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Augsburg College Graduate Catalog, 2012-2013
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Augsburg College Graduate Catalog, 2012-2013
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Course Catalogs
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2012-2013 Graduate Studies Catalog Master of Arts in Education Master of Arts in Leadership Master of Arts in Nursing Master of Business Administration Master of Fine Arts in Creative Writing Master of Music Therapy Doctor of Nursing Practice Master of Science in Physician Assistant Studies...
Show more 2012-2013 Graduate Studies Catalog Master of Arts in Education Master of Arts in Leadership Master of Arts in Nursing Master of Business Administration Master of Fine Arts in Creative Writing Master of Music Therapy Doctor of Nursing Practice Master of Science in Physician Assistant Studies Master of Social Work at Graduate Studies Catalog 2012-13 Official publication of Augsburg College 2211 Riverside Avenue Minneapolis, MN 55454 612-330-1000 This catalog should answer most questions students have about Augsburg College’s graduate programs. Although information was current at the time of publication, it is 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 the Office of Admissions, the graduate program directors, or the registrar. See the Directory page for e-mail and telephone contacts to key offices for correspondence or telephone inquiries. Published 2012 www.augsburg.edu A Greeting from the President I am pleased to know of your interest in Augsburg College’s exciting and innovative graduate programs. You are part of a select and discerning group of professionals who seek to find a graduate program that combines an excellent curriculum, a values-based approach to work, a talented and experienced faculty, and program formats that meet the needs of busy and successful people. Augsburg College’s graduate-level programs in Business Administration, Education, Leadership, Nursing, Physician Assistant Studies, and Social Work are distinguished by the opportunities they provide students to expand decision-making and strategic skills. Augsburg College is characterized by a strong mission: Augsburg College educates students to be informed citizens, thoughtful stewards, critical thinkers, and responsible leaders. The Augsburg experience is supported by an engaged community that is committed to intentional diversity in its life and work. An Augsburg education is defined by excellence in the liberal arts and professional studies, guided by the faith and values of the Lutheran church, and shaped by its urban and global settings. For our graduate programs, this mission helps to shape an innovative educational experience that features an expansive perspective on social responsibility, economic realities, business initiative, and environmental sustainability. At Augsburg College, we believe that our distinctive educational purpose is to help you find your calling at work and in the world. Augsburg graduate programs are designed to offer you quality educational experiences, personal attention, and opportunities to expand your personal and professional talents and skills. We are confident that our graduates are prepared for leadership in our ever-changing global society, the hallmark of an Augsburg degree. Sincerely, Paul C. Pribbenow President, Augsburg College Greetings from the Academic Affairs Office Welcome to our graduate programs. We are committed to education that prepares people for leadership in their communities and places of work. We believe that the liberal and professional arts and sciences form the best preparation for living in the fast-paced, changing, and complex world of today and tomorrow. Our locations in the vital metropolitan areas of Minneapolis/St. Paul and Rochester offer exciting and challenging field experiences for courses that include real-life learning through academic internships, experiential education, and cultural enrichment. The Twin Cities and Rochester become extended campuses for Augsburg students. Also, the diversity in our campus community ensures that our graduates are prepared for the range of experiences and perspectives that characterize today’s global environment. When you join Augsburg you become part of a community that offers lifelong learning opportunities in state-of-the-art classrooms, with accessible libraries and dedicated faculty and staff. You join a body of experienced people who quickly form your network of employer connections and career opportunities. We encourage our alumni to become your mentors and build on our city connections through public events, including our convocations and Advent Vespers. All our programs share distinctive qualities, including our commitment and mission to be of service, with one another and to our neighbors. We expect our graduates to have their eyes on the world as they develop their identity as global citizens, with a sense of responsibility to participate in socially- and economically-sustainable development. We hope that at some time during your degree, you’ll explore the opportunities to participate in an international learning experience—for example, travel seminars to our global campuses in Central America, Mexico, and Namibia, and opportunities to meet visiting students and faculty members from our partner institutions in Norway, Germany, Finland, and Slovenia. Inspired by the faith of our Lutheran founders to be inclusive to the early immigrants who came to Augsburg’s doors, we welcome a diversity of cultures and faiths. Although each graduate program has its own “neighborhood” and unique features, we encourage interdisciplinary courses and opportunities for you to study with colleagues across disciplines. We encourage both “horizontal” initiatives—i.e., cross-program collaboration—as well as “vertical” initiatives—engaging our undergraduate students to consider graduate work. This means that sometimes you may be encouraging classmates who are just beginning to imagine a graduate degree. We are companions on your journey in fulfilling your dream of a graduate degree and we cannot wait to meet you. Sincerely, Barbara A. Farley Vice President of Academic Affairs and Dean of the College Lori A. Peterson Assistant Vice President of Academic Affairs and Dean of Graduate and Professional Studies Table of Contents Greeting from the President Greeting from the Academic Affairs Office Directory of Offices and Programs About Augsburg College Academic Programs and Policies Graduate Admissions Financing Your Education Master of Arts in Education Master of Arts in Leadership Master of Arts in Nursing Doctor of Nursing Practice Master of Business Administration Master of Science in Physician Assistant Studies Master of Social Work College Information Maps (Minneapolis and Rochester campuses) Augsburg Board of Regents Directory of Offices and Programs Academic Affairs: 612-330-1024 Master of Arts in Education (MAE) Vicki Olson, Director: 612-330-1131 Karen Howell, Coordinator: 612-330-1354 maeinfo@augsburg.edu www.augsburg.edu/mae Master of Arts in Leadership (MAL) Norma Noonan, Director: 612-330-1198 Patty Park, Coordinator: 612-330-1150 malinfo@augsburg.edu www.augburg.edu/mal Master of Arts in Nursing (MAN) Cheryl Leuning, Dept. Chair and Director: 612-330-1214 Patty Park, Coordinator: 612-330-1150 Sharon Wade, Program Assistant: 612-330-1209 Linden Gawboy, Administrative Assistant manursing@augsburg.edu www.augsburg.edu/ma_nursing mbainfo@augsburg.edu www.augsburg.edu/mba Doctor of Nursing Practice (DNP) Cheryl Leuning, Dept. Chair and Director: 612-330-1214 Patty Park, Coordinator: 612-330-1150 Sharon Wade, Program Assistant: 612-330-1209 Linden Gawboy, Administrative Assistant nursing@augsburg.edu www.augsburg.edu/dnp Office of Admissions: 612-330-1101 or gradinfo@augsburg.edu www.augsburg.edu/grad Bookstore: 612-359-6491 Center for Counseling and Health Promotion: 612-330-1707 or www.augsburg.edu/cchp Campus Ministry: 612-330-1732 or campmin@augsburg.edu Master of Business Administration (MBA) Steven Zitnick, Director: 612-330-1304 Katherine Fagen, Coordinator: 612-330-1774 mbainfo@augsburg.edu wwww.augsburg.edu/mba Enrollment Center: 612-330-1046, 1-800-458-1721, or enroll@augsburg.edu Questions about registration, financial aid, transcripts, payments, accounts Master of Science in Physician Assistant Studies (PA) Dawn Ludwig, Department Chair and Director: 612-330-1399 Carrie Benton, Coordinator: 612-330-1518 paprog@augsburg.edu www.augsburg.edu/pa International Student Advising (ISA): 612-3301686 or http://www.augsburg.edu/isa/ Master of Social Work (MSW) Lois A. Bosch, Director: 612-330-1633 Holley Locher-Stulen, Coordinator: 612-330-1763 mswinfo@augsburg.edu www.augsburg.edu/msw Master of Social Work and Master of Arts in Theology (MSW/MA) Luther Seminary: 651-641-3521 Master of Social Work and Master of Business Administration (MSW/MBA) Lois A. Bosch, MSW Director: 612-330-1633 Steven Zitnick, MBA Director: 612-330-1304 Lindell Library: 612-330-1604 or www.augsburg.edu/library Public Safety: 612-330-1717 or security@augsburg.edu Registrar’s Office: 612-330-1036 or registrar@augsburg.edu Rochester Campus Program Office: 507-288-2886 or rochinfo@augsburg.edu Welcome/Information Desk: 612-3300-1000 About Augsburg College At Augsburg College, we believe that graduate education should prepare gifted people for positions of leadership in their communities and places of work. Augsburg graduates will be able to demonstrate not only the mastery of a major field of study, but also the ability to think critically, solve problems, act ethically and communicate effectively in a global world. The heart of an Augsburg education is the Augsburg mission, informed by the liberal and professional arts and sciences, to serve our neighbors in the heart of the city with faith-based, ethical values. We welcome students from a diversity of backgrounds and experiences. Also, our programs look to the world through international courses and cultural exchanges. Mission Statement Augsburg College educates students to be informed citizens, thoughtful stewards, critical thinkers, and responsible leaders. The Augsburg experience is supported by an engaged community, committed to intentional diversity in its life and work. An Augsburg education is defined by excellence in the liberal arts and professional studies, guided by the faith and values of the Lutheran Church, and shaped by our urban and global settings. Augsburg Today Augsburg was the first seminary founded by Norwegian Lutherans in America, named after the confession of faith presented by Lutherans in Augsburg, Germany, in 1530. Augsburg opened in September 1869, in Marshall, Wis., and moved to Minneapolis in 1872. A short history of Augsburg College can be found at www.augsburg.edu/about/history.html Today, Augsburg continues to reflect the commitment and dedication of its founders who believed: • Education should have a solid liberal arts core at the graduate level; this focus centers on the ability to think critically and broadly about the world and the work we do in it; • An Augsburg education should be preparation for service in community and centers of faith; • The city—with all its excitement, challenges, and diversity—is an unequaled learning environment. The vision of the College’s work today is lived out in the phrase, “We believe we are called to serve our neighbor.” Through common commitments to living faith, active citizenship, meaningful work, and global perspective, Augsburg prepares its students to become effective, ethical citizens in a complex global society. Degrees Offered Augsburg’s undergraduate program of liberal arts and sciences is offered on both a traditional weekday schedule and a non-traditional weekend and evening schedule. Augsburg offers the following graduate programs: Master of Arts in Education (MAE) Master of Arts in Leadership (MAL) Master of Arts in Nursing (MAN) Master of Business Administration (MBA) Master of Science in Physician Assistant Studies Master of Social Work Doctor of Nursing Practice Dual degrees: BA in accounting/MA in leadership Master of Social Work/Master of Business Administration Master of Social Work/MA in theology, with Luther Seminary Augsburg is enhanced by its global centers in Namibia, Mexico, and Central America. Students can perform research, take courses, or consult with faculty in those locations to gain new perspectives on their discipline. A Community of Learners Essential to the goals of Augsburg’s graduate programs is participation in a community of adult learners. This community is enriched by the presence of men and women with a variety of work and life experiences. To facilitate this kind of community interaction, Augsburg encourages students to make use of all College facilities such as Lindell Library, the Kennedy Center, and the Christensen Center, and to participate in College activities such as music and dramatic presentations and athletic events. Graduate Faculty The heart of any educational institution is its faculty, and Augsburg College is particularly proud of the excellence and commitment of its professors. Most faculty hold the doctorate or other terminal degree, and all consider teaching and service to be the focus of their activity at the College. Faculty are involved in social, professional, and a variety of research activities, but these support and are secondary to their teaching. Faculty are actively involved in a dynamic faculty development program that introduces them to best practices in teaching and learning techniques and theories. Augsburg’s small classes encourage its tradition of close involvement between professors and students. Faculty act as academic advisers and participate regularly in campus activities. Minneapolis and Rochester Locations Augsburg’s Minneapolis campus Augsburg’s Minneapolis campus surrounds Murphy Square, the oldest park in the city of Minneapolis. The University of Minnesota West Bank campus and one of the city’s largest medical complexes—the University of Minnesota Medical Center, Fairview—are adjacent to Augsburg, with the Mississippi River and the Seven Corners theater district just a few blocks away. Convenient bus routes run by the campus, and two Hiawatha Line light rail stations are just blocks away. In addition to its Minneapolis campus, Augsburg has a branch campus in Rochester, Minn., located at Bethel Lutheran Church. For maps, directions, and parking information, go to www.augsburg.edu/about/map. Augsburg established its branch campus in Rochester, Minn., in 1998. Classes in Rochester meet on an evening schedule with occasional Saturdays, making them accessible to working adults. There are three trimesters in each academic year, and students can enter degree programs in the fall, winter, or spring. 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 use technology in the learning and communication process through the online course management system. For more information, go to www.augsburg.edu/rochester or call the Office of Admissions at 612-330-1101 or the Rochester program office at 507-288-2886. Augsburg’s Rochester campus Augsburg’s Rochester campus is located in the facilities of Bethel Lutheran Church (ELCA) just a few blocks south of the heart of a city of approximately 100,000 residents. Situated in the heart of the Midwest, the community has a rich ethnic diversity and superior technological resources. Students at the Rochester campus are students of Augsburg College. As such, our purpose is to “educate for service,” by preparing and equipping women and men to make a difference in the world. On the Minneapolis Campus Admissions Offices The Office of Admissions is located on the main level of Christensen Center. The Physician Assistant Studies Program admissions office is located in Anderson Hall. Augsburg for Adults Office Augsburg for Adults focuses on adult-centered educational programs and assists adult learners in all programs. It evaluates how the program fulfills their needs and identifies the educational services to help them succeed. The Augsburg for Adults office is located in Oren Gateway Center 110. Augsburg Abroad The Augsburg Abroad office, located in Murphy Place, provides advising and administrative services for students interested in an international experience. Resources for study, work, internship, and volunteer opportunities abroad are available. Bookstore The Augsburg College Bookstore, operated by Barnes and Noble, is located in the Oren Gateway Center. Online purchasing, phone purchasing, and delivery services are available through the bookstore. Counseling and Health Promotion The Center for Counseling and Health Promotion (CCHP) offers programs and services that enhance student learning by promoting personal development and well-being. The center is located at 628 21st Avenue South. Christensen Center Christensen Center, with admission offices, student lounge and recreational areas, the Strommen Center for Meaningful Work, the Commons dining facility and Einstein Bros. Bagels, two art galleries, copy center, and offices for student government and student publications, is the College center and the hub of campus life. Food Services A variety of food options are available both in the Christensen Center and in Oren Gateway Center. Foss, Lobeck, Miles Center for Worship, Drama, and Communication The Tjornhom-Nelson Theater, Hoversten Chapel, and the Arnold Atrium are housed in this complex, which provides space for campus ministry, the theatre and communication studies offices, as well as the film program. Foss Center’s lower level is home to the Center for Learning and Adaptive Student Services (CLASS). James G. Lindell Family Library This library and information technology center houses all library functions and brings together the computer technology resources of the College. The library is located on the block of campus bordered by 22nd and 21st Avenues, and by Riverside Avenue and Seventh Street. Kennedy Center This three-story addition to Melby Hall features a wrestling training facility, classroom space, locker rooms and fitness facilities, as well as hospitality and meeting rooms, classrooms, and offices. Melby Hall This complex provides facilities for the Health, Physical Education, and Exercise Science Department, intercollegiate and intramural athletics, the Hoyt Messerer Fitness Center, and serves as the College’s general auditorium. Music Hall Music Hall contains Sateren Auditorium, a 217-seat recital hall, classroom facilities, two rehearsal halls, music libraries, practice studios, and offices for the music faculty. Old Main Home for the Languages and Cross-Cultural Studies, and Art Departments, Old Main was extensively remodeled in 1980, combining energy efficiency with architectural details from the past. It is included on the National Register of Historic Places. Oren Gateway Center Dedicated in 2007, Oren Gateway Center is positioned on Riverside Avenue to serve as the “gateway” to campus. It houses Alumni Relations, Parent and Family Relations, Institutional Advancement, the Master of Business Administration program, the Master of Arts in Leadership program, the Center for Faith and Learning, and the StepUP program. The center also includes student residence apartments, the Gage Family Art Gallery, Augsburg