, and physics
majors are provided through
the Weekend College and the
Continuing Education Offices.
AMERICAN
INDIAN
STUDENT SERVICES
The American Indian Student
Support Program, located at
620 21st Avenue South, is a
multifaceted office established
to recruit and retain American
Indian students. Components
of the program are as follows:
American Indian Student
Services
This program assists in admissions procedures, financial aid
procedures (including BIA),
tribal and Minnesota Indian
State Scholarship applications,
orientation and registration,
coursework selection,
Individual Education Plans,
academic advising, career
counseling, employment,
community and professional
referrals, internships, student
housing, and crisis intervention. This program also
supports the Inter-tribal
Student Union (ITSU).
Inter-tribal Student Union
ITSU serves as a peer support
group for incoming and
currently enrolled American
Indian students. ITSU also
organizes and cosponsors
cultural events.
Minnesota Indian Teacher
Training Partnership
MNITTP is a cooperative effort
between Augsburg College and
the Minneapolis and St. Paul
public school districts, intended
to increase the number of
American Indian teachers in
the MinneapolisISt. Paul public
schools. Funded by the
Minnesota State Legislature in
1990, this project is designed
as a special grant and loan
forgiveness program. Students
who are awarded state teaching
licensure may then apply for
loan forgiveness. For each year
the student teaches, one-fifth of
the loan will be forgiven.
Anishinabe Library Project
The Library houses a variety
of journals and scholarly
publications, research materials, American Indian
magazines and newspapers,
and over 125 VHS video
tapes. The library project
offers both a historical and
contemporary perspective on
the cultures of various tribal
nations in the United States.
PAN ASIANSTUDENT
SERVICES
The Pan Asian Student
Services Program was created
to recruit and retain Asian
American students and to
enhance the quality of their
total experience while at
Augsburg College. The
program provides assistance in
the admissions and financial
aid application procedures,
orientation, registration and
coursework selection, career
development, academic and
nonacademic difficulties, and
employment and placement
referrals.
The Pan Asian Association is
affiliated with the Support
Program. The association
carries out various activities
during the academic year to
increase the network of friendship and support for Asian
American and other students
at Augsburg.
PAN-AFRIKAN
STUDENTSERVICES
The Pan-Afrikan Student
Services Office, located at 620
21st Avenue South, is
committed to enhancing the
educational and personal
development of students of
African descent, and to
promote cultural and historical
awareness, academic achievement, and social interaction. It
sponsors events and activities,
such as celebrating Martin
Luther King's birthday,
Afrikana History Month,
Ujima Mentoring Program,
and Augsburg Black Alumni
Council gatherings.
The Pan-Afrikan Student
Union (PASU) provides
support to students, including a
schedule of social and cultural
activities. The headquarters is
in the Pan-Afrikan Student
Services Office.
HISPANIC/LATINO
STUDENTSERVICES
The HispanicILatino support
program offers students
individualized attention in
many areas, including academic support and counseling.
This program assists students
with admissions and financial
aid procedures, career
counseling, housing, internships, and employment and
placement referrals.
The program advises the
Latino Student Association
and supports academic, social,
cultural, and other events and
activities to improve the academic and personal
development of Hispanic1
Latino students. The program
also provides awareness of the
unique aspects of the Hispanic
culture through events such as
Latino Week and Hispanic
Heritage Month.
WEEKEND
COLLEGE
OFFICE
The Weekend College Office
provides a variety of services
for current and prospective
students including: registration for Weekend College
students, coordination of mail
registration, orientation of
new students, seminars, and
special events.
The Weekender is a newsletter
published each class weekend
by the Weekend College Office
for Weekend students.
S t u d e n t
R e s o u r c e s .
OFFICE
OF THE
REGISTRAR
The Office of the Registrar
maintains the primary academic record of all Augsburg
students. Services provided
include: processing loan deferments, enrollment verification,
providing copies of the official
transcripts, sending out grade
reports, and processing Weekend College and day school
program cross-registration.
BUSINESS
OFFICE
Services provided by the
Business Office are: check
cashing, change of billing
address, student account information, adjustments to student
accounts, account payments,
account history copies, credit
refund requests, and collection.
FINANCIALAID
Student Financial Services
provides the following financial assistance: processing
grants, loan checks, loans,
financial aid advising, and
scholarships.
CAMPUS
MINISTRY
As a college of the church,
Augsburg is concerned about
spiritual as well as academic
and social growth. The
College's concern for spiritual
growth is evident in many
opportunities for students to
explore their own faith.
Because the campus is
comprised of individuals from
many different religious and
cultural backgrounds, worship
life is characterized by a diversity and richness of tradition.
Bible studies, growth groups,
outreach teams and community outreach opportunities,
retreats, peace and justice
forums and projects, concerts,
and gatherings are examples
of the wide variety of activities on campus.
The college pastor and campus
ministry staff have offices in
the Foss, Lobeck, Miles
Center and are available for
spiritual guidance, counseling,
support and information.
CENTER
FOR
COUNSELING
AND
HEALTH
PROMOTION
Counseling
Counseling provides a
supportive environment where
students have many opportunities to gain self-awareness
through personal exploration
with the assistance of trained,
experienced counselors.
Counselors serve as advocates
providing support and assistance with direction. Services
include individual counseling,
group counseling, assessment
and referral, workshops, and
consultation and outreach.
Through a relationship with a
skilled counselor, a student
may discuss personal issues
such as stress, depression,
family problems, motivation,
transitions, etc. Counseling is
an educational process in
which students learn to think
objectively about themselves
and learn methods of understanding themselves and
others.
Health Promotion
Health Promotion offers a
wide spectrum of activities
and events that increase
awareness of health issues and
assist students in adapting new
behaviors for a healthier
lifestyle. Health Promotion
also works with various
campus departments to foster
positive change within the
campus environment.
Professional staff offer private
consultations and group workshops to accommodate the
needs of students.
Health Service
Smiley's Family Practice
Clinic serves as the Augsburg
College Health Service and is
a family practice residency
clinic affiliated with the
University of Minnesota. The
clinic is located five blocks
from campus at 2615 Franklin
Avenue South. Many services
are free for all Augsburg
students and are listed in the
Student Guide.
Students must check their
family's health coverage to
determine if they are included;
if not, they should contact the
health service coordinator for
information regarding student
health insurance and other
services available through
Smiley 's.
FITNESSCENTER
Located on the lower level of
Melby Hall, the Fitness Center
is equipped with stationary
bicycles, stair steppers, a
treadmill, and other aerobic
workout machines. It includes
a weight room with universal
and free weight systems.
The Commons
Situated on the top floor of the
Christensen Center, this is the
main food service facility for
students, faculty, and staff.
Murphy's
Located on the ground floor of
the Christensen Center,
Murphy's features sandwiches,
grill items, pizza, soups and
salads, desserts, and beverages, and is open weekdays
and during class weekends.
GRAPHIC
CENTER
Located on the ground floor
of the Christensen Center,
Graphic Center services for
students include offset printing
and photocopying.
Fine Arts
Students have many opportunities to participate in music
and drama. In addition to
appearances on campus and in
the city, the Augsburg Choir,
Concert Band, and Orchestra
perform on national and international tours. Many other
ensembles cover the entire
range of musical styles and
participants' previous musical
experience. Students stage
several plays on campus each
year under the direction of the
Theatre Arts Department and
have the opportunity to attend
a series of on-campus workshops with visiting arts
professionals.
Intercollegiate Athletics
Augsburg is affiliated with the
Minnesota Intercollegiate
Athletic Conference (MIAC)
and is a member of the
National Collegiate Athletic
Association (NCAA) Division
111. Men annually compete in
football, soccer, cross country,
basketball, hockey, wrestling,
baseball, tennis, track and
field, and golf. Women annually compete in volleyball,
cross country, soccer, basketball, track and field, softball,
golf, tennis, and ice hockey.
Intramural Sports
Students may participate in
activities for recreation and
relaxation. The intramural
program provides competition
in a variety of team sports as
well as individual performance
activities. Broomball has been
an especially popular coed
sport. Check schedules for
times when there is open use of
the gymnasium, fitness center,
ice arena, and the air structure,
which offers a place to walk or
run during winter months.
Social, Cultural,
Recreational Activities
Throughout the year, a variety
of social and cultural activities
takes place on campus as well
as in the Twin Cities. These
activities include dances,
films, theme events, name
S t u d e n t
R e s o u r c e s .
entertainment, and visiting
personalities in various fields.
Weekend College
Commission
The Weekend College
Commission (WECC) is a
student organization that plans
educational and social
programs for Weekend
College students and their
families. Membership is open
to all students.
Academic and
Learning Services
The Academic and Learning
Services Division is comprised
of the academic programs,
services, and activities dedicated to supporting students'
educational experience at
Augsburg College.
Student Government
Through student government
students secure a closer relationship with and better
understanding of the administration and faculty, and
provide input into the decision-making process at
Augsburg. Student government also sponsors and directs
student activities, protects
student rights, and provides
the means for discussion and
action on all issues pertaining
to student life at Augsburg.
Student government is organized into the executive
branch, the legislative branch,
and the judicial branch.
Representatives from the
Weekend College are elected
each year. Eleven Weekend
College representatives and
the Weekend College president comprise the Weekend
College delegation.
Many kinds of involvement are
possible-program planning,
writing, editing, or service
opportunities. Students who
are interested should contact
the president or vice-president
of the student body in their
offices in the lower level of the
Christensen Center.
Student Guide
Augsburg publishes its policies and procedures in the
Student Guide, which is available to every student. Included
are the Academic Honesty
Policy, Policy on Sexual
Harassment and Violence,
Disciplinary Policy and
Procedure, and the Grievance
Policy and Procedure.
Students wishing to obtain a
Student Guide may contact the
Student Life office.
Student standards of
behavior, complaints,
records
The College has adopted a
statement of standards for
student behavior and has
provided for due process in
matters of disciplinary action,
grievances, and grade appeal.
The College operates in
compliance with the Family
Educational Rights and
Privacy Act. Students have the
right to inspect certain official
records, files, and data that
pertain to them, which are
maintained in the Office of the
Registrar and the Placement
Office, and to challenge
inaccurate or misleading
information.
Persons seeking additional
information on these topics
should contact the associate
dean for student affairs.
C RADUATION
REQUIREMENTS
The following are the requirements for a baccalaureate
degree:
1) Fulfillment of entry level
skill requirements in these
areas: Math Placement,
Critical Thinking, and
Writing (ENG 111
Effective Writing or
equivalent)
2) Completion of a major
'
3) Completion of courses that
fulfill the following Liberal
Arts Perspective
requirements:
Human Identity (one
course)
Aesthetics (one course)
Social World (two courses
from different departments)
Western Heritage (two
courses from different
departments)
Intercultural Awareness
(one culture course and two
courses in a modern
language)
Natural World (two courses
from different departments,
except a two-course
sequence)
Christian Faith (three
courses, or as adjusted for
advanced transfer status)
The City (one course or
community service/
internship experience)
A single course may fulfill
one perspective only.
Only one course from a
department may be used to
fulfill a single category, except
Christian Faith, language, and
a year long science sequence
for Natural World.
No more than three courses
from any one department may
fulfill perspectives.
4) Completion of courses that
fulfill the following
Graduation Skills:
Writing (two courses, one
within the major)
Critical thinking (one
course)
Speaking (one course)
Quantitative reasoning (one
course)
These courses must be
completed with a minimum
grade of 2.0 or P.
?ate: A course may satisfy both a major or minor requirement, a perspective, and a graduation skill requirement.
5) Demonstration of proficiency in two Lifetime
Sports
6) Achievement of a Math
Placement Group score of 3
(College algebra level )
The following requirements
also must be met to graduate:
1) Completion of 33 course
credits
1 1 of these must be upper
division (numbered 300 and
above); no more than 13
courses may be in any one
department with the exception of accounting and
social work.
2) Maintenance of a minimum
grade point average
A minimum GPA of 2.0 for
most majors is necessary to
graduate. A grade point
average of 2.0 is required
both in overall courses
taken and in courses that
apply toward the major.
Some majors, licensure, and
certification require higher
grades in each course or a
higher grade point average.
(For example, see
Licensure in Education,
Nursing, Social Work.) See
departmental section for
details.
3) Residency
Seven of the last nine
course credits must be
completed at Augsburg. No
less than a total of nine
course credits are to be
taken at Augsburg College.
Contact the registrar if an
official interpretation is
needed.
4 ) Muximums-no more than:
Two course credits by
independentldirected study
Four course credits of
Internship
Eight course credits with a
grade of Pass (P)
Nontraditional grading (P)
also has these limits: two in
the major, except elementary education (two in the
major plus student
teaching) and nursing (no
P/N grading is permitted);
one in the minor, if
approved by the department
chairperson.
Students who have completed
a four-year degree at an
accredited college or university may complete a second
degree at Augsburg College.
Depending on the student's
previous degree, completion of
a second major (non-degree)
may also be an option. Second
degree requirements include:
a minimum of eight course
credits taken at Augsburg,
completion of a major, and
completion of any liberal arts
requirements not covered by
the previous degree.
The responsibility for
meeting all degree requirements rests with the student.
Academic advisers, department chairpersons, the
Advising Center, and the
registrar are available for
counsel and assistance in
program planning.
Each student must apply for
graduation. Students should
apply at the start of their last
academic year to confirm
remaining graduation requirements. Application forms are
available in the Registrar's
Office.
All degree and course requirements must be completed and
verified in the Registrar's
Office prior to the anticipated
date of graduation (there may
be no incomplete courses or
open courses on the academic
record).
A c a d e m i c
(or 2.5 if receiving a
Minnesota State Student
Grant).
Registration consists of two
parts:
Scheduling (choosing
classes)-A student reserves
a space in classes for each
trimester by completing a
schedule form. Scheduling
can be done in advance of
payment.
Payment (confirmation of
schedule)-A student who
has scheduled courses must
then confirm that schedule
by paying. Dates and deadlines for scheduling and
payment are listed in the
Weekend College Catalog
Supplement.
SOMEIMPORTANT
POINTSON
REGISTRATION:
A student must be registered
for a course in order to
receive course credit for it.
A student in Weekend
College is considered fulltime if he or she registers
for two courses per trimester
Students are responsible for
obtaining registration materials from the Weekend
College Office.
A student who has not paid
or made partial payment
prior to the first day of
classes is not registered for
their course(s). The student
may register and confirm the
first class weekend, but late
fees will apply and their
space in the course(s) will
not be held.
CROSSOVER
POLICY
It is expected that Weekend
College students complete
their degree requirements in
the Weekend College
schedule; however, students
may take a course in the day
schedule as a crossover. A
Weekend College student
wishing to attend a day
schedule course, or a day
student wishing to attend a
course in Weekend College,
must schedule at the Office of
the Registrar. Students taking
courses in both the day
program and Weekend
College program schedules
that total three or more
courses on any given date will
be charged comprehensive day
program tuition. A Weekend
College student taking one day
schedule course and who has
fewer than three total courses
will be charged the current
part-time tuition for day
school.
Students will also follow these
guidelines:
Students may cross over for
one full course credit per
term.
The course selected must
have space available.
Weekend College students
may not cross over to attend
ACTC (Associated Colleges
of the Twin Cities) courses,
except when required by the
major to do so.
Courses cross-listed in the
Weekend College schedule
and the day schedule are not
subject to cross over policy.
Contact the Office of the
Registrar for more information
on the crossover policy.
WITHDRAWING
FROM
COURSES
Students may drop (also
referred to as canceling or
withdrawing) a particular
course by completing a
CancelIAddChange of
Registration form at the Office
of the Registrar before the
deadline (published in the
Weekend College Catalog
Supplement). Dropping a class
will result in a W for withdrawal on an official academic
record. Students are urged not
to abandon courses for which
they are registered because this
may result in a failing grade on
their official academic record.
The refund schedule is listed
on page 14. Note: A student
may withdraw after the refund
schedule has expired.
WITHDRAWAL
FROM
COLLEGE
Students who do not intend to
continue at Augsburg must file
a Withdrawal from College
form at the Office of the
Registrar. This is not necessary
if the student is taking a term
off; however, Weekend
College students who do not
attend courses for three
consecutive trimesters
(excluding summer) are
considered inactive and must
file an Application for
Re-admission form with the
Office of the Registrar in order
to resume their academic
program. Students are responsible for keeping the Office of
the Registrar informed of their
mailing address.
SYLLABUS
A syllabus is a course outline
written by the instructor that
may include a course description
and objectives, required text@),
course schedule, grading criteria,
and assignments. A syllabus is
especially important in Weekend
College because it advises the
student of any assignment due
the first class weekend. Students
are responsible for picking up
the course syllabus at the times
published in The Weekender,
the Weekend College informational publication.
EVALUATION AND
C RADING
Student achievement in
courses is measured by final
examinations, shorter tests,
written papers, oral reports,
and other types of evaluation.
Most courses are offered with
grading options-traditional
grading on a 4.0 scale or the
Pass/No Credit system, in
which P means a grade of 2.0
or better and N means no
credit and a grade of less than
2.0. Students who choose the
P/N option are cautioned:
In order to receive a grade
of P a student must achieve
at least a grade of 2.0.
Some graduate and professional schools do not look
favorably on a large number
of P-graded courses, or rank
each as a C.
P-graded courses do not
count toward the requirement that 14 traditionally
graded course credits be
earned at Augsburg in order
to be considered for graduation with distinction.
Transfer students should be
especially aware of this
requirement.
See P/N limitations under
Graduation Requirements on
page 29.
Note: Certain courses are
offered on one grading system
only (e.g., Lifetime Sports are
graded P/N only).
In courses where there is a
choice, students will be graded
on the traditional system
unless they indicate on their
registration that they wish to
use the P/N grading option.
Any changes in choice of
grading system must be made
according to dates published
each term. A fee is charged for
any changes made after the
published deadline for dropping without record notation.
I n f o r m a t i o n .
NUMERIC
GRADES
Numeric grades are used with
these definitions:
4.0 Achieves highest
standards of excellence
3.0 Achieves above basic
course standards
2.5
2.0 Meets basic standards
for the course
1.0 Performance below basic
course standards
0.5
0.0 Unacceptable performance
(no credit for the course)
Grades of P (Pass) or N (No
credit) are not computed in the
grade point average.
An incomplete grade (I) may
be given only in the case of
extreme emergency. To
receive an incomplete grade, a
student must receive permission of the instructor and must
file a form with the Registrar's
Office stating the reasons for
the request, the work required
to complete the course, the
plan and date for completing
the work, and comments from
the instructor. The necessary
work must be completed in
enough time to allow evaluation of the work by the
instructor and filing of a grade
before the final day of the
following trimester. If the
work is not completed by that
date, the grade for the course
becomes a 0.0.
Internships, independent
studies and directed studies
may sometimes last longer
than one term. When this is
the case, they must be
completed by the grading
deadlines within one year
from the beginning of the first
term of registration. A grade
of X is given by the instructor
to indicate that the study is
extended. It is expected that
students given X extensions
will continue to communicate
with their instructors and
demonstrate that satisfactory
progress is being maintained.
A final grade will be issued at
the end of the term in which
the work is completed and
evaluated (but not longer than
one year). An instructor has
the option of not giving an X
where satisfactory progress is
not demonstrated.
REPEATING
COURSES
A course in which a grade of
0, 0.5, 1.0, 1.5, or N has been
received may be repeated for
credit. Courses in which
higher grades have been
earned may not be repeated
for credit and a grade but may
be audited. All courses taken
and grades earned each term
remain on the academic
record. Only the credits and
grades earned the second time,
for legitimately repeated
courses, are counted toward
graduation and in the grade
point average.
AUDITINGCOURSES
Students who wish to take
courses without credit or grade
may do so by registering for
Audit (V). The charge for
auditing is listed in the current
year's Weekend College
Catalog Supplement. The
signature of the instructor is
required to register an audit.
Students who audit a course
should confer with the
instructor two weeks prior to
the beginning of the term to
determine expectations, attendance, and any other
requirements. If expectations
have been met, the course will
be listed on the transcript as
having been audited. If expectations have not been met, the
course will be listed with a
grade of W (Withdrawn).
Courses for which transfer
credit has been awarded may
not be repeated for credit at
Augsburg. This includes
courses that are substantially
similar despite different titles
or emphases.
GRADEPOINTAVERAGE
The grade point average
(GPA) is based on final grades
for all work at Augsburg. It
does not include credit and
grade points for work transferred from other colleges.
Courses taken on the P/N
grading option are recorded,
but not computed in the GPA.
The formula for computing the
GPA is:
GPA = Total grade points
divided by number of course
credits attempted.*
* Using traditionally graded
course credits only.
CLASSIFICATION
Student classifications are
updated in August and at the
end of the fall trimester.
Sophomores-Seven
credits completed.
course
Juniors - 16 course credits
completed.
Seniors-24 course credits
completed.
ACADEMIC
PROGRESS,
~ROBAT~O
AND
N
DISMISSAL
The College requires that
students maintain the
following cumulative grade
point averages (GPA):
Freshman-A student who has
taken fewer than seven credits
with a cumulative GPA of 1.6
or higher
Sophomore-A student who
has taken fewer than 16
credits with a cumulative GPA
of 1.7 or higher
Junior-A student who has
taken fewer than 24 credits
with a cumulative GPA of 1.9
or higher
Senior-A student who has
taken 24 or more credits with
a cumulative GPA of 2.0 or
higher.
It should be noted that a
minimum GPA of 2.0 is
required for graduation with
certain majors requiring a
higher minimum GPA.
Students whose academic
achievement falls below these
guidelines will either be placed
on scholastic probation at the
end of the term, will be
continued on probation, or will
be dismissed from the College.
In addition, a freshman who
receives two zero grades or a
sophomore who receives three
zero grades will be considered
for probation or dismissal.
However, dismissal from the
College is not automatic. Each
case is reviewed by the
Committee on Student
Standing. Evidence of the
student's commitment to academic progress is the major
consideration in deciding
whether or not to dismiss a
student. Those on probation
who voluntarily withdraw from
the College, as well as those
who are dismissed, must have
special permission to re-enroll.
Students may be removed
from probation when the
cumulative GPA reaches the
minimum level stated above.
Students placed on probation
as freshmen for having earned
two zero grades may be
removed from probation if
their classification changes to
sophomore, if they have not
earned additional zero grades,
and if their cumulative GPA
reaches 1.7. Students placed
on probation as sophomores,
juniors, and seniors for having
earned three zero grades may
be removed from probation if
their classification changes to
junior and their cumulative
GPA reaches 1.9.
The College reserves the right
to dismiss any student who
does not meet the guidelines
stated above. Once a student is
dismissed, he or she may
appeal the decision within 10
days to the Committee on
Student Standing.
A c a d e m i c
I
DEAN'S
LIST
The Dean's List is compiled
after each trimester, listing
students whose grade point
average for a trimester is 3.5
or better. Students must be
full-time (a minimum two full
course credits for a Weekend
College student), graded on
the traditional grading system,
with no incompletes in courses
offered for credit. If permission is given by the student, an
announcement is sent to the
hometown newspaper of each
student on the Dean's List.
ASSESSMENT
OF
PREVIOUS
LEARNING
(APL) PROGRAM
Augsburg College recognizes
that learning can and does take
place in many life situations.
Some of this learning may be
appropriate for credit recognition within the disciplines that
compose the academic
program of a liberal arts
college. The Assessment of
Previous Learning (APL)
program at Augsburg provides
a means by which a student's
previous learning, other than
that which is transferred from
another accredited institution,
may be presented for examination for possible credit toward
the completion of a baccalaureate degree.
Not all learning from life
experience, however, is appropriate for credit recognition at
a liberal arts college. Such
learning must meet two essential criteria: (1) it is relevant to
course work in a field of study
within the Augsburg liberal
arts curriculum and (2) it can
be objectively demonstrated
either by comprehensive
examination or committee
evaluation.
The APL program at
Augsburg provides several
means by which students may
have their previous learning
assessed for credit recognition.
The following is a brief
description of each of these
means of assessment:
The College Level
Examination Program
(CLEP)
This is a series of standardized
tests which have been developed by the College Board
and are offered to students for
a small fee at regional testing
centers. (The regional testing
center for this area is the
University of Minnesota.)
Students who score at or
above the 65th percentile on a
subject examination may
.
.
receive academic credit for
that subject at Augsburg
College. Additional information about CLEP tests is
available from the Office of
the Registrar.
Departmental
Comprehensive Exams
These are available for students
to use in obtaining credit for
previous learning if the
following conditions are met:
There is a departmental
instrument available for the
subject area in question.
There is a faculty member
designated by the department to administer the
exam.
The registrar approves the
student's request to take the
exam. Credit for departmental exams is available on
a passlno credit basis only,
and there is a charge per
exam of one-half of tuition
for a full course credit.
The Portfolio Assessment
Program
This is a credit assessment
alternative in which a faculty
team completes a credit evaluation of a learning portfolio
submitted by the student. The
faculty team is composed of
two faculty members from
.
fields of study directly related
to the student's previous
learning. Students who wish to
prepare a portfolio of previous
learning for credit assessment
should consult the Office of
the Registrar. In completing
the evaluation of a student's
previous learning, the faculty
team applies the following
criteria:
There is documentable
evidence of a cognitive
component in the previous
learning experience that
involved prescribed and/or
systematic study of content
material found within liberal
arts course work.
The learning has been objectively verified by individuals
in addition to the presenting
student.
The learning lends itself to
both qualitative and quantitative measurement.
The learning relates well to
the student's educational
goals.
The learning and skills
involved are current and
could be used at the present
time.
Students may apply for the
credit assessment process after
completing at least four course
credits of academic work at
Augsburg College with a
cumulative Augsburg GPA of
at least 2.5. It is strongly
recommended that the process
not be used when four or
fewer courses remain for graduation. There is an application
deposit to initiate the credit
assessment process and a
charge for each semester
credit applied to the student's
transcript if credit is approved.
Transcript credit will be
granted on the basis of
semester credits, and the total
number of credits granted will
be divided by four to determine the number of course
credits applied to graduation.
These credits will be recorded
with the course number of
APL 2xx. Application of this
credit toward the Liberal Arts
Perspective requirements,
upper division requirements,
and academic majors and
minors may be subsequently
addressed by the associate
academic dean in response to
a formal request by the
student.
Maximum Credit Accepted
for Previous Learning
While Augsburg College
recognizes the validity of
learning that takes place
outside the traditional classroom, this learning must be
I
.
.
placed in the context of formal
study in campus-based liberal
arts courses. Therefore,
Augsburg places a maximum
of eight course credits (about
one-fourth of a baccalaureate
degree) on transcript credit
that is obtained through
previous experiential learning.
In compiling the eight courses
of credit for previous experiential learning, the student
may use any combination of
assessment processes available
in the APL program: CLEP
exams, departmental exams,
and credit granted through
portfolio assessment.
Lifetime SportsAssessment of Previous
Learning (APL) Program
Students in the Weekend
College may complete one of
the two required graduation
skills of Lifetime Sports
through the APL process. The
Lifetime Sports graduation
skills are non-academic
courses and no credit is earned
by their completion; however,
fulfillment of two Lifetime
Sports is necessary to graduate. There is a fee for each
Lifetime Sport completed by
APL. Additional information
about Lifetime Sports APL is
available from the Weekend
College Office.
A c a d e m i c
M a j o r s .
I
ACCOUNTING-ACC
The major in accounting
prepares students for professional careers in a wide
variety of accounting-related
positions. This major has two
tracks: General Accounting
and Professional Accounting.
The General Accounting
specialization is adequate for a
wide variety of positions. The
Professional Accounting track
includes two specializations:
public accounting and
managerial accounting. The
public accounting specialization is recommended for
positions with CPA firms. The
managerial accounting specialization is recommended for
positions with large or rapidlygrowing companies.
The two professional specializations relate to two
professional designations: the
CPA and the CMA. A CPA
(Certified Public Accountant)
focuses on external reporting;
a CMA (Certified Management
Accountant) focuses on
internal reporting. The public
accounting specialization
includes the materials emphasized on the CPA exam; the
managerial specialization
includes the materials emphasized on the CMA exam.
Designations have an experience requirement in addition
to passing the national exam.
Under the rules of the
Minnesota State Board of
Accountancy, accounting
majors in the public accounting
specialization are qualified to
sit for the CPA examination
during their last semester.
Accounting Core:
14 courses are required for
this major (an exception to
the 13-course limitation):
(It is recommended that
students take the courses in
the sequence given below.)
ECO 112
Principles of Macroeconomics
ECO 113
Principles of Microeconomics
MIS 175
Principles of Computing for
Business or
MIS 370
Advanced Computing
for Business
BUS 242
Principles of Management
BUS 252
Principles of Marketing
ACC 221
Principles of Accounting I
ACC 222
Principles of Accounting I1
MIS 379
Quantitative Methods for
Business and Economics
BUS 301
Business Law
A c a d e m i c
BUS 331
Financial Management
ACC 322
Accounting Theory and
Practice I
ACC 323
Accounting Theory and
Practice I1
ACC 324
Managerial Cost Accounting
ACC 425
Advanced Accounting
Specialization in General
Accounting:
No additional courses required.
Specialization in Public
Accounting:
Accounting core plus:
ACC 326
Tax Accounting
ACC 423
Auditing
Specialization in
Managerial Accounting:
Accounting core plus:
ACC 424
Internal and Operational Audit
MIS 375
Management Information
Systems in the Organization
ART, STUDI-ART
A liberal arts college like
Augsburg is an ideal setting
for the study of art because it
provides a constant possibility
for the interaction of ideas,
disciplines, and attitudes. At
Augsburg, art study is further
enhanced by associations with
a significant number of art
galleries and museums in the
Twin Cities area.
Hundreds of specific careers
exist in the general area of art,
such as teaching in the public
schools and colleges,
ceramics, interior design,
photography, film and video
work, painting, gallery and
museum work, and design.
ART 223
Printmaking I
ART 225
Communication Design I
ART 360
Watercolor Painting
One course in three
dimensional art from:
ART 221
Sculpture I
ART 250
Ceramics I
Five additional studio arts
courses
ART 240
Art History Survey
And two additional art
history courses
Studio Art Major
Majors are required to begin
their programs with the Studio
Arts Foundations:
ART 102
Design
ART 107
Drawing
One course in two
dimensional art from:
ART 118
Painting I
Teaching Licensure Major
The State of Minnesota has
specific licensing requirements
for teachers that may differ
slightly in emphasis from the
Augsburg major requirements.
The state requirements may
also be subject to change after
publication of this catalog.
Students therefore should
consult with the Augsburg
Education Department to identify current Minnesota teacher
licensure requirements.
BUSINESS
ADMINISTRATIONBUS
BUS 252
Principles of Marketing
ECO 318
Management Science
MIS 379
Quantitative Methods for
Business and Economics
Specialization in Finance
Business core plus 4 courses:
BUS 301
Business Law
ACC 322
Accounting Theory and
Practice I
The major in Business
Administration prepares
students for professional careers
in business administration or
for graduate studies. The four
specializations within this
major share a common business
core. This common core
provides students with a broad
foundation so they can readily
adapt to internal changes in
interests and goals and to
external changes in circumstances and opportunities.
BUS 352
Marketing Research and
Analysis
and one of the following:
ECO 311
Public Finance
Business Core
10 courses including:
BUS 355
Marketing Communications or
ECO 312
Intermediate Macroeconomics
ECO 112
Principles of Macroeconomics
BUS 331
Financial Management
Specialization in
Marketing
Business core plus 3 courses:
BUS 357
Advertising
BUS 433
Financial Theory: Policy and
Practice
BUS 438
Investment Theory
ECO 313
Intermediate Microeconomics
ECO 113
Principles of Microeconomics
BUS 450
Marketing Management
ECO 315
Money and Banking
MIS 175
Principles of Computing for
Business or
Specialization in
Management
Business core plus 4 courses:
MIS 479
Intermediate Quantitative
Methods for Business and
Economics
MIS 370
Advanced Computing
for Business
BUS 340
Human Resource Management
ACC 221
Principles of Accounting I
ACC 222
Principles of Accounting I1
BUS 242
Principles of Management
BUS 440
Operations Management
BUS 465
International Management
MIS 376
Project Management or
Specialization in
International Business
Business core plus 4 courses:
BUS 362
International Business
BUS 465
International Management
A c a d e m i c
BUS 466
International Marketing
and one additional upper
division course in either
international business or
international economics.
Students must also complete
three semesters of a foreign
language (or equivalent).
Contact the international
business coordinator for
details on language equivalents or other configurations.
Minor in Business
Administration
Seven courses including:
ECO 112 or ECO 113, ACC
221 and 222, BUS 242 and
252, BUS 331 and MIS 379.
The minor is automatically completed while completing a major
in accounting or management
information systems (MIS).
COMMUNICATIONSPC
Our quality of life, both
personally and professionally,
depends in large part upon the
quality of our communication.
A communication major at
Augsburg is designed to
enhance understanding of
communication in a variety of
contexts and to improve
communication skills.
Since careers in communication demand a broad
educational background, the
department strongly encour-
ages a second major or two
minors in fields such as business, economics, English,
history, international relations,
political science, psychology,
religion, social work, sociology, or theatre arts.
SPC 351
Argumentation
The Augsburg communication
major focuses on competency
in both speech and writing as
well as effective use of media.
Since the study and practice of
communication is grounded in
both the humanities and the
social sciences, majors are
encouraged to include such
related subjects as aesthetics,
ethics; philosophy, logic, literature, statistics, and research
methods in their programs.
SPC 355
Small Group Communication
All communication majors
must complete a core group of
seven required courses, supplemented by five electives in one
of the following concentrations: public relations and
advertising, marketing communication, human relations, or
supervisory management.
Prospective majors should meet
with a departmental adviser as
early as possible to design an
approved major program,
preferably by the end of the
sophomore year. Majors in
communication are candidates
for the Bachelor of Arts degree.
Communication Core
Six courses including:
SPC 111
Public Speaking
SPC 352
Persuasion
SPC 354
Interpersonal Communication
and at least one course from
the following:
ENG 223
Writing for Business and the
Professions
ENG 225
Intermediate Expository
Writing
ENG 226
Introduction to Creative Writing
ENG 227
Journalism
In addition, six courses must
be completed within one of
the following concentrations:
Public Relations and
Advertising
Students interested in the Public
Relations emphasis are strongly
urged to take ENG 227
(Journalism) as part of the major.
ART 132
Photography
ART 224
Publication Design
ART 225
Communications Design I
. .
BUS 242
Principles of Management
SPC 399
Internship
BUS 252
Principles of Marketing
SPC 480
Public Relationsffromotiona1
Communications
BUS 355
Marketing Communications
MIS 379
Quantitative Methods for
Business and Economics
PSY 373
Organizational Psychology
SOC 349
Complex Organizations
SPC 345
Organizational Communication
SPC 399
Internship
SPC 480
Public Relationsffromotional
Communications
POL 342
Mass Communication in
Society
Marketing
Communications
BUS 252
Principles of Marketing
BUS 352
Marketing Research and Analysis
BUS 355
Marketing Communications
BUS 357
Advertising
BUS 450
Marketing Management
POL 342
Mass Communication in
Society
Human Relations
PSY 373
Industrial/Organizational
Psychology
Y
.
.
Supervisory Management
BUS 242
Principles of Management
BUS 340
Human Resource Management
BUS 440
Operations Management
MIS 175
Computers for Business,
Accounting, Economics and
MIS
PSY 485
Counseling Psychology
MIS 379
Quantitative Methods for
Business and Economics
SOC 231
Family Systems: A CrossCultural View
PSY 373
Industrial/Organizational
Psychology
SOC 265
Culture: Ethnicity, Gender,
and Race
SOC 349
Complex Organizations
soc 349
Complex Organizations
SOC 375
Social Psychology
SPC 329
Intercultural Communication
SPC 345
Organizational Communication
SPC 399
Internship
SPC 480
Public Relations/Promotional
Communications
.
SPC 345
Organizational Communication
SPC 399
Internship
Minor in Communication
Six courses including SPC 111,
POL 342, SPC 351 or SPC 352,
SPC 354, SPC 345, or SPC 355,
and any one of the following:
ENG 223,225,226, or 227.
Prospective minors must obtain
prior approval from a communication faculty adviser.
Note: For transfer students, at
least three of these six courses
must be upper division courses
offered at Augsburg.
A c a d e m i c
M a j o r s .
COMPUTER
SCIENCECSC
CSC 340
Introduction to Networking
and Communications
The Augsburg Computer
Science Department strives to
give students a sound theoretical and practical foundation in
computer science. The
computer science curriculum
places emphasis on networks,
communications, and the use
of computers as an information
access tool. The coursework
provides students a strong base
in computer science, with
emphasis on concepts rather
than on applications.
CSC 345
Principles of Computer
Organization
Some courses may need to be
taken in an evening schedule.
Students should meet with a
faculty adviser as soon as possible
to plan their course of study.
Computer Science
Major-Bachelor of Arts
11 courses including:
CSC 160
Introduction to Computer
Science and Communication
CSC 170
Structured Programming
CSC 210
Data Structures
CSC 320
Algorithms
CSC 450
Programming Languages and
Compilers I
CSC 451
Programming Languages and
Compilers I1
MAT 122
Calculus for the
Behavioral Sciences or
MAT 145
Calculus I
And two electives from CSC
courses above 200, at least one
of which is above 300.
Computer Science Minor
Six courses including CSC
160, 170,210,345, MAT 145,
and one upper division
computer science course.
ECONOMICS-ECO
The Economics Department
offers a program that stresses a
strong theoretical background,
quantitative analysis, and an
emphasis on both national and
international issues. Students
who graduate with a major in
the Department of Economics
are well prepared to continue
their education in a variety of
fields or to work successfully
in the business world and
government because of the
strong liberal arts emphasis
within the major.
Economics Major
ECO 112
Principles of Macroeconomics
ECO 113
Principles of Microeconomics
ECO 312
Intermediate Macroeconomics
ECO 313
Intermediate Microeconomics
ECO 414
Welfare Economics
MIS 175
Principles of Computing for
Business
MIS 379
Quantitative Methods for
Business and Economics
MAT 114
Elementary Functions or
MAT 121
Finite Mathematics or
MAT 122
Calculus for the
Behavioral Sciences
Three additional upper division economics courses
Combined Major in
Economics/ Business
Administration:
Five economics courses
including:
ECO 112
Principles of Macroeconomics
ECO 113
Principles of Microeconomics
Major in Applied
Economics
ECO 112
Principles of Macroeconomics
ECO 113
Principles of Microeconomics
ENG 223
Writing for Business and
the Professions
ECO 311
Public Finance or
PHI 120
Ethics or
ECO 312
Intermediate Macroeconomics
ECO 312
Intermediate
Macroeconomics or
ECO 313
Intermediate Microeconomics
ECO 315
Money and Banking
One other upper division
economics course
ECO 313
Intermediate Microeconomics
Six accounting, business
administration, and MIS
courses including:
ECO 360
International Economics
ACC 221
Principles of Accounting I
ACC 222
Principles of Accounting I1
BUS 242
Principles of Management
BUS 252
Principles of Marketing
BUS 331
Financial Management or
MIS 379
Quantitative Methods
for Business and Economics
One other upper division business course
MIS 379
Quantitative Methods for
Business and Economics
ECO 318
Management Science or
ECO 415
Managerial Economics
ECO 413
Labor Economics
ECO 399
Internship Program or
ECO 499
Independent Study
MIS 175
Computers for Business,
Accounting, Economics
and MIS
PHI 125
Ethics and Human Identity
Economics Minor
ECO 112, 113,312,313, and
one additional upper division
economics course. Other
configurations may be
permitted on consultation with
the department.
Note: Students who plan to
major in economics are
strongly encouraged to meet
with a faculty adviser in the
department as soon as possible
in order to carefully plan their
program of study.
A c a d e m i c
M a j o r s .
EDUCATION-EDE,
EDS, EDU
NOTE: Major changes in
Minnesota teacher licensure will
be implemented fall 1998 and
beyond. As of the date of publication of this catalog, details of
these changes have yet to be
announced. All candidates for
teacher licensure will have to
meet the standards set by the
State and follow the State's
timeline. Teacher candidates are
expected to maintain frequent
contact with an Education
Department faculty adviser and
to stay informed about their
license program requirements.
Elementary Teaching
Licensure
Teaching licensure programs
are offered for both K-6 and
1-6 Elementary Education
through the Weekend College
Program. To be admitted to
the Education Department the
student will have achieved an
overall 2.5 GPA in a liberal
arts based degree plus a 2.5
GPA in hisfher major field.
All professional courses with
the exception of clinical
experience and student
teaching are available on a
weekend schedule. Clinical
experience and student
teaching courses must be
completed during regular
weekday hours in a K-6
classroom setting.
Contact an Education
Department adviser for information in your field of study
and for an application for
admission to the Department of
Education. Students wanting K6 licensure must take EDE 375.
EDE 263
Clinical Experience (.5 course)
EDU 264
Orientation to Education in an
Urban Setting (.5 course)
One college level mathematics
course
Professional level courses
required for licensure
(enrollment with PPST and
admission to department only):
All students must be admitted
into the Education Department
prior to beginning 300-400
level courses. The State of
Minnesota requires that the
Pre-Professional Skills Test
(PPST) be taken before beginning professional education
courses (those numbered in
the 300-400 level). Any
education program course
grade below 2.0 must be
retaken.
EDE 375
Discovery in the World of
Kindergarten (-5 course)
Introductory level courses
required for Licensure:
EDE 377
K-El Science (.25 course)
HPE 114
Safety Education (.5 course)
EDE 379
K-El Art (.25 course)
HPE 115
Chemical Dependency (.5 course)
EDE 380
K-El Music (.25 course)
HPE 116
Health Concepts for Educators
(.5 course)
EDE 382
K-El Mathematics (.5 course)
EDU 210
Learning and Development in
an Educational Setting
EDU 341
Media Technology (.5 course)
EDE 350
Creating Learning
Environments (.5 course)
EDE 351
Techniques of Teaching Reading
EDE 383
K-El Health, Physical
Education, First Aid
EDU 384
K-El Social Studies, Thematic
Studies (.5 course)
EDE 386
Children's Literature (.5 course)
EDE 387
Language Arts (-5 course)
EDE 388
K-El Health (.25 course)
EDU 388
Human Relations (-5 course)
EDE 481
Student Teaching
EDE 482
Student Teaching
EDE 483
Student Teaching
EDE 484
Student Teaching
Academic Minor or
Second Major
Students must be admitted to
the Education Department
before they can be considered
for student teaching.
Applications for student
teaching must be submitted to
the Education Department by
the published due dates.
Secondary Education
Licensure
Augsburg Weekend College
grants Secondary licensure in
English-language arts and in
social studies (only for
economics, psychology, and
history majors). To be
admitted to the Education
Department the student will
have achieved an overall 2.5
GPA in a liberal arts-based
degree program plus a 2.5
GPA in hislher major field.
All professional courses with
the exception of clinical experience and student teaching
courses are available on a
weekend schedule. Clinical
experience and student
teaching courses must be
completed during regular
weekday hours in a K- 12
classroom setting.
All students must be admitted
into the Education Department
prior to beginning 300-400
level courses. The State of
Minnesota requires that the
PPST test be taken before
beginning professional education courses (those numbered
in the 300-400 level). Any
Education Program course
with a grade below 2.0 must
be retaken.
Secondary Education
Professional Courses
Introductory level courses
required for licensure:
HPE 114
Safety Education (.5 course)
(optional for 7-12 majors)
HPE 115
Chemical Dependency (.5 course)
HPE 116
Health Concepts for Educators
(.5 course)
EDU 210
Learning and Development in
an Educational Setting
EDS 252
Clinical Experience (.5 course)
EDU 264
Orientation to Education in an
Urban Setting (.5 course)
Professional level courses
required for licensure
(enrollment with PPST and
admission to department only):
EDU 341
Media Technology (.5 course)
EDS 350
Reading in the Content Areas
(.5 course)
EDS 353
Creating Learning Environments
EDU 388
Human Relations (.5 course)
A c a d e m i c
M a j o r s .
7
EDS 478
School and Society
A major in one of five
fields:
EDS 481
Student Teaching
Economics
EDS 482
Student Teaching
Political Science (available
in day schedule)
EDS 483
Student Teaching
Psychology
EDS 484
Student Teaching
Special Methods in Licensure
Field
Students must be admitted to the
Education Department before
they can be considered for
student teaching. Applications
for student teaching must be
submitted to the Education
Department by the published
due dates.
Licensure in Social Studies
Students preparing to teach
social studies on the high
school level must complete:
The professional requirements within the
Department of Education
History
Sociology
The social science core, a
competency program
designed to provide a broad
foundation in the social
sciences (6 courses):
ECO 112
Microeconomics or
ECO 113
Macroeconomics
HIS 222
20th Century U.S.
History
POL 158
Political Patterns and
Processes
SOC 121
Introduction to Human
Society
SOC 336
Cultural Anthropology
(available in day schedule)
Human Geography (not
available in Weekend
College or day schedule)
Students considering a career in
social studies education must
consult the Augsburg Department of Education and the social
studies coordinator as soon as
possible in order to make full
use of their time at Augsburg.
Transfer students with a B.A. in
history or another major in the
social science field from another
college must take at least two
courses within their disciplinary
major or the social science core
at Augsburg (preferably upper
division). These courses must
be taken before the department
can recommend a student for
student teaching.
Licensure in EnglishLanguage Arts
Students preparing to teach
English-Language Arts on the
high school level must complete,
in addition to the professional
requirements to be met within
the Department of Education, a
competency program designed to
provide a foundation in English.
Specific requirements for the
English-language arts licensure
program are outlined under the
English major in this catalog
and are subject to change per
the Department of Education.
Those who study English
believe that an intense concern
for words, ideas, and images
helps people understand who
they are and who they can
become. Writing helps us
clarify and share our thoughts.
Literature helps us contemplate the pains and joys of
human existence. Through the
study of English we see life's
complexity, experience life as
some others do, and understand better the world in
which we live and work.
English relates closely to other
majors. With the other arts,
English is concerned with the
pleasure that comes from
artistic creation and with the
contemplation of works of art.
With psychology and sociology, English is concerned
with individual and group
behavior. With philosophy,
English is interested in ideas
and the relation between
meaning and language. With
science, English is interested
in discovering order and determining structures. With speech
and communication, English
studies the effective use of
language. With history and the
other social sciences and
humanities, English studies the
way people have acted and
thought at different times and
indifferent cultures.
ENG 336
British Literature: 17th and
18th Centuries
Students with an English
major pursue careers in
elementary, secondary, and
college education, journalism,
government, law, the ministry,
library science, medicine,
advertising, public relations,
publishing, writing, and other
professions and businesses.
ENG 337
British Literature: the
Romantics and the Victorians
English Major:
Nine courses above ENG 111,
including:
ENG 225
Intermediate Expository Writing
ENG 245
Introduction to Literature
One course in European
literature:
ENG 27 1
European Literature: Homer to
Dante or
ENG 272
European Literature:
From the Renaissance to
the Modern Period
Two survey courses in British
literature from:
ENG 33 1
British Literature: Medieval to
Elizabethan
One upper division course in
American literature:
ENG 350
American Literature to 1920 or
ENG 35 1
American Literature
Since 1920
One 400-level course
Two additional electives.
Majors are encouraged to
consult their departmental
adviser regularly. A student
with a double major or special
program that involves considerable work in the English
Department should also work
closely with an adviser in the
English Department.
Note: Transfer students must
take at least three of their
English courses at Augsburg.
English-Language Arts
Teaching Major:
10 courses, including those
listed under the major, and:
ENG 345
Introduction to the English
Language
ENG 399
Internship in Teaching Writing
EDS 364
English Methods
and one course with a component in non-Western literature
(for example, ENG 361
Studies in Modern Fiction).
In addition, two ACTC
courses-Communications Skills
in the English Classroom and
Teaching Mass Media-are
required. Courses in early
American literature,
Shakespeare, and film are
recommended. Some of the
required courses, including the
internship, are not offered on
weekends. Students in this
program must work with advisers
in the English Department and
the Education Department in
order to meet the professional
requirements within the
Education Department as well as
requirements in the major.
Transfer students with a B.A.
in English from another college
must take at least two of their
English courses at Augsburg
(preferably upper division
courses). These courses must
be taken before the department
can recommend a student for
student teaching. Students
should consult the English
Department chair soon after
enrolling.
Prerequisites
ENG 111 Effective Writing is
strongly recommended but not a
prerequisite for a lower
division literature course.
Prerequisite for an upper
division literature course is ENG
245 or consent of the instructor.
Minor:
Five courses above ENG 111
including ENG 245; an upper
division literature course; and
an additional writing course.
History is to society what
memory is to an individual; it
brings to a civilization an
understanding of its identity.
The distinguished medievalist
J.R. Strayer expressed it this
way: "No community can
survive and no institution can
function without constant
reference to past experience.
We are ruled by precedents
fully as much as by laws,
which is to say that we are
ruled by the collective
memory of the past. It is the
memory of common experiences which makes scattered
individuals into a community."
The English Placement Test:
A writing sample is required
of students to determine their
placement in an appropriate
writing class. Students who do
not show competence in
composition skills such as
stating and supporting a thesis,
organizing clearly, and
constructing paragraphs and
sentences are required to
enroll in ENG 101
Developmental Writing, where
they will receive more individual instruction than is
possible in ENG 11I Effective
Writing. These students must
pass ENG 101 Developmental
Writing before enrolling in
ENG 111 Effective Writing.
HISTORY-HIS
The study of history enables
us to deal more knowledgeably with continuity and
change in society. The
construction of an informed
sense of our past is a fundamental ingredient in
appreciating and understanding the present as well as
anticipating the future. History
majors are prepared to be
active and contributing
members of their society. The
study of history, which has long
held a major role in the liberal arts,
is an entry to elementary and
secondary education, graduate
study in several fields, and a wide
range of employment opportunities that require abilities in
communication, conceptualhtion,
and processing of information.
Degree and Major
Requirements
Major
Eight courses plus one
seminar. At least four of these
courses must be upper division. A major must have at
least one course (either survey
or upper level) from each of
the four areas: ancient and
medieval, modern Europe,
U.S., and non-Western.
Minor
Five courses, at least three of
which must be upper division.
Other Requirements
First-year students should
enroll in one or more of the
101- 104 courses; 200-level
courses are normally reserved
for sophomore or upper division students. Upper division
courses are numbered
300 and above.
Prerequisites
Satisfactory completion of a
lower division course is
normally required before
enrolling in an upper division
course. See instructor for
permission.
Transfer Students
Transfer students planning a
major must normally take at
least three of their courses at
Augsburg. A minor normally
requires two courses taken at
Augsburg.