Bookstore, Nabo Café, classrooms, and the Johnson Conference Center. Science Hall Classrooms, science laboratories, a medium-sized auditorium, faculty offices, and Finance and Administration offices are found in Science Hall. Sverdrup Hall The Enrollment Center, classrooms, and faculty offices are located in Sverdrup Hall. Sverdrup-Oftedal Memorial Hall Originally built as a dormitory, Memorial Hall contains the president’s office, Human Resources, and other administrative and faculty offices. Student Technology Center/TechDesk The Student Technology Center/TechDesk, located on the ground floor of the Lindell Library, functions as the initial point of customer contact for the Augsburg Information Technology Department. The TechDesk staff field requests for computer and media support. Many questions can be answered by searching the TechDesk web page at http://www.augsburg.edu/techdesk/ or by contacting them at 612-330-1400, at techdesk@augsburg.edu., or instant messaging on the webpage. Hours are generally business hours during the week and some weekend hours. Current hours are posted on the website. AugNet Account All students receive an AugNet email account. All official correspondence from the College is sent to this account and students are responsible for checking it. Students also have a secure network folder on the College’s network that is backed up weekly. The folder is accessible from both on- and offcampus. Computing Students have access to more than 250 on-campus computers with their AugNet account. There are both PC and Macintosh desktop computers available in the Lindell Library Learning Commons and computer lab and in the 24-hour Urness computer lab. The College has six computer classrooms and 41 technology- enhanced classrooms. The circulation desk in Lindell Library has 40 wireless laptops available for use in the Library. A valid Augsburg ID is required. All campus computers are equipped with a standard suite of software including Microsoft Office, SPSS, and Internet browsers. Additionally, a RemoteLab service provides access to campus software to off-campus students. See the TechDesk website for more information. A high-speed fiber optic campus network provides access to AugNet online services, printing, and connections to the Internet and Internet2. Network-ready student machines can connect to the campus network using WiFi. All of the AugNet online services and several of the registrar’s student services are available securely on the Inside Augsburg web page, http://inside.augsburg.edu to students on and off-campus. Accreditation, Approvals, and Memberships Augsburg is accredited by: • The Higher Learning Commission of the North Central Association of Colleges and Schools • National Council for the Accreditation of Teacher Education • Association of Collegiate Business Schools and Programs (ACBSP) (Augsburg’s MBA is a candidate for accreditation) • Accreditation Review Commission on Education for the Physician Assistant (ARC-PA) • Commission on Collegiate Nursing Education (CCNE) (Augsburg’s master’s degree is full accredited; the doctoral degree is a candidate for accreditation) • Council on Social Work Education (CSWE) (bachelor’s and master’s degrees) Augsburg’s programs are approved by: • American Chemical Society • Minnesota Board of Teaching • National Accrediting Agency for Clinical Laboratory Sciences (NAACLS) • National Association of Schools of Music Augsburg College is an institutional member of: • American Association of Colleges and Universities (AACU) • American Association of Colleges of Teacher Education (AACTE) • American Association of Higher Education (AAHE) • American Music Therapy Association, Inc. • Association of Collegiate Business Schools and Programs (ACBSP) • Campus Compact • Council of Independent Colleges (CIC) • Lutheran Education Council in North America (LECNA) • National Association of Schools of Music (NASM) • National Society for Experiential Education (NSEE) • Physician Assistant Education Association (PAEA) • Associated Colleges of the Twin Cities (ACTC), • • • Higher Education Consortium for Urban Affairs (HECUA) Minnesota Private College Council (MPCC) Twin Cities Adult Education Alliance (TCAEA) See individual graduate program sections for additional accreditation and affiliation citations. Augsburg College is registered as a private institution with the Minnesota Office of Higher Education pursuant to sections 136A.61 to 136A.71. Credits earned at the institution may not transfer to all other institutions. Augsburg College Facts and 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 plurality of students are Lutheran, 16 percent are Roman Catholic, and 25 percent represent other denominations and religions. Enrollment—4,109 students from 26 countries. Graduate student enrollment is 871. Alumni—Appox. 24,000 alumni since 1870, including more than 1,200 graduate program alumni. Student/Faculty ratio—13 to 1 Campus—18 major buildings. Major renovations to classrooms in 2007. Accessibility—Augsburg is one of the most accessible campuses in the region. A skyway/tunnel/elevator system provides inside access to 12 major buildings. Degrees granted—BA, BS, BM, MA, MBA, MS, MSW, DNP Library—Over 190,000 items, direct access to more than 2.5 million through CLIC, the Twin Cities private college library consortium. Calendar year—Weekend/evening trimesters and weekday semesters, varying by the graduate program Majors—More than 50 majors in 35 departments and programs with two five-year degrees (BA in accounting with MAL, and BS/MSW in social work). Six master’s degree programs and one doctoral program, plus several dual degrees. Off-campus programs—The Office of International Programs offers programs through Augsburg’s Center for Global Education and International Partners programs for short- and longer-term study abroad for both undergraduate and graduate students. Athletic affiliation—Minnesota Intercollegiate Athletic Conference (MIAC), and National Collegiate Athletic Association (NCAA), Division III. Clery Act information The Clery Act Annual Report for Augsburg College contains statistics on reported crimes on and near Augsburg property and campus, as well as institutional policies concerning campus security and crime. The report is available online at www.augsburg.edu/dps/security/report.html. For a printed copy, contact Augsburg’s Department of Public Safety at 612-330-1717. Non-Discrimination Policy Augsburg College, as affirmed in its mission, does not discriminate on the basis of race, color, creed, religion, national or ethnic origin, age, gender, sexual orientation, gender identity, gender expression, marital status, status with regard to public assistance, or disability in its education policies, admissions policies, employment, scholarship and loan programs, athletic and/or school administered programs, except in those instances where there is a bona fide occupational qualification or to comply with state or federal law. Augsburg College is committed to providing reasonable accommodations to its employees and students. (See Physician Assistant Studies for details of its program policy.) 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. FERPA The Family Educational Rights and Privacy Act (FERPA) of 1974 as amended, provides certain rights to students regarding their education records. 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. For example, 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. In accordance with FERPA, you are notified of the following: Right to inspect and review education records You have the right to review and inspect substantially all of your education records maintained by or at Augsburg College. You must request to review your education records in writing, with your signature. The College will respond in a reasonable time, but no later than 45 days after receiving the request. Right to request amendment of education records You have the right to seek to have corrected any parts of an education record that you believe to be inaccurate, misleading, or otherwise in violation of your right to privacy. This includes the right to a hearing to present evidence that the record should be changed if Augsburg decides not to alter your education records as you requested. 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 company 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. Right to withhold disclosure of “directory information” FERPA uses the term “Directory Information” to refer to those categories of personally identifiable information that may be released for any purpose at the discretion of Augsburg College without notification of the request or disclosure to the student. Under FERPA you have the right to withhold the disclosure of the directory information listed below. Please consider very carefully the consequences of any decision by you to withhold directory information. Should you decide to inform Augsburg College not to release Directory Information, any future request for such information from persons or organizations outside of Augsburg College will be refused. “Directory information” includes the following: • The student’s name; • The student’s address; • The student’s telephone number; • The student’s e-mail address; • The student’s date and place of birth; • The student’s major and minor field of study; • The student’s academic class level; • The student’s enrollment status (FT/HT/LHT); • The student’s participation in officially recognized activities and sports; • The student’s degrees and awards received; • 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. 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 registrar prior to Sept. 15 (or within 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 notice for withholding disclosure must be completed each academic year. Right to 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, concerning Augsburg’s failure to comply with FERPA. Reporting Educational Information Letters of reference must be requested in writing and explicitly indicate what information may be reported in the letter. Academic Programs and Policies Academic Calendars Most of our graduate programs meet on a trimester calendar. Physician Assistant Studies classes meet on a semester day schedule. The official academic calendars for individual programs can be found at www.augsburg.edu/registrar. All academic calendars are subject to change. Academic Policies 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. Academic Honesty A college is a community of learners whose relationship relies on trust. Honesty is necessary to preserve the integrity and credibility of scholarship by the Augsburg College community. Academic dishonesty, therefore, is not tolerated. As a College requirement, student course projects, papers, and examinations may include a statement by the student pledging to abide by the College’s academic honesty policies and to uphold the highest standards of academic integrity. (See Augsburg’s Academic Honesty Policy in the Student Guide at www.augsburg.edu/studentguide/) Academic Evaluation Evaluation of academic performance in each program will be based on number grades using a 4.0 point scale, where 4.0 achieves highest standards of excellence. See each program for details of field study and special projects. Students must achieve a 3.0 GPA in order to graduate; Physician Assistant students must consult the PA Program Progression Standards Policy. The numeric grade point definition for Graduate Studies is: 4.0 grade points Achieves highest standards of excellence 3.5 grade points Achieves above acceptable standards 3.0 grade points Meets acceptable standards 2.5 grade points Meets minimum standards 2.0–0.0 grade points Unacceptable performance P N V W I X Represents work at 3.0 or higher (not counted in grade point average) No credit (not counted in grade point average) Audit Withdrawn Incomplete In progress, extended beyond term of registration Withdrawn Status W—Grade given when a student withdraws from a course after the deadline without notation on the record Incomplete (I) Grades 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; however, students may not attend the same course (or a portion of the same course) in a following term with an incomplete grade. 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. Academic Probation Graduate 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 academic 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. Graduate students in the Physician Assistant must consult the PA Program Progression Standards Policy. Attendance Policy Attendance and participation are critical to the success of any course. Evaluation of the level and quality of participation may be incorporated into the course grade. We view attendance as a joint commitment of both instructors and students to our professional development. Each instructor has the authority to specify attendance and participation requirements to address the needs of particular courses, individual students, or various learning styles. Lack of attendance may result in a failing grade and the requirement to repeat the course. Students must notify the professor in advance of any expected absence. In the case of emergency, when prior notification is not possible, students must notify the professor of an absence as soon as possible. Continuation Policy for Thesis or Final Project (effective in fall 2010) Following the initial registration term for the final (or summative or capstone) project, students will be automatically registered for continuation course 999 each trimester for up to 15 trimesters or until a grade for the completion course is submitted by the project adviser. Continuation course 999 maintains students’ active status in the graduate program, including library, AugNet, and parking privileges. This registration will result in a Campus Access Fee of $35 (subject to change as costs increase) per trimester. Automatic registration will occur for up to five years or 15 terms. At the end of this time, the course grade will change from X to N. Students who wish to complete the final project after receiving a failing grade must meet with the program director to evaluate readmission to the College and program. Students who are readmitted may need to complete additional course work and will need to pay full tuition for all additional courses and to repeat the final project course. If/when the final project course is completed, the new grade would supersede the previous grade. Students may withdraw from the College, and thus from continuation course 999 and the final project course, at any point during the continuation period and receive a W notation on the transcript for the final project course. Following a withdrawal, students are welcome to meet with the program director to evaluate readmission to the College and program. Students may be subject to additional coursework. An accounts receivable hold will be placed on the student’s account if a collegewide $250 unpaid threshold is reached. The threshold will adjust with the practices of the Student Accounts Office. If a student owes more than the threshold amount, the registrar’s office will not continue to automatically enroll the student in continuation 999. The registrar’s office and the Student Accounts Office will inform the student, the program director, and coordinator that the student must pay the account (including the late fee). At this point coordinators and/or program directors will communicate with the student and the faculty adviser and, if necessary, request that the faculty adviser submit a grade change of N. The student also may elect to withdraw from the College. If the grade change has not been submitted within one term, the program director will submit the grade change of N. This policy is effective as of September 2010. Students will sign a contract outlining the terms of the continuation policy, which will be kept on file with the program and in the Office of the Registrar. Accumulated charges stand for current students, but beginning in fall 2010 students will be charged $35 per term. The Enrollment Center will work with students, as needed, who are currently in the continuation phase and who have accumulated a debt higher than the $250 threshold. Course credit and contact hours A full credit course (1.0) is equal to four semester credits or six quarter credits. Each full course on the trimester schedule meets for approximately 28 contact hours (MSW trimesters meet for 32 hours, and the PA weekday semester schedule is approximately 45 hours) with the expectation of substantial independent and group study offered through the web-based electronic course management system. Doctor of Nursing Practice—For information about course credits and contact hours for the Doctor of Nursing program, see p. 49. Degree Requirements To be conferred the graduate degree, all graduate students must achieve the following: • Successful completion of all required courses • A cumulative GPA of 3.0; Physician Assistant students must consult the PA Program Progression Standards Policy. • Successful completion of all degree requirements within the stipulated period of matriculation or a signed continuation agreement with Augsburg College. Dismissal from the College A student whose GPA falls below the required GPA for his/her graduate program (3.0 in most programs) in two or more terms may be subject to probation or dismissal. A plan for the student to continue in the program may be worked out with the program director. Students may also be dismissed for violation of standards of behavior defined by their profession, their program, or the College. Dismissal Appeals Process A student may appeal a program’s dismissal decision using the College’s program dismissal appeals process. Appeals are limited to procedural errors that the student can demonstrate negatively affected the outcome. The student initiates the appeal process by submitting a hard copy of the statement of appeal to the Assistant Vice President of Academic Affairs and Dean of Graduate Studies (AVP-Graduate Studies); email is not acceptable. The statement must identify each procedural error and state how each error negatively affected the outcome. The statement of appeal will be the only basis of the student’s appeal. The AVP-Graduate Studies must receive the student’s statement of appeal within 14 calendar days of the date on the department’s written notification of dismissal. The AVP-Graduate Studies will send a copy of the statement of appeal to the program chair/director. The program must submit a response to the student’s statement of appeal within 15 business days of the date that the statement was received by the AVP-Graduate Studies’ office. A hard copy of the program’s response should be submitted to the AVP-Graduate Studies. The AVP-Graduate Studies will send a copy of the program’s response to the student. The AVP-Graduate Studies will convene the Program Dismissal Appeals Committee, which will include the AVP-Graduate Studies as a non-voting chair and three program faculty members (one from programs not named in the appeal: Social Work, Education, Physician Assistant Studies, Nursing, Business, Leadership). The Program Dismissal Appeals Committee will schedule its hearing within 15 business days of receipt of the program’s statement of response. The Committee will meet with the student and a program representative to review the procedures and ask questions of both the student and the program representative. The student and program representative may each bring a third party to the review meeting (limited to an Augsburg College faculty member, staff member, or student). The role of the third party representative is to provide support to the student or the program representative, not to serve as an advocate during the meeting. Dropping Courses or Withdrawing Students who enroll in courses but later decide not to attend must formally drop their courses through the registrar’s office prior to the start of classes to avoid being charged for those courses. Students who do not properly drop courses will be responsible for the tuition, regardless of non-attendance. Courses may be dropped or withdrawn online through AugNet Records and Registration or in person at the Enrollment Center during hours of operation. If you need assistance with this, contact your program faculty at least two days in advance of the start of classes. Independent Study Students may request to complete an independent study course as an addition to the required coursework. A faculty sponsor is required for an independent study project, and project proposals must be approved by the program director in order to receive credit. Normally, independent study may not be used as a replacement for a standard course offered in the curriculum, with the exception of the general elective (if approved). A special independent study registration form is required and is available at the Enrollment Center. Terms of Non-attendance Students who interrupt their program enrollment for longer than one semester or three trimesters must readmit to the College and program to resume their degree program. For an absence of any length, students should coordinate with their program director prior to leaving. Due to a variety of program schedules and cohorts for some degrees, it is required that students meet with their adviser and obtain the advice of their director. Evaluation of Transfer Credit Students may petition the program director for transfer credit to apply to program requirements. The transfer of credit will be evaluated on an individual basis. Students will be asked to provide appropriate documentation regarding previous coursework, including but not limited to an official transcript, course description, and syllabus. In order to be considered for transfer, a course must be from a regionally-accredited college or university and graded 3.0/B or better. Courses must have been taken at the graduate level and course content must be comparable to program requirements at Augsburg. The maximum number of course credits that can be transferred to these program is as follows: Master of Arts in Education (2.0) Master of Arts in Leadership (2.0) Master of Arts in Nursing (3.0) Master of Business Administration (6.0) Master of Science, Physician Assistant Studies (Contact program coordinator) Master of Social Work (8.0) Augsburg course credits are equivalent to four semester hours or six quarter hours. Therefore, transfer credits that are reported to Augsburg as semester or quarter hours are converted to Augsburg course credits by dividing by four or six respectively. Courses and credits that are accepted in transfer are recorded on the student’s transcript. Grades and gradepoints from other institutions are not transferred to Augsburg and are not included in the student’s cumulative grade point average. Student Rights The College has adopted a statement of student rights and responsibilities and has provided for due process in the matter of disciplinary action, grievances, and grade appeal, as outlined in the Augsburg Student Guide, at www.augsburg.edu/studentguide. Students have a right to experience education without discrimination. Grievance Procedures Involving Augsburg College Faculty Members and Students Part I—Introduction/Preface Augsburg College is committed to a policy of treating fairly all members of the college community in regard to their personal and professional concerns. However, times do occur in which students think they have been mistreated. This procedure is provided in order to ensure that students are aware of the way in which their problems with faculty members can be resolved informally and to provide a more formal conciliation process when needed. Each student must be given adequate opportunity to bring problems to the attention of the faculty with the assurance that each will be given fair treatment. The faculty member must be fully informed of the allegations and given an opportunity to respond to them in a fair and reasonable manner. Definition of Grievance A grievance is defined as dissatisfaction occurring when a student believes that any conduct or condition affecting her/him is unjust or inequitable, or creates unnecessary hardship. Such grievances include, but are not limited to a violation, misinterpretation, or inequitable application of an academic rule, regulation, or policy of the College or prejudicial, capricious, or manifestly unjust academic evaluation. College policies and procedures that do not come within the scope of the Grievance Procedures are the sexual harassment policy, the sexual violence policy, the Committee on Financial Petitions, Discipline Process, and Academic Standing. Time Limits Time limits will include only business days (M–F) for the program in which the student was enrolled. (Weekends, and vacation days are not included; summer may not be included depending on the student’s program.) Part II—Informal Process It is always the student’s responsibility to know these procedures and timelines and to follow them. A. Any time a student feels that she/he has been mistreated by a faculty member, the student should contact the faculty member to discuss the problem and attempt to resolve it. B. If no mutually satisfactory solution can be reached with the faculty member or if, in unusual circumstances, the student prefers not to confer with the faculty member, the student should discuss the problem with the department chairperson of the faculty member and attempt resolution of the problem. C. If the problem cannot be resolved in discussions with the faculty member or department chairperson, or if the faculty member and the department chairperson are the same individual, the student may contact the vice president of academic affairs and dean of the College. D. The student must begin the Informal Grievance process within 15 days of the conduct giving rise to the grievance, by submitting an Informal Grievance Form to the vice president of academic affairs and dean of the College. • The time limit to begin the Informal Grievance process for a grade appeal will be 30 days from the last published finals date for the relevant term. It is the responsibility of the student to maintain a correct and current address on file with the registrar. • If the student could not reasonably be expected to be aware of the conduct when it occurred, the student will have 15 days to file the grievance from the date on which the student could reasonably be expected to be aware of the conduct or condition that is the basis for the grievance. It is the responsibility of the student to establish the reasonableness of such non–awareness. The vice president of academic affairs and dean of the College will determine if this paragraph applies to a grievant. • The vice president of academic affairs and dean of the College and the student must ensure the informal process is completed in 20 days. (See Part I for definition of time limits.) • In unusual circumstances, the time limit may be extended by the vice president of academic affairs and dean of the College. A grievant or respondent must submit a written request for such extension before the end of the time limit. If the vice president of academic affairs and dean of the College thinks the extension is warranted, the Dean will notify all concerned persons in writing. E. If the grievance has been resolved, either by agreement or by expiration of the time limits, a copy of the informal grievance and statements of the resolution will be kept by the vice president of academic affairs and dean of the College for one year. Neither a copy of nor any reference to the grievance will be placed in the personnel file of the respondent. If these informal discussions do not resolve the problem to the satisfaction of the student, a more formal conciliation procedure is available in Part III of this document. Note: A student must file a written grievance, per below, within five days after completion of the informal process Part III—Formal Process Preface If a student has a grievance with a faculty member that has not been resolved through the Informal Grievance Process described in Part II of this document, the student may then seek resolution through formal procedures. For a complete copy of the procedures, contact the dean’s office, Academic Affairs. Graduate Admissions Admission to Augsburg College All graduate programs require students to have a bachelor’s degree from a regionally-accredited fouryear institution. All graduate students must submit completed application forms that can be downloaded from each individual program’s web page, as listed below. Each graduate program also has additional program requirements, which may include coursework, professional experience, testing, etc. See the program sections for these additional requirements. MA, Education www.augsburg.edu/mae MA, Leadership www.augsburg.edu/mal MA, Nursing www.augsburg.edu/ma_nursing DNP www.augsburg/edu/dnp MBA www.augsburg.edu/mba MS, PA Studies www.augsburg.edu/pa MSW www.augsburg.edu/msw English Proficiency Requirements for International Graduate Applicants To meet Augsburg College admission requirements, you must provide evidence of a sufficient command of both written and spoken English to study college courses conducted entirely in English. Below is a list of the tests and programs Augsburg College accepts as evidence for English proficiency. • • • • TOEFL (http://www.toefl.org/) (Test of English as a Foreign Language) score report of 80 on the Internet-based TOEFL (iBT) with a subscore of 20 on the written and 20 on the speaking sections. (The Augsburg College TOEFL code is 6014.) IELTS (http://www.ielts.org/) (International English Language Testing System) score report of 6.5. MELAB (http://www.tsa.umich.edu/eli/testing/melab/) (Michigan English Language Assessment Battery) score report of 80, and score report must be accompanied by an official letter from the testing coordinator. Successful completion of a previous undergraduate or graduate degree at an accredited college or university in the US, the United Kingdom, Ireland, English-speaking Canada, New Zealand, or Australia. Score reports must be sent to Augsburg directly from the testing center. Score reports must not be more than two years old. Readmission to the College The last day to receive approval for readmission to the College and register for classes is one business day prior to the start of the term. Pending approval by the graduate program, students who left on probation or who were dismissed from the College must have their readmission application and file reviewed by the program director. (Please consult with individual programs for information regarding readmission process). Admission of International Students Augsburg College graduate programs encourage qualified applicants from other countries to apply. An F-1 student is a nonimmigrant who is pursuing a “full course of study” to achieve a specific educational or professional objective at an academic institution in the United States that has been designated by the Department of Homeland Security (DHS) to offer courses of study to such students, and has been enrolled in SEVIS (Student and Exchange Visitor Information System). A student acquires F-1 status using form I-20, issued by a DHS-approved school through SEVIS. Status is acquired in one of two ways: 1) if the student is abroad, by entering the United States with the I-20 and an F-1 visa obtained at a U.S. consulate, or 2) if the student is already in the United States and not currently in F-1 status, by sending the I-20 to USCIS (United States Citizenship and Immigration Services) with an application for change of nonimmigrant status. A student who is maintaining valid F-1 status may transfer from another DHS-approved school to Augsburg by following the transfer procedures set forth in the F-1 regulations. In addition to fulfilling all general admission requirements for a particular graduate program, prospective F-1 students must also comply with the following: A. Foreign Credential Evaluation Augsburg requires foreign credential evaluation for any transcript(s) from an institution outside of the United States. This evaluation should include the following: • Analysis of credentials—to determine if your degree is equivalent to an accredited US bachelor’s degree. • Course-by-course evaluation—to show your complete course listing with credit values and grades received for each course. • Calculation of grade point average—to demonstrate your cumulative grade point average using the standard US grading system, i.e., A=4.0, B=3.0, C=2.0, D=1.0, F=0.0. • Translation to English (if applicable) The evaluation report must be sent directly to Augsburg’s Office of Admissions. Refer to World Education Services at http://wes.org for direction on transcript evaluation. B. Proof of Financial Support International applicants must provide reliable documentation that they have financial resources adequate to meet expenses for the duration of their academic program, which include tuition and fees, books and supplies, room and board, health insurance, personal expenses, and living expenses for dependents (if applicable). Funds may come from any dependable source, including scholarships, fellowships, sponsoring agencies, personal funds, or funds from the student’s family. Documentation of scholarships and fellowships may be in the form of an official award letter from the school or sponsoring agency; documentation of personal or family funds should be on bank letterhead stationery, or in the form of a legally binding affidavit. Government Form I-134, Affidavit of Support, or Augsburg’s Financial Sponsorship form can be used to document support being provided by a U.S. citizen or U.S. legal permanent resident. All financial documents such as bank statements must be dated within three months prior to the date of application. Health Insurance All F-1 international students and their dependents (if applicable) are required to have adequate health insurance coverage for the duration of their program. International students will be enrolled in the Augsburg international student plan unless they fill out a waiver verifying proof of coverage through an alternative provider for the same period. Financing Your Education Costs for Graduate Studies Each academic year the Augsburg Board of Regents reviews costs and makes changes as required. The College reserves the right to adjust charges should economic conditions necessitate. For current academic year costs for graduate study, go to the Enrollment Center webpage at www.augsburg.edu/enroll. Financing Your Education Financial assistance is available to graduate students who are enrolled in a total of at least 1.0 course credit per term in any of Augsburg’s graduate programs. Two full-credit courses per term is considered full time. You may be eligible to finance your education through loan programs from the State of Minnesota or the federal government. You may also select from a variety of payment plans available each semester or trimester, including a plan for those who receive company tuition assistance. Financial aid may be used for international programs where credit is offered. Payment Options Various payment plans are available: • Payment in full: Due after registration and before the beginning of the semester/trimester. No finance charge or administrative fee. Finance charge of 8% APR will apply toward any unpaid balance after the start of the term. • Loans, grants, and/or scholarships: If you plan to use the loans that you have been awarded, you must request the funding. These loans include Stafford, PLUS, Alternative/Private, etc. All loan requests (either paper or online) must be received and approved by the lender and certified by Augsburg’s financial aid office, on or before the first day of the term. Company Reimbursement An application for the Employer Reimbursement Payment Plan must be filed once each academic year. Students enrolled in the payment plan will be charged a $20 fee each term unless the account is paid in full by the start of the term or if financial aid will cover all costs for the term. This fee is nonrefundable after the 100% drop date. Final payment on any remaining balance is due 60 days after the end of the course. Accounts not paid in full by the due date will receive a monthly $50 late payment fee and are subject to further collection efforts. The student is responsible for payment if the employer does not pay for any reason. Sources of Financial Aid The Enrollment Center assists students in assessing financial aid eligibility and identifying various sources of aid. Sponsored Scholarships Augsburg actively pursues non-Augsburg funding for special scholarships. The availability of such scholarships may enable the participation of individuals with limited financial means as well as individuals working for volunteer agencies and other organizations not likely to provide tuition reimbursement. Refer to the program sections or contact the programs for more information. Military Discount At Augsburg College, we value the varied professional and academic experiences that our adult students bring to our campus community and are grateful to those who volunteer to serve in the military. Augsburg offers a 10% military tuition discount for the following: • • a member of the military currently serving full or part time (any branch) veteran of any branch of the United States Armed Forces. The military discount is available only to students in the Weekend and Evening College undergraduate program and graduate programs. Contact the Office of Admissions or go to www.augsburg.edu/military for more details. AmeriCorps Scholarships AmeriCorps scholarships are available to full-time graduate students. Contact the Enrollment Center for more details. 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. Federal and State Aid Programs The Enrollment Center uses standard, nationally accepted methodology to determine eligibility for federal and state financial aid programs. Federal Stafford Loan Program Common Loan Provisions Borrowing Limits: Graduate students may borrow up to $20,500 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. 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: 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. To Apply for Financial Aid Financial aid information is available at www.augsburg.edu/enroll Applicants must be admitted to Augsburg as regular students or be returning students in good academic standing to be eligible for financial aid. Applicants for graduate study must submit the Free Application for Federal Student Aid (FAFSA). To complete and submit the FAFSA electronically, go to www.augsburg.edu/enroll If a student is selected for verification, additional documents will be needed. Students in this situation will be contacted by the Enrollment Center. Financial Policies 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. 