MANAGEMENT
INFORMATION
SYSTEMS
(MIS)
The major in management
information systems prepares
students for professional careers
in information systems. MIS
studies information systems as
both a resource and a tool for
decision-making. Students learn
to analyze and evaluate existing
systems and to design and
program new systems. MIS is an
extensive major (16 courses) and
includes courses from computer
science, mathematics,
economics, business, and
accounting as well as fmm MIS.
MIS Major
16 courses including:
A. Six courses in economics,
business, and accounting:
ECO 113
Principles of Microeconomics
BUS 242
Principles of Management
BUS 252
Principles of Marketing
BUS 331
Financial Management
ACC 221
Principles of Accounting I
ACC 222
Principles of Accounting I1
B. Three courses in mathematics
and computer science:
CSC 170
Structured Programming
MAT 114
Pre-Calculus (for students at
MPG 3)
MAT 121
Finite Mathematics or
any higher level math course
(for students at MPG 4)
CSC 340
Introduction to Networking
and Communications
C. Seven courses in MIS
MIS 175
Principles of Computing for
Business * or
CSC 160
Introduction to Computing
and Communications
MIS 370
Advanced Computing for
Business or
CSC 352
Data Base Management
and Design
MIS 375
Management Information
Systems in Organizations
MIS 376
Project Management
MIS 379
Quantitative Methods for
Business and Economics
MIS 475
Systems Analysis and Design
MIS 476
Information Systems Projects
* MIS 175 is waived (without
credit) for students who do not
take MIS 175 and pass MIS
370. Students who pass MIS
370 without receiving credit
for MIS 175 (or a similar
course) and who desire academic credit ( P N grading) for
MIS 175 may obtain credit by
applying for an APL
(Assessment of Previous
Learning) through the
Registrar's Office.
Minor in MIS
MIS 175, ACC 221, BUS 242
or BUS 252, MIS 370, MIS 375,
and one of the following: MIS
376,475,479, or ECO 318.
NURSING-NUR
The Augsburg nursing
program is designed exclusively for registered nurses
who want to increase their
opportunities in the health
care field.
The scope of nursing practice
is changing and expanding.
Nurses are being called on to
function in a variety of
settings that differ from those
in the past. Today nurses work
in hospitals, clinics, corporations, government agencies,
schools, and community organizations; some are selfemployed, running their own
businesses. Nurses provide
health care for individuals
from all cultures and socioeconomic levels throughout their
life span.
The bachelor's degree equips
nurses with a working knowledge of the biological,
physical, social, behavioral,
and nursing sciences. The
nursing program at Augsburg
also provides the educational
opportunities to increase
skills in critical thinking,
clinical investigation and
decision-making that prepare
nurses to handle challenging
new positions in today's
health care field.
Augsburg's nursing program,
leading to a Bachelor of
Science degree with a major in
nursing, is accredited by the
National League for Nursing.
Graduates of the program are
eligible to apply for Public
Health Nurse registration in
Minnesota. With two additional courses, they are
eligible to apply for School
Nurse certification.
Nursing Major
Ten courses including:
NUR 305
Contemporary Nursing I:
Communication
NUR 306
Contemporary Nursing 11:
Paradigms in Nursing
NUR 310
Community Health Nursing I
NUR 311
Community Health Nursing 11:
Practicum
NUR 330
Trends and Issues in Nursing
NUR 350
Introduction to Nursing
Research
NUR 403
Contemporary Nursing 111:
Families
NUR 423
Practicum in Nursing I:
Nursing of the Family
NUR 43 1
Leadership and Management:
Theory and Practice
PHI 380
Ethics of Medicine and Health
Care
Courses in the nursing major,
including PHI 380, may not be
taken on a PIN grading basis.
Other requirements:
A minimum grade of 2.0
in each nursing course
A cumulative GPA of 2.5 at
the completion of Level I
and Level I1 courses of
study is required. Students
also must complete
Augsburg's residence and
General Education
requirements.
Courses in the nursing major
are offered on weekends with
clinical courses requiring additional weekday time. While
courses are designed so that
the major may be completed
within two years, more time
may be required to complete
the total course of study
depending on the number of
credits transferred from other
colleges or universities.
Students interested in pursuing
the nursing major should
consult with an adviser from
the Nursing Department for
program planning.
Nursing Honors Major:
Requires a GPA of at least 3.6
in the major and 3.3 overall;
application to the department
chairperson by Nov. 1 of the
senior year; recommendation
by nursing faculty; honors
thesis to be defended before a
faculty committee by April 15,
(Candidates register for NUR
499 to complete the thesis.)
If the practicums in nursing
are not taken concurrently
with their respective theory
courses, students are required
to consult with faculty prior to
registration regarding review
of the theoretical content.
Nursing Program Entrance
Requirements
The following steps may be
taken in any order, but all
must be completed prior to
application for admission into
the nursing major:
1.Admission to Augsburg
College: Before you can
apply to the nursing
program, you must first be
admitted into Augsburg
College. All applicants must
present a high school
diploma or equivalent and a
2.0 GPA.
2. Unencumbered RN
Licensure in Minnesota:
Applicant must be a registered nurse licensed in
Minnesota or be registered
to take the State Board
Exams prior to beginning at
Augsburg.
3. Prerequisite course content:
The following courses must
have been completed with a
GPA of 2.0 or better: chemistry, anatomy, and
physiology, microbiology,
English composition, introductory sociology, and
introductory psychology.
These courses may be taken
at Augsburg or at another
accredited college or
university.
4. Current clinical practice:
applicants must give
evidence of current nursing
clinical practice (within the
past five years). This may
include: graduation from a
school of nursing (a
minimum overall GPA of
2.5 is required), work experience, or completion of a
nursing refresher course or
an acceptable equivalent.
A c a d e m i c
1
PSYCHOLOGY-PSY
Psychology is an exploration
of behavior and mental
processes. As an integral part
of a liberal arts education,
psychology contributes to the
understanding of individual
and group behavior.
Psychology's scientific
method also equips students to
understand and use scientific
research and to make more
informed judgments about
claims in the popular media.
To prepare students for graduate study and work in
psychology, the major emphasizes the complementary
components of a strong foundation in research and
theoretical work with application of knowledge and skills in
coursework, research experience, and internships within
the community. The curriculum's emphasis on
problem-solving skills and
current information about
human development and interaction is also relevant to
careers in many related
settings-business, education,
social services, research, law,
government, church, and
medicine.
Faculty members in the
Department of Psychology
have varied professional
specializations-clinical,
counseling, physiological,
developmental, social, cognitive, environmental, and
industriallorganizational
psychology-as well as expertise in psychological
applications to health, law,
and public policy. Students
may tap this expertise through
a variety of learning experiences-within and outside the
classroom, with group and
individual projects, and
through association with
Augsburg's active Psychology
Club, Psi Chi Honor Society,
and faculty-student research
teams.
Psychology Major
10 courses including:
PSY 102
Individual in a Social World or
PSY 105
Principles of Psychology
PSY 200
Psychological Science
Laboratory
PSY 230
Research Methods: Design,
Procedure, and Analysis I
PSY 330
Research Methods: Design,
Procedure, and Analysis I1
PSY 399
Internship
And at least one course from
the following:
PSY 354
Perception and Cognition
PSY 355
Biopsychology
PSY 359
Assessment
And at least one course from
the following:
PSY 491
Advanced Research Seminar
PSY 493 Seminar:
Contemporary issues
And at least three additional
psychology courses. (Majors
are strongly encouraged to
take more than 10 psychology
courses; no more than 13
count for graduation.)
Note: A minimum of five
courses must be from
Augsburg. No more than two
courses from PSY 299, 399, or
499 may be counted.
Transfer course policy for
majors and minors: all transfer
courses, including ACTC
courses, must be approved in
writing by the chair. Only
those psychology courses
successfully completed (2.0 or
above) within the last 10 years
will be considered. In general,
courses that meet the transfer
guidelines may only be applied
to elective or PSY 105 credit
for the major.
WEC psychology courses are
offered on an alternating year
basis.
All psychology majors must
have an adviser in the
Psychology Department.
Psychology Minor
Five courses including PSY
102 or 105 and four electives.
A minimum of two courses
must be from Augsburg. Not
more than two courses from
PSY 299,399, and 499 may
be counted toward the minor.
RELIGION-REL
Religion asks fundamental
questions of life and meaning.
Who are we as human beings?
Where did we come from?
Where did the world come
from? What do good and evil
mean in this time and place?
Students will wrestle with
these questions and with
responses from the Christian
traditions and from the
perspectives of the other major
world religions.
Through this study of religion,
students will learn to understand, appreciate, and
articulate the Christian faith,
as based in the Bible, as lived
in the Christian fellowship, as
embodied in the Christian
Church and its history, and as
interactive in the contemporary world and with other
world religions. Students will
also develop the ability to read
and interpret the Bible, other
religious texts, and various
expressions and practices of
faith so that their meaning for
human life in relation to God
becomes evident. In addition
students will develop skills for
becoming leaders in the religious communities to which
they belong and for living as
responsible citizens with
others whose religious views
and practices differ from their
own. A religion major encourages students to seek their
future in the world and/or
church through a sense of
vocation, serving as pastors,
associates in ministry, nurses,
and youth and family ministry
lay professionals in congregations, and as social service and
human resource professionals
in a wide variety of settings.
Religion Major
Eight courses including:
REL 111
Introduction to Theology
REL 221
Biblical Studies
REL 356
History of Religions
REL 481
Contemporary Theology
REL 495
Seminar
Three additional religion
courses, two of which must be
upper division courses.
Note: Seminar, especially for
majors, should be taken in the
junior or senior year. (Before
taking the seminar, each major
must have written one formal
research paper and placed it
on file with the department
chair.)
Department approval is necessary before courses taken at
other colleges can be accepted
for Religion Department
course credit.
All majors must consult with
the department chair.
Completion of this major may
require enrollment in one or
more courses offered in an
evening weekday schedule.
Religion Minor
Five religion courses.
Note: Not all courses that meet
the Christian faith perspective
are religion courses. Only
Religion Department courses
count toward the religion
major and minor.
SOCIAL WORK-SWK
The Social Work major
prepares graduates for entrylevel generalist professional
practice in the field of social
work. The program is accredited by the Council on Social
Work Education and leads to a
Bachelor of Science degree.
The program is based on a
generalist model of practice,
enabling graduates to work
with individuals, families,
groups, and communities, and
to develop and analyze social
policy. Courses within the
program utilize a student
empowerment model for
teaching and learning.
Augsburg's social work major
also provides a strong foundation for graduate studies in a
variety of fields. Augsburg
also offers a full-time Master
of Social Work degree on a
weekend schedule.
Social Work Major
10 core courses:
SWK 301
History and Analysis of
Social Policy
SWK 306
Social Work Practice I:
With Individuals
SWK 307
Field Work I: Integrative
Seminar
SWK 316
Social Work Practice 11:
With Families and Groups
SWK317
Field Work 11:
Integrative Seminar
SWK401
Research: Evaluation of
Practice and Programs
SWK 406
Social Work Practice 111:
With Communities and
Policies
SWK 407
Field Work 111:
Integrative Seminar
SWK419
Social Worker as Professional
Seven supporting courses:
SWK 257
Exploring Human Services
soc
121
Introduction to Human Society
SOC 231"
Family Systems: A CrossCultural Perspective
SOC 265
Culture: Ethnicity, Gender and
Race
A minimum grade of 2.0 is
required for each course in the
core program and a 2.0
average is required in the
supporting program.
Students interested in social
work should begin their
program with the required
supporting courses. The
professional sequence will be
offered when a sufficient
number of students are ready
for that portion of the
program.
SWK 260
Humans Developing
*See adviser for optional
substitution of electives.
BIO 101
Human Biology
Social Welfare Minor
Six courses including SWK
257 or department approved
alternative internship, SWK
260, SWK 301, SWK 406,
SOC 265, and one course from
SWK 465, POL 121, POL
158, POL 325.
PSY 105
General Psychology
Students may not earn both
the major and minor.
ADDITIONAL
MINORS
In addition to minors offered
in business, communication,
economics, English, MIS,
psychology, religion, and
social welfare (listed under
each respective major),
Weekend College students are
able to complete minors in the
following areas:
American Indian Studies
The American Indian Studies
minor offers courses that
encompass the range of
American Indian contributions
to North American culture,
including art, religion, literature, and history.
Requirements: Five courses
including INS 105 and at least
one upper division course
from the list below. Indian
Studies courses may also be
taken as part of majors or
minors in other academic
subjects or to meet general
education requirements.
Courses offered include:
ART 290
Tribal Arts and Culture
ENG 216
American Indian Literature
INS 105
Introduction to American
Indian Studies
INS 233
Women: A Cross-Cultural
Perspective
INS 260
Contemporary American
Indians
INS 264
American Indians in the
Cinema
INS 320
American Indian Women
Requirements: Five courses
which must include INS 201
Foundations in Women's
Studies; three electives, one of
which must be upper division;
and INS 495 or 499. Each
student's program must have
the written approval of the
women's studies coordinator.
REL 370
American Indian Spirituality
and Philosophical Thought
Course options include:
OJB 111 and 112
Beginning Ojibwe
ENG 2361436
Women and Fiction
Sociology
Sociology is the study of society
as a whole and of human social
organization in groups. The
sociological perspective
provides a way to better
understand the social world
and how human beings come
to think and act as they do.
INS 233
Women: A Cross-Cultural
Perspective
Requirements: Five courses
including SOC 121
Introduction to Human Society
and two upper division sociology courses, at least two of
which must be taken at
Augsburg College.
Women's Studies
The program in women's
studies provides students with
the opportunity to critically
examine women's contributions and experience in various
historical and cultural contexts.
ART 352
Women's Art History
INS 320
American Indian Women
INS 499
Independent Study
HIS 380
The History of Women in the
West to 1870
HIS 381
The History of Women in the
West Since 1870
POL 124
American Women and Politics
ENG 480
Criticism
WST 201
Foundations in Women's
Studies
WST 495
Women's Studies Seminar
A~ENDANC
POLICY
E
It is expected that students
attend every class. If more
than one class meeting will be
missed, the student should not
register for the course. Some
faculty and courses require
100 percent attendance for a
student to earn a passing
grade. Most Weekend College
classes meet seven times
during a trimester plus Finals
Class Weekend. Some courses
meet for the entire period on
Finals Class Weekend.
Classes marked with an
asterisk (*) on the Class
Schedule require or recommend that students attend
additional class meetings, the
dates and times of which are
either listed on the course
syllabus or determined by the
class at the first meeting.
CLASSSCHEDULE
There are three trimesters in
Weekend College-fall,
winter, and spring. A calendar
of class weekends for each
trimester and a tentative
schedule of courses offered
can be found in the Weekend
College Catalog Supplement.
Many courses are offered at
least once a year; however,
since some courses are offered
in alternate years, it is important that the student review
major requirements and
course offerings with an
adviser to ensure that all
requirements can be met.
Descriptions and schedules for
courses offered in the day
schedule, January Interim,
Summer School, the Master of
Arts in Leadership, and the
Master of Social Work
programs are published in
separate publications.
NUMBERING
Courses numbered below 300
are lower division courses.
Courses numbered 300 and
above are classified as upper
division.
CREDITS
One course credit at Augsburg
is approximately equivalent to
four semester credits or six
quarter credits.
The majority of Augsburg
courses are one course credit.
Some courses in the education, health and physical
education, and music departments have .5 credit value
(one-half course) or .25 credit
value (one-quarter course).
A prerequisite is a course or a
specific skill level, e.g. Math
Placement Level, which must
be completed before the
student enrolls in a higherlevel course. Prerequisites are
listed in the course description. When a prerequisite has
not been fulfilled, a student
may enroll in the course only
if there is prior approval from
the course instructor.
LIBERAL
ARTS
PERSPECTIVES
AND
GRADUATION
SKILLS
Liberal Arts Perspectives and
Graduation Skill requirements
that are fulfilled by completing
a course are listed in the
course descriptions.
Additional courses may have
been approved to meet these
requirements since the publication of this catalog. See the
Perspectives and Skills list
available in the Registrar's
Office for the most current
information.
C o u r s e
D e s c r i p t i o n s .
ACCOUNTING
ACC 221
Principles of Accounting I
Introduction to business activities, basic concepts, and fundamentals of accounting,
the accounting cycle and preparation of financial statements.
ACC 222
Principles of Accounting II
A continuation of ACC 221. Introduction to business activities, accounting for
corporations. Basic concepts and fundamentals of managerial accounting, planning
and controlling processes, decision-making, and behavioral considerations.
(Prereq.: ACC 221)
ACC 322
Accounting Theory and Practice I
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. (Prereq.: ACC 222)
Accounting Theory and Practice II
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. (Prereq.: ACC 322)
Managerial Cost Accounting
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. (Prereq.: ACC 221, 222, BUS 242, 252, MIS
379, or consent of instructor)
Tax Accounting
The more common and important provisions of planning and compliance for
income taxes. (Prereq.: ACC 221, BUS 331, ECO 112, 113, or consent of
instructor)
Internship Program
A student may receive course credits through an internship program which is
applicable to graduation but not to the major. This program will afford the student
the opportunity to spend one full term working with an organization. In addition,
the student will write a report on histher activities. (Prereq.: consent of instructor)
Auditing
Internal and external auditing procedures. Emphasis on the CPA's role to form the
basis of opinion on a set of financial statements. Graduation Skills: Writing and
Speaking (Prereq.: ACC 323)
ACC 323
ACC 324
ACC 326
ACC 399
ACC 423
ACC 424
Internal and Operational Audit
Integrating the business arts of accounting, finance, management, marketing, and
MIS to incorporate and learn the techniques of internal and operation auditing. Also
integrated are the professional skills of oral and written communications, problemsolving in an unstructured environment, and team projects. (Prereq.: ECO 113,
ACC 221,222, BUS 242,252,331, MIS 175,379)
ACC 425
ACC 499
ASL 101,102
Advanced Accounting
Accounting for business combinations, consolidations, governmental accounting,
partnership accounting, and fund accounting. (Prereq.: ACC 323)
Independent Study
The student may earn independent study credits through individually supervised
projects designed to afford himher the opportunity to analyze some topic or issue
in depth. (Prereq.: consent of instructor)
Beginning American Sign Language
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 expression and body language needed to communicate clearly with deaf and
hard-of-hearing people.
ART
ART 102
Design
A study of design as the unifying foundation for the visual arts. Two- and threedimensional projects demonstrating the use of the basic design elements and
principles. Liberal Arts Perspective: Aesthetics; Graduation Skill: Speaking
ART 106
Calligraphy
Introduction and practice of calligraphic writing and designing with emphasis on
the broad-edged pen. Liberal Arts Perspective: Aesthetics
ART 107
Drawing
Drawing in graphite pencils, pen, and pastel pencils. Subjects include still-life,
figures, building interiors, and exteriors and experimental work. Liberal Arts
Perspective: Aesthetics
ART 118
Painting I
Introduction to painting media and technique in acrylic and oil. Liberal Arts
Perspective: Aesthetics
ART 132
Photography
The camera used as a tool for visual creativity, expression, and communication
with attention to black and white photographic processes. Students need access to a
35mm, single lens reflex camera. Materials will cost approximately $175-200.
Liberal Arts Perspective: Aesthetics
C o u r s e
ART 221
Sculpture I
An introduction to sculpture in the medium of clay. Liberal Arts Perspective:
Aesthetics
ART 224
Publication Design I
An introduction to traditional design concerns and procedures related to publication
design as well as design for desktop publishing. Theory and practice of coordinating visual images and typography with content in publications. Study of design
in magazines, newspapers, newsletters, books, and miscellaneous publications.
Students design and produce a publication as a group project. Liberal Arts
Perspective: Aesthetics
ART 225
Communication Design I
An introduction to the principles and techniques of graphic design. Students will
develop visual communication skills working with typography, symbols, logos, and
illustration. Liberal Arts Perspective: Aesthetics; Graduation Skill: Speaking
ART 240
Art History Survey
A survey of art of the Western world from prehistoric to modern times. Includes
reading, research, viewing of slides, and visits to museums. Liberal Arts
Perspectives: Western Heritage, Aesthetics; Graduation Skill: Critical Thinking
ART 250
Ceramics I
An introduction to the making of pottery with an emphasis on hand building and
glazing. Liberal Arts Perspective: Aesthetics
ART 290
Tribal Arts and Culture
The rich heritage of indigenous cultures of the Americas, particularly within the
United States, is explored through the visual arts. Other content includes poetry,
dance, mythology, ritual, religion, and drama of many American Indian tribes.
Students will produce various art projects in weaving, basket-making, pottery,
jewelry, sculpture, or prints.
ART 306
Calligraphy II
Advanced work in calligraphic media and design. Liberal Arts Perspective:
Aesthetics
ART 352
Women and Art
A study of the creative role of women in the visual arts, including the fine arts, the
"traditional" arts, and the work of Native American woinen. Liberal Arts
Perspective: Aesthetics; Graduation Skill: Writing
ART 478
Sculpture II
Advanced work in sculpture in the medium of clay. (Prereq.: ART 221)
BIOLOGY
BIO 101
BIO 102
BIO 103
BIO 105
BIO 185
BIO 231
Human Biology
Basic biological concepts from an anthropocentric point of view: what makes a
human just another member of the biotic fold? Do humans have a niche in the
ecosystem? What influence do humans have on the environment? What influence
does the environment, especially the urban environment, have on humans? (Threehour lectures. A student may not receive credit for both BIO 101 and 103.) Liberal
Arts Perspective: Natural World 2
The Biological World
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, purpose and test theories are considered. Three hours of laboratory for
each class meeting are required. Lab time is usually scheduled for an evening.
Liberal Arts Perspective: Natural World 1 or 2; Graduation Skill: Critical Thinking
Human Anatomy and Physiology
A professional course in the structure and function of the human body. Lecture and
laboratory. Additional time per class meeting is required for the laboratory, usually
scheduled on an evening. (A student may not receive credit for both BIO 101 and
103.)
Biology and Society
A consideration of the biological basis of some of the problems facing society, such
as toxic pollutants in air, water, and soil, genetic engineering, AIDS, genetic
diseases, and counseling, extinction, wilderness ethics, global warming, cancer,
hunger, drugs, biodiversity. (Does not apply to the major or minor.) Liberal Arts
Perspective: Natural World 2
The Biology of Aging
At some time in our lives most of us will directly experience aging or be influenced
by people undergoing age-related changes. This course will concentrate on the
biological aspects of such changes. Liberal Arts Perspective: Natural World 2
The Biology of Women
The objective of this course is to provide a basic understanding of the structure and
functioning of the female human organism as well as to evaluate misconceptions
about women that have arisen in the history of biology. Liberal Arts Perspective:
Natural World 2
C o u r s e
BUSINESS
BUS 242
Principles of Management
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.,
BUS 252
Principles of Marketing
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.
BUS 254
Entrepreneurship
The process of transforming an idea into an organization that can market the idea
for the benefit of all. Examines the construction of a viable business plan with
attention to the resources needed for success.
BUS 301
Business Law
Legal rules relating to contracts, agency, negotiable instruments, property, and
business organizations under the Uniform Commercial Code.
Business Ethics
Examines individual choices in business using various ethical standards. Reviews
critical thinking skills in relation to moral reasoning. Analyzes and evaluates
various business practices and policies. Emphasizes conceptual precision in
thinking, writing, and speaking. (Prereq.: BUS 301 or PHI 120 or PHI 125, or
juniorlsenior standing)
BUS 302
BUS 331
Financial Management
Theory of acquisition, allocation, and management of funds within the firm.
Sources and uses of long- and short-term funds, cost of capital, capital budgeting,
leverage, dividend policy, and related topics. (Prereq.: ECO 113, ACC 222, MIS
379, and MPG 3)
BUS 340
Human Resource Management
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. (Prereq.: BUS 242)
BUS 352
Marketing Research and Analysis
Research process as an aid to decision-making in marketing management; research
methodology; marketing research results; evaluation of the effectiveness of
research in marketing. (Prereq.: BUS 252, 379, ECO 113, or consent of instructor)
BUS 355
Marketing Communications
Integration of advertising, public relations, sales promotion, and personal selling
into a coherent promotion mix. Emphasis is placed on the design and evaluation of
marketing communications programs. (Prereq.: BUS 252) Note: Either BUS 355 or
357 can be taken for graduation credit but not both.
BUS 357
BUS 362
BUS 368
BUS 399
BUS 433
BUS 438
BUS 440
BUS 450
Advertising
An introduction to print and broadcast advertising and promotion as important
elements in modern marketing and communications. Note: Either BUS 355 or 357
can be taken for graduation credit but not both.
International Business
Introduction to the problems and possibilities of doing business in an international
context. Appreciation of the perspective required for successful planning and
management of any enterprise operating abroad is emphasized by foreseeing both the
opportunities and the difficulties inherent in international business. (Prereq.: ECO 112
or 113, and BUS 242 or 252, or consent of instructor) Graduation Skill: Writing
Responding to the Challenge of Japan
An examination of current Japanese business practices using a cultural perspective.
A multimedia approach will be employed, involving film, television documentaries,
and readings from current periodicals in addition to text materials. A seminar
model will be used with substantial participation expected on the part of students.