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 further information, contact the Enrollment Center, 612-330-1046, 1-800-458-1721, enroll@augsburg.edu, or www.augsburg.edu/enroll. Master of Arts in Education We are pleased with your interest in the Master of Arts in Education (MAE) program. Augsburg has a long history in teacher education with alumni of our programs teaching throughout Minnesota and elsewhere. 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 themes include relationships, reflection and inquiry, diversity and equity, and leadership. You can read about each theme on the following page, but for the MAE program, I want to highlight one of the program themes—leadership. As this program theme suggests, we expect our students to leave our programs as responsive, knowledgeable teachers prepared to exercise leadership in the classroom and, eventually, the school and community. Our urban setting provides yet another dimension to our programs through a combination of course content, field experiences, and classroom instructors. Our goal is that students will leave our programs as collaborative and capable teachers committed to educating all learners in a diverse and changing world. 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 although teaching is your dream, your reality most 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. You will need to be available during the weekday for the challenge and responsibility of field experiences, but education coursework is accessible through the weekend and evening schedules. 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 L. Olson, PhD Director, Master of Arts in Education Education Department Mission The mission of the Augsburg Education Department is to develop responsive, knowledgeable teachers committed to educating all learners in a diverse and changing world. Program Themes Responsive, knowledgeable teachers understand the dynamic interaction among relationships, reflection and inquiry, diversity and equity, and leadership. These four interrelated program themes provide lenses through which we filter our practice. Relationships Learning is relational and communal. Responsive teachers create significant relationships with their students, colleagues, and community partners by developing learning communities. These nurturing learning communities provide a safe, trustworthy place where challenging and engaging questions can be considered. We model the kinds of learning communities that we expect our graduates to create. We share with our students a learning model that connects content, theory, and practice in an ongoing cycle. Students and their learning are the focus for responsive teachers. Therefore we embrace and foster a progressive and constructivist orientation. Reflection and Inquiry Responsive teachers are reflective practitioners who are students of teaching and learning. Providing numerous frameworks through which to filter our experience encourages intentional and thoughtful inquiry. Through field placements, service learning, generative questions, and classroom experiences, students and faculty develop their perspectives about teaching and learning. Critical reflection allows us to examine content, theory, and practice in ways that transform our practice. We think it is important to understand and learn how to manage the many polarities inherent in the teaching and learning process. Diversity and Equity Responsive teachers embrace diversity and intentionally work to ensure that all learners, especially those who for some reason have been marginalized, learn and develop in powerful ways. We continually reflect on what it means to be a “school in the city.” We recognize that each student is unique, shaped by culture and experience; therefore, differentiating instruction is essential. The perspective of multiple intelligences, learning style theory and teaching for understanding help us differentiate and enable us to provide choice, variety, and flexibility. Responsive teachers believe that all students can learn. They also have a sense of efficacy and believe that they can help all students learn. Leadership Responsive teachers recognize that becoming a learning leader is a developmental process, which begins in pre-service education and continues throughout one’s career. Teachers serve as leaders within the classroom, and with experience, increased confidence, and professional development become leaders within the school, the district, and the community. Teacher leaders view themselves as lifelong learners. They become role models committed to their profession as a vocation rather than a job. Emerging teacher leaders keep student learning at the center of their work while advocating for instructional innovation, constructivist curricular development, and systemic change. Master of Arts in Education 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 three ways. First, the additional work required in the graduate versions of the combined undergraduate/graduate courses focuses on providing graduate students the chance to exercise leadership as well as extend their knowledge beyond the basic requirements. Second, in the degree completion component, students are required to include coursework focused on leadership and study aspects of leadership as part of their degree program. Third, the final project—be it an action research, a leadership application project, or the performance assessment option—gives students the opportunity to study an issue of concern and, supported by research, define a means for addressing it. Three Teacher Leadership Aspirations inform our program. They are as follows. Aspiration 1: Teacher leaders value learning for personal and professional growth. Teacher leaders share knowledge effectively with colleagues. We believe that teacher leaders are comfortable with their knowledge and expertise, neither flaunting it nor hiding it, but sharing it with other generously. They work to build bridges with a full range of colleagues, but they don’t let recalcitrant colleagues stop their own development. They see learning as a continuous endeavor and seek it throughout their careers. Aspiration 2: Teachers leaders think big—beyond the classroom to the broader context of education and community. We believe that teacher leaders see systems and the “big picture” and are able to put their classrooms, schools, and communities into a broader context. They understand the link between policies, politics, and education and participate in change efforts at the macro and micro levels. They seek to work with administrators to establish school and district policy that improves life for everyone. If this involves political action, they are prepared to engage in it. Teacher leaders also understand that teaching and learning are dynamic and that change within school systems is an ever-present phenomenon. They are informed decision-makers predisposed to take on the challenge of change when they think it benefits students, teachers, and/or community. Aspiration 3: Teacher leaders possess courage and an orientation to action. We believe that teacher leaders help others not be afraid. They are able to help people to take warranted risks and step outside their comfort zones. They have the courage to bring people together to see the bigger picture and then help people get there. Teacher leaders accept both power and accountability. They understand that responsibility without power diminishes potential for effectiveness. They believe that accountability is a fair trade for the power to take effective action. They operate from a foundation of self-efficacy. Program Overview The Master of Arts in Education (MAE) is designed to provide a teaching license as part of a master’s degree program. K-12 initial teaching licenses offered at Augsburg include: • Elementary education (K-6), with or without a middle school content area endorsement in math, communication arts, social studies, or science. Also available is the pre-primary endorsement to the elementary license. • Secondary education (5-12 and K-12) in social studies, communication arts/literature, visual arts, health, mathematics, music, and physical education; and 9-12 in biology, chemistry, and physics. * K-12 English as a Second Language • K-12 Special Education: Emotional and Behavioral Disabilities • K-12 Special Education: Learning Disabilities Teachers who are already licensed can work towards the MAE degree through the following four licensure endorsement options: * K-12 English as a Second Language • K-12 Special Education: Emotional and Behavioral Disabilities • K-12 Special Education: Learning Disabilities • K-12 Reading • Pre-Primary All teachers seeking licensure through Augsburg must take and pass all tests required by the state of Minnesota for licensure. The MAE degree is also available without a license but with an education core. See the MAE program director for details. Accreditations and Approvals Augsburg College is accredited by: • The Higher Learning Commission of the North Central Association of Colleges and Schools • National Council for the Accreditation of Teacher Education Augsburg College is approved by the Minnesota Board of Teaching. Program Structure The Master of Arts in Education (MAE) program is made up of a core of education licensure courses coupled with a degree completion option. Courses in the degree completion phase are drawn from the Master of Arts in Leadership (MAL) and graduate courses in education. Most students in the MAE program pursue a K-12 teaching license as part of their program plan. The MAE degree is also open to students who do not want a teaching license but do want a background in education and leadership. The MAE degree requires 9.0 or 10.0 Augsburg graduate level courses, depending on the degree completion option. In addition, several courses at the undergraduate level are required for licensure. Only courses taken at the graduate level apply towards the MAE degree. Course Credit A full-credit graduate or undergraduate course (1.0) is equal to four semester credits or six quarter credits. Each full course offered within the weekend schedule meets for 28 hours with the expectation of substantial independent study outside of class. Schedule The majority of the education courses in the MAE licensure and degree programs are offered through the weekend schedule. Some education courses and many undergraduate content area courses are offered on a weekday evening schedule. The MAL degree completion courses are offered primarily through the weekend schedule. Summer session courses are offered weekdays and weekday evenings. The following teaching licenses are available entirely through the weekday evening and weekend schedule: elementary education, middle school and pre-primary specialty area endorsements, 5-12 social studies, 5-12 communication arts, and K-12 art. Additional licenses in the following areas are available through a combination of weekday, weekday evening, and weekend schedules: biology, chemistry, health, mathematics, music, physical education, and physics. For these licenses, the education and degree completion courses are taken during the weekend and weekday evenings while some if not all of the content area courses are taken during the weekday. The weekend schedule is comprised of three trimesters spread from early September through late June. In general, classes are held every other weekend. The weekday schedule is comprised of two semesters spread from early September through late April. Classes offered during the weekday meet one to three times per week. Classes offered jointly between weekday and weekend meet on a weekly basis in the evening. The official academic calendars can be found at www.augsburg.edu/registrar. Curriculum— Teaching Licenses K-6 Elementary Education This program is designed to prepare teachers for grades K-6. Optional endorsements in middle school specialty areas of math, science, social studies, and communication arts and in pre-primary can be pursued along with or separately from the K-6 license. The teaching license and some endorsements are offered at both undergraduate and graduate levels through a mix of undergraduate courses and combined graduate and undergraduate courses. Graduate-level licensure coursework (500 and above) is available to students who already hold a bachelor’s degree and have been admitted to the MAE program. All of the following courses must be taken for K-6 elementary licensure. Up to six courses may be taken at the graduate (500) level and applied toward the MAE degree. EDC 200/522 Orientation to Education (1.0)* EDC 206/566 Diversity/Minnesota American Indians (1.0) EDC 310/533 Learning and Development (1.0)* EDC 410/544 Learners with Special Needs (1.0)* EDC 490/580 School and Society (1.0) EED 325/525 K-6 Literacy Methods (1.0)* To complete the license, the following undergraduate requirements must be completed: HPE 115 Chemical Dependency (.5) EDC 220 Educational Technology (.5) EED 225 Foundations of Literacy EED 326 Literacy Field Experience (0.0)* (taken concurrently with EED 325/525) EED 311 K-6 Methods: Health (.25) EED 312 K-6 Methods: Physical Education (.25) EED 336 Advanced Methods in Literacy (.5)* EED 341 K-6 Methods: Visual Arts (.25) EED 342 K-6 Methods: Music (.25) EED 350 K-6 Methods: Math (1.0)* EED 360 K-6 Methods: Science (1.0)* EED 370 K-6 Methods: Social Studies (.5) EED 380 Kindergarten Methods (.5)* EED 386 Children’s Literature (.5) EED 481,483 Student Teaching (2.0-3.0) 485, 487 EED 495 TPA and Student Teaching Seminar (.5) *Field experience hours are required in these courses. Students spend 20 or more hours per term in field experiences. These experiences occur in K-6 classrooms during the weekday. If more than one course with field experience is taken in a given term, field experience requirements expand accordingly (i.e., two courses with 20 hours of field experience each require a total of 40 hours). Undergraduate Liberal Arts Requirements The number of supporting content area courses required for licensure depends upon the courses completed as part of the bachelor’s degree and/or other coursework. Requirements are determined by Minnesota licensure standards for specific college-level coursework in math, biology, physics, and earth science for all students seeking elementary licensure. Specific requirements are on file in the Education Department. Minnesota licensure standards allow for optional subject area endorsements in communication arts/literature, social studies, math, and science. The optional pre-primary endorsement is also available. Specific requirements for these endorsements are on file in the Education Department. 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 and the content area departments determine the courses that are accepted. Transcripts, course descriptions, and course syllabi are used to make these determinations. Courses that are older than five years are judged on a case-bycase basis. Graduate coursework accepted into the licensure program is not automatically accepted into the MAE degree. The program has limits on the amount and type of courses that are accepted. Grades of B or better are required for transfer consideration. See the MAE program director for approval of graduate coursework accepted in transfer. Elementary Licensure Course Descriptions HPE 115 Chemical Dependency Education (.5 course) An analysis of chemical use and abuse and what can be done for the abuser. Includes information about school health education and services. 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. EDC 206/566 Diversity/Minnesota American Indians This course will examine human diversity and human relations. It will provide an awareness and critical analysis of how prejudice, discrimination, and stereotypes impact us personally, as well as how these elements impact our schools and communities. Also addressed in this course is the Minnesota Standard of Effective Practice 3.G: Understand the cultural content, worldview, and concepts that comprise Minnesota-based American Indian tribal government, history, language, and culture. 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 and/or visual technology for teaching/learning situations. 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. EDC 410/544 Learners with Special Needs 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.: Admission to department or special permission of instructor) EDC 490/580 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. (Prereq.: Admission to department) EED 225 Foundations of Literacy Instruction in and discussion of literacy development in K-6 classrooms. In this course, students will investigate theories, research, and practices involved in K-6 literacy development and instruction. Students will also strengthen their own understanding of English grammar and linguistics. EED 311 K-6 Methods: Health (.25 course) Examination and preparation of materials and resources for health at the kindergarten and elementary levels. (Prereq.: Admission to department) EED 312 K-6 Methods: Physical Education (.25 course) Examination and preparation of materials and resources for physical education at the kindergarten and elementary levels. (Prereq.: Admission to department) EED 325/525 K-6 Literacy Methods The study and use of a variety of assessment and teaching techniques and resources for literacy instruction, including the diagnosis and correction of reading difficulties. (Prereq.: Admission to department) EED 326 Literacy Field Experience (0.0 course) Taken currently with EED 325/525. Students will be given the opportunity to apply the knowledge learned within the context of EED 325/525 to an elementary classroom setting. (Prereq.: Admission to department) EED 331 Middle School Methods: Communication Arts/Literature/Writing (.5 course) Introduction to the teaching of writing at the middle school level. (Prereq.: Admission to department) EED 336 Advanced Methods in Literacy (.5 course) The study and use of differentiated assessment and instructional methods to meet literacy learning needs of a range of students, including students with learning difficulties and first languages other than English. (Prereq: Admission to department and EED 225 and 325/525) EED 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.: Admission to department) EED 342 K-6 Methods: Music (.25 course) Examination and preparation of materials and resources for music at the kindergarten and elementary levels. (Prereq.: 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.: Admission to department and MPG 3. Math 137 prior to EED 350 is recommended.) EED 360 K-6 Methods: Science Examination and preparation of materials and resources for science at the kindergarten and elementary levels. Fieldwork experience. (Prereq.: Admission to department) EED 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.: Admission to department) EED 380 Kindergarten Methods (.5 course) Study and use of a variety of techniques and resources for teaching kindergarten. Fieldwork experience. (Prereq.: Admission to department) EED 386 Children’s Literature (.5 course) The study of children’s literature and its uses in the elementary classroom. (Prereq: Admission to department) EED 481, 483, 485 Student Teaching Two to three courses of full-time, supervised classroom experience. Required for licensure. Occurs upon satisfactory completion of licensure and/or degree program. (Pre-req.: passing scores for MTLE Basic Skills tests) EED 495 Topics: Teaching Performance Assessment (TPA) and Student Teaching Seminar (.5) Preprimary Endorsement for Elementary Licensure This endorsement can be added to a K-6 elementary license. Required courses include the following: PSY 250 Child Development (Prereq.: PSY 105 or equivalent) SOC 231 Family Systems OR SPE 490/540 Parent and Professional Planning (Graduate students using the preprimary endorsement must take SPE 540.) ECE 345/545 Foundations of Preprimary Education ECE 346/546 Learning environments for Preprimary Aged Children ECE 347/547 Immersion and Teaching Competence ECE 488 Preprimary Student Teaching Preprimary Endorsement Course Descriptions ECE 345/545 Foundations of Preprimary Education Students gain an understanding of philosophical, theoretical, historical, pedagogical, societal, and institutional foundations of preprimary education. Attention is given to the efforts of modern programs to adapt instruction to developmental levels and experience backgrounds of young children and to work in partnership with parents and social service agencies. Field experience (20 hours) is a critical part of this course. (Prereq.: PSY 105, 250,or their equivalents, and admission to department) ECE 346/546 Learning Environments for Preprimary Aged Children Students gain an understanding of how to recognize and construct, developmentally appropriate pedagogy and practice. Attention is given to the synthesis between course readings and experience, and students’ experience working with current teachers in site-based field experience. Field experience (20 hours) is a critical part of this course. (Prereq.: PSY 105, 250, or their equivalents; ECE 345/545; admission to department) ECE 347/547 Immersion and Teaching Competence Students gain an understanding of how to deliver developmentally-appropriate instruction and assess learning appropriately for preprimary children. Students gain experience taking the perspective of families and communicating with them. A reflective practitioner’s skills are developed through selfevaluation of curriculum planning. Field experience (20 hours) is a critical part of this course. (Prereq.: admission to department; PSY 105, 250 or their equivalents; ECE 345, 346) ECE 488 Student Teaching in a Pre-Kindergarten Classroom One course of full-time, supervised classroom experience. Required for licensure. (Pre-req.: passing scores for MTLE Basic Skills tests. K-12 and 5-12 Secondary Education K-12 and 5-12 licensures in several content areas are offered through a combination of graduate and undergraduate coursework. K-12 licenses prepare teachers to teach a content area across elementary, middle school, and high school. Licenses for grades 5- 12 prepare teachers to teach at the middle and high school levels. Graduate-level licensure coursework (500 and above) is available to students who already hold a bachelor’s degree and meet MAE admissions criteria. The following content area majors are offered almost entirely on weekends and weekday evenings: communication arts/literature, history or economics or psychology or sociology (all for social studies), art. Students seeking 5–12 licensure in social studies must complete a broad-based core of courses in the social studies in addition to a social science major. Education courses for these licenses are also taken during weekends and weekday evenings. The following content area majors are offered primarily or entirely through the weekday program: biology, chemistry, physics, health, physical education, music, and mathematics. Students seeking licensure in any of these areas typically will need to take additional content courses in the weekday schedule. Students can obtain a 9–12 license in physics, chemistry, or biology and have the option of adding the 5–8 general science to the 9–12 license. Students also can obtain the 5–8 general science license without the 9–12 license. Education courses for these licenses are taken during weekends and weekday evenings. Licensure Requirements The following requirements are offered at both the undergraduate and graduate level. All courses must be taken for licensure; four to six of them also may be taken at the graduate level and applied toward the master’s degree in education. EDC 200/522 Orientation to Education (1.0)* EDC 206/566 Diversity/Minnesota American Indians (1.0) EDC 310/533 Learning and Development (1.0)* EDC 410/544 Learners with Special Needs (1.0)* EDC 490/580 School and Society (1.0) ESE 300/500 Reading and Writing in Content Area (1.0)* To complete the license, students also will need to complete the following requirements at the undergraduate level: HPE 115 Chemical Dependency (.5) EDC 220 Educational Technology (.5) ESE 325 Creating Learning Environments (1.0)* ESE 3XX K-12 or 5-12 Special Methods (1.0 –2.0)* ESE 481, Student Teaching (2.0-3.0) 483, 485 ESE 495 TPA and Student Teaching Seminar (.5) *Field experience hours are required in these courses. A minimum of 100 hours in classrooms and education-related settings is required prior to student teaching. Students spend approximately 20 hours per term in field experiences. Undergraduate Content Area Requirements The equivalent of a major in the licensure content area is required for K-12 and 5-12 licenses. Students who have majored in a field in which we offer licensure must have their previous coursework evaluated by the major department at Augsburg. Two or more content area courses tied to Minnesota licensure standards are generally required, even with a completed academic major. Previous coursework is evaluated by the content area department and accepted if it meets Minnesota licensure standards and if a grade of C or better was achieved. Coursework older than five years is judged on a case-by-case basis. Specific course requirements for each content area are on file in the Education Department. Graduate coursework accepted into the licensure program is not automatically accepted into the MAE degree program. See the MAE program director for approval to use graduate level transfer courses in the degree program. Secondary Licensure Course Descriptions HPF 115 Chemical Dependency Education (.5 course) An analysis of chemical use and abuse and what can be done for the abuser. Includes information about school health education and services. 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. EDC 206/566 Diversity/Minnesota American Indians This course will examine human diversity and human relations. It will provide an awareness and critical analysis of how prejudice, discrimination, and stereotypes impact us personally, as well as how these elements impact our schools and communities. Also addressed in this course is the Minnesota Standard of Effective Practice 3.G: Understand the cultural content, worldview, and concepts that comprise Minnesota-based American Indian tribal government, history, language, and culture. 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 and/or visual technology for teaching/learning situations. 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. EDC 410/544 Learners with Special Needs 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.: Admission to department or special permission of instructor) EDC 490/580 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. (Prereq.: Admission to department) ESE 300/500 Reading/Writing 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.: 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: Admission to department. Note: Students seeking 5–12 health and K–12 PE licenses do not take this course). ESE 310 K-12 Methods: Social Studies Introduction to the teaching of the social sciences in middle and high schools. Emphasis on instructional strategies and curriculum development. ESE 311 Middle School Methods: Social Studies (.5) is taught concurrently with ESE 310 and is required for the middle school social studies endorsement. Fieldwork experience. (Prereq.: Admission to department) ESE 330 K–12 Methods: Mathematics Introduction to the teaching of mathematics in middle and high schools. Emphasis on instructional strategies and curriculum development. ESE 331 Middle School Methods: Mathematics is taught concurrently with ESE 330 and is required for the middle school mathematics endorsement. Fieldwork experience. (Prereq.: Admission to department) ESE 340 K–12 Methods: Science Introduction to the teaching of the natural sciences in middle and high schools. Emphasis on instructional strategies and curriculum development. ESE 341 Middle School Methods: Science is taught concurrently with ESE 340 and is required for the middle school science endorsement. Fieldwork experience. (Prereq.: Admission to department) ESE 350 K–12 Methods: Literature and Media Literacy Introduction to media literacy, adolescent literature, and the teaching of literature in the middle and high schools. Emphasis on instructional strategies and curriculum development. Fieldwork experience. (Prereq.: Admission to department.) ESE 351 K–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. (Prereq.: 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.: 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.: Admission to department) ESE 481, 483, 485 Student Teaching Two to three courses of full-time, supervised student teaching required for licensure. Secondary licenses require two courses. K–12 licenses require three courses. Student teaching occurs upon satisfactory completion of licensure coursework. (Pre-req.: passing scores for MTLE Basic Skills tests) ESE 495 Topics: Teaching Performance Assessment (TPA) and Student Teaching Seminar (.5) Special Education There are two licensure options in the K–12 Special Education program: emotional/behavioral disabilities (EBD) and learning disabilities (LD). Both programs qualify students to teach in special education programs and positions; many students get licensure in both. The MAE program with licensure in special education is based on an innovative internship model that allows students employed in EBD and/or LD classrooms to fulfill a portion of their special education field experience requirements while they work. Students not employed in these settings are expected to complete a significant number of volunteer hours in special education settings. All must complete field placements or student teaching in EBD and/or LD classrooms across elementary, middle school, and high school. Specific information on field experience requirements is available from the Education Department. Also available is the Naadamaadiwin Tribal Special Education Cohort—This graduate licensure program in Special Education: EBD/LD is designed and taught from an American Indian perspective. It is offered in collaboration with the University of Minnesota-Duluth as a hybrid (partly face-to-face and partly online) cohort program. The licensure courses can be applied towards the MAE degree. See the Education Department and www.augsburg/edu/mae/academics/ais_focus.html for more information. The course descriptions are included below. The EBD/LD licensure programs are offered through the weekend trimester schedule. The Naadamaadiwin Tribal Special Education Cohort program is offered through the semester schedule. Special Education Licensure Requirements (These requirements are changing during 2012-13. The new requirements will be in place by Winter 2013, pending approvals. See the Education Department for updates.) Emotional/Behavioral Disabilities Core The following requirements are offered at both the undergraduate and graduate level. All courses must be taken for licensure, and up to six also may be taken at the graduate level and applied toward the master’s degree in education. EDC 200/522 EDC 206/566 EDC 310/533 EDC 410/544 EED 325/525 SPE 400/500 SPE 410/510 SPE 420/520 SPE 430/530 SPE 490/540 Orientation to Education (1.0)* Diversity/Minnesota American Indians (1.0) Learning and Development (1.0)* Learners with Special Needs (1.0)* K–6 Literacy Methods (1.0)* Teaching Students with Emotional/Behavioral Disabilities (1.0)** Implementing Assessment Strategies (1.0)** Planning, Design, and Delivery (1.0) ** Instructional and Behavioral Practices (1.0)** Parent and Professional Planning (1.0)** Learning Disabilities Core Students wishing to earn learning disabilities licensure in addition to emotional/behavioral licensure will take the above courses in the emotional/behavioral core and two additional specialty courses: SPE 424/524 Etiology and Origins of Learning Disabilities (1.0)** SPE 434/534 Teaching Content Areas to Students with Learning Disabilities (1.0)** A student wishing to earn only a learning disabilities license would take all of the above courses with the exception of SPE 430/530 Instructional and Behavioral Practices. To complete either license students will also need to complete certain requirements at the undergraduate level: EDC 220 Education Technology (.5) HPE 115 Chemical Dependency (.5) EED 225 Foundations of Literacy EED 326 Literacy Field Experience (0.0 course)* (taken concurrently with EED 325/525) EED 350 K–6 Methods: Math* EED 360 K–6 Methods: Science* SPE 315 Special Education Critical Issues Seminar (.5) SPE 481,483 Student Teaching (2.0) 485, 487 SPE 495 TPA and Student Teaching Seminar (.5) *Ten to 20 hours of field experience required as part of this course. **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. This program is built on an inclusive education model. Under this model, students learn how to work closely with both special and general educators to facilitate inclusion of special education students into the regular education classroom. Licensure Requirements—EBD/LD–Naadamaadiwin Special Education Tribal Cohort This program is available only at the graduate level. Courses are taught in a hybrid fashion, partially face to face and partially online. Courses are available only to those admitted to the special education tribal cohort program. SPE 501 Historical and Contemporary Issues in American Indian Education SPE 503 Assessment of American Indian Learners SPE 504 Working with American Indian Families and Communities SPE 505 The Manifestation of Multigenerational Trauma and Internalized Oppression SPE 506 Indigenous Learners SPE 507 Indigenous Methods of Instruction: Practical Application SPE 508 Professional Issues and Development (.5 course credit) SPE 509 Literacy Instruction for American Indian Learners with Exceptionalities SPE 481, 483, Student Teaching (1.0–2.0) 485, 487 SPE 495 TPA and Student Teaching Seminar (.5) Special Education Licensure Course Descriptions HPE 115 Chemical Dependency Education (.5 course) An analysis of chemical use and abuse and what can be done for the abuser. Includes information about school health education and services. 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. EDC 206/566 Diversity/Minnesota American Indians This course will examine human diversity and human relations. It will provide an awareness and critical analysis of how prejudice, discrimination, and stereotypes impact us personally, as well as how these elements impact our schools and communities. Also addressed in this course is the Minnesota Standard of Effective Practice 3.G: Understand the cultural content, worldview, and concepts that comprise Minnesota-based American Indian tribal government, history, language, and culture. 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 and/or visual technology for teaching/learning situations. 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. EDC 410/544 Learners with Special Needs 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.: Admission to department or special permission of instructor) EED 225 Foundations of Literacy Instruction in and discussion of literacy development in K-6 classrooms. In this course, students will investigate theories, research, and practices involved in K-6 literacy development and instruction. Students will also strengthen their own understanding of English grammar and linguistics. EED 325/525 K-6 Literacy Methods The study and use of a variety of assessment and teaching techniques and resources for literacy instruction, including the diagnosis and correction of reading difficulties. (Prereq.: Admission to department) EED 326 Literacy Field Experience (0.0 course) Taken currently with EED 325/525. Students will be given the opportunity to apply the knowledge learned within the context of EED 325/525 to an elementary classroom setting. (Prereq.: 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.: Admission to department and MPG 3. Math 137 prior to EED 350 is recommended.) EED 360 K-6 Methods: Science Examination and preparation of materials and resources for science at the kindergarten and elementary levels. Fieldwork experience. (Prereq.: Admission to department) SPE 315 Critical Issues: Special Education Seminar (.5 course) 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. (Prereq: Admission to department.) 