(Prereq.: junior standing or consent of instructor) Liberal Arts Perspective:
Intercultural Awareness 1
Internship Program
A student may receive course credits through an internship program that is applicable to graduation but not to the major. This program will afford the student the
opportunity to spend one full term working with an organization. In addition, the
student will write a report on hisher activities. (Prereq.: consent of instructor)
Financial Theory: Policy and Practice
A system's approach to financial structure and policy. Emphasis on decision
making, presentation through literature, readings, lectures, and case material. (Prereq.:
BUS 331)
Investment Theory
Appraisal of the risktreturn relationships of various types of securities from the viewpoint of both individual and institutional investors. Extensive coverage of capital
markets and portfolio management. (Prereq.: all core courses or consent of instructor)
Operations Management
Concepts and principles related to the management of operating functions. Taught
from a managerial viewpoint with examples from various industries and sectors.
(Prereq.: BUS 242)
Marketing Management
Integration of marketing with other business functions; marketing management and
decision making, planning marketing programs, channels of distribution, pricing,
product selling promotion policies. (Prereq.: BUS 352 and either BUS 355 or 357)
Graduation Skill: Writing
C o u r s e
D e s c r i p t i o n s .
BUS 465
lnternational Management
To provide the student with a private sector manager's perspective on the influence
of national and international institutions on the multinational corporation and on the
strategies, structures, practices, and effects of the national corporation in the world
today. (Prereq.: BUS 242. BUS 362 is recommended) Graduation Skill: Writing
BUS 466
lnternational Marketing
This course examines those issues and activities unique to marketing in an international setting. Emphasis is also placed on adaptation of a marketing mix according
to the international marketing environment. (Prereq.: BUS 252, 362)
Contemporary Issues in lnternational Business and Trade
Conditions and motivations for world trade, business, and industrial cooperation.
Practical applications of the commercial policies of the major trading nations.
Examination of the impact of systematic changes on the volume and structure of
world trade. (Prereq.: BUS 465, 466)
BUS 468
BUS 499
'
Independent Study
The student may earn independent study credits through individually supervised
projects designed to afford himher the opportunity to analyze some topic or issue
in depth. (Prereq.: consent of instructor)
CHEMISTRY
CHM 100
CHM 101
Chemistry for Changing Times I
This is a non-laboratory course based on a popular book by John H. Hill of the
same title. It is not a traditional chemistry course and does not assume a science
background. Most of the problems we face are molecular in nature. What then but
chemistry can help us to understand ourselves, our society, our world, and our
universe? Come join us as we take a molecular look at the human condition. This
course does not apply toward a major or minor in chemistry nor does it meet any
chemistry prerequisite requirements. (Prereq.: MPG 2) Liberal Arts Perspective:
Natural World 2
Chemistry for Changing Times II
Designed for liberal arts students. Emphasis is on developing basic chemistry
concepts, through films and articles relating chemistry to life and society. CHM
101 includes laboratory. Does not apply as prerequisite for other chemistry courses.
(Prereq.: MPG 3) Liberal Arts Perspective: Natural World 1; Graduation Skill:
Quantitative Reasoning
CSC 160
Introduction to Computing and Communications
An introduction to computer science topics in hardware, software, theory, and
computer communications: algorithm design, logical circuits, finite automata,
context-free languages, Turing machines, network concepts, and the Internet.
(Prereq.: MPG 3)
CSC 170
Structured Programming
An introduction to problem-solving, algorithm development, and' programming
using a high-level programming language Three hours of lecture, 1.5 hours of lab.
(Prereq.: CSC 160 or MIS 370 and one of MAT 114 or MAT 122 or MIS 379 or
MPG 4) Graduation Skill: Critical Thinking
CSC 210
Data Structures
Data structures such as linked lists, stacks, and queues; recursion. (Prereq.: CSC
170) Graduation Skill: Critical Thinking
CSC 270
FORTRAN
Study of the FORTRAN programming language. It is assumed that the student has a
knowledge of programming methods and has done programming in some other
language. (Prereq.: CSC 170 or another course with a study of a programming language)
UNIX and C
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. (Prereq.: CSC 170 or another course with a study of
a programming language)
Algorithms
A systematic study of algorithms and their complexity, including searching and
sorting algorithms, mathematical algorithms, scheduling algorithms, and tree and
graph traversal algorithms. The limitations of algorithms, Turing machines, the
classes P and NP, NP-complete problems and intractable problems. (Prereq.: CSC
210 and MAT 145 or 122 or 124) Graduation Skills: Quantitative Reasoning,
Critical Thinking
lntroduction to Networking and Communications
Principles and methods of data communications, information theory, distributed
processing systems, network protocols and security, standards, network management, and general computer interfacing. (Prereq.: CSC 170, MAT 122 or 124 or
145)
Principles of Computer Organization
An introduction to computer architecture, processors, operating systems, instruction
sets, and assembly language programming. (Prereq.: CSC 210)
CSC 272
CSC 320
CSC 340
CSC 345
c o u r s e
-m
CSC 352
Database Management and Design
Structure of database management systems, query facilities, file organization and
security, and the development of database systems. (Prereq.: CSC 210)
CSC 399
Internship
A work-based learning experience in which a student, faculty member, and site
supervisor design a learning agreement which links the ideas and methods of
computer science to the opportunities found in the placement. Students must
consult with the Computer Science Department and Internship Office before registering for academic credit. May be taken on a PIN grading basis only.
CSC 440
Advanced Networking and Operating Systems
Network management; clienttserver databases and workstations; TCPDP and other
network examples. Elements of operating systems, memory and process management, interactions among major components of computer systems, and a detailed
study of the effects of computer architecture on operating systems. (Prereq.: CSC
340 and 345)
Programming Languages and Compilers I
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. (Prereq.: CSC 320)
Programming languages and Compilers II
Continuation of CSC 450: compilers, data structures, control structures, and the
run-time environment. Emphasis on implementation issues. (Prereq.: CSC 345 and
450)
Advanced Topics in Computer Science
Study of advanced topics from areas of computer science not included in other
courses. This course may be repeated when the topics vary but may not be counted
more than twice as part of the requirement for the major. (Prereq.: consent of
instructor)
Independent StudyIResearch
Topics defined through consultation between student and the department.
CSC 450
CSC 451
CSC 495
CSC 499
ECONOMICS
ECO 110
ECO 112
Economics of Urban Issues
Study of economic implications of many problems facing a metro-urban environment. Some of the topics to be discussed are fundamental microeconomic tools
introduced to facilitate discussion of various topics, e.g. crime prevention, education, discrimination. (This is a basic course designed for those students who do not
plan to major in economics or business administration or MIS.) Liberal Arts
Perspectives: The City, Social World 1 or 2
Principles of Macroeconomics
An introduction to macroeconomics: national income analysis, monetary and fiscal
policy, international trade. Application of elementary economic theory to current
ECO 113
ECO 311
ECO 312
ECO 313
ECO 315
ECO 318
ECO 360
ECO 41 3
ECO 414
economic problems. May be taken independently of ECO 113. ECO 112 and 113
may be taken in either order. (Prereq.: MPG 2) Liberal Arts Perspective: Western
Heritage
Principles of Microeconomics
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 112. ECO 112 and 113 may be taken
in either order. (Prereq.: MPG 2) Liberal Arts Perspective: Social World 1 or 2
Public Finance
Analysis of the principles of taxation and public expenditures; the impact of fiscal
policy on economic activity; debt policy and its economic implications. (Prereq.:
ECO 113)
lntermediate Macroeconomics
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. (Prereq.: ECO 112)
lntermediate Microeconomics
Theory of resource allocation, analysis of consumer behavior, firm and industry;
the pricing of factors of production and income distribution; introduction to welfare
economics. (Prereq.: ECO 113)
Money and Banking
Functioning of the monetary and banking systems, particularly commercial banks,
the Federal Reserve System and its role in relation to aggregate economic activity.
Emphasis placed on monetary theory and policy. (Prereq.: ECO 112)
Management Science
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, which are taken from the areas of transportation,
marketing, portfolio selection, environmental protection, the shortest route, inventory models, information systems, etc. (Prereq.: ECO 113, MPG 3) Graduation
Skills: Quantitative Reasoning, Writing
International Economics
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. (Prereq.: ECO 113)
Labor Economics
Analysis of labor markets, labor as a factor of production, determination of wage
collective bargaining, labor legislation, and effects upon society. (Prereq.: ECO 313)
Welfare Economics
Basic concepts and propositions; Pareto optimality, economic efficiency of alternative market structures; social welfare functions; normative concepts of economic
theory. (Prereq.: ECO 313)
l
,
c o u r s e
D e s c r i p t i o n s . L-
EDUCATION
EDE 263
EDE 350
EDE 351
EDE 375
EDE 377
EDE 379
EDE 380
EDE 382
EDE 383
EDE 384
Kindergarten-ElementaryClinical Experience (.5 course)
Students should enroll for K-Elementary Clinical Experience in the first or second
trimester of their K-Elementary course sequence. Includes 160 hours of field experience. Seminars are arranged by the instructor in the Education Department.
Creating Learning Environments: Kindergarten-Elementary (.5 course)
The study of strategies and methods of teaching and learning in the contexts of
educational, psychological, and sociological theories. (Prereq.: PPST and admission
to dept.)
Techniques of Teaching Reading
The study and utilization of a variety of teaching techniques and resources in reading,
including the diagnosis and correction of reading difficulties. (Prereq.: PPST and
admission to dept.)
Discovery Learning in the World of Kindergarten (.5 course)
Study and utilization of a variety of techniques and resources for teaching kindergarten. (Prereq.: PPST and admission to dept.)
Kindergarten-ElementaryCurriculum: Science (.25 course)
Examination and preparation of materials and resources for science at the kindergarten and elementary levels. (Prereq.: PPST and admission to dept.)
Kindergarten-ElementaryCurriculum: Art (.25 course)
Examination and preparation of materials and resources for art at the kindergarten
and elementary levels. (Prereq.: PPST and admission to dept.)
Kindergarten-ElementaryCurriculum: Music (.25 course)
Examination and preparation of materials and resources for music at the kindergarten and elementary levels. (Prereq.: PPST and admission to dept.)
Kindergarten-ElementaryCurriculum: Mathematics (.5 course)
Examination and preparation of materials and resources for mathematics at the
kindergarten and elementary levels. (Prereq.: PPST and admission to dept.)
Kindergarten-ElementaryCurriculum: Health, Physical Education,
First Aid
Examination and preparation of materials and resources for physical education and
health at the kindergarten and elementary levels. (Prereq.: PPST and admission to
dept.)
Kindergarten-ElementaryCurriculum: Social StudiesIThematic
Studies (.5 course)
Examination and preparation of materials and resources for social studies and
thematic teaching at the kindergarten and elementary levels. (Prereq.: PPST and
admission to dept.)
EDE 386
Kindergarten-ElementaryCurriculum: Children's Literature (.5 course)
Examination and preparation of materials and resources for children's literature at
the kindergarten and elementary levels. (Prereq.: PPST and admission to dept.)
EDE 387
Kindergarten-Elementary Curriculum: Language Arts (.5 course)
Examination and preparation of materials and resources for language arts at the kindergarten and elementary levels. (Prereq.: PPST, EDU 264 and admission to dept.)
Graduation Skill: Writing
EDE 388
Kindergarten-ElementaryCurriculum: Health (.25 course)
Examination and preparation of materials and resources for health instruction at the
kindergarten and elementary levels. (Prereq.: PPST and admission to dept.)
EDE 389
Kindergarten-ElementaryCurriculum: Physical Education (.5 course)
Examination and preparation of materials and resources for physical education
instruction at the kindergarten and elementary levels. (Prereq.: PPST and admission
to dept.)
EDE 481, 482,
483,484
Student Teaching K-6 and Seminar (1 .O each course)
Observing and teaching at the kindergarten and elementary levels under the supervision of college and elementary school personnel. Students must apply for Student
Teaching at least three months prior to enrolling for the courses. A full term of
student teaching is required for all students pursuing an initial license. (Prereq.: All
K-Elementary course work satisfactorily completed and admission into the
Education Department licensure program) Graduation Skill: Speaking
EDS 252
Clinical Experience (.5 course)
Students should enroll for Clinical Experience by the second trimester of their
secondary course sequence. Includes 60 hours of field experience. Seminars are
arranged by the instructor in the Education Department.
EDS 350
Reading in the Content Areas (.5 course)
The study and utilization of a variety of techniques and resources to assist students
in teaching reading through the content areas. Major: Required for Secondary
Education. Upper division. (Prereq.: PPST and admission to dept.)
EDS 353
Creating Learning Environments: Secondary
The study of strategies, methods, and evaluation of teaching and learning in the
context of educational, psychological, and sociological theories. (Prereq.: PPST and
admission to dept.))
EDS 364
English Methods
Materials and methods suitable for students in secondary schools. Emphasis on the
preparation of lesson and unit plans. Some teaching experience in a local high
school. The study of adolescent literature is included. Joint Day and WEC.
(Prereq.: EDS 354 and PPST and admission to dept.)
c o u r s e
-m
EDS 375
Social Studies Methods (.5 course)
Introduction to the teaching of social sciences and history in secondary school
classrooms. Emphasis on instructional strategies and curriculum development.
Consult with the Education Department. Joint Day and WEC. (Prereq.: EDS 354
and PPST and admission to dept.)
EDS 390
Communication Skills in the English Classroom
This course is for English-education majors who plan to teach high school English.
It is designed to improve students' skills in public speaking, oral interpretation,
listening, and small group discussions as well as explore the methodologies for
teaching and incorporating these skills in the high school English cumculum.
(Prereq.: PPST and admission to dept.) Summer school only
EDS 478
School and Society
The emphasis in this course is on the school in relation to society. Current major
issues in education will be studied. Students should enroll as closely as possible to
the same term as their student teaching. (Prereq.: PPST, EDU 264, EDS 353, and
Methods in Subject Area)
EDS 481, 482,
483,484
Student Teaching and Seminar (1.0 each)
Observe and direct learning at the secondary level under supervision of college and
secondary school personnel. Three courses required of all 7-12 Licensure majors.
Four courses required of K-12 art, music, and physical education licensure majors.
Four courses required of double majors. (Prereq.: completion of all education
course work and admission to the Department) Graduation Skill: Speaking
EDU 210
Learning and Development in an Educational Setting
A survey of educational psychology topics as applied to teaching and learning.
Special emphasis is placed on classroom applications. (PSY 105 Principles of
Psychology is strongly recommended.) Liberal Arts Perspective: Human Identity
EDU 264
Orientation to Education in an Urban Setting (.5 course)
Study and investigation of various aspects of the teaching profession as students
evaluate their interest and suitability for a career in teaching. Open to all students.
(Prereq.: ENG 111) Liberal Arts Perspective: The City
EDU 282
Introduction to Special Education
An examination of the nature, causes, and educational interventions for such exceptionalities as mental retardation, physical disability, hearing and vision impairment,
learning disabilities, behavior disorders, and giftedness.
EDU 341
Media Technology (.5 course)
Psychological and philosophical dimensions of communication through the use of
instructional technology. Selection, preparation, production, and evaluation of
effective audio-visual materials for teachingtlearning situations. Computer training
will be included in this course. (Prereq.: PPST and admission to dept.)
EDU 388
Human Relations (.5 course)
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. Open to all.
ENGLISH
ENC 101
Developmental Writing
A preparatory course for ENG 111 Effective Writing, this course is required of
students identified by a writing sample (the English Placement Test) as needing
additional preparation in composition. Students receive course credit, but this does
not fulfill the graduation requirement in writing. The minimum passing grade for
this course is 2.0.
ENC 111
Effective Writing
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.
American Indian Literature
A study of poetry and fiction by selected American Indian writers. Discussion and
analysis will focus on ways in which literature reflects and illuminates American
Indian culture and traditions.
ENC 216
ENC 223
ENC 225
Writing for Business and the Professions
A practical course designed to improve writing skills for those preparing for business and professional careers. The writing of reports, letters, and proposals is
emphasized. Students are encouraged to use material from their own areas of
specialization. (Prereq.: ENG 111) Graduation Skill: Writing
Intermediate Expository Writing
This course builds on the practices and methods of ENG 111 Effective Writing. Its
workshop format stresses style and organization, the process of revision, self and
peer evaluation, and the relationship between reading and writing. (Prereq.: ENG
111) Graduation Skill: Writing
ENC 226
lntroduction to Creative Writing
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. (Prereq.: ENG 111) Liberal Arts Perspective: Aesthetics
ENC 227
Journalism
An introductory news writing course with emphasis on writing for the print and
broadcast media, including practice in writing for radio and television. Students
consider how to recognize news, gather and verify facts, and write those facts into a
news story. An introduction to legal and ethical questions is included. (Prereq.:
ENG 111) Liberal Arts Perspective: The City; Graduation Skill: Writing
ENC 245
lntroduction to Literature
An initiation into the formal study of fiction, poetry, and drama, drawing on works
from several periods, different cultures and races, and male and female writers. As
the prerequisite for all upper level courses in literature, Introduction to Literature
aims in particular to develop students' critical and analytical skills in reading literature and writing about it. Liberal Arts Perspective: Aesthetics.
ENC 2361436
Women and Fiction
A study of novels and short stories by women. Emphasis on the conditions that
have affected women's writing (including race and class), the reflection of
women's unique experiences in their writing, and they ways in which women
writers have contributed to and modified the Western literary heritage. Upper division option includes reading of theoretical essays. (Prereq.: For ENG 436, consent
of instructor.)
ENC 271
European Literature: Homer to Dante
Study of major works of Greek and Roman literature, including works by such
authors as Homer, Virgil, Aeschylus, Sophocles, Euripides, Aristophanes, Ovid,
and Dante. These works are studied with reference to their mythological foundations, their cultural background, their influence on later literature, and their enduring
relevance. Liberal Arts Perspective: Western Heritage; Graduation Skill: Writing
ENC 272
European Literature: From the Renaissance to the Modern Period
Study of masterpieces of literature, chiefly European, from the medieval to the
modern period, including such authors as Moliere, Cervantes, Rabelais, Voltaire,
and Ibsen. Liberal Arts Perspective: Western Heritage; Graduation Skill: Writing
ENC 282
Topics in Literature
Individual courses designed to investigate specific themes, movements, authors, or
works. The subjects selected for study in any year are listed in the class schedule
for that year. Recent offerings have included Contemporary Poetry, Women and
Fiction, and Grow Old Along with Me.
ENC 327
Advanced Journalism:Interviewing and Editing
Emphasis is on interviewing, organizing, and writing the story, and editing the
work of others. Students conduct interviews and critique the interview skills of
others. They edit their own work and that of other writers. An brief introduction to
layout and design is included. (Prereq.: ENG 227)
ENC 331
British Literature, Medieval to Elizabethan
A study of Chaucer and the medieval milieu as well as the development of English
poetry and drama in the English Renaissance. (Prereq.: ENG 245 or consent of
instructor)
ENC 336
British Literature, 17th and 18th Centuries
Reading, analysis, and discussion of works of selected writers from the metaphysical poets to the Pre-Romantics, with attention to the historical, intellectual and
social influences and the major literary movements. (Prereq.: ENG 245 or consent
of instructor)
ENC 337
British Literature, the Romantics and the Victorians
A study of major writers of the 19th century, emphasizing Romantic and Victorian
poetry, Victorian prose, and two or three novels of the period. Relationships among
these writers are emphasized as well as their relationship to their own age and their
lasting contribution to the forms of poetry and prose. (Prereq.: ENG 245 or consent
of instructor) Graduation Skill: Critical Thinking
ENC 341
ENC 345
Advanced Creative Writing
The purpose of this course is to help the experienced student improve creative
writing in a single genre as announced in the class schedule. (Prereq.: ENG 226 or
consent of instructor on the basis of submitted work)
Introduction to the English Language
A structural and historical overview of theoretical and social issues concerning the
English language, including theories of language acquisition. Students will be introduced to the primary components of linguistics, the development of the English
language, and the social impact of language. (Prereq.: ENG 245 or consent of
instructor)
ENC 347
Quantitative journalism: Computer-Assisted Reporting and Research
This course introduces students to computer-assisted informational investigation
and the interpretation of quantitative data in the writing of expository essays and
news reports. This course is designed for persons wishing to explore the use of
computer-assisted research and those preparing to enter the communication professions. (Prereq.: ENG 225 or ENG 227 or consent of instructor, MPG 3)
C o u r s e
ENG 350
American Literature before 1920
Reading of selected writers from colonial times to the beginning of the the 20th
century. Attention given to the intellectual, social, and literary movements that
stimulated the writers. The writers' continuing influence on our modem sensibility
will be discussed.
ENG 351
American Literature Since 1920
Writers are selected to represent the literary variety and the regional, ethnic, and
racial diversity of the men and women who have responded significantly in literary
works to the changing conditions of modern American life. (Prereq.: ENG 245 or
consent of instructor)
ENG 361
Studies in Modern Fiction
Emphasis is on significant works of selected prose writers, chiefly non-Western, of
the 20th century. (Prereq.: ENG 245 or consent of instructor) Liberal Arts
Perspective: Intercultural Awareness 1; Graduation Skill: Writing
ENG 399
Internship
The department offers on-campus internships in teaching writing and English as a
Second Language and various off-campus internships in writing and editing. Interns
meet with faculty advisers or seminar groups. Interested students should consult the
department chair.
ENG 423
Studies in the British Novel
A survey of the development of the novel in England from its 18th century beginnings to the 20th century. Novels studied are selected from the works of such
authors as Defoe, Richardson, Fielding, Sterne, Austen, Dickens, Bronte, Eliot,
Joyce, and Woolf. (Prereq.: ENG 245 or consent of instructor)
ENG 438
Shakespeare
Study of major plays-comedies, histories, and tragedies. Additional plays are
assigned for reading analysis. (Prereq.: ENG 245 or consent of instructor)
ENG 445
Creative Non-Fiction: Advanced Expository Writing
Designed for the self-motivated writer, the course emphasizes the conventions of
professional writing, including appropriate styles, voice, subjects, and techniques
for gathering information. (Prereq.: ENG 225)
ENG 480
Criticism
The course focuses on a variety of recent critical theories 'and approaches with which
graduate programs in English expect some familiarity. In a seminar setting, students
read and discuss original theoretical essays and experiment with applications to a small
group of literary and cinematic texts. (Prereq.: ENG 245 or consent of instructor)
ENG 482
Topics in Language and Literature
Individual courses designed to investigate specific themes, movements, authors, or
works. The subjects selected for study in any year are listed in the class schedule
for that year.
ENG 499
Independent Study
Open to junior or senior En@h w a r s with an werall GPA d 3,O or consent of
department chair. Designed to enable advanced students to pursue a topic not
covered by course offerings. The student must define a topic and a tentative reading
list, then seek a faculty member willing and able to supervise the project.
Department chair approval required.
FRENCH
FRE 111, 112
Beginning French
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. Additional three-hour
laboratory per class meeting is required, usually scheduled on a weekday evening.
Liberal Arts Perspective: Intercultural Awareness 2 & 3
GST 140
Introduction to the Liberal Arts
An introduction to the philosophy of the liberal arts curriculum and the student
services available at Augsburg College. The course also focuses on improving
those skills so important to academic success: reading rate and comprehension, note
taking and textbook reading, time management, vocabulary, spelling, test taking,
concentration and memorization, conflict management, assertiveness training,
career planning, and decision making.
GST 200
Quantitative Reasoning
Critical thinking about statistical claims. Primary focus is on evaluating the strength
of arguments involving predictions and explanations. Topics include reading and
evaluating tables, graphs, and statistical models as well as traditional confidence
intervals and hypothesis tests. Emphasis on interpretation, evaluation, and cornrnunication. (Prereq.: MPG 3) Graduation Skill: Quantitative Reasoning
GST 209
City Seminar: Experiential Education (no course credit)
Students engage in a minimum of 50 hours of internship/service/cooperative education and use that experience as a catalyst for learning about the Twin Cities as an
urban community system. Students do a series of five or six reflective assignments
designed to introduce them to a systematic way of thinking about how their particular organization interacts with the larger community. The seminar meets six times
and enables the student to utilize experiential education options to meet the objectives of the City Perspective. (Prereq.: consent of instructor) Liberal Arts
Perspective: The City
GER 111, 112
Beginning German
Aims at developing basic skills. Classroom practice in speaking, understanding and
reading basic German. Goals: ability to read extended narratives in simple German,
insights into German culture and participation in short conversations. Laboratory materials available. Additional three-hour laboratory per class meeting is required, usually
scheduled on a weekday evening. Liberal Arts Perspective: Intercultural Awareness 2 & 3
HEALTH
AND PHYSICAL
EDUCATION
HPE 002 I003
HPE 101
Lifetime Sports (no course credit)
Two hours per week. Two Lifetime Sports meet the General Education requirements. No course credit.
Fitness for Life
A course designed to provide the knowledge and skills to modify personal health
and fitness. Liberal Arts Perspective: Human Identity
HPE 115
Health and Chemical Dependency Education (.5 course)
An analysis of chemical abuse and what can be done for the abuser. Includes information about school health education and services.
HPE 116
Health Concepts for Educators (.5 course)
A course to prepare future teachers for their role in the school health program.
Includes common childhood health problems with an emphasis on prevention.
HISTORY
HIS 101
HIS 102
HIS 103
HIS 104
HIS 195
The Beginning of the Western Culture
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. Liberal
Arts Perspective: Western Heritage
The Shaping of Western Civilization
A consideration of European institutions and values from the waning of the Middle
Ages through the remodeling of Europe by Napoleon. Liberal Arts Perspective:
Western Heritage
The Modern World
A study of the main currents in Western civilization from the time of Napoleon to
the present. Liberal Arts Perspective: Western Heritage
The Modern Non-Western World
An introduction to various centers of cultural and political power in Asia and
Africa of the last 200 years. Liberal Arts Perspective: Intercultural Awareness 1
Topics in History
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.