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: Admission to department) SPE 501 Historical and Contemporary Issues in American Indian Education This course examines foundational aspects of teaching and learning as they relate to education. It will investigate educational history, philosophy as well as models of teaching and learning. A major focus will be to examine past and present educational experiences of American Indian people in the U.S. Minnesota Board of Teaching (BOT) Standards and American Indian Learner Outcomes (AILOS) will also be introduced. (Prereq: Admission to the Naadamaadiwin program) SPE 502 American Indians and Special Education This course will explore disability awareness in traditional and contemporary native culture, exploring historical and contemporary issues effecting students with disabilities and focusing specifically on American Indian students in special education. It will provide an overview of special education in U.S. culture including relevant laws, theories, and sociological concepts as they relate to disability. It will also examine the high incidence of American Indians in special education including fetal alcohol syndrome (FAS), autism, and biological and environmental conditions. A field component will accompany this course. (Prereq: Admission to the Naadamaadiwin program; admission to the department) SPE 503 Assessment of American Indian Learners This course will examine the cultural bias and discrimination issues with mainstream educational systems, providing alternative assessments appropriate with native populations. It will also identify differences in assessment tools and strategies, native student learning and best practices in assessment. Characteristics of learning deficits and how they interfere with the Circle of Courage will be examined, and approaches for compensation will be developed. A field component will accompany this course. (Prereq: Admission to the Naadamaadiwin program: admission to department) SPE 504 Working with American Indian Families and Communities This course will examine techniques appropriate for working with American Indian families, extended families, professionals, paraprofessionals, and the community when planning and implementing IEPs and transitions for American Indian students with special needs. Skills and strategies to build partnerships to work within and among Native families and communities to best meet the needs of the student will also be addressed. A field component will accompany this course. (Prereq: Admission to the Naadamaadiwin program: admission to department) SPE 505 The Manifestation of Multigenerational Trauma and Internalized Oppression This course will focus on how multigenerational trauma and internalized oppression manifests itself in families, communities, schools, and student learning. It will examine and explore strategies that provide practical skills and tools to mitigate these effects. Disability categories such as Emotional Behavioral Disabilities (EBD), Attention Deficit Disorder (ADHD), Autism Spectrum Disorders (ASD), and Fetal Alcohol Syndrome (FAS) will be examined as contemporary issues impacting American Indian children. Behavioral support options appropriate for students identified with EBD will be provided. A field component will accompany this course. (Prereq: Admission to the Naadamaadiwin program: admission to department) SPE 506 Indigenous Learners This course will identify best practices in American Indian education incorporating culturally appropriate methods and materials for students in special education. It will also explore cultural differences in learning and behavioral practices, community and environment variables, examining the high incidence of American Indian students in special education, cultural misunderstandings that impede placement, services and diagnosis. A field component will accompany this course. (Prereq: Admission to the Naadamaadiwin program: admission to department) SPE 507 Indigenous Methods of Instruction: Practical Application Current best practices in American Indian education will provide students with hands on skills and strategies for curriculum development including unit planning, lesson planning, and individualization. Various models of instruction for teaching students including the development of intervention plans that are culturally, academically, and socially appropriate based on assessment and observation to meet the needs of American Indian special education students. A field component will accompany this course. (Prereq: Admission to the Naadamaadiwin program: admission to department) SPE 508 Professional Issues and Development (.5 course credit) This course will focus on professional development and integrity in teaching. It will examine current issues and ethical dilemmas in the fields of special education/American Indian education. Documentation, reflection, synthesis of learning and the development of a professional portfolio will be the main focus. (Prereq: Admission to the Naadamaadiwin program: admission to department) SPE 509 Literacy Instruction for American Indian Learners with Exceptionalities This course is designed to provide the special education teacher with an understanding of the complex developmental process of reading skills for K-12 American Indian students with special learning needs. We will consider ways in which reading disabilities develop among American Indian students. In this course, we will study complex developmental behavior influenced by factors such as phonemic awareness, words analysis, vocabulary, fluency, comprehension, language, and motivation. This course will also include investigation of best practices in reading assessment and instruction for American Indian students with special learning needs. (Pre-req: Admission to Naadamaadiwin program; admission to the department) SPE 410/510 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: Admission to department) SPE 420/520 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: Admission to 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. (Prereq: Admission to department). 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, proactive, and non-aversive approaches drawn from current best practices and including positive behavioral supports, person centered planning and functional assessment. (Prereq: Admission to 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. (Prereq: Admission to the department). SPE 490/540 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: Admission to department). SPE 481, 483, 485, 487 Student Teaching (2.0) Two courses of full-time, supervised classroom experience. Required for licensure. (Pre-req.: passing scores for MTLE Basic Skills tests) SPE 495 Topics: Teaching Performance Assessment (TPA) and Student Teaching Seminar (.5) K-12 English as a Second Language (ESL) License The K-12 English as a Second Language license is available as an initial license as well as an endorsement to an existing license. This license qualifies teachers to work with K-12 students for whom English is a second language across a range of subject areas. The K-12 ESL licensure program is comprised of both undergraduate and graduate courses; up to six of the graduate courses can apply to the completion of the MAE degree. Graduate-level licensure coursework (500 and above) is available to students who already hold a bachelor’s degree and have been admitted to the MAE program. A pre-requisite to program admissions is two years of high school level or one year of college level language instruction. The K-12 ESL program is offered in a hybrid format which means that courses are a mix of face to face and online instruction. Classes are offered during the academic year in the weekend trimester framework and during summer session to make them accessible to working adults. This license is also offered as an undergraduate major to weekend college students seeking a baccalaureate degree. The following requirements are offered at both the undergraduate and graduate level. All courses must be taken for licensure, and up to six also may be taken at the graduate level and applied toward the master’s degree in education. EDC 200/522 Orientation to Education (1.0)* EDC 206/566 Diversity/MN American Indians (1.0) EDC 310/533 Learning and Development (1.0)* EDC 410/544 Learners with Special Needs (1.0)* EED 325/525 K-6 Literacy Methods and non-credit Field Experience (EED 326) (1.0)* ESL 330/510 History and Structure of English (1.0) ESL 340/520 ESL Literacy (1.0)* ESL 490/530 Language, Culture, and Schools (1.0) ESL 420/540 ESL Methods (1.0)* To complete the license, students also will need to complete the following requirements at the undergraduate level: HPE 115 Chemical Dependency (.5) EDC 220 Educational Technology (.5) ESE 325 Creating Learning Environments (1.0)* ESL 310 Second Language Acquisition (.5) ESL 320 Introduction to Linguistics (.5) ESL 410 ESL Testing and Evaluation (.5) ESL 481, 483, 485 Student Teaching (3.0) ESL 495 TPA and Student Teaching Seminar (.5) *This course has a 20 hour field experience attached to it. English as a Second Language Licensure Course Descriptions HPE 115 Chemical Dependency An analysis of chemical use and abuse and what can be done for the abuser. Includes information about school health education and services. EDC 200/522 Orientation to Education Career exploration and overview of the teaching profession. Emphasis on historical and philosophical foundations of the American school system. Urban fieldwork experience. EDC 206/566 Diversity/MN American Indians This course will examine human diversity and human relations. It will provide an awareness and critical analysis of how prejudice, discrimination, and stereotypes impact us personally, as well as how these elements impact our schools and communities. Also addressed in this course is the Minnesota Standard of Effective Practice 3.G: Understand the cultural content, worldview, and concepts that comprise Minnesota-based American Indian tribal government, history, language, and culture. EDC 220 Education Technology 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. EDC 310/533 Learning and Development A survey of educational psychology topics as applied to teaching and learning. Special emphasis is placed on classroom applications. Fieldwork experience. EDC 410/544 Learners with Special Needs 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.: Admission to department or special permission of instructor) EED 325/525 K-6 Literacy Methods The study and use of a variety of assessment and teaching techniques and resources for literacy instruction, including the diagnosis and correction of reading difficulties. (Prereq.: Admission to department) EED 326 Literacy Field Experience (0.0 course) Taken currently with EED 325/525. Students will be given the opportunity to apply the knowledge learned within the context of EED 325/525 to an elementary classroom setting. (Prereq.: 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: Admission to department. ESL 310 Second Language Acquisition This course provides examines the process of acquiring an additional language.  Multiple  theories of second language acquisition, the differences between first and second language acquisition, and recent work in neurolinguistics will be examined. The class is designed for people who plan to teach; thus, attention will be paid to the implications of research for language instruction. (Pre-req: Admission to the Education Department) ESL 320 Introduction to Linguistics This course addresses three central goals of language study: 1.) Understanding “grammar” as a human capacity that allows us to learn, use, and understand language; 2.) Understanding the structure of language and the components of language study; and 3.) Describing features of the English language: its sound system, its word formation processes, its sentence structures, and its rules for meaning. (Pre-req: Admission to the Education Department) ESL 330/510 History and Structure of English This course provides a thorough study of English grammar. Intended for future ESL teachers, the course focuses on developing students’ ability to describe language and effectively teach language structures. The history and development of the English language and the phenomenon of language change will also be covered. (Pre-req: Admission to the Education Department) ESL 340/520 ESL Literacy By focusing both on theory and practical skills, future ESL teachers will learn methods and strategies for planning and implementing literacy instruction for English Language Learners. The interaction of language learning and literacy, first language literacy, biliteracy, and literacy assessment will all be explored. This course includes a 20 hour field experience. (Pre-req: Admission to the Education Department) ESL 410 ESL Testing and Evaluation This course provides an overview of procedures and instruments used in identifying and assessing English language learners. State and national policies regarding ELL assessment will be covered. Current uses of standardized language proficiency tests and academic content tests will be discussed. The class also examines classroom and authentic assessment practices and seeks to build teacher skill in these areas. (Pre-req: Admission to the Education Department) ESL 420/540 ESL Methods This course provides an overview of English as a second language teaching methods and materials, focusing on preparing students to design and teach standards-based ESL lessons and curriculum units. The basic principles underlying ESL pedagogy, current ESL trends, and techniques for teaching students at different levels will be examined. This course includes a 20 hour field experience. (Prereq: Admission to the Education Department) ESL 490/530 Language, Culture, and Schools This course explores the relationships between language, culture, schools and society, and the way that these relationships impact the school experience of language minority students. The course provides an introduction to the study of sociolinguistics and examines how educators can best create school environments that serve the needs of their English learners. (Pre-req: Admission to the Education Department) ESL 481, 483, 485 Student Teaching Three courses of full-time, supervised classroom experience. Required for licensure. (Pre-req.: passing scores for MTLE Basic Skills tests) ESL 495 Topics: Teaching Performance Assessment (TPA) and Student Teaching Seminar (.5) K-12 Reading Teacher Endorsement The K-12 Reading Endorsement provides teachers with existing teaching licenses an opportunity to expand their knowledge and practices in the area of reading instruction and potentially provide leadership within schools and districts in 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. The K-12 Reading Teacher Endorsement program is offered in a hybrid format which means that courses are a mix of face to face and online instruction. Classes are offered during summer sessions and within the semester framework (face-to-face classes on Saturdays) during the academic year. The endorsement program is designed to be completed within 12 months in a cohort model. Field experiences at elementary, middle school and high school levels are required; student teaching is not required. Required courses include: EDC 500 Reading Leadership in the K-12 Schools (.5) EDC 506 Reading Leadership, Literature, and New Literacies (1.0) EDC 515 Reading Theory and Research (1.0)* EDC 535 Assessment and Instruction with Elementary Readers (1.0)* EDC 545 Assessment and Instruction with Middle and High School Readers (1.0)* *Field experience required K-12 Reading Teacher Endorsement Course Descriptions EDC 500 Reading Leadership in the K-12 Schools (.5) In this course students are introduced to the leadership roles in literacy education and provided time and space to specifically focus on themselves as readers and as teachers of reading. This course is intended to promote a culture of reading among all who are preparing to be reading leaders. EDC 506 Reading Leadership, Literature, and New Literacie Throughout this course, students explore children’s and young adult literature as well as new forms of digital literacies. (Pre-req.: EDC 500 and department admissions) EDC 515 Reading Theory and Research Throughout this course, reading leaders will investigate a wide range of reading research and theory, and explore how theory and research support reading assessment and instruction in a K-12 setting. Field experience required. (Pre-req.: EDC 500 and department admissions) EDC 535 Assessment and Instruction with Elementary Readers During this course, reading leaders will investigate the reading process, the link between assessment and instruction, and reading strategies that support and sustain reading of emergent to early readers. Field experience required. (Pre-req.: EDC 500 and department admission) EDC 545 Assessment and Instruction with Middle and High School Readers During this course, reading leaders will explore current methods, theories and materials used with transitional readers in content area instruction; the link between assessment and instruction; and reading strategies that support and sustain reading of middle and high school learners. Field experience required. (Pre-req.: EDC 500 and department admission) Student Teaching Students are required to complete student teaching for initial and additional licenses (unless otherwise indicated). In the MAE program, student teaching is generally completed before finishing the degree. Students can apply for licensure at this point and finish the degree later. Student teaching for elementary and secondary initial licenses lasts 12–14 weeks, depending on licensure scope. During that time, students work full time as student teachers and are supervised by an Augsburg faculty member. Students register for two to three credits of student teaching and a .5 credit TPA and student teaching seminar. They meet at Augsburg College for student teaching seminars several times during the term. Most student teaching placements are in the Minneapolis/St. Paul metropolitan area and Rochester. However, students do have the opportunity to student teach abroad, where students complete a 10-week student teaching experience in the metro area and then complete another student teaching experience abroad. Opportunities to teach abroad are available around the world, and it is a wonderful way to build a global perspective in education. Additional information is available through the Education Department. Student teaching for special education is 12 weeks in length for initial licenses and 7 weeks for those who already hold a license. For students who are working in an EBD or LD setting, a student teaching placement at that site may be possible, pending district approval. Additional information is available through the Education Department. Student teaching for ESL is 14 weeks in length and requires two placements, elementary and secondary. A single seven week placement is required for those who already hold a license. See the Education Department for more information. Student teaching is required for the preprimary endorsement. See the Education Department for more information. Curriculum—Graduate Degree Completion Options Students take graduate coursework as part of the licensure program. This coursework forms the Master of Arts in Education licensure core, with between four to six Augsburg graduate level licensure courses fulfilling master’s requirements. Students bringing fewer than six graduate-level licensure courses into the degree program must complete additional Master of Arts in Leadership (ML) or education graduate courses to reach the total number of required courses. To complete the master’s degree, students will need to complete one of the following options. Action Research Degree Completion Option This degree completion option requires a minimum of 3.0 courses: a Master of Arts in Leadership (ML) elective, EDC 592 Action Research 1, and EDC 593 Action Research 2. The action research courses guide the student through completion of a long-term action research project, typically conducted in the student’s classroom and focused on a question or concern identified by the student. The research is presented at an action research symposium and a formal written report of the research is placed in Lindell Library. The action research project is designed to be completed within three trimesters. Additional terms are available through continuing registration. Leadership Application Project (LAP) Degree Completion Option This degree completion option requires a minimum of 3.0 courses: an ML elective, EDC/ML 514 Research Methods–Education focus or ML 514 Research Methods and EDC 585 Leadership Application Project. Students electing this degree completion option do so because they are interested in developing an educational product that meets an identified need or because they are interested in conducting an independent research project with the assistance of a faculty adviser. To be successful in this option, students must be self-directed and able to maintain momentum without the structure of an actual course. The goal for the project varies, depending on the type of LAP. There are two options within the LAP. • The goal for those developing an educational product is to identify an issue or problem related to their practice, and after researching available literature, develop a solution to the problem or issue. The solution might be developed in the form of a curriculum, a workshop, a set of informational materials, a website, an article for publication or other appropriate educational product. • The goal for those conducting independent research is also to identify an issue or problem to investigate; but in this case, the investigation is through an independent research project. For those conducting independent research, it is especially important to have a clear vision in mind for the research and have an adviser who is willing to provide support throughout the project. Students need a research background beyond what is provided within the MAE program to be successful with this option. Both options are completed through a final oral presentation and placement of the final paper in the Lindell Library. Performance Assessment/Teacher Leadership Degree Completion Option This degree completion option requires a minimum of the following 4.0 courses: • Choose one ML leadership-focused course: ML 510 Visions of Leadership when taught with an emphasis on leadership rather than literature, ML 531 Dynamics of Change, ML 535 Organizational Theory and Leadership, ML 540 Political Leadership: Theory and Practice, ML 545 Decision Making and Leadership, or ML 565 Women and Leadership Additional courses, as developed, may also be used. • EDC 570 Teacher Leadership EDC/ML 514 Research Methods–Education focus. (ML 514 can be substituted if necessary) • EDC 594 Performance Assessment/Teacher Leadership Students electing this degree completion option do so because they are especially interested in considering leadership within the context of education and themselves as potential change agents. Alternate Settings—MAE in Rochester In step with Augsburg College’s excellent reputation in the field of education, the Master of Arts in Education program is also offered in Rochester. Licenses are available in elementary education and special education: EBD and LD. Classes primarily meet weekday evenings at Bethel Lutheran Church in Rochester. Beginning Summer 2012, the Performance Assessment degree completion option is offered at the Rochester campus. Elementary education The K-6 elementary education license allows students to teach in grade K–6. Augsburg College offers this license at the graduate level to students who already hold a bachelor’s degree and meet admissions requirements. Courses for this license are available in Rochester. Special education The K–12 Emotional Behavioral Disorder/Learning Disability program is designed for students currently working with or planning to work with EBD and LD students. The program leads to Minnesota teaching licensure in special education with a specialty in emotional/behavioral disabilities and/or learning disabilities. All courses for these licenses are available in Rochester. Graduate Degree Completion Course Descriptions EDC 570 Teacher Leadership This course will explore generative questions about leadership, change, and our own paradigms, visions, and values. Questions like the following are at the heart of this course: What does it mean to you to be a teacher leader? What do teacher leaders do? How does one become a teacher leader? What are the ways in which teachers can take leadership? What are the skills and tools of teacher leadership? How do we bring about change? Who am I as a leader? EDC 585 Leadership Application Project (LAP) The leadership application project is either a research-based study or a curriculum-based project that links issues of leadership and education with the degree candidate’s personal interests. The character of the project will vary with the nature of the investigation, but will always be application oriented. The central component of the LAP is the demonstration of leadership ability through a concrete project appropriate to the candidate’s workplace or place of service. P/N grading. EDC 592 Action Research 1 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. EDC 593 Action Research 2 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. P/N grading. EDC 594 Performance Assessment/Teacher Leadership This performance assessment course will require the students to integrate their knowledge about leadership, their sense of themselves as education leaders, and their understanding of a specific teaching/learning problem into a solution to the problem and a process for change. P/N grading. 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. EDC 514/ML 514 Research Methods–Education focus will place more emphasis on reviewing existing literature and less emphasis on designing an independent research proposal. MAL Elective Courses At least one elective must be taken from the Master of Arts in Leadership courses. The following are recommended, but others may also be used. Course descriptions can be found in the MAL portion of the graduate catalog. ML 510 ML 511 ML 520 ML 530 ML 531 ML 545 ML 550 ML 560 ML 565 Visions of Leadership: A Historical and Literary Journey Creativity and the Problem-Solving Process Self-Identity, Values, and Personal Growth Ethics in Communication The Dynamics of Change Decision Making and Leadership Communication, Decision Making, and Technology Developing a Multicultural Perspective Women and Leadership ML 599 Special Topics (as appropriate) Admission to MAE Admission Requirements Students admitted into the MAE licensure and degree programs must have: • bachelor’s degree from a regionally-accredited four-year institution • cumulative grade point average of 3.0 or higher (required for full admission for the graduate licensure option and degree program). Students with a cumulative grade point average of 2.5– 2.99 may be admitted conditionally into the graduate licensure program. To be admitted to the MAE degree completion program, these students must have a 3.0 or better Augsburg GPA. Application Checklist The following items must be sent to the Augsburg Office of Admissions: • Completed application form— http://www.augsburg.edu/admissions/mae/admissions/ • $35 non-refundable application fee • Personal summary outlining your tentative educational objectives and reasons for wanting to attend Augsburg • Official academic transcripts from all previously attended post-secondary institutions (including colleges, universities, vocational/technical schools, and PSEO institutions) sent directly to the admissions office. Admission as an International Student International applicants must submit the required application materials listed above. Refer to the additional requirements outlined in Admission of International Students. Transfer Policy Acceptance of previous education coursework completed at institutions other than Augsburg College is limited. Most courses that have not been completed in the last seven years are considered to be too old to transfer and need to be completed as part of one’s program at Augsburg. EDC 310/533 Learning and Development, EDC 220 Education Technology, and ESE 3XX K–12/5–12 Special Methods in Content Area are courses which may have a shorter acceptance time frame. Additional information on the transfer policy is available through the Education Department. Credit Evaluation: An official transfer credit evaluation of previous academic work will be completed as part of the admissions process. Education coursework is evaluated by the Education Department. For secondary licenses, content area coursework is evaluated by the content area department. This process is initiated as part of the admissions process. Generally, the requirement is that two or more classes in the content area must be taken at Augsburg, even with an undergraduate major in the field. In all cases, previous undergraduate courses must have received a grade of C or better to be eligible for transfer. Previous graduate coursework must have received a grade of B or better to be considered. Content area departments determine when courses are too old to be counted towards licensure. Acceptance into the MAE Program Application files are reviewed by the MAE director. Applicants are notified by the admissions office of the admission decision, usually within one to two weeks after the application file is complete. Applicants whose cumulative undergraduate GPA is below 2.5 will not be admitted into the MAE program; however, these applicants can be reconsidered when additional undergraduate coursework raises the cumulative GPA to 2.5 or above. An exception to this occurs when the applicant has completed an advanced degree with a cumulative GPA of 3.0 or better. Under these circumstances, the applicant can be considered for full admission into the MAE degree and licensure programs. Advising and Registration Admitted students are able to participate in academic advising and the registration process. Typically, first-term registration occurs with intake advising. After the first term, students generally are able to register online through Records and Registration. All students are assigned an Education Department adviser early in the first trimester of courses. Academic Policies Application to the Education Department Once accepted to the College and the MAE program, students may take designated courses in education and content areas. Students initially admitted at the graduate level may register for courses at the graduate level. Prior to taking EDC 310/533 and above, students must be admitted to the Education Department. This admissions process is outlined in the EDC 200/522: Orientation to Education and in admissions handbooks, which are available through the Education Department. Academic Achievement Conditionally-admitted MAE students are expected to achieve a 3.0 or better GPA in a minimum of 2.0 courses. Conditionally-admitted students whose GPA remains between 2.5 and 2.99 are able to complete the license but are not eligible for the degree. Fully-admitted MAE students are expected to maintain a cumulative GPA of 3.0 or better in both license and degree completion. In all cases, a cumulative GPA on the Augsburg graduate transcript must be at 3.0 or better to be admitted to the degree completion component of the MAE degree. Students who are ready to begin the degree completion component must file an Intent to Complete form (available through the MAE coordinator) at which point a transcript review is completed to confirm the 3.0 or better GPA and to determine the completed courses that apply to the degree and the courses that remain. Minimum Grade Policy Students who fail to maintain a cumulative 3.0 GPA in a given term are notified that they must raise their GPA to the required level. Students who receive below a 2.0 in any undergraduate course or 2.5 in any graduate course required for licensure are expected to repeat the course as soon as possible and raise the grade to the appropriate level. Dismissal from Licensure and Degree Program Students may be dismissed from the licensure program prior to student teaching for failure to maintain appropriate academic and teaching-based performance standards, for gross violation of College policy, and/or for conduct in violation of professional ethics. Dismissal occurs within the context of established department procedures described in the Education Department Handbook available through the Education Department. Students have the right to appeal dismissal from the licensure program on the grounds of procedural error, using the College’s program dismissal appeals process. Information about the program dismissal appeals process is available in the Augsburg Student Guide. Students may be dismissed from the MAE degree program for failure to maintain an appropriate GPA. Students have the right to use the College’s academic grievance procedure as they feel necessary. The full academic grievance policy is available in the Augsburg Student Guide. Fieldwork Requirements Fieldwork experiences are tied to several licensure courses. In most cases, these experiences are conducted within a service-learning framework, providing service to the school and classroom while also providing students opportunities for focused reflection linked back to course objectives. In general, students should plan for a minimum of 20 hours field experience per term. When multiple courses with field experience are taken in the same term, the requirements expand accordingly. Students in field experiences are evaluated by their host K-12 teachers on the basis of criteria drawn from the Minnesota Standards of Effective Practice. Evaluations are kept in the students’ Education Department files and used in decisions regarding progress through the program and student teaching. A full description of field experience requirements are available in the Education Department Handbook. Readmission and Withdrawal Students in good standing who fail to register for courses for three terms are withdrawn from the MAE program. To be readmitted to the College and the MAE program, students file a Readmission form through the registrar’s office. Program Costs In addition to tuition, students in this program can expect to pay a data maintenance fee upon admission to the department, as well as liability insurance at the student rate during student teaching and the cost of a background check for licensure and, possibly, field experience. In addition, optional international travel courses have associated costs above and beyond the charge for tuition. MAE/Full-time Education Department Full Time Faculty Elizabeth M. Ankeny, Associate Professor of Education. BA, Augustana College; MAT, Morningside College; PhD, Colorado State University. Christopher R. Brown, Field Experience Coordinator/Charter School Liaison; Instructor of Education. BS, Bemidji State University; MEd, University of Sydney, Australia. Joseph A. Erickson, Professor of Education. BA, MA, College of St. Thomas; MA, LutherNorthwestern Theological Seminary; PhD, University of Minnesota. Jeanine Gregoire, Associate Professor of Education. BS, MA, PhD, University of Minnesota. Dennis Greseth, Instructor of Education. BA, MS, Winona State University. Ann Grugel, Assistant Professor of Education. BA, St. Olaf College; MS, PhD,University of Wisconsin-Madison. Gretchen Irvine, Assistant Professor of Education. BS, College of St. Teresa; MS, University of Wisconsin-River Falls; PhD, University of Minnesota. Anne Kaufman, Associate Professor of Education. BS, MA, PhD, University of Minnesota. Audrey Lensmeier, Assistant Professor of Education. BA Indiana University; MAT National Louis University; PhD University of Minnesota. Gregory Krueger, Instructor of Education. BA, Southwest Minnesota State University; MA, Hamline University. Susan O’Connor, Associate Professor of Education. BS, University of Minnesota; MS, PhD, Syracuse University. Vicki L. Olson, Professor of Education and Director of the MAE Program. BS, MA, PhD, University of Minnesota. Donna Patterson, Assistant Professor of Education. BA, MEd, University of Minnesota. Ronald Petrich, Assistant Professor of Education. BA, Augsburg College; MS, University of Minnesota. Barbara Short, Associate Professor of Education. BA Augustana College; MS Illinois State University; EdD Illinois State University. Christopher Smith, Assistant Professor of Education. BS Purdue University; MS Purdue University; PhD University of Minnesota. Diane C.Vodicka, Assistant Professor of Education. BEd, North Park College; MEd, Georgia Southwestern College. Dana L.Wagner, Assistant Professor of Education. BA, St. Olaf College; MEd, PhD, University of Minnesota. Barbara West, Instructor of Education, Faculty Coordinator of Teacher Placement/Licensing. BS, St. Cloud State University; MS, Syracuse University. Master of Arts in Leadership MAL Mission The primary purpose of the Master of Arts in Leadership (MAL) program is to develop leaders for organizations, the community, and society. Most organizations seek leaders who possess the following qualities: an ethically and morally responsible vision, an understanding of how change occurs and how it can be managed, sensitivity to the complex problems of organizations, and an ability to find solutions consistent with their mission, cultural competence and sensitivity to the needs of a diverse population, and the ability to inspire and motivate people to work toward a common goal. The Augsburg leadership development model provides a framework through which the program recruits its students and develops their skills. Program Overview The study of leadership is central to Augsburg College. The College mission statement says, “Augsburg College educates students to be informed citizens, thoughtful stewards, critical thinkers, and responsible leaders.” The Master of Arts in Leadership is quintessentially Augsburg. The integrated liberal arts perspective on leadership education is what we think of as the “Augsburg difference.” MAL is the core program of Augsburg’s Center for Leadership Studies (CLS). Developed and launched in 1987, MAL is celebrating its 25th year in 2012-2013. It is Augsburg’s oldest graduate degree and one of the oldest leadership graduate degrees in the United States. The program responds to the leadership development needs of both for-profit and not-for-profit organizations. MAL has a deep theoretical base in leadership studies, yet also offers its students practical approaches to leadership that can be applied in the workplace and society. Plan of Study 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. The program features classes taught by faculty from multiple disciplines and offers a choice of two formats to allow students to choose the option that works best for them. Both formats offer a combination of classroom and online learning styles in different proportions. The classic classroom format emphasizes face-to-face instruction augmented by online work. The integrated hybrid format combines online and intensive learning experiences with occasional sessions in a traditional classroom setting. Community of Learners Essential to the goals of the MAL program is participation in a community of learners. 