HIS 220
America to 1815
The historical evolution of America to 1815 beginning with the contact of
American, African, and European cultures, then turning to the political, religious,
and racial diversity of colonial life. After treating independence and the creation of
a new republic, the course will conclude with the examination of the expansion and
democratization of that republic. Liberal Arts Perspective: Western Heritage;
Graduation Skill: Critical Thinking
HIS 221
19th Century U.S.
A historical survey of the United States during the 19th century, emphasizing the
social changes brought about by immigration, expansion, sectionalism and the
slavery debate. After considering the Civil War and Reconstruction, the course will
conclude with an examination of political, economic, and cultural changes influenced by industrialization and urbanization. Liberal Arts Perspective: Western
Heritage; Graduation Skill: Critical Thinking
HIS 222
20th Century U.S.
A historical survey of the United States in the 20th century, focusing on the
nation's adjustment to industrialization and urbanization, the emergence of the U.S.
as a world power, the rise of a strong federal government, the implications of
increasing racial and ethnic diversity, and the impact of affluence. Liberal Arts
Perspective: Western Heritage; Graduation Skill: Critical Thinking
HIS 225
History of the Twin Cities
A local history course using the MinneapolisISt. Paul metropolitan area as a case
study for examining large themes and issues in U.S. urban history. Topics considered include frontier urbanism, industrialization, and economic change,
transportation, immigration and ethnicity, and urban politics and reform. Liberal
Arts Perspective: The City
HIS 242
History of African-American Civil Rights, 1619-1915
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.
HIS 243
History of African-American Civil Rights, 1915-1972
A continuation of History 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.
HIS 331
Topics in U.S. History
In-depth exploration of selected topics in U.S. history not regularly examined in
other departmental offerings. The specific topics to be offered will be announced
prior to registration.
HIS 380
The History of Women in the West to 1870
A thematic and comparative examination with primary focus on Europe and North
America, emphasizing changing conceptions of women's work, public roles, sexuality, life cycles and familial roles in the Renaissance, early American,
Enlightenment, and Victorian periods.
C o u r s e
- D e s c r i p t i o n s .
HIS 381
HIS 440
HIS 474
HIS 495
History of Women Since 1870
This class emphasizes class, racial, and ethnic differences among women, and
examines the changing legal, political, economic, social, and sexual status of
women in Europe and North America since the Victorian period.
Topics in World History
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.
The World and the West
This course begins with Europe's discovery of the rest of the world, considers
cultural interaction and conflict, the building of European empires in Asia and the
Americas, and concludes with the breakdown of these imperial systems at the end
of the 18th century.
History Seminar
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. Permission of the instructor is required. (Offered at
least once each year, during the Fall term)
INTERDISCIPLINARY
STUDIESIWOMEN'S
STUDIES
INS 105
WST 201
INS 225
Introduction to American Indian Studies
This course is an introduction to the content areas of the American Indian Studies
cumculum, including an overview of American Indian history and literature,
federal Indian policy, land issues, reservation and urban issues, cross-cultural influences, art, music, and language. (Required for American Indian Studies minor.)
Liberal Arts Perspective: Intercultural Awareness 1
Foundation in Women's Studies
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, and other contemporary issues. Graduation Skill: Speaking
lntroduction to Islam
This course is designed by a practicing Muslim to present his perception of Islam to
non-Muslims. The course will cover the ideological foundations of Islam, its basic
concepts and tenets, Islamic law (Shari'ah), Islamic economic and political
systems, and Islamic patterns of life. There will also be a consideration of the
differences between the Islamic sects (Sunnis, Shi'its, Sufis, etc.). There will also
be some effort to deal with the similarities and differences between Islam and both
Christianity and Judaism, including a visit to one of the mosques in the Twin
Cities. Liberal Arts Perspective: Intercultural Awareness 1
INS 232
The African-American Experience in America
An overview of the major issues related to the African-American experience,
focusing on historical, sociological, economic, legal, and psychological aspects of
that experience. Liberal Arts Perspective: Intercultural Awareness 1
INS 233
Women: A Cross-Cultural Perspective
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. Liberal Arts Perspective:
Intercultural Awareness 1
INS 260
Contemporary American lndians
This course examines the situation of American Indians in the United States since
the Indian Reorganization Act (1934). Emphasis is on such current issues as tribal
sovereignty, treaty rights, and education. The tension of cultural change and religious, traditional persistence among selected American Indian tribes today is
highlighted. Liberal Arts Perspective: Intercultural Awareness 1
American lndians in the Cinema
The course will be an historical survey of Hollywood movies that created and
continue to foster images to the North American Indian in American society. Movies
will include: "Drums Along the Mohawk," "Shadow Catcher, Broken Arrow,"
"Little Big Man," and "Pow-Wow Highway." Issues to be discussed will be authenticity, misrepresentation, stereotypes, and the use of Indian and non-Indian actors.
Liberal Arts Perspective: Intercultural Awareness 1
American Indian Women
The focus is on the roles played by women in the tribal cultures of North America.
It explores the continuity of women's roles over time, as well as changes in these
roles, precipitated by the influence of Western colonialism. It examines the life
histories of Indian women and assesses their contributions to Indian community life
today. (Prereq.: one course in Women's Studies or American Indian Studies or
consent of instructor.) Liberal Arts Perspective: Intercultural Awareness 1
INS 264
INS 320
WST 495
INS 499
Women's Studies Seminar
This advanced course will include student research and presentations that incorporate feminist theory. The seminar is required of all majors and minors who do not
elect to do an Independent Study (INS 499).
Independent Study
The student must present a written proposal containing rationale, objectives, and
methodology of the proposed study according to program guidelines. (Must be
approved by the Women's Studies Coordinator.)
C o u r s e
D e s c r i p t i o n s .
MATHEMATICS
MPC 1-5
Math Placement Croup (MPC)
Before enrolling in any mathematics course, students must have the required math
placement. All students are required to have their Math Placement Group (MPG)
determined. In some cases, students who have transferred in a mathematics course
taken at another college may have their Math Placement Group determined by the
Registrar's Office. Students who have passed the College Board Advanced Placement
Exam in calculus should consult with the Mathematics Department. All other students
must take the Augsburg Math Placement Exam, which is administered by the
Academic Advising Center. The exam is given during college registration sessions
and at other announced times during the year. Practice questions and other information about the Math Placement Exam are available from the Academic Advising
Center.
MAT 105
Applied Algebra
Concepts of linear, exponential, logarithmic, and other models. Emphasis on applications to the social and natural sciences, business, and everyday life. Successful
completion advances students to MPG 3. Students in MPG 3 or 4 should consult
the department, as should students preparing for MAT 114. (Prereq.: MPG 2 and
either a year of high school algebra or consent of instructor.)
MAT 121
Finite Mathematics
Concepts from areas such as combinatorics, probability, matrices, linear programming, and graph theory. Emphasis on quantitative reasoning. Students who have
completed MAT 271 may not register for credit. (Prereq.: MPG 3.)
MAT 122
Calculus for the Social and Behavioral Sciences
Concepts of differential and integral calculus with applications in the social and
behavioral sciences. Emphasis on quantitative reasoning. Students who have
completed MAT 145 may not register for credit. (Prereq.: MPG 3.)
MAT 131
Mathematics for the Liberal Arts
An examination of the interaction between the development of mathematics and
that of western civilization. Primarily for students not intending further study in
mathematics. (Prereq.: MPG 3)
MAT 132
Numeracy for Contemporary Society
An examination of mathematics in an interdisciplinary and applied setting with an
emphasis on quantitative reasoning and connections to students' life, work, and
interests. Primarily for students not intending further study in mathematics.
Students who have completed another Quantitative Reasoning Graduation Skill
course may not register for credit. (Prereq.: MPG 3).
MAT 173
Math of Interest
Concepts from elementary financial mathematics such as annuities, loan payments
and mortgages, and life insurance. Emphasis on quantitative reasoning. (Prereq.:
MPG 3).
MANAGEMENT
lNFORMATION SYSTEMS
MIS 175
Principles of CompUtlng for Business
An introduction to miorocomputer-based information systems. Introduction to business applications, operating systems, computer hardware, and languages. Strong
emphasis on spreadsheets (basic commands, functions, graphics, and database).
Lesser emphasis on database. Emphasis on concepts and relation to business. (To
waive MIS 175, pass either a comprehensive exam or MIS 370.) (Prereq.: MPG 3)
MIS 370
Advanced Computing for Business
An investigation of programmable systems using personal computers. Examine
basic algorithms and associated flow charts. Apply these concepts by programming
various applications (spreadsheets, word processing and database) and applicationoriented languages such as Visual Basic. (Prereq.: MPG 3. Also, MIS 175 or CSC
170, or, with permission of instructor, extensive experience with spreadsheets, and
personal computers.)
MIS 375
Management lnformatlon Systems in the Organization
Use of a systms approach in analyzing the role of information system in o m zations. Analyze various kinds of information systems in terms of their computer
components and their benefits to staff and management. Introduction to a CASE
tool such as Excelerator. (Prereq.: ACC 221, BUS 242 or 252, and one computer
course such as MIS 175, 370, CSC 160 or 170. Recommended: ECO 113, ACC
221, BUS 242, MIS 379, BUS 331.) Graduation Skill: Writing
MIS 376
Project Management
Dsvelops project management gkilIs n
&me,
d to
plan, Icad, modtor, and
complete projects. Combines theories, techniques, group activities, and computer
tools such as Microsoft Project. Emphasizes technical and communications skills
needed to manage inevitable changes and problems associated with project management. (Prereq.: ACC 221, BUS 242, MIS 175 or 370) Graduation Skill: Speaking
MIS 379
Quantitative Methods for Business and Economics
An introduction to quantitative reasoning to assist students in reading and interpreting data. Topics include descriptive measures, probability, sampling
distributions, estimation and hypothesis testing. Emphasis on their use in applied
problems in business and economics. Computer software may be used to analyze
survey data. (Prereq.: MIS 175 and either Math Placement Group III or a grade of
at least 2.0 in MAT 104) Graduation Skill: Quantitative Reasoning
MIS 399
Internship Program
A student may receive credit through an internship program that is applicable to
graduation but not to the major. This program will afford the student the opportunity to spend one full term working with an organization. In addition, the student
prepares a written report on the activities involved. (Prereq.: consent of instructor)
r
C o u r s e
MIS 475
Systems Analysis and Design
Identify the necessary steps of systems analysis and design. Investigate various
representations for information, processes, and relationships. Utilize analytical tools
such as data flow diagrams and CASE tools such as Excelerator. Complete a rudimentary systems design. (Prereq.: MIS 375)
MIS 476
Information Systems Projects
Using skills developed in MIS 37.5 and 475, generate a complete and extensive
project of systems analysis and design. (Prereq.: MIS 475)
Intermediate Quantitative Methods for Business and Economics
Advanced modeling using computer software. Specific topics may include PATH
analysis, Monte Carlo simulations, queuing models and ANOVE. (Prereq.: MIS
379)
MIS 479
MIS 499
Independent Study
The student may earn independent study credits through individually supervised
projects designed to analyze a topic in depth. (Prereq.: consent of instructor)
MUSIC
MUS 130
MUS 241
Introduction to Music in the Fine Arts
Relationship between music of each period and the other fine arts. For non-music
majors. Liberal Arts Perspective: Aesthetics
The History of jazz
Jazz is a national treasure that has influenced our national music identity and inspired
composers and performers throughout the world. This course will examine the
evolution of jazz from its black secular roots to the electronically influenced contemporary idiom. Performers from each period will be analyzed as well as the influence
of this art form on artists of other disciplines. Daily listening and reading assignments
will supplement lectures, demonstrations, and selected films and video tapes.
MUS 272
Human Identity Through the Creative Arts
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. Liberal Arts Perspective: Human Identity
NORWEGIAN
NOR 111, 112
Beginning Norwegian
Introduction of the four basic language skills: speaking, listening, reading and
writing. Stress on spoken rather than literary Norwegian. Additional three-hour
laboratory per class meeting is required, usually scheduled on a weekday evening.
Liberal Arts Perspective: Intercultural Awareness 2 & 3
NURSING
NUR 305
Contemporary Nursing I: Communication
A course that introduces the components of the professional role and begins the profes-
NUR 306
NUR 310
NUR 311
NUR 330
NUR 350
NUR 403
sional socialization process. The communicative process is emphasized as one means
by which the nurse-client relationship is negotiated. Interactive and group theories are
explored for their applicability to changing professional roles and practice. Graduation
Skill: Writing
Contemporary Nursing II: Paradigms in Nursing
An introduction to theories and conceptual thinking in the process of professional development. The function of theory in guiding nursing practice is emphasized. Selected
nursing conceptual models are studied and their application to practice is examined.
Community Health Nursing I
This course focuses on community health delivery systems. Health care is examined within the cultural, political and economic diversity of the city. Students
complete an assessment of an elderly person and an urban community and critically discuss the ethical issues of health care delivery. Liberal Arts Perspective:
The City
Community Health Nursing II: Practicum **
This course provides a clinical experience in the practice of public health nursing
in which students give direct care to culturally diverse clients and groups. Students
will provide care to both disease and disability and health promotion clients.
Students analyze a specific community system and the community's provision of
health-related services. (Prereq.: NUR 3 10)
Trends and Issues in Nursing
This transitional course is designed to investigate the current responsibilities of the
professional nurse. Current economic, social, political, and professional trends and
issues are explored in relation to their implications for nursing practice. Graduation
Skill: Speaking if NUR 431 is also taken
Introduction to Nursing Research**
The research process and methods appropriate to nursing are emphasized in this
course. Issues of ethics in nursing research are explored. Students critique nursing
research for its applicability to nursing practice and design a research proposal.
Graduation Skills: Critical Thinking, Quantitative Reasoning
Contemporary Nursing Ill: Families
This course provides a theoretical basis for nursing interventions with culturally
diverse families and explores theories related to family structure and functioning
throughout the life span. Consideration is given to the role of the nurse in family
health care. (Prereq.: NUR 3 11) Graduation Skill: Writing
** This course involves an additional clinical fee.
NUR 423
Practicum in Nursing I: Nursing of the Family **
A clinical practicum that offers the student an opportunity to provide complex
nursing care to families in a selected practice setting. (Prereq.: NUR 403)
NUR 431
Leadership and Management: Theory and Practice **
This course 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. (Prereq.: NUR 423) Graduation Skill: Speaking if NUR
330 is also taken
NUR 432
Topics in Nursing
A course designed to provide in-depth exploration of selected topics in nursing. The
subjects studied will vary depending upon the interests of the faculty and students.
NUR 499
Independent Study
This learning experience provides the opportunity for the student to study a
selected topic or issue in depth. Students consult with faculty and submit written
proposals, objectives, and methods of evaluation prior to registration.
OJIBWE
OJB 111, 112
Beginning Ojibwe
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. Liberal Arts Perspective:
Intercultural Awareness 2 & 3
Introduction to Philosophy
Philosophy raises some of the most basic questions that human beings can ask
about meaning, ideas, beauty, and truth. The purpose of this course is to provide
the student with some experience in examining these concepts, thereby to sharpen
the critical and analytical skills required to evaluate and construct a system of ideas
and beliefs. Liberal Arts Perspective: Human Identity
PHI 120
Ethics
Ethics studies our moral beliefs and helps students consider the bases they use to
make moral judgments. The course explores the major philosophical approaches to
evaluating moral actions, and then applies them to contemporary personal and
social moral issues. Throughout the course Christian ethics will inform our considerations. Students taking PHI 120 may not take PHI 125. Liberal Arts Perspective:
Christian Faith 3; Graduation Skill: Critical Thinking
** This course involves an additional clinicalfee.
PHI 125
Ethics and Human Identity
This course is a philosophical study of the role of human understanding, feelings,
and action with respect to the pursuit of happiness. We begin by asking what the
end or purpose of human life is; assess the role of reason, will and passion with
respect to this end; and then decide on the moral and intellectual virtues required to
reach the end. The topic of friendship and human love is investigated next. The
course ends with an analysis of human happiness. Students taking PHI 125 may not
take PHI 120. Liberal Arts Perspective: Human Identity
PHI 175
Philosophy of Love and Sex
Study of some common conceptions and misconceptions of romantic love and look at
some philosophers' definitions of it. What it is like to be in love with someone, and
how this differs from just being friends, or desiring that person sexually. Exploration of
ethical issues concerning sex. Liberal Arts Perspective: Human Identity
Logic
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 inductive reasoning.
Graduation Skill: Critical Thinking
PHI 230
PHI 241
History of Philosophy I: The Classical Philosophers
The writings of Plato and Aristotle are the foundations of all philosophical thought
in Western civilization. In this course students read and analyze some of the key
works by Plato and Aristotle as well as work in Stoicism, Epicureanism and
Neoplatonism. Liberal Arts Perspective: Western Heritage
PHI 350
Philosophy of Religion
What is the relation between faith and reason? Does God exist, and if so, what can
be said about God? Can we reconcile the goodness of God with human and animal
suffering? We will conduct a systematic inquiry into these questions that form the
basis of Western religious beliefs. (Suggested: one prior course in philosophy)
Liberal Arts Perspective: Christian Faith 2 or 3
PHI 380
Ethics of Medicine and Health Care
Application of ethical principles to problems which arise in the areas of health care
and delivery, human experimentation, genetic engineering, abortion, care for the
dying, and euthanasia. Liberal Arts Perspective: Human Identity
PHYSICS
PHY 101
Astronomy
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 and laboratory sessions are important components of the
course. (Prereq.: MPG 2) Extra laboratory hours are required. Lab time may be
scheduled for an evening. Liberal Arts Perspective: Natural World 2
-m
c o u r s e
D e s c r i p t i o n s .
PHY 106
Introductory Meteorology
A survey of the basic principles involved in understanding 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. (Prereq.: MPG 2) Three hours of laboratory per class are required.
Lab time is usually scheduled for an evening. Liberal Arts Perspective: Natural
World 1 or 2; Graduation Skill: Critical Thinking
POLITICAL
SCIENCE
POL 121
American Government and Politics
The politics of American government including the forms of political ideas; the
pattern of participation; the dynamics of congressional, presidential, and bureaucratic policy making; and current issues in American society. Liberal Arts
Perspective: Social World 1 or 2
POL 122
Metropolitan Complex
Examines politics in metropolitan areas, emphasizing central cities, and focusing on
actors, structures, and other influences on urban public policy. Discussion-lecture,
case studies of Twin Cities' metro and meetings with public officials and activists.
Liberal Arts Perspectives: The City, Social World 1 or 2
POL 124
American Women and Politcs
This course investigates the roles women play in the political system as citizens,
activists, and office holders. It focuses on two questions: how women affect
government, politics, and public policy; and how government, politics, and public
policy affect women. Political, economic and social issues will be explored from
contemporary and historical perspectives.
POL 140
Social Justicein America
Development and defense of standards of social justice and examination of conditions
in the United States against these standards. Involves active exchange of ideas and
student involvement. Liberal Arts Perspective: The City
POL 158
Political Patterns and Processes
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. Liberal Arts Perspective: Social World 1 or 2
POL 160
World Politics
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. Liberal Arts Perspective: Social World 1 or 2
POL 170
Law in the United States
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. Liberal Arts
Perspective: Social World 1 or 2
POL 342
Mass Communications in Society
A study of the effects of new information technology, of new communications
networks such as the Internet, and of the traditional electronic media. Covers uses
of technology and media for newsmaking, selling, entertainment, and public affairs.
Includes issues such as ethics, censorship, and internationalism. (Prereq.: sophomore standing)
POL 495
Seminar in Communications
Selected topics. Consult department chair concerning terms and subject matter.
PSYCHOLOGY
PSY 101
Self-Identity and Values
A study of personal life and the role of the individual in the larger social context.
Topics include the development of identity and gender roles. (This course does not
substitute for PSY 105 as a prerequisite to upper division psychology courses.)
Liberal Arts Perspective: Human Identity
PSY 102
The Individual in a Social World
A scientific investigation of social issues, with analysis of both individual and
group factors. Topics include media, prejudice, conformity, legal processes, and
consumer issues. Research participation is required. (This course may substitute for
PSY 105 as a prerequisite to upper division psychology courses.)
PSY 105
Principles of Psychology
An introduction to the methods and principles of psychology. Applications of
psychological concepts to everyday situations are emphasized. Research participation is required. Liberal Arts Perspective: Human Identity
PSY 200
Psychological Science Laboratory
An introduction to the science of psychology through problem-solving. The focus is
application of psychological principles to real-world issues. Emphasis on data
collection, summary, and communication. (Prereq.: PSY 102 or 105)
PSY 201
Health Psychology
Consideration of the impact of psychological, behavioral, social, and biological
interactions on health. (Prereq.: PSY 102 or 105)
PSY 230
Research Methods: Design, Procedure and Analysis I
Part one of a two-term sequence. Scientific method as practiced in psychology.
Emphasis on skills of bibliographic research, research design and data collection,
statistical analysis and interpretation, computer-assisted data analysis, and APAstyle presentation of research findings. PSY 230 must precede PSY 330. (Prereq.:
PSY 200; MPG 3) Graduation Skill: Quantitative Reasoning
PSY 325
Social Behavior
Social factors that influence individual and group behavior in natural and laboratory settings. Topics include: social cognition, group behavior, social influence,
attitude formation, and change. (Prereq.: PSY 200 or consent of instructor)
PSY 330
Research Methods: Design, Procedure, and Analysis II
Part two of a two-term sequence (see PSY 230). PSY 330 should be taken in the
term immediately following PSY 230. PSY 230 may be taken for one course credit
without taking PSY 330. (Prereq.: PSY 230 with a grade of 2.0 or higher)
Graduation Skill: Writing
PSY 351
Child Development
Emphasis on normal child development and behavior. Practical implications of data
and theory are stressed. (Prereq.: PSY 102 or PSY 105)
PSY 352
Adolescent and Young Adult Development
Emphasis on normal development and behavior. Practical implications of data and
theory are stressed. (Prereq.: PSY 102 or 105)
PSY 353
Aging and Adulthood
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. (Prereq.:
PSY 102 or 105)
PSY 354
Cognitive Psychology
Theory, data, and practical applications relevant to the following topics: attention,
perception, pattern recognition, memory, mental imagery, problem solving, decision-making, and language. (Prereq.: PSY 230)
PSY 355
Biopsychology
Relationship between brain and behavior. Considers biological bases of learning
and cognition, emotions, abnormal psychology, personality, normal, and altered
states of consciousness. (Prereq.: PSY 230)
PSY 356
Environmental Psychology
This course uses a cultural-ecological viewpoint to study the influence of the environment, both natural and human-made, on behavior. (Prereq.: PSY 102 or 105)
Liberal Arts Perspective: The City
PSY 357
Behavior Analysis
Principles of learning behavior change and their application to self-management,
family, work, school, and clinic settings. Individualized projects. (Prereq.: PSY 102
or PSY 105) Graduation Skill: Writing
PSY 359
Assessment
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 validity, and
legal and ethical issues. (Prereq.: PSY 230)
PSY 361
Personality
Theory, research, and assessment of behavior patterns of individuals. Historical and
current views of personality with attention to cultural factors. (Prereq.: PSY 102 or
PSY 105)
PSY 362
Abnormal Psychology
An introduction to maladaptive human behaviors from social, organic, and psychological points of view. (Prereq.: PSY 102 or 105)
PSY 371
Psychology of Gender
Emphasis on the social construction of gender and its impact on the lives and
behavior of individuals. (Prereq.: PSY 102 or 105)
Industrial/Organizational Psychology
The theoretical and applied study of organizations: group processes and organizational change; member characteristics, and appraisal. (Prereq.: PSY 102 or 105)
PSY 373
PSY 381
Historical Perspectives
Consideration of psychological questions and theoretical positions as they developed historically. Changes from philosophical roots to scientific method and
postmodernism. (Prereq.: two psychology courses)
PSY 399
Internship
A work-based learning experience in which a student, faculty member, and site
supervisor design a learning asreement that links the ideas and methods of
psychology with the opportunities found in the placement. Participation in a
concurrent seminar is required. Students must consult with the department and the
Internship Office before registration. (Prereq.: PSY 330)
PSY 485
Counseling Psychology
Principles and methods involved in the counseling process. Consideration of goals
and ethical guidelines for the counseling relationship. (Prereq.: three PSY courses
and junior standing)
Current Topics in Psychology
Specific topics will be published prior to registration. (Prereq.: PSY 230 and
consent of instructor)
Advanced Research Seminar
Research team experience in a seminar format. Designed to extend students'
knowledge of statistical and methodological techniques and to explore contemporary research issues. Recommended for students headed for graduate school and
those electing an honors major. (Prereq.: PSY 330 or comparable course approved
by instructor)
Seminar: Contemporary Issues
Discussion and exploration of contemporary societal issues from a psychological
viewpoint. Faculty-supervised student research. (Prereq.: 230 and junior standing)
Graduation Skill: Critical Thinking
PSY 490
PSY 491
PSY 493
RELICION
(REL
I I 1, 221,or 33 1 is a prerequisite for all other religion courses.)
REL 111
Introduction to Theology
An introduction to the academic discipline of theology and to the dialogue between
the church and the world that concerns Christian doctrine. Liberal Arts Perspective:
Christian Faith 2 or 3
REL 221
Biblical Studies
The origin, literary character, and transmission of the biblical documents. The task
of biblical interpretation. The history of Israel a& the emergence of the church.