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 coursework of the master’s program. Leadership Development Model—Augsburg College The MAL program promotes leadership as a process that • inspires cooperation among people who must compete for limited resources, • promotes productivity within and beyond the organization, and • 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, which 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. Two Convenient Formats: Classic Classroom and Integrated Hybrid Cohort Classic Classroom Format An emphasis on face-to-face learning Overview For more than 25 years, our classic classroom format has featured a flexible choice model that allows students to select courses and a completion option that focus on individual goals, interests, and learning style. Students can also determine the pace at which they move through the program. This format offers numerous electives and allows for individualized studies. Courses are organized as seminars with the opportunity for discussion and dialogue. Some online work is incorporated into this format. Schedule During the academic year, classes usually meet every other Saturday morning or afternoon for four hours. Seven Saturday sessions are included in one trimester. Some select classes meet on Monday evenings. Students can take a combination of Saturday and Monday courses. Following this model, students can complete six courses during the academic year and a seventh during a summer session. A sample class schedule in the classic classroom format: Period I Saturday 8 a.m. to noon Period II Saturday 1 p.m. to 5 p.m. Period III Monday 6 p.m. to 10 p.m. Note: Each class taken commits a student to either Period I, Period II, or Period III, an average of two meetings a month. A few courses are taught on an immersion model, which features fewer but longer sessions. Augsburg College has a summer session. The MAL program usually offers several classes during the summer; the courses are five weeks in duration, meeting normally two nights a week, except for special immersion courses. Curriculum Four core courses: Visions of Leadership Research Methods Two courses related to the final project Seven electives, selected from more than 20 offerings Final Project Options for the Classic Classroom Format For non-cohort students there are three ways to complete the final project option in the MAL degree (Plans A, B, and C). All final projects are taken on a Pass/No Pass basis. In the Thesis/Leadership Application Project (Thesis/LAP) Option (Plan A), students complete 11 courses, including a thesis or a major leadership application project. In the Non-Thesis Option (Plan B), students must complete 11 courses, two major papers, but no thesis. For the third option, the Comprehensive Exam Seminar (Plan C), students complete 11 courses, 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 an 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 a practical issue. 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 are given a continuation period of up to 15 terms to complete the project. During the continuation period, a campus access fee of $35 per term is charged. Refer to Augsburg’s continuation policy in the Academic Programs and Policies section. 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 and Non-Thesis Project Guidelines booklet. Students are given a continuation period of up to 15 terms to complete the project. During the continuation period, a campus access fee of $35 per term is charged. Refer to Augsburg’s continuation policy in the Academic Programs and Policies section. 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. 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 are satisfied. Core courses for the thesis/LAP option (Plan A): (4.0 course credits) ML 510 Visions of Leadership ML 514 Research Methods ML 592 Thesis/LAP Consultation I ML 593 Thesis/LAP Consultation II Core courses for non-thesis option (Plan B): (4.0 course credits) ML 510 Visions of Leadership ML 514 ML 580 ML 597 Research Methods Colloquium on Contemporary Theories of Leadership Non-Thesis Independent Project Core courses for the comprehensive exam seminar (Plan C): (4.0 course credits) ML 510 Visions of Leadership ML 514 Research Methods ML 580 Colloquium on Contemporary Theories of Leadership ML 589 Comprehensive Exam Seminar Core courses for the cohort final project program Elective courses for ALL Classic Classroom options (at least 7.0 course credits) The MAL program requires that seven elective courses be selected from the following course list. All courses are 1.0 course credit (4 semester credits): ML 511 Creativity and the Problem-Solving Process ML 513 Creating a Compelling Literature Review ML 520 Self-Identity, Values, and Personal Growth ML 527 Spirituality and Leadership in the Workplace ML 530 Ethics in Communication ML 531 The Dynamics of Change ML 535 Organization Theory and Leadership ML 536 Facilitating Organizational Change ML 538 Communication Skills for 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 553 Design and Leadership ML 557 Language of Leadership ML 558 Leadership and Science ML 560 Developing a Multicultural Perspective ML 562 Global Multiculturalism, World Religions, and Leadership ML 563 Leadership in a Global Society ML 565 Women and Leadership ML 568 The Global Business Environment ML 570 Negotiation ML 574 Strategic Leadership ML 577 Universal Responsibility and Leadership: A Nicaraguan Experience ML 580 Colloquium on Contemporary Theories of Leadership (elective for Plan A) ML 598 Independent Study (special permission required) ML 599 Topics: special courses offered only once or twice Integrated Hybrid Cohort Format A combination of online, classroom, and experiential learning Overview The integrated hybrid model is completed in two years with a combination of intensive face-to-face sessions and online coursework. Students complete the program with a cohort of peers representing many different perspectives. Students learn from each other and build relationships that will provide support throughout the program and a valuable network for the future. Schedule After starting with a five-day summer experience, classes meet on a trimester schedule September through mid-June (fall, winter, and spring trimesters). Coursework will be online and supported by three on-campus class sessions per term. Curriculum ML 510 ML 512 ML 514 ML 520 ML 523 ML 553 ML 563 ML 574 ML 580 ML 588 ML 599 Visions of Leadership Responsible Leadership for the 21st Century (Intensive) Research Methods Self-Identity, Values, and Personal Growth Leading Authentically Design and Leadership Leadership in a Global Society Strategic Leadership Colloquium of Contemporary Theories of Leadership Final Action Research Project Mid-point Augsburg Signature Experience (Intensive) Core courses for the Integrated Hybrid Cohort format (4.0 course credits) ML 510 Visions of Leadership ML 514 Research Methods ML 580 Colloquium on Contemporary Theories of Leadership ML 588 Final Project Seminar: Action Research In addition, a sequenced list of electives is prepared for each cohort. In the cohort program, students complete 11 courses, including an action research final project seminar (Plan D). Final Project for the Integrated Hybrid Cohort Format: Plan D The Integrated Hybrid Cohort format includes a final seminar in which each student prepares an action research project during the course of one trimester (Plan D). For Classic Classroom students there are three ways to complete the final project option in the MAL degree: Plan A, B, or C ( See section above, Final Project Options for the Classic Classroom Format.) Plan D is comparable to Plan B and requires both ML 514 Research Methods and ML 580 Colloquium on Contemporary Theories of Leadership as prerequisites to ML 588 Final Project Seminar: Action Research. ML 588 is taken on a Pass/No Pass basis. Course Descriptions for Both MAL Formats 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. 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 worldview. ML 512 Responsible Leadership for the 21st Century The Augsburg mission statement sets forth the goal of educating students to be responsible leaders. By examining current social issues and through immersion in Augsburg's Cedar-Riverside neighborhood, this course will explore qualities of responsible leadership. The other three pillars of the Augsburg mission will serve as a framework as we explore how critical thinking, informed citizenship and thoughtful stewardship shape a responsible leader. This course also seeks to build a learning community and orient students to ideas and theories that will allow them to function effectively as a cohort throughout the MAL program. The course is structured as a five-day intensive experience. ML 513 Creating a Compelling Literature Review As leadership scholars and practitioners, our work should be evidence-based. The purpose of this course is to explore the published literature to determine what credible evidence tells us about effective leadership practices. Students will learn how to read research critically, analyze and develop arguments, and recommend best practices. 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 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 on learning and leadership strategies. ML 523 Leading Authentically What does it mean to lead authentically? How can you best align your strengths with the organization in which you lead? This course will build on the work done in ML 520 to help students identify their strengths, develop self-awareness, and articulate their life purpose. By looking at different theories of leadership and various perspectives on organizational development, students will be able to purposefully create a leadership style and plan that honors their authentic selves. 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 Effective leadership, by definition, involves social and organizational change. Beginning at the macro level of analysis and ultimately focusing on leading and responding to change in organizational settings, this course examines the paradigms, theories and practices that support successful leadership for change. Collaborative presentations provide an opportunity to apply course ideas to historical and contemporary issues. ML 535 Organization Theory and Leadership In-depth exploration of organization theory plus related concepts, issues, and concerns. The course is designed to enable the student to acquire knowledge and develop skills in order to function as a responsible, ethical participant within various types of organizational structures and cultures. ML 536 Facilitating Organizational Change This course will explore the impact of change on organizations, teams, and individuals. It will prepare current and future leaders to effectively lead change efforts in their organizations. This leadership development will be accomplished through the study of several change management theories and frameworks. Moreover, application and evaluation of change management theories will be emphasized. This course will further differentiate change and transition and further highlight strategies to help leaders coach individuals through difficult change events. Furthermore, this course will discuss organizational changes related to structure, strategy, technology, teams, and individuals. ML 538 Communication Skills for Leadership The course is designed to provide background in rhetoric as well as practice in speaking, writing, and presentation skills. A substantial performance component is included; evaluation of student work is based on mastery and performance of these skills. Students will perform communicative tasks in a variety of genres and evaluate their own performances and those of class members. ML 539 Communicating a Self in the Modern Organization 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 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 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 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 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 553 Design and Leadership “Design thinking” has transcended the world of engineering and architecture and is now a mainstream concern for most industries. This course explores the impact of “design thinking” on leadership, especially in the business world. ML 557 Language of Leadership 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 558 Leadership and Science Explores the common methods of science and the issues that science has encountered which affect the uses of science by leaders in the public and private sectors. Case studies include global warming and politics, psychology, and medicine. ML 560 Developing a Multicultural Perspective This course focuses on the ability to function and lead in culturally diverse contexts within the US. Goals include improved communication skills and interpersonal sensitivity, appreciation for the complexity of the racial and ethnic groupings, and awareness of key issues facing those groups. ML 562 Global Multiculturalism, World Religions, and Leadership In the global meeting of cultures, religion is a vital factor. This course examines the nature of religion as an essential feature of the cultures of the US. (Christianity), the Middle East (Islam), India (Hinduism), China (Buddhism, Confucianism, Taoism), and Japan (Shinto, Buddhism). Special emphasis is put on leadership and religion in all these cultures. ML 563 Leadership in a Global Society This class focuses on enhancing global leadership competencies, beginning with core concepts and personal assessments and concluding with a global leadership development project where learners demonstrate their ability to take theory to practice. Course activities include personal assessments, a critical review paper, a literature review, and a final project proposal paper in which all the elements come together. 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. ML 570 Negotiation An exploration of theories, strategies, and techniques of negotiation; overview of concepts and skills involved in negotiation as well as the context in which negotiation occurs. A special emphasis on the collective bargaining model with survey of examples of other types of negotiation. ML 574 Strategic Leadership The course develops students’ ability to think strategically and lead organizations through planning and implementation. Application of models and concepts to examples and cases from real-life practice. Case studies, exercises, and readings cover practices in for-profit and nonprofit organizations. ML 577 Universal Responsibility and Leadership: A Nicaraguan Experience The exploration of universal responsibility, conceptually and experientially. Course consists of a seminar in Minneapolis and one or two weeks in Nicaragua. The Nicaraguan portion includes meetings with leaders, a homestay in the two-week option, and visits to multiple sites and organizations. Topics such as Nicaraguan history, politics, indigenous cultures, poverty, health care, literacy, the arts, business foreign investment, and relations with the US government and nonprofit organizations are explored. Special fees apply. ML 580 Colloquium on Contemporary Theories of Leadership Selected contemporary theories of leadership plus a case study on a prominent leader. Emphasis on critical thinking, discussion, written analysis. (Prereq.: at least one-year coursework in MAL and ML 510) Required for Plans B, C, and D. ML 588 Final Project Seminar: Action Research (Plan D) In this course students who are pursuing the cohort program will have the opportunity to write their final project doing action research on their own organization. This course will span one trimester. ML 589 Comprehensive Exam Seminar This course is a completion option for the Master of Arts in leadership. Students prepare for the examination series—oral, written, and take-home—through discussion, readings, and critical analysis in the seminar. It must be the final course taken in the program; no other course may be taken at the same time. ML 592 Thesis/LAP Consultation I Independent research project supervised by an academic adviser. ML 593 Thesis/LAP Consultation II Completion of the thesis/LAP under the guidance of an academic adviser. ML 597 Non-Thesis Independent Project 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 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. Students may not take more than one independent study course. ML 599 Special Topics Study of selected topics in leadership that are not treated extensively through current course offerings. Specific topics will be published prior to registration. Special Programs Post-Master’s Certificate in Leadership Studies Graduate students who already possess a master’s degree in any area (including leadership) may wish to pursue the certificate program. A certificate is awarded after completion of five Augsburg MAL courses in leadership (which were not previously applied to any other degree). The student may choose any five MAL courses or may wish to focus on a specific area, such as ethics and leadership, global leadership, organizational leadership, communications, leadership development, or the liberal arts. This option is attractive for people who want to continue their professional studies but not necessarily undertake a full degree program. The normal application process is used for students who wish to pursue the post-master’s certificate. Joint BA in Accounting and Master of Arts in Leadership A BA in accounting and an MA in leadership (MAL) can be earned in this five-year program designed for students who wish to qualify for CPA certification and obtain a master’s degree. By the end of the fifth year and successful completion of all requirements, the student receives both a BA in accounting and an MA in leadership and will have fulfilled the 150-hour requirement to qualify for the CPA certification. The MAL program offers a large number of courses on a weekend schedule or Monday evening. Refer to the MAL program catalog supplement for the list of courses each year and to the accounting program coordinator for a detailed academic plan. It is recommended that students meet with an accounting adviser to create an effective plan for successful completion of the five-year program. General Requirements for the Accounting/MAL Program Accounting students planning to pursue the five-year degree must apply for admission to the MAL program at the end of their junior year. The application process includes submission of: • completed application form • three letters of recommendation (two from professors and one from an employer) • personal statement • example of their writing in an academic paper • GPA of at least 3.30 • Interview with a three-person panel from the MAL program Students must also have faculty endorsement from the accounting program. Students must complete at least one year of accounting work experience (either a job or internship) by the time they graduate from the MAL program. Program coordinator: Professor Stu Stoller. Admission to MAL Admission Requirements Applicants to the program must have: • Bachelor’s degree from a regionally-accredited, four-year college or university • 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. 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 two years of experience (or equivalent) with one or more organizations in a position of leadership or position demonstrating leadership potential. • Applicants holding a master’s or other advanced degrees from accredited colleges or universities are admissible. Decisions about admission to the program will be made on an individual basis by the MAL Admissions Committee. Admission is 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 Application Checklist The following materials must be submitted to the Office of Admissions: • Completed application form • $35 nonrefundable 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: Office of Admissions, 612-330-1101, gradinfo@augsburg.edu or www.augsburg.edu/grad Admission as an International Student International applicants must submit the required application materials listed above. Refer to the additional requirements outline in Admission of International Students in the Graduate Admissions section. Academic Policies Equivalencies 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. Academic Evaluation Courses not offered on the numbered grading system are noted in the course descriptions in this catalog as being