Liberal Arts Perspective: Christian Faith 1 or 3
REL 231
Religion in African-American History
An examination of selected topics related to the Black experience, e.g., African
backgrounds, religion under slavery, and evangelicalism. Liberal Arts Perspective:
Christian Faith 3
REL 263
REL 331
REL 339
REL 353
REL 356
World Justiceand Hunger: Developing a New World View
The course will survey and discuss the most recent reports and analysis of the current
holocaust of global hunger including the root causes, the inter-connectedness of other
issues, the biblical mandate, and the roles of justice, charity, oppression and liberation.
The purpose will be to build greater global awareness, become sensitized to ethical
choices, energize us for action and responsible living, and explore pedagogical principles for social justice. Liberal Arts Perspectives: Social World 2, Christian Faith 3
Foundations in Bible and Theology
An advanced introduction to the biblical and theological foundations of the
Christian faith that focuses on writing and advanced critical thinking skills. Open
only to junior or senior transfer students. Not accepted for credit for students who
have taken REL 111 or REL 221. Liberal Arts Perspective: Christian Faith 1, 2 or 3
Television and Religion
After considering the role of television in American life, this course considers religion's relationships with television in order to understand popular perceptions of
religion. Topics include news coverage of religion, religion in commercial
programs, television evangelists, television influences on religious practice, and
television as a religion.
Denominations and Religious Croups in America
A study of the beliefs and worship practices of the major Christian denominations
and of many contemporary American religious groups. Some controversial religious
movements will also be considered. (Prereq.: REL 111, 221 or 331) Liberal Arts
Perspective: Christian Faith 2 or 3
History of Religions
An introductory survey of some of the major living religions of the world including
Hinduism, Buddhism, Confucianism, Taoism, Shinto, and Islam. Lectures plus
some discussion of primary documents from these religious communities. (Prereq.:
REL 111,221 or 33 1) Liberal Arts Perspective: Christian Faith 3
m
REL 361
REL 362
REL 363
REL 366
REL 370
REL 386
REL 420
.
,
.
.
*,
The Church in the First Four Centuries
A study of the early Christian Church, including such topics as persecution and
martyrdom, the development of the creeds, Christianity in conflict with Gnosticism
and mystery religions, monasticism and mysticism, early Christian worship, and
theology. (Prereq.: REL 111, 221 or 331) Liberal Arts Perspective: Christian Faith 2
or 3
Theology of the Reformers
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. (Prereq.: REL 111, 221 or 331) Liberal Arts Perspective: Christian Faith 2
Religion in America
A study of the history of religion in America. Special attention to the rise of religious liberty, revivalism, denominations, and the responses of religion to the
challenges of its environing culture. (Prereq.: REL 111, 221 or 331) Liberal Arts
Perspective: Christian Faith 2 or 3
The Church and Social Change in Latin America
This course focuses on the relationship of the church to poverty, political oppression, and social injustice in Latin America. Central to the course is an examination
of the emerging "Theology of Liberation" as articulated by prominent Latin
American theologians as well as by people directly involved in local parishes and
development projects in Cuernavaca. Special attention will be given to the complex
interactions between women and religious institutions. Global Education travel
seminar. (Prereq.: one course in religion or theology) Liberal Arts Perspectives:
Christian Faith 3, Intercultural Awareness 1
American Indian Spirituality and Philosophical Thought
Religious beliefs, spiritual customs, and philosophy of North American Indians are
studied. Within these broad areas, the subjects of medicine, healing, shamanism,
dreams, visions, myths, and spiritual power are also included. 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.:
REL 111, 221 or 331) Liberal Arts Perspectives: Christian Faith 3, Intercultural
Awareness 1
Speaking of Genesis
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.
(Prereq.: REL 111, 221 or 331) Liberal Arts Perspective: Christian Faith 1 or 3;
Graduation Skill: Speaking
The Russian Orthodox Church
This course will explore the history, theology, and liturgical life of the Eastern
Orthodox Christian Church. Theology and history will be considered primarily
from the perspective of those Christians who live in Greece, Turkey, and Eastern
Europe, with special attention to the Orthodox Church in Russia. (Prereq.: REL
111, 221 or 33 1) Liberal Arts Perspective: Christian Faith 2 or 3
REL 430
REL 440
REL 441
REL 471
REL 472
REL 473
REL 481
REL 483
Christians Seeking Unity
This course will introduce students to the effort in unifying the Christian church
which began in 1910 and continues today through bilateral dialogues. The goal is
for the churches to be in full communion with each other. Students will examine
the current conversations and assess the gains that have been made. Churches
involved include Roman Catholic, Orthodox, Lutheran, Anglican, and Reformed.
(Prereq.: REL 111, 221 or 331) Liberal Arts Perspective: Christian Faith 2 or 3
Varieties of Christian Spirituality
A study of selected spiritualities from the Christian tradition and of contemporary
developments, including 12-step spirituality, feminist, ecological, and non-Western
Christian spiritualities. An introduction to the basic practices of spiritualities, especially prayer and meditation. (Prereq.: REL 111, 221 or 331) Liberal Arts
Perspective: Christian Faith 2 or 3
Feminism and Christianity
This course will consider the central ideas of Christianity and feminism and how
they might be compatible. 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.
(Prereq.: REL 111, 221 or 331) Liberal Arts Perspective: Christian Faith 1, 2 or 3
Jesusand His Interpreters
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, including the "quests for the historical
Jesus." (Prereq.: REL 111, 221 or 331) Liberal Arts Perspective: Christian Faith 1
or 3
Paul the Apostle
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. (Prereq.: REL 111,
221 or 331) Liberal Arts Perspective: Christian Faith 1 or 3; Graduation Skill:
Critical Thinking
The Message of the Old Testament
The various types of Old Testament literature. The distinctive ideas of Hebrew
thought with emphasis on the message of the prophets. (Prereq.: REL 111, 221 or
331) Liberal Arts Perspective: Christian Faith 1 or 3
Contemporary Theology
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. By arrangement. (Prereq.: REL 111,221 or
331) Liberal Arts Perspective: Christian Faith 2 or 3
Christian Ethics
The bases of Christian social responsibility, in terms of theological and sociological
dynamics. Emphasis on developing a constructive perspective for critical reflection
upon moral action. (Prereq.: REL 111, 221 or 331) Liberal Arts Perspective:
Christian Faith 2 or 3
REL 486
Psychology of Religion and Theology
A study of current psychological views of religion in the context of the traditional
Christian view of human nature. Special attention will be given to the classics in
the field by Freud, Jung, and William James, and to those Christian theologians
who have been influenced by them. (Prereq.: REL 111,221 or 331)
REL 495
Seminar
Selected topics. Required of major in hisfher junior or senior year. Others by
permission of instructor. (Prereq.: REL 111, 221 and 356 or 481) Graduation Skill:
Writing
SOCIAL WORK
SWK 257
Exploring Human Services
This course is designed to help students learn about themselves in relation to a
possible major or future career in social work. Students must arrange to perform 80
hours of work in a human service agency and must attend the seminar. Liberal Arts
Perspective: The City
SWK 260
Humans Developing
This course provides the knowledge basic to an understanding of human growth
through the life cycle and of the sociocultural, biological, and psychological factors
that influence the growth of individuals and families. Growth related to diverse
populations and groups or special stresses is also a focus. Liberal Arts Perspective:
Human Identity
SWK 301
History and Analysis of Social Policy
This course describes the historical and contemporary systems of human service.
The values and social movements that form the charitable and governmental
responses to human needs will be explored. (Prereq.: junior standing or consent of
instructor) Liberal Arts Perspective: Social World 2
SWK 306
Social Work Practice I: With Individuals
This course covers the basic features of the helping process, theoretical foundations, principles, and techniques of social work with individuals and small groups,
and development of relationship building skills. Includes videotaping laboratory
sessions. (Prereq.: previous or concurrent registration with SWK 301, junior
standing)
SWK 364
Field Work I: Integrative Seminar
Beginning supervised professional practicum experience in a social work agency
that focuses on interviewing experience and relationship building. A total of 120
hours, plus small group integrative seminars. (Prereq.: SWK 301, junior standing,
concurrent with SWK 306)
C o u r s e
SWK 401
Research: Evaluation of Practice and Programs
Overview of commonly-used research methods, especially experimental designs
and applications to program and practice evaluations, plus use of data-processing
equipment for statistical analysis. (Prereq.: MPG 3) Graduation Skill: Quantitative
Reasoning
SWK 316
Social Work Practice II: With Families and Croups
Enlargement and refinement of practice skills recognizing adaptations of the
problem-solving model to diverse populations through lecture, classroom exercise,
and regular class work. Enlargement of social group and family work skills,
emphasis on development of generalist practice skills, and eclectic approaches with
a focus on diversity of professionals and client populations. (Prereq.: SWK 306,
307, concurrent with SWK 3 17) Graduation Skill: Writing
Field Work II: lntegrative Seminar
Continuation of practicum begun in Field Work I. A total of 120 hours, plus
integrative seminars. (Prereq.: candidacy status, concurrent with SWK 461)
Social Work Practice Ill: With Communities and Policies
This course focuses on social change through community organization, development and social action with emphasis on history, theories and issues relevant to
social change, understanding of communities and human service agencies, and
practice in the local community.
Social Policy: Analysis and Development
This course includes the study of theories of social policy formulation and methods
of analysis. Development and implementation will be viewed firsthand through
work with a public policy agency or official. (Prereq.: senior standing or consent of
instructor) Graduation Skill: Critical Thinking
Field Work Ill: lntegrative Seminar
Beginning of second practicum plus integrative seminars. (Prereq.: concurrent with
SWK 406)
Field Work IV: lntegrative Seminar
Continuation of SWK 407; 120 hours plus integrative seminars. (Prereq.: candidacy
status)
The Social Worker as Professional
This course reviews ethical practice, bureaucratic survival, professional job attainment, strategies for agency change, and empowering clients. (Prereq.: candidacy
status) Graduation Skill: Writing
SWK 317
SWK 406
SWK 465
SWK 407
SWK 41 7
SWK 419
Soclo~oc~
SOC 121
SOC 21 1
Introduction to Human Society
What is society and how does it make us who we are? As a unique way of understanding, 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. Liberal Arts Perspective: Social World 1 or 2
Human Communities and the Modern Metropolis
The course asks a fundamental question of our times: how is community possible
in the face of multicultural, economic and ideological forces that are characteristic
of urban life? The cultural and structural dynamics of the Twin Cities are a basis
for exploring this possibility. Liberal Arts Perspective: The City
SOC 231
Family Systems: A Cross-Cultural Perspective
The human family system is explored in its variations among world cultures and
within sub-cultures in the United States. Students prepare and deliver oral reports
on three topics of their choice: a world family pattern, an American sub-cultural
pattern and a family process. Liberal Arts Perspective: Intercultural Awareness 1;
Graduation Skill: Speaking
SOC 265
Gender, Race and Ethnicity
Who gets what, when, and how? Individuals and groups from diverse backgrounds-such as race, ethnicity, class, gender, and sexuality-receive unequal
portions of wealth, power, and prestige within our society. This course focuses on
both the collective and individual processes involved in social inequality. Liberal
Arts Perspective: Intercultural Awareness 1
SOC 349
Complex Organizations
What is the nature of these modern organizations in which we spend so much of
our daily lives? Organizations as corporate actors are analyzed with respect to their
goals, culture, technology, and structure, as well as corporate deviance. (Prereq.:
SOC 121 or consent of instructor) Graduation Skill: Critical Thinking
SOC 360
Religion and Society
An examination of the interaction of religion and society in terms of sociological
analysis, with particular emphasis on contemporary sociological research on religious movements in American society. Liberal Arts Perspective: Christian Faith 2 or 3
SOC 375
Social Psychology
How does society construct the individual? How does the individual construct
society? This course analyzes the dynamic tension between the self and society, as
well as the major questions, issues, perspectives and methods of the field. (Prereq.:
SOC 121 or consent of instructor)
SPA 111, 112
Beginning Spanish (1.0 each)
Aims to develop the four basic skills: understanding, speaking, reading, and writing
of elementary Spanish. Introduction to the culture of the Spanish-speaking world.
Additional three-hour laboratory per class meeting is required, usually scheduled on
a weekday evening. Liberal Arts Perspective: Intercultural Awareness 2 & 3
SPA 21 1
Intermediate Spanish
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.
Additional three-hour laboratory per class meeting is required, usually scheduled on
a weekday evening. Liberal Arts Perspective: Intercultural Awareness 3
SPEECH/COMMUNICATION
SPC 111
Public Speaking
Theory and practice of effective speaking and critical listening. Students give
several speeches and receive feedback from the class and the instructor. The course
focuses on developing self-confidence, speech preparation and organization, audience analysis and adaptation, effective delivery, style and language, and critical
thinking and listening. Graduation Skill: Speaking
SPC 329
Intercultural Communication
This course explores both the problems and potential of communication among
persons of different cultural groups. Factors such as ethnocentrism, stereotyping,
prejudice, role expectations, values, language, and non-verbal symbols are examined in this course. Liberal Arts Perspective: Intercultural Awareness 1
SPC 345
Organizational Communication
An examination of the dynamics of communication in organizational settings.
Focuses on topics such as superior-subordinate relationships, formal and informal
communication networks, management styles, power and authority, motivation of
employees, organizational culture, performance appraisal, effective use of meetings, and sources of communication problems in the workplace.
SPC 351
Argumentation
Application of standards for sound evidence and reasoning in public speaking,
discussion, and debates. Stresses skill in analyzing the quality of argumentative
claims, understanding tests for evidence and fallacies in reasoning, and learning to
apply principles of argumentation to contemporary public issues. Students enhance
their skills in debate and discussion and learn to analyze and critique arguments
they encounter in their daily lives. Graduation Skill: Critical Thinking
SPC 352
SPC 354
Persuasion
Theory of how people are influenced to change attitudes and behavior. Examines
obstacles to persuasion; cultural dimensions of persuasion; the use of logical and
psychological appeals; empirical research in persuasion; how persuasion is used in
politics, sales, advertising and interpersonal contexts; the nature of mass movements and campaigns; the impact of the mass media on persuasion; and ethical
issues related to persuasion.
Interpersonal Communication
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. This course combines theory and practice to help the
student understand and manage communication problems more effectively.
SPC 355
Small Croup Communication
A study of group dynamics and leadership with emphasis on factors related to decision making, styles of leadership, and conflict management. This course combines
lecture with practical experiences to help the student become a more effective and
productive member of a task-oriented small group.
SPC 399
Internship
(Consult faculty in area of emphasis.)
Public Relations/PromotionaI Communication
Public relations in the modem 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.
SPC 480
SPC 495
Topics: Effective Business Speaking
Theory and practice of effective oral presentations in professional settings. Topics
include developing an effective oral style, organizational patterns for complex
presentations, creating and using visual aids using computer software, Q&A
sessions, speaking impromptu, and dealing with hostile audiences. Students are
encouraged to use actual presentations from work as the basis for speaking practice
sessions. (Prereq.: SPC 111 or consent of instructor)
THEATRE
THR 222
Introduction to Theatre
An introduction to dramatic art including major historical periods, plays, artists;
dramatic structure; values; basic concepts, and techniques of the play production
process. Students attend and review live productions. Crew requirement. Liberal
Arts Perspectives: Aesthetics, Western Heritage
THR 360
Interpretive Reading
Basic principles of oral interpretation of prose, poetry, and drama. Study, discuss,
practice and perform readings in prose, poetry, and drama before small and large
groups. Liberal Arts Perspective: Aesthetics; Graduation Skill: Speaking
DOWNTOWN
MINNEAPOLIS
Directions to Campus
35W from the NorthTake Washington Avenue exit
and turn left off Washington
(bends right to become Cedar
Avenue), turn left at Riverside
Avenue, right at 21st Avenue
South.
1-94 East from MinneapolisTake 25th Avenue exit, turn left at
25th Avenue, turn left at Riverside
Avenue, turn left at 21st Avenue
South.
1-94 West from St. PaulTake Riverside exit, turn right at
Riverside Avenue, turn left at 21st
Avenue South.
35W from the SouthFollow the 1-94 St. Paul signs
(move to right lane after each
of two mergers). Take 25th
Avenue exit and turn left at
Riverside Avenue, turn left at
21st Avenue South.
Weekend College Office
Location
The Weekend College Office is in
Sverdrup Hall and is located on
the comer of 21st Avenue South
and 7th Street.
Public Parking
All posted Augsburg College lots
are free and open for use from
490 p.m. Friday through
Sunday evening. Lots are
between 21st and 22nd Avenues
off Riverside and north or south
of 8th Street between 24th and
25th Avenues. Most street
parking is four-hour parking,
Seven days a week. The
Fairview-University Medical
Center ramp is free Weekend
College students on weekends
when class is in session.
College Map Information
1. Admissions Weekday Program
2. Air Structure Entrance
Mmmber chmgh M m h
3. Amarlan lndlan Student Support
P m p m and Pnn-Afrlkim Student
Serv~ces
4. Anderson-Nelson Athletic Field and
Seasonal Air Structure
5. Center for Global Education and
International Programs
6. Christensen Center, Informatlon
Desk
7. East Hall
8. Foss, Lobeck, Miles Center for
Worshi~.Drama and
~ommtkication
9. Husby-Strommen Tennis Courts
10. Ice Arena
11. Jeroy C. Carlson Alumni Center
12. Maintenance and Grounds Shop
13. Mortensen Tower
14. Murphy Place
15. Murph Square
16. Mus~c&all
17. Nord~cCenter
18. Old Main
19. Oscar Anderson Hall
20. Public Relations and
Communication
21. Quad
22. Science Hall
28. Urness Tower
29. Youth and Family Institute
30. James G. Lindell Family Library
Parkinq Lots
Ramp
Pay parking available
About Augsburg . . . . . . . . . . .7
Academic Advising . . . . . . 11. 18
Academic and Learing
Services . . . . . . . . . . . . . . .26
Academic Information . . . . . . 27
Academic Progress. Probation
and Dismissal . . . . . . . . . .33
Academic Enrichment
Program . . . . . . . . . . . . . .18
Academic Majors . . . . . . . . . .36
Accessibility . . . . . . . . . . . . . . .8
Accounting Courses . . . . . . . . 58
Accounting Major . . . . . . . . .37
Accreditation and
Memberships. . . . . . . . . . . .8
Activites . . . . . . . . . . . . . . . .25
Admissions Information . . . . . . 9
Advising . . . . . . . . . . . . .1 1. 18
American Indian Studies. . . . . 55
American lndian Student
Services . . . . . . . . . . . . . . .22
American Sign Language . . . . 59
Anishinabe Library Project
22
Application Procedures . . . . . 10
Applied Economics Major. . . . 43
Art Courses . . . . . . . . . . . . . .59
Art Major . . . . . . . . . . . . . . .38
Assessment of Previous Learning
(APL) Program . . . . . . . . . .34
Athletics . . . . . . . . . . . . . . . .25
Attendance Policy . . . . . . . . .57
Auditing Courses . . . . . . . . . . 32
...
B
Biology Courses . . . . . . . . . . . 61
Bureau of Indian Affairs . . . . . 16
Business Administration
Major . . . . . . . . . . . . . . . .39
Business Courses . . . . . . . . . . 62
Business Office. . . . . . . . . . . . 24
C
Calendar . . . . . . . . . . . . . . . . .7
Campus Location. . . . . . . . . . 98
Campus Map . . . . . . . . . . . .99
Campus Ministry . . . . . . . . . .24
Career Services . . . . . . . . . . .20
Center for Counseling and
Health Promotion . . . . . . .24
Center for Global Education . . 20
Center for Learning
and Adaptive Student
Services (CLASS) . . . . . . . .18
Center for Service. Work
and Learning . . . . . . . . . . .19
Characteristics of the
Educational Program . . . . . .5
Chemistry Courses . . . . . . . . . 64
Church Affiliation. . . . . . . . . . .8
CLASS Program . . . . . . . . . . .18
Class Schedule. . . . . . . . . . . .57
Classification (Class Year) . . . . 33
College Level Examination
Program (CLEP) . . . . . . . . . 34
Commons. The . . . . . . . . . . .25
Communication Courses . . . . 96
Communication Major . . . . . . 40
Community Service Learning 20
Company Reimbursement
Payment Plan. . . . . . . . . . .13
Company Tuition Assistance
Program
15
Computer Resources . . . . . . . 21
Computer Science
Courses . . . . . . . . . . . . . . .65
Computer Science Major . . . . 42
Computing . . . . . . . . . . . . . 21
.
..............
Continuing Education
Program . . . . . . . . . . . . . .20
Cooperative Education. . . . . . 19
Counseling and Health
Promotion . . . . . . . . . . . . . 24
Course Descriptions . . . . . . . .56
Credit for Previous Learning 35
Credits . . . . . . . . . . . . . . . . . 57
Crossover Policy. . . . . . . . . . .30
Cultural Activities . . . . . . . . . .25
..
D
Day Program . . . . . . . . . . . . .20
Dean's List. . . . . . . . . . . . . . .34
Departmental Comprehensive
Exams . . . . . . . . . . . . . . . .34
Discrimination Complaints
26
Directory . . . . . . . . . . . . . . . . .3
Disabled Student Program
18
Dismissal . . . . . . . . . . . . . . . .33
...
..
E
Economic Courses . . . . . . . . .66
Economics Major . . . . . . . . . .43
Education Courses . . . . . . . . .68
Education Major . . . . . . . . . .44
Educational Program . . . . . . . .5
Elementary Education
Courses . . . . . . . . . . . . . . .68
Elementary Education Major 44
English Courses . . . . . . . . . . .71
English Language Arts
Teaching Major . . . . . . . . .48
English Major . . . . . . . . . . . . 47
Entry Level Skills . . . . . . . . . .28
Evaluation and Grading . . . . . 31
Evangelical Lutheran Church
in America (ELCA) . . . . . . . .8
..
...
F
Faculty . . . . . . . . . . . . . . . . . .7
Fees and Payment Schedule I3
Finance Specialization
39
Financial Aid . . . . . . . . . .15. 24
Financial Policies . . . . . . . . . . 1 3
Fine Arts . . . . . . . . . . . . . . . . 25
Fitness Center
25
Food Service . . . . . . . . . . . . .25
Former Students . . . . . . . . . . 1 1
French Courses . . . . . . . . . . .75
Full-time Students . . . . . . 13. 30
..
......
............
C
General Accounting
Specialization . . . . . . . . . . . .38
General Education
Curriculum . . . . . . . . . . . .28
General Education
Development (GED) Test . . 10
General Studies Courses . . . . . 75
German Courses . . . . . . . . . . 76
Global Education Center . . . . 20
Grade Point Average . . . . . . . 33
Grading . . . . . . . . . . . . . . . . 31
Graduate Programs . . . . . . . .21
Graduation Level Skills . . . . . . 57
Graduation Requirements . . . .28
Grants . . . . . . . . . . . . . . . . . .15
Graphics Center . . . . . . . . . .25
Greeting from the President . . . 4
H
Health and Physical
Education Courses . . . . . . . 76
Health Promotion . . . . . . . . . 24
Health Service . . . . . . . . . . . .25
HispaniclLatino Student
Services . . . . . . . . . . . . . . 23
.
History Courses . . . . . . . . . . . 76
History Major . . . . . . . . . . . . 48
History of Weekend College
6
Hours . . . . . . . . . . . . . . . . . . .3
Human Relations . . . . . . . . . .41
I
Incomplete Grade . . . . . . . . .32
lnformation Technology
Resources . . . . . . . . . . . . .21
Intercollegiate Athletics . . . . . 25
Interdisciplinary Studies1
Women's Studies . . . . . . . . 78
International Business
Specialization. . . . . . . . . . .39
International Students . . . . . . 1 1
Internet . . . . . . . . . . . . . . . . .21
Intertribal Student Union . . . . 22
Internships . . . . . . . . . . . . . .19
Intramural Sports . . . . . . . . . .25
Jt
Kt L
Kindergarten-Elementary
Teaching Licensure . . . . . .44
Language Courses . . . 75. 84. 95
Latino Support Program. . . . .23
Learning Center . . . . . . . . . . .18
Learning Laboratory........ 18
Learning Disabilities Program. . 18
Licensure. . . . . . . . . . . . . . . .44
Liberal Arts Perspectives
57
Library and lnformation
Technology Services. . . . . . 21
Library Resources. . . . . . . . . .21
Lifetime Sports . . . . . . . . . . .35
Loan Assistance . . . . . . . . . . .15
Location Map . . . . . . . . . . . .98
.....
M
Management lnformation
Systems Major . . . . . . . . . .49
Management Specialization 39
Managerial Accounting
Specialization. . . . . . . . . . .38
Maps. . . . . . . . . . . . . . ..98.99
Marketing Communications . . 41
Marketing Specialization . . . . 39
Mathematics Courses. . . . . . . 80
Mathematics Placement Group
(MPG) Requirements . . . . . 80
Media . . . . . . . . . . . . . . . . . .22
Medical Refund Policy . . . . . . 15
Memberships . . . . . . . . . . . . .8
Ministry. Campus . . . . . . . . .24
Minnesota Indian Teacher
Training Partnership. . . . . . 22
Minnesota State Scholarship
and Grant Program . . . . . . 15
Minors . . . . . . . . . . . . . . 38/55
Mission Statement . . . . . . . . . . 6
Murphy's . . . . . . . . . . . . . . .25
Music Courses . . . . . . . . . . . .82
..
N
No-Credit Grades . . . . . . . . . 32
Norwegian Courses . . . . . . . - 8 2
Numbering of Courses . . . . . . 57
Numeric Grades . . . . . . . . . . 32
Nursing Courses . . . . . . . . . .83
Nursing Major . . . . . . . . . . . .50
0
Office Hours . . . . . . . . . . . . . . 3
Ojibwe Courses . . . . . . . . . . . 84
pt
3M. Augsburg Cooperative
Program . . . . . . . . . . . . . .22
Majors and Minors. . . . . . 38. 55
Management lnformation
Systems Courses
80
........
Q
Pan-Afrikan Student Services . 23
Pan Asian Student Services
23
Part-time Students . . . . . 13. 30
Pass/No Credit . . . . . . . . . . .31
Payment Schedule . . . . . . . . .13
...
Pell Grant . . . . . . . . . . . . . . .15
Perspectives. . . . . . . . . . . . . .28
Philosophy Courses . . . . . . . .85
Physical Disabilities Program. . 18
Physics Courses . . . . . . . . . . .85
Policies . . . . . . . . . . . .8. 14. 30
Political Science Courses . . . . 86
PortFolio Assessment
Program . . . . . . . . . . . . . .34
Pre-ProfessionalSkills
Test (PPST) . . . . . . . . . . . .44
Prerequisites . . . . . . . . . . . . .57
President's Greeting. . . . . . . . .4
Probation . . . . . . . . . . . . . . .33
Psychology Courses . . . . . . . .87
Psychology Major . . . . . . . . .52
Public Accounting
Specialization. . . . . . . . . . . 38
Public Relations and
Advertising . . . . . . . . . . . .41
R
Recreational Activities. . . . . . . 25
Refund Policy . . . . . . . . . . . . 14
Registrar's Office . . . . . . . . . . 24
Registration . . . . . . . . . . . . . . 30
Religion Courses . . . . . . . . . . 90
Religion Major . . . . . . . . . . . . 53
Religious Affiliation. . . . . . . . . .8
Repeating Courses . . . . . . . . . 32
Residency . . . . . . . . . . . . . . .29
Service Learning . . . . . . . . . . 20
Sign Language . . . . . . . . . . .59
Skills Requirements . . . . . . . . 57
Social. Cultural. Recreational
Activities . . . . . . . . . . . . . .25
Social Welfare Minor . . . . . . . 54
Social Work Courses . . . . . . .93
Social Work Major . . . . . . . . .54
Sociology Courses . . . . . . . . .95
Sociology Minor . . . . . . . . . .55
Spanish Courses . . . . . . . . . .96
Speech/Communication
Courses . . . . . . . . . . . . . . .96
Sports. Intramural . . . . . . . . . 25
Stafford Loan . . . . . . . . . . . . .16
Standards of Behavior . . . . . . 26
Student Affairs . . . . . . . . . . . .25
Student Financial Services . . . 16
Student Government . . . . . . . 26
Student Guide . . . . . . . . . . . .26
Student Life . . . . . . . . . . . . . .25
Student Records . . . . . . . . . .26
Student Resources . . . . . . . . .17
Student Standards of Behavior.
Complaints. Records . . . . . 26
Studio Art Major . . . . . . . . . .38
Supervisory Management
Specialization. . . . . . . . . . .41
Support Programs . . . . . . . . . .22
Syllabus . . . . . . . . . . . . . . . . .31
T
S
Schedule of Alternate
Weekends . . . . . . . . . . . . . . 7
Scholarships . . . . . . . . . . . . . 15
Second Degree or
Second Major . . . . . . . . . .11
Secondary Education . . . . . . .45
SELF Loan . . . . . . . . . . . . . . .16
Teaching Licensure (see
also Majors) . . . . . . . . . . . .44
Telephone Numbers . . . . . . . . 3
3M. Augsburg Cooperative
Program . . . . . . . . . . . . . .22
Transcripts. . . . . . . . . . . . . . .10
Transfer Credit . . . . . . . . . . . .11
Transfer Students. . . . . . . . . .11
Tribal and State Indian
Scholarships. . . . . . . . . . . .16
Tuition and Financial Aid . . . . 12
Tuition Grants . . . . . . . . . . . . 16
Tuition Refund Policy . . . . . . . 14
Tutor Center . . . . . . . . . . . . . 18
Theatre Courses. . . . . . . . . . . 97
U-z
Weekend College
Commission. . . . . . . . . . . .26
Weekend College Office . . . . . 23
Weekend College Office Hours. . 3
Withdrawal from College . . . . 31
Withdrawal from Courses. . . . 31
Women's Studies . . . . . . . . . .78
World Wide Web Access . . . . 22
NOTES
NOTES
Show less
AUGSBURG
-
-
-
-
WEEKEND COLLEGE
TUITION
AND FEES
CLASSSCHEDULES
................................,,..,,......... ................................~.................
....,..............,,......... 3
Program Calendar .......................................................................... Show more
AUGSBURG
-
-
-
-
WEEKEND COLLEGE
TUITION
AND FEES
CLASSSCHEDULES
................................,,..,,......... ................................~.................
....,..............,,......... 3
Program Calendar .................................................................................................................................... 4
Academic Calendar.............................. ...................................................................................................5
1998-99 Tuition and Fees ........................................................................................................................ 6
Class Schedule, Fall 1998-99 ..........................,.,.,. .................................................
.............,,,,....... .,....7
Class Schedule, Winter 1998-99 ...................
.
.
.. +............................d........... ................,.,.......,,,..., 12
.
.
.......... ......... ......... ...............~....,.,,,..,,,.,,,,.,.,,.~,,,....,..,,,.,.,,
17
Class Schedule, Spring 1998-99.............
Schedule of Courses by Department .....,......,........,............ .......,
.,,,..~......,.~,,,.,.,...,.,.,.,...,,,.,.,...,.....,..~,.
22
........................................
.................. ............ 32
Schedule of Courses by Perspective/Skills ....................
Information Sessions
Note: Class schedule changes may occur after this schedule is published. Students should consult
the course list each term for the most current schedule of classes.
WEEKEND COLLEGE
Weekend College Office Hours
Monday-Friday: 8:00 a.m.-4:30 p.m.
Office Hours on Class Weekends
Friday: 8:00 a.m.-6:00 p.m.
Saturday: 8:00 a.m.-1:30 p.m.
Academic Advising Center Office Hours
Monday-Wednesday, Friday, 8:00 a.m.-4:30 p.m.
Thursdays, 8:00 a.m.-6:00 p.m.
Office Hours on Class Weekends
Friday: 8:00 a.m.-6:00 p.m.
Saturday: 8:00 a.m.-1:30 p.m.
The Weekend College Office and the Academic Advising Office are both located in Sverdrup Hall.
707 21st Ave. S.
Weekend College phone: (612) 330-1782
Academic Advising Center phone: (612) 330-1025
FAX: (612) 330-1784
Augsburg College does not discriminate on the basis of race, creed, national or ethnic origin,
age, gender, sexual preference, marital status, or handicap as required by Title IX
of the 1972 Education Amendments or Section 504 of the Rehabilitation Act of 1973,
as amended, in its admission policies, educational programs, activities, and employment practices.
Adults who are interested in
Augsburg Weekend College are
encouraged to attend one of the
Information Sessions that are
scheduled throughout the year.
Information Sessions are free of
charge and are approximately
one hour in length. Please call
the Weekend College
Admissions Office at 330-1743
for details or to sign up for one
of the following dates:
For Fall Trimester 1998-1999
Saturday, May 16 .....................................................................................................................
9 0 0 a.m.
9 0 0 a.m.
Saturday, June 6 ..........................................................................................................................
Tuesday, June 16 ...................................................................................................................6 : 3 0 p.m.
Saturday, July 11 ......................................................................................................................9 0 0 a.m.
6 3 0 p.m.
Thursday, July 23 ........................................................................................................................
Saturday, August 15 ................................................................................................................9 0 0 a.m.
For Winter Trimester 1998-1999
Tuesday, October 20
...........................................................................................................6 3 0 p.m.
Saturday, November 14 ......................
.
...................................................................................
9 0 0 a.m.
For Spring Trimester 1998-1999
Tuesday, January 26, 1999
..................................................................................................
6 : 3 0 p.m.
Saturday, March 6, 1999 ........................................................................................................9 : O O a.m.
For more information write or call:
Augsburg Weekend College Admissions
Campus Box 65
22 11 Riverside Avenue
Minneapolis, MN 55454
Phone: (612) 330-1743
FAX: (612) 330-1784
wecinfo@augsburg.edu
www.augsburg.edu
New Students (enrolling for the first time or in the readmission process)
Fall Trimester
Winter Trimester
Spring Trimester
Application Deadline
August 21
December 14
March 26
Applicant File
Completion Deadline
August 28
December 21
April 5
Registration Begins
June 19
November 6
February 12
Registration Ends
September 1
January 5
April 13
Syllabi Available
August 10
December 4
March 12
.
New Student Orientation
September 1
January 5
April 13
Payment Information Sent
August 10
December 7
March 15
Confirmation Due
September 1
January 5
April 13
-
New students are encouraged to register as early as possible. New degree-seeking students will
receive registration materials when they meet with an adviser from the Academic Advising Center,
(612) 330-1025. Students in a non-degree program will receive registration materials by mail.
Current Students
Fall Trimester
Winter Trimester
Sprinq Trimester
Mail Registration Begins
June 19
November 6
February 12
Mail Registration Ends
August 7
December 4
March 12
Syllabi Available
August 10
December 4
March 12
-
--
Payment Information Sent
August 10
December 7
March 15
Confirmation Due
August 28
December 28
March 29
All Students
Fall Trimester
Winter Trimester
S ~ r i n aTrimester
Sept 11-13
Sept 25-27
Oct 9-11
Oct 23-25
NOV6-8
NOV20-22
Dec 4-6*
Dec 11-13
Jan 8-lo*
Jan 15-17
Jan 29-31
Feb 12-14
Feb 26-28
Mar 12-14
Mar 26-28
Apr 9-ll*
Apr 16-18
Apr 30-May 2
May 14-16*
May 21-23
June 4-6
June 18-20*
June 25-27
Dec 11-13
Apr 9-11
June 25-27
Last Day to Add or Drop
Class Without Record Notation** Sept 14
Jan 11
Apr 19
Last Day to Change
Grade Option
Oct 12
Feb 1
May 17
Last Day to Withdraw
from Class
Oct 26
Feb 15
May 24
Final Grades Due
Dec 21
Apr 19
July 6
Classes Meet
Finals
* One week between classes
**Courses may not be added after the first scheduled class meeting.
The College reserves the right to change the above dates should it be necessary. In such cases
suficient advance notice will be given.
. .......
1998-99 TUITION
AND FEES
Application Fee (payable once, non-refundable)
Tuition (per course)
Tuition (per summer course 1998)
Activity Fee (per trimester)
Audit a Course
Lifetime Sports: Fee for Course
Lifetime Sports: Fee for Assessment of Previous Learning
Nursing Clinical Fee
Supplementary Student Teaching Fee (per course credit)
Late Fee (per day)
Registration Change after first class meeting (canceuadd)
Transcript Fee (first is free)
A finance charge is applied at a simple rate of one percent per month on any account with an open
balance of 30 days of more.
Augsburg College reserves the right to adjust charges should economic conditions necessitate.
T r i m e s t e r
Friday Evening
ART 352
Women and Art
6:008:30
BUS 242
Principles of Management
BUS 254
Entrepreneurship
BUS 301
Business Law
BUS 355
Marketing Communications
CSC 340
Introduction to Networking and Communications
EDE 379
K-EL CWiculum:
EDE 495
Topics: Children's Literature and Language Arts
EDS 350
EDU 210
Reading in the Content Areas (0.5 credit)
EDU 264
Orientation to Education in an Urban Setting (0.5 credit)
Art Methods (0.25 credit)
Learning and Development in an Educational Setting
EDU 341 Media Technology (0.5 credit)
EDU 388
Human Relations (0.5 credit)
ENG 245
Introduction to Literature
ENG 350 American Literature Before 1920
HPE 116 Health Concepts for Educators (0.5 credit)
MIS 370 Advanced Computing for Business
NUR 350 Introduction to Nursing Research*"
PHI 175
Philosophy of Love and Sex
PHI 350 Philosophy of Religion
PHY 106 Introductory Meteorology*
PSY 105
REL 331
Principles of Psychology
REL 356
SOC 121
History of Religions
SOC 231
Family Systems: A Cross-Cultural Perspective
Foundations in Bible and Theology
Introduction to Human Society
SPC 345 Organizational Communication
SWK 260 Humans Developing
*Extra class or lab sessions required.
**Additional clinical fee required.
Saturday Morning
ACC 221
Principles of Accounting I
8:3O-12:OO
ACC 322
BIO 102
Accounting Theory and Practice I
The Biological World*
BUS 331
Financial Management
BUS 340
Human Resource Management
CSC 352
Database Management and Design
ECO 112 Principles of Macroeconomics
ECO 113 Principles of Microeconomics
ECO 318
Management Science
ECO 360
International Economics
EDE 377
K-EL Curriculum: Science Methods (0.25 credit)
EDE 382
K-EL Curriculum: Mathematics (0.5 credit)
EDE 384
K-EL Curriculum: Social and Thematic Studies (0.5 credit)
EDS 353
Creative Learning Environments: Secondary
ENG 227
Journalism
ENG 27 1 European Literature: Homer to Dante
ENG 361
Studies in Modern Fiction
HIS 495
Seminar
MAT 122 Calculus for Social and Behavioral Sciences*
MIS 175
Principles of Computing for Business
MIS 370
Advanced Computing for Business
PHI 125
Ethics and Human Identity
POL 342
Mass Communications in Society
PSY 362
Abnormal Psychology
REL 362
Theology of the Reformers
SPC 111
Public Speaking
SPC 352
Persuasion
SWK 257 Exploring Human Services
SWK 463 Community Development and Organization
Saturday Afternoon
1 :15-4:45
ACC 222
Principles of Accounting I1
BUS 252
Principles of Marketing
BUS 362
International Business
BUS 440
Operations Management
CSC 160
Introduction to Computing and Communications
ECO 112
Principles of Macroeconomics
ECO 3 12
Intermediate Macroeconomics
EDE 350
Creating Learning Environments: K-EL (0.5 credit)
EDS 375
Social Studies Methods (0.5 credit)
EDU 264
Orientation to Education in an Urban Setting (0.5 credit)
ENG 225
Intermediate Expository Writing
ENG 2361436
Women and Fiction
MIS 375
MIS in the Organization
MIS 379
Quantitative Methods for Business and Economics*
POL 160
World Politics
POL 342
Mass Communications in Society
PSY 373
IndustriaYOrganizationalPsychology
REL 363
Religion in America
SOC 21 1
Human Community and Modern Metropolis
SPA 111
Beginning Spanish I*
SPC 355
Small Group Communication
SWK 361 Social Responses to Human Needs
Sunday Afternoon
1 :15-4:45
ACC 221
Principles of Accounting
ACC 324 Managerial Cost Accounting
ART 132 Photography
BUS 252
Principles of Marketing
EDE 35 1
Techniques of Teaching Reading
EDE 380
K-EL Curriculum: Music Methods (0.25 credit)
EDE 388
K-EL Curriculum: Health Methods (0.25 credit)
*Extra class or lab sessions required.
F a l l
I
T r i m e s t e r
EDE 389
K-EL Curriculum: Physical Education (0.5 credit)
ENG I l l
Effective Writing
FRE 111
Beginning French I*
GST 140
Introduction to the Liberal Arts
HIS 242
History of African American Civil Rights 1619-1915
HPE 115
Chemical Dependency Education (0.5 credit)
MAT 131 Mathematics for the Liberal Arts
MIS 175
Principles of Computing for Business
MIS 375
MIS in the Organization
PSY 200
Psychological Science Lab
REL 221
Biblical Studies
REL 370
American Indian Spirituality and Philosophical Thought
SOC 265
Gender, Race, and Ethnicity
SPA 111
Beginning Spanish I*
SWK 466 Field Work I11
Weekend Schedule
Evening and Other
Fall Trimester
CSC 210
Data Structures (Thurs., 6-9 p.m.)
EDE 263
Clinical Experience (Sat. noon) (0.5 credit)
EDS 252
Clinical Experience (Sat. noon) (0.5 credit)
HPE 002
Lifetime Sports: Fitness Walking (Thurs., 5:30-9:30 p.m.)
NUR 330 Trends and Issues in Nursing (Thurs., 6-9:30 p.m.)
NUR 403
Contemporary Nursing 111: Families (Thurs., 6-9:30 p.m.)
Evening Classes
ASL 101
American Sign Language I (Mon. and Wed., 6-8 p.m.)
(Day school schedule)
BUS 465
EDE 375
International Management (Wed., 6-9 p.m.)
Discovery Learning in the World of Kindergarten (0.5 credit)
(Thurs., 5:30-9 p.m.)
EDS 364
English Methods (Thurs., 450-8 p.m.)
ENG 223
Writing for Business and the Professions (Wed., 6-9 p.m.)
ENG 331
British Literature, Medieval to Elizabethan (Wed., 6-9 p.m.)
ENG 345
Introduction to the English Language (Tues., 6-9 p.m.)
GST 209
City Seminar: Experiential Education (0.0 credit) (Thurs., 5-6:30 p.m.)
HIS 440
Topics in World History (Wed., 6:30-9:30 p.m.)
INS 105
Introduction to American Indian Studies (Wed., 6:30-9:30 p.m.)
INS 233
Women: A Cross-Cultural Perspective (Thurs., 6:30-9:30 p.m.)
INS 260
Contemporary American Indians (Thurs., 6:30-9:30 p.m.)
INS 320
American Indian Women (Thurs., 6:30-9:30 p.m.)
MIS 479
Intermediate Quantitative Methods (Mon., 6-9 p.m.)
MUS 2201320
Student Teaching
Worlds of Music (Wed., 6-9 p.m.)
OJB 111
Beginning Ojibwe I (Wed., 6:30-9:30 p.m.)
POL 124
American Women and Politics (Wed., 6:30-9:30 p.m.)
PSY 230
Research Methods (Mon. and Thurs., 6:30-8 p.m.)
REL 1 11
Introduction to Theology (Tues., 6-9 p.m.)
REL 111
Introduction to Theology (Thurs., 6-9 p.m.)
REL 495
Seminar (Wed., 6-9:30 p.m.)
SPA 105
Living Spanish I (Mon, and Wed., 7-9 p.m.)
WST 201
Foundations in Women's Studies (Tues., 6:30-9:30 p.m.)
EDE 481 A
Student Teaching K & Seminar
EDE 481 B
Student Teaching EL & Seminar
EDE 481 C
Student Teaching K-EL & Seminar
EDE 482 A
Student Teaching K & Seminar
EDE 482 B
Student Teaching EL & Seminar
EDE 482 C
Student Teaching K-EL & Seminar
EDE 483 A
Student Teaching K & Seminar
EDE 483 B
Student Teaching EL & Seminar
EDE 483 C
Student Teaching K-EL & Seminar
EDE 484 A
Student Teaching K & Seminar
EDE 484 B
Student Teaching EL & Seminar
EDE 484 C
Student Teaching K-EL & Seminar
EDS 481
Student Teaching & Seminar
EDS 482
Student Teaching & Seminar
EDS 483
Student Teaching & Seminar
EDS 484
Student Teaching & Seminar
*Extra class or lab sessions required.
Friday Evening
ART 224
Publication Design
6:OO-9:
30
BUS 252
Principles of Marketing
BUS 340
Human Resource Management
BUS 433
Financial Theory: Policy and Practice
CSC 345
Principles of Computer Organization
ECO 113
Principles of Microeconomics
EDE 350
Creating Learning Environments: K-EL (0.5 credit)
EDE 383
K-EL Curriculum: Health and Physical Education
EDS 478
School and Society
EDU 282
Introduction to Special Education
ENG 245
Introduction to Literature
HPE 101
Fitness for Life
HPE 115
Chemical Dependency Education (0.5 credit)
MAT 173 Math of Interest
MIS 376 Project Management
NUR 310 Community Health Nursing I
PHI 120 Ethics
PHY 106 Introductory Meteorology*
PSY 105
Principles of Psychology
REL 111
Introduction to Theology
REL 441
Feminism and Christianity
REL 486
Psychology of Religion and Theology
Interpersonal Communication
SPC 354
SWK 363 Methods and Skills of Social Work
Saturday Morning
ACC 221
Principles of Accounting I
8:30-12:OO
ACC 222
Principles of Accounting I1
ACC 322
Accounting Theory and Practice I
BIO 185
The Biology of Aging
BUS 301
Business Law
BUS 352
Marketing Research and Analysis
BUS 465
International Management
CSC 170
Structured Programming
CSC 450
Programming Language and Compilers I
ECO 112
Principles of Macroeconomics
ECO 313
Intermediate Microeconomics
ECO 315
Money and Banking
EDE 351
Techniques of Teaching Reading
EDE 379
K-EL Curriculum: Art Methods (0.25 credit)
EDU 341
Media Technology (0.5 credit)
ENG 438
Shakespeare
HPE 116
Health Concepts for Educators (0.5 credit)
INS 225
Introduction to Islam
MAT 105 Applied Algebra
MIS 175 Principles of Computing for Business
Saturday Afternoon
1 :15-4:45
PHI 110
Introduction to Philosophy
PHI 380
Ethics of Medicine and Health Care
POL 140
Social Justice in America
PSY 351
Child Development
REL 430
Christians Uniting
SOC 231
Family Systems: A Cross-Cultural Perspective
SPC 352
Persuasion
ACC 222
Principles of Accounting I1
ACC 425
Advanced Accounting
ART 118
Painting I
ART 355
Painting I1
BUS 242
Principles of Management
BUS 252
Principles of Marketing
*Extra class or lab sessions required.
T r i m e s t e r
BUS 440
Operations Management
ECO 110 Economics of Urban Issues
ECO 113 Principles of Microeconomics
EDE 382 K-EL Curriculum: Mathematics (0.5 credit)
EDE 495
Topics: Children's Literature and Language Arts (0.5 credit)
EDU 210
Learning and Development in an Educational Setting
EDU 264
Orientation to Education in an Urban Setting (0.5 credit)
ENG 337
British Literature: Romantics to the Victorians (two extra
classes, arranged)
HPE 116
Health Concepts for Educators (0.5 credit)
INS 260
Contemporary American Indians
MIS 375
MIS in the Organization
MIS 376
Project Management
Behavior Analysis
PSY 357
REL 263
REL 353
World Justice and Hunger
Denominations and Religious Groups
SOC 349
Complex Organizations
SPA 111
Beginning Spanish I*
SPA 112
Beginning Spanish 11*
SPC 329
Intercultural Communication
SWK 364 Field Work I
SWK 465 Social Policy: Analysis and Development
Sunday Afternoon
1:15-4:45
ACC 323
Accounting Theory and Practice I1
ACC 326
Tax Accounting
Principles of Management
Financial Management
Discovery Learning in the World of Kindergarten (0.5 credit)
K-EL Curriculum: Science Methods (0.25 credit)
K-EL Curriculum: Music Methods (0.25 credit)
BUS 242
BUS 331
EDE 375
EDE 377
EDE 380
ENG 225
Intermediate Expository Writing
FRE 112 Beginning French 11*
GER 111 Beginning German I*
GST 140
Introduction to the Liberal Arts (0.5 credit)
INS 105
Introduction to American Indian Studies
INS 232
The African American Experience in America
MIS 379
Quantitative Methods for Business and Economics*
MIS 475
Systems Analysis and Design
PSY 359
Psychological Assessment
REL 221
Biblical Studies
REL 48 1
Contemporary Theology
SOC 265
Gender, Race, and Ethnicity
SPA 111
Beginning Spanish I*
SPA 112
Beginning Spanish 11*
SPC 35 1
Argumentation
SWK 469 Field Work IV
Weekend Schedule
Evening and Other
CSC 320
Algorithms (Thurs., 6-8 p.m.)
ECO 413
Labor Economics (Thurs., 6-8 p.m.)
EDE 263
Clinical Experience (Sat, noon)
EDS 252
Clinical Experience (Sat. noon)
ENG 399
Internship (Tues. and Thurs., 6-9 p.m.)
HPE 002
Lifetime Sports: Aerobics (Thurs., 6-8 p.m.)
MIS 370
Advanced Computing for Business (Thurs., 6-8:30 p.m.)
NUR 305 Contemporary Nursing I: Communication (Thurs., 6-8:30 p.m.)
NUR 423 Practicum in Nursing: Family** (Thurs., 6-8:30 p.m.)
Evening Classes
(Day school schedule)
REL 366
The Church and Social Change in Latin America (TBA)
ASL 102
American Sign Language I1 (Mon. and Wed., 6-8 p.m.)
ENG 101 Developmental Writing (Tues. and Thurs., 6-8 p.m.)
ENG 216
American Indian Literature (Thurs., 6-8 p.m.)
ENG 327
Advanced Journalism (Wed., 6-8 p.m.)
ENG 341
Advanced Creative Writing: Poetry (Tues., 6-8 p.m.)
*Extra class or lab sessions required.
**Additional clinical fee reauired.
T r i m e s t e r
ENG 347
Quantitative Journalism (Tues. and Thurs., 6-8 p.m.)
GST 209
City Seminar: Experiential Education (0.0 credit)
(Thurs., 5-6:30 p.m.)
HIS 326
American Indian History (Tues., 6:30-8:30 p.m.)
HIS 381
The History of Women Since 1870 (Wed., 6:30-8:30 p.m.)
INS 233
Women: A Cross-Cultural Perspective (Tues., 6:30-8:30 p.m.)
INS 264
American Indians in the Cinema (Tues., 6:30-8:30 p.m.)
MUS 241 The History of Jazz (Tues., 6-8 p.m.)
Student Teaching
OJB 112
Beginning Ojibwe I1 (Wed., 6:30-8:30 p.m.)
PSY 330
Research Methods I1 (Mon. and Thurs., 6:30-8 p.m.)
REL 357
Giants of the Christian Faith (Mon., 6-8 p.m.)
EDE 481 A Student Teaching K & Seminar
EDE 481 B Student Teaching EL & Seminar
EDE 481 C Student Teaching K-EL & Seminar
EDE 482 A Student Teaching K & Seminar
EDE 482 B Student Teaching EL & Seminar
EDE 482 C Student Teaching K-EL & Seminar
EDE 483 A Student Teaching K & Seminar
EDE 483 B Student Teaching EL & Seminar
EDE 483 C Student Teaching K-EL & Seminar
EDE 484 A Student Teaching K & Seminar
EDE 484 B Student Teaching EL & Seminar
EDE 484 C Student Teaching K-EL & Seminar
EDS 481
Student Teaching & Seminar
EDS 482
Student Teaching & Seminar
EDS 483
Student Teaching & Seminar
EDS 484
Student Teaching & Seminar
Friday Evening
BUS 242
Principles of Management
6:OO-1O:OO
BUS 466
International Marketing
CSC 440
Advanced Networking and Communication
EDE 382
K-EL Curriculum: Mathematics (0.5 credit)
EDU 264
Orientation to Education in an Urban Setting (0.5 credit)
EDU 388
Human Relations (0.5 credit)
ENG 272
European Literature: Renaissance to Modern
MIS 376
Project Management
NUR 306 Contemporary Nursing 11: Paradigms in Nursing
PHY 101 Astronomy*
POL 121
American Government and Politics
PSY 105
Principles of Psychology
PSY 354
Cognitive Psychology
REL 385
Process Theology and Christian Faith
SOC 121
Introduction to Human Society
SPC 351
Argumentation
SPC 480
Public Relations and Promotional Communication
SWK 461 Advanced Methods and Skills in Social Work
SWK 467 The Social Worker as Professional
Saturday Morning
ART 107 Drawing
8:OO-12:OO
BIO 101
Human Biology
BUS 301
Business Law
BUS 357
Advertising
*Extra class or lab sessions required.
CSC 160
Introduction to Computing and Communications
CSC 340
Introduction to Networking and Communications
CSC 451
Programming Language and Compilers I1
ECO 113 Principles of Microeconomics
EDE 350
Creating Learning Environments: K-EL (0.5 credit)
EDE 377
K-EL Curriculum: Science Methods (0.25 credit)
EDE 386
K-EL Curriculum: Children's Literature (0.5 credit)
EDS 353
Creating Learning Environments: Secondary
EDU 210
Learning and Development in an Educational Setting
ENG 111 Effective Writing
ENG 226 Introduction to Creative Writing
HIS 225
History of the Twin Cities
MIS 175
Principles of Computing for Business
MIS 379
Quantitative Methods for Business and Economics*
MUS 130 Introduction to Music in the Fine Arts
Saturday Afternoon
1 :OO-5:OO
PHI 120
Ethics
POL 342
Mass Communications in Society
PSY 356
Environmental Psychology
PSY 361
Personality
SPC 354
Interpersonal Communication
ACC 221
Principles of Accounting I
ACC 222
Principles of Accounting I1
ACC 323
Accounting Theory & Practice I1
ACC 424
Internal and Operational Auditing
BUS 252
Principles of Marketing
BUS 331
Financial Management
BUS 438
Investment Theory
BUS 450
Marketing Management
CSC 210
Data Structures
ECO 112 Principles of Macroeconomics
ECO 311
Public Finance
EDE 351
Techniques of Teaching Reading
EDE 379
K-EL Curriculum: Art Methods (0.25 credit)
EDE 380
K-EL Curriculum: Music Methods (0.25 credit)
EDE 388
K-EL Curriculum: Health Methods (0.25 credit)
EDE 389
K-EL Curriculum: Physical Education (0.5 credit)
ENG 25 1 Readings in American Literature
HPE 116
Health Concepts for Educators (0.5 credit)
MIS 370
Advanced Computing for Business
MIS 495
Topics
REL 111
Introduction to Theology
REL 483
Christian Ethics
SPA 112
Beginning Spanish 11*
SPC 355
Small Group Communication
SWK 462 Field Work I1
Sunday Afternoon
1:oo-5:OO
ACC 423
Auditing
ART 250
Ceramics I
ART 35 1
Ceramics II
*Extra class or lab sessions required.
T r i m e s t e r
.
EDE 384
K-EL Curriculum: Social and Thematic Studies (0.5 credit)
EDU 341
Media Technology (0.5 credit)
ENG 223
Writing for Business and the Professions
ENG 245
Introduction to Literature
GER 112 Beginning German 11*
GST 200
Quantitative Reasoning
HPE 115
Chemical Dependency Education (0.5 credit)
INS 232
African American Experience in America
MAT 132 Numeracy for Contemporary Society
MIS 476
Information Systems Projects
PSY 493
Seminar: Relationships
REL 22 1
Biblical Studies
SPA 112
Beginning Spanish 11*
SOC 265
Gender, Race, and Ethnicity
SPC 111
Public Speaking
SWK 365 Quantitative Analysis and Program Evaluation
Weekend Schedule
Eveningandother
EDE 263
Clinical Experience (Sat. noon) (0.5 credit)
EDS252
ClinicalExperience(Sat.noon)(0.5credit)
HPE 003
Lifetime Sports: Racquet Sports (Mon., 5:30-7:30 p.m.)
NUR 3 11 Community Health Nursing 11: Practicum** (Thurs., 6-9 p.m.)
NUR 431 Leadership and Management: Theory and Practice**
(Thurs., 6-9 p.m.)
....
Student Teaching
EDE 48 1 A Student Teaching K & Seminar
EDE 481 B Student Teaching EL & Seminar
EDE 481 C Student Teaching K-EL & Seminar
EDE 482 A Student Teaching K & Seminar
EDE 482 B Student Teaching EL & Seminar
EDE 482 C Student Teaching K-EL & Seminar
EDE 483 A Student Teaching K & Seminar
EDE 483 B Student Teaching EL & Seminar
EDE 483 C Student Teaching K-EL Seminar
EDE 484 A Student Teaching K & Seminar
EDE 484 B Student Teaching EL & Seminar
EDE 484 C Student Teaching K-EL & Seminar
EDS 481 Student Teaching & Seminar
EDS 483
Student Teaching & Seminar
Student Teaching & Seminar
EDS 484
Student Teaching & Seminar
EDS 482
*Extra class or lab sessions required.
**Additional clinical fee required.
--
Perspectives
Skills
A
C
CF1
CT
GWR
CF2
CF3
HI
IA1
IA2
IA3
NWl
NW2
cW1
W2
rH
Aesthetics
City
Christian Faith Area 1
Christian Faith Area 2
Christian Faith Area 3
Human Identity
Intercultural Awareness Area 1
Intercultural Awareness Area 2 (Language Level 1)
Intercultural Awareness Area 3 (Language Level 2)
Natural World Area 1
Natural World Area 2
Social World Area 1
Social World Area 2
Western Heritage
ACC 221
ACC 222
ACC 322
ACC 323
ACC 324
ACC 326
ACC 423
ACC 424
ACC 425
ART 107
ART 118
ART 132
ART 224
Term
Time
Fall
Fall
Winter
Spring
Fall
Winter
Winter
Spring
Fall
Winter
Winter
Spring
Fall
Winter
Spring
Spring
Winter
Spring
Winter
Fall
Winter
S a.m.
N
S a.m.
S p.m.
S p.m.
S a.m.
S p.m.
S p.m.
S a.m.
S a.m.
N
S p.m.
N
N
N
S p.m.
S p.m.
S a.m.
S p.m.
N
F
QR
S
Critical Thinking
Graduation Level Writing
Quantitative Reasoning
speaking
Times
EVE
M
T
W
Evening
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
Sunday
DayIWeekendjoint class
TH
F
S
N
DIW
Perspectives
-
Skills
GWR, S
GWR, S
ART 250
ART 351
ART 352
ART 355
ART 499
ASL 101
ASL 102
BIO 101
BIO 102
BIO 185
BUS 242
BUS 252
BUS 254
BUS 301
BUS 331
BUS 340
BUS 352
BUS 355
BUS 357
BUS 362
BUS 433
BUS 438
BUS 440
BUS 450
BUS 465
BUS 466
Term
Time
Perspectives
Spring
Spring
Fall
Winter
Fall
Fall
Winter
Spring
Fall
Winter
Fall
Winter
Winter
Spring
Fall
Fall
Winter
Winter
Spring
Fall
Fall
Winter
Spring
Fall
Winter
Spring
Fall
Winter
Winter
Fall
Spring
Fall
Winter
Spring
Fall
Winter
Spring
Fall
Winter
Spring
N
N
F
S p.m.
TBA
Dm, M & W EVE
Dm, M & W EVE
S a.m.
S a.m.
S a.m.
F
S p.m.
N
F
S p.m.
N
F
S p.m.
S p.m.
F
F
S a.m.
S a.m.
S a.m.
N
S p.m.
S a.m.
F
S a.m.
F
S a.m.
S p.m.
F
S p.m.
S p.m.
S p.m.
S p.m.
Dm, W EVE
S a.m.
F
A
A
Skills
GWR
IA2 or 3
IA2 or 3
NW2
NWl or 2
NW2
GWR
GWR
GWR
GWR
I
Courses by
Term
CSC 160
CSC 170
CSC 210
CSC 320
CSC 340
CSC 345
CSC 352
CSC 440
CSC 450
CSC 451
ECO 110
ECO 112
ECO 113
ECO 311
ECO 312
ECO 313
ECO 315
ECO 318
ECO 360
ECO 413
EDE 263
EDE 350
EDE 351
EDE 375
L
Department.
Fall
Spring
Winter
Fall
Spring
Winter
Fall
Spring
Winter
Fall
Spring
Winter
Spring
Winter
Fall
Fall
Winter
Spring
Fall
Winter
Winter
Spring
Spring
Fall
Winter
Winter
Fall
Fall
Winter
Fall
Winter
Spring
Fall
Winter
Spring
Fall
Winter
Spring
Fall
Winter
Time
S p.m.
S a.m.
S a.m.
TH EVE
S p.m.
TH EVE
F
S a.m.
F
S a.m.
F
S a.m.
S a.m.
S p.m.
S a.m.
S p.m.
S a.m.
S p.m.
S a.m.
F
S p.m.
S a.m.
S p.m.
S p.m.
S a.m.
S a.m.
S a.m.
S a.m.
TH EVE
S noon
S noon
S noon
S p.m.
F
S a.m.
N
S a.m.
S p.m.
DIW, TH EVE
N
Perspectives
Skills
GWR
SW1 or 2, C
WH
WH
WH
WH
SW1 or 2
SWl or 2
SW1 or 2
SW1 or 2
GWR, QR
EDE 377
EDE 379
EDE 380
EDE 382
EDE 383
EDE 384
EDE 386
EDE 388
EDE 389
EDE 48 1
EDE 482
EDE 483
EDE 484
EDE 495
EDS 252
EDS 350
EDS 353
EDS 364
EDS 375
EDS 478
EDS 481
EDS 482
EDS 483
EDS 484
Term
Time
Fall
Winter
Spring
Fall
Winter
Spring
Fall
Winter
Spring
Fall
Winter
Spring
Winter
Fall
Spring
Spring
Fall
Spring
Fall
Spring
TBA
TBA
TBA
TBA
Fall
Winter
Fall
Winter
Spring
Fall
Fall
Spring
Fall
Fall
Winter
TBA
TBA
TBA
TBA
S a.m.
N
S a.m.
F
S a.m.
S p.m.
N
N
S p.m.
S a.m.
S p.m.
F
F
S a.m.
N
S a.m.
N
S p.m.
N
S p.m.
F
S p.m.
S noon
S noon
S noon
F
S a.m.
S a.m.
D/W, TH EVE
S p.m.
F
Perspectives
Skills
- -
Courses by
EDU 210
EDU 264
EDU 282
EDU 341
EDU 388
EDU 499
ENG 101
ENG 111
ENG 216
ENG 223
ENG 225
ENG 226
ENG 227
ENG 236
ENG 245
ENG 251
ENG 27 1
ENG 272
ENG 327
ENG 331
ENG 337
ENG 341
ENG 345
ENG 347
ENG 350
ENG 361
-
Term
Time
Fall
Winter
Spring
Fall
Fall
Winter
Spring
Winter
Fall
Winter
Spring
Fall
Spring
Fall
Winter
Fall
Spring
Winter
Fall
Spring
Fall
Winter
Spring
Fall
Fall
Fall
Winter
Spring
Spring
Fall
Spring
Winter
Fall
Winter
Winter
Fall
Winter
Fall
Fall
F
HI
S p.m.
HI
S a.m.
HI
F
C
S p.m.
C*
S p.m.
C
F
C
F
F
S a.m.
N
F
F
TBA
D m , T & TH EVE
N
S a.m.
D/W, TH EVE
D m , W EVE
N
S p.m.
N
S a.m.
S a.m.
S p.m.
F
F
N
S p.m.
S a.m.
F
D m , W EVE
D m , W EVE
S p.m.
D/W, T EVE
D m , T EVE
D m , T & TH EVE
F
S a.m.
-
Perspectives
Skills
GWR
GWR
GWR
GWR
GWR
GWR
GWR
GWR
QR
GWR
-
ENG 399
ENG 436
ENG 438
ENG 499
FRE 111
FRE 112
GER 499
GER 111
GER 112
GST 140
GST 200
GST 209
HIS 225
HIS 242
HIS 326
HIS 381
HIS 440
HIS 495
HPE 002
HPE 003
HPE 101
HPE 115
HPE 116
INS 105
INS 225
INS 232
INS 233
INS 260
Term
Time
Winter
Fall
Winter
Fall
Fall
Winter
Fall
Winter
Spring
Fall
Winter
Spring
Fall
Winter
Spring
Fall
Winter
Winter
Fall
Fall
Fall
Winter
Spring
Winter
Fall
Winter
Spring
Fall
Winter
Winter
Spring
Fall
Winter
Winter
Winter
Spring
Fall
Winter
Fall
Winter
T & TH EVE
S p.m.
S a.m.
TBA
N
N
TBA
N
N
N
N
N
T & TH EVE
Dm, TH EVE
S a.m.
N
Dm, T EVE
Dm, W EVE
Dm, W EVE
S a.m.
TH EVE
TH EVE
M EVE
F
N
F
N
F
S a.m.
S p.m.
S p.m.
Dm, W EVE
N
S a.m.
N
N
Dm, TH EVE
Dm, T EVE
Dm, TH EVE
S p.m.
Perspectives
Skills
S
WH
GWR, S
IA 1
IA 1
IA 1
IA 1
IAl
IA 1
IAl
IA1
IAl
*Also requires Clinical Experience to satisfy City perspective.
INS 264
INS 320
MAT 105
MAT 122
MAT 131
MAT 132
MAT 173
MIS 175
MIS 370
MIS 375
MIS 376
MIS 379
MIS 475
MIS 476
MIS 479
MIS 495
,
MUS130
MUS 2201320
MUS 241
NUR 305
NUR 306
NUR 310
NUR 311
NUR 330
NUR 350
Term
Time
Perspectives Skills
Winter
Fall
Winter
Fall
Fall
Spring
Winter
Fall
Fall
Winter
Spring
Fall
Fall
Winter
Spring
Fall
Fall
Dm, T EVE
Dm, TH EVE
S a.m.
S a.m.
N
N
F
S a.m.
N
S a.m.
S a.m.
F
S a.m.
Dm, TH EVE
S p.m.
S p.m.
N
IA 1
IA 1
Winter
Winter
Winter
Spring
Fall
Winter
Spring
Winter
Spring
Fall
Spring
Spring
Fall
Fall
Spring
Winter
Spring
Winter
Spring
Fall
Fall
S p.m.
F
S p.m.
F
S p.m.
N
S a.m.
N
N
Dm, M EVE
S p.m.
S a.m.
DIW, W EVE
Dm, T EVE
Dm, T EVE
Dm, TH EVE
F
F
Dm, TH EVE
Dm, TH EVE
F
GWR
GWR
GWR
S
S
S
QR
QR
QR
GWR
- -
-
Term
Time
NUR 403
NUR 423
NUR 43 1
Fall
Winter
Spring
D N , TH EVE
D N , TH EVE
D N , TH EVE
OJB 111
OJB 112
PHI 110
PHI 120
Fall
Winter
Winter
Winter
Spring
Fall
Fall
Fall
Winter
Spring
Fall
Winter
Spring
Fall
Winter
Fall
Fall
Fall
Spring
Fall
Winter
Spring
Fall
Fall
Winter
Winter
Spring
Spring
Winter
Winter
Spring
Fall
Fall
Spring
D N , W EVE
D N , W EVE
S a.m.
F
S a.m.
S a.m.
F
F
S a.m.
F
F
F
F
T EVE
S a.m.
S p.m.
S a.m.
S p.m.
S a.m.
F
F
F
N
D/W, M & TH EVE
D N , M & TH EVE
S a.m.
F
S a.m.
S p.m.
N
S a.m.
S a.m.
S p.m.
N
PHI 125
PHI 175
PHI 350
PHI 380
PHY 101
PHY 106
POL 121
POL 124
POL 140
POL 160
POL 342
PSY 105
PSY 200
PSY 230
PSY 330
PSY 351
PSY 354
PSY 356
PSY 357
PSY 359
PSY 361
PSY 362
PSY 373
PSY 493
-
Perspectives
Skills
GWR
S*
IA2 or 3
IA2 or 3
HI
CF3
CF3
HI
HI
CF2 or 3
HI
NW2
NW lor 2
NW1 or 2
SW1 or 2
SW1 or 2
C
SW1 or 2
SW2
SW2
SW2
HI
HI
HI
GWR
QR
GWR
GWR
*Both NUR 330 and 431 are required to
satisfy Speaking skill.
Courses by
Term
REL 111
REL 221
REL 263
REL 331
REL 353
REL 356
REL 357
REL 362
REL 363
REL 366
REL 370
REL 385
REL 430
REL 44 1
REL 481
REL 483
REL 486
REL 495
SOC 121
SOC 21 1
SOC 231
SOC 265
SOC 336
SOC 349
SOC 499
SPA 105
SPA 111
Fall
Fall
Winter
Spring
Fall
Winter
Spring
Winter
Fall
Winter
Fall
Winter
Fall
Fall
Winter
Fall
Spring
Winter
Winter
Winter
Spring
Winter
Fall
Fall
Spring
Fall
Fall
Winter
Fall
Winter
Spring
Spring
Winter
Fall
D m , T EVE
D/W, TH EVE
F
S p.m.
N
N
N
S p.m.
F
S p.m.
F
D/W, M EVE
S a.m.
S p.m.
TBA
N
F
S a.m.
F
N
S p.m.
F
D m , W EVE
F
F
S p.m.
F
S a.m.
N
N
N
TBA
S p.m.
TBA
Fall
Fall
Fall
Winter
Winter
D N , M, W EVE
S p.m.
N
S p.m.
N
CF2 or 3
CF2 or 3
CF2 or 3
CF2 or 3
CF1 or 3
CF1 or 3
CFl or 3
GWR
IA2 or 3
IA2 or 3
IA2 or 3
IA2 or 3
Term- Time
SPA 112
SPC 111
,,
SPC 329
SPC 345
SPC 351
SPC 352
SPC 354
SPC 355
SPC 399
SPC 480
SPC 499
SWK 257
SWK 260
SWK 361
SWK 363
SWK 364
SWK 365
SWK 461
SWK 462
SWK 463
SWK 465
SWK 466
SWK 467
SWK 469
Winter
Winter
Spring
Spring
Fall
Spring
Winter
Fall
Winter
Spring
Fall
Winter
Winter
Spring
Fall
Spring
Fall
Spring
Fall
Fall
Fall
Fall
Winter
Winter
Spring
Spring
Spring
Fall
Winter
Fall
Spring
Winter
S p.m.
N
S p.m.
N
S a.m.
N
S p.m.
F
N
F
S a.m.
S a.m.
F
S a.m.
S p.m.
S p.m.
TBA
F
TBA
S a.m.
F
S p.m.
F
S p.m.
N
F
S p.m.
S a.m.
S p.m.
N
F
N
- -
Perspectives
Skills
IA2 or 3
1.42 or 3
IA2 or 3
IA2 or 3
QR
GWR
CT
GWR
Perspective
/ S k i l l
Human Identity
Fall
EDU 210
PHI125
PHI175
PSY 105
SWK 260
Winter
EDU 210
HPE101
PHI110
PHI 380
PSY 105
Aesthetics
Spring
EDU 210
PSY105
Social World Area 1
Fall
ECO113
POL124
POL 160
SOC 121
SWK 463
Winter
EC0110
ECO113
Winter
PHY 106
Spring
ECO113
POL121
SOC 121
Winter
ECO112
Spring
ART107
ART 250
ENG 226
ENG 245
MUS 130
Fall
ECO113
POL124
POL 160
POL 342
SOC 121
SWK 361
SWK 463
Winter
EC0110
ECO113
Spring
ECO113
POL121
POL 342
SOC 121
Natural World Area 2
Spring
Western Heritage
Fall
ECO112
ENG 236
ENG 27 1
ENG 436
MAT 131
Winter
ART118
ART 224
ENG 245
Social World Area 2
Natural World Area 1
Fall
BIO 102
PHY106
Fall
ART132
ART 352
ENG 245
MUS 2201
320
Fall
BIO 102
PHY 102
Winter
BIO 185
PHY 106
Spring
BIO 101
PHY 101
Winter
ECO 110
EDU 264
GST 209*
NUR310
POL 140
Spring
EDU 264
HIS 225
PSY 356
The City
Spring
ECO112
ENG 25 1
ENG 272
Fall
EDU 264
ENG 227
GST 209*
SOC211
SWK 257
SWK 463
Intercultural Awareness Area 1
Fall
Winter
Spring
ENG 361
INS 105
INS 232
HIS 242
INS 225
INS 264
INS 105
INS 232
SOC 265
INS233
INS233
INS 260
INS 260
INS 320
SOC 231
MUS 241
SOC 265
SOC 231
SPC 329
SOC 265
REL 366
Fall
ASL 101
FRE111
OJB 111
SPA 111
Winter
Spring
ASL 102
FRE112
GER 111
OJB 112
SPA 111
SPA 112
GER 112
SPA112
Christian Faith Area 2
Christian Faith Area 1
Fall
REL221
REL331
Intercultural Awareness
Areas 2 and 3
Winter
Spring
REL221
REL441
REL 221
Fall
PHI350
REL 111
REL 331
REL 362
REL 363
Winter
Spring
REL 111
REL353
REL 357
REL 430
REL441
REL 481
REL 486
REL 111
REL 385
REL483
Christian Faith Area 3
Fall
PHI 350
REL111
REL221
REL 331
REL 356
REL 363
Winter
Spring
PHI 120
REL 111
REL221
REL 353
REL 357
REL 366
REL 441
REL 481
PHI 102
REL 111
REL221
REL 385
REL483
*Non-credit course.
TlZ'q
Perspective
Graduation Skills
Quantitative Reasoning
Critical Thinking
Fall
BIO 102
CSC 210
MAT 131
NUR 350
PHY 106
Winter
CSC 170
CSC 320
ENG 337
PHI 120
PHY 106
SOC 349
SPC 351
SWK 465
Spring
CSC 210
PHI 120
PSY 493
SPC 35 1
Writing
Fall
ART 352
BUS 362
BUS 465
ECO 318
ENG 223
ENG 225
ENG 227
ENG 27 1
ENG 361
HIS 495
MIS 375
NUR 403
POL 124
REL 495
Fall
ECO 318
MAT 122
NUR 350
PSY 230
Winter
Spring
CSC 320
ENG 347
MAT 173
MIS 379
MAT 132
MIS 379
SWK 365
Speaking
Winter
Spring
BUS 465
CSC 450
ENG 225
MIS 375
NUR 305
PSY 330
PSY 357
ACC 423
ACC 424
BUS 450
ENG 223
ENG 226
ENG 272
SWK 461
SWK 467
Fall
EDE 481
EDE 482
EDE 483
EDE 484
EDS 48 1
EDS 482
EDS 483
EDS 484
HIS 495
NUR 330*
PSY 373
SOC 23 1
SPC 111
Winter
Spring
EDE 481
EDE 482
EDE 483
EDE 484
EDS 481
EDS 482
EDS 483
EDS 484
ENG 399
MIS 376
ACC 423
ACC 424
EDE 481
EDE 482
EDE 483
EDE 484
EDS 48 1
EDS 482
EDS 483
EDS 484
MIS 376
NUR 431"
SOC 231
SPC 111
*Both NUR 330 and 431 are required to satisfy Speaking skill.
AUGSBURG
22 1 1 Riverside A v e n ~ ~ e
Minneapolis, MN 55454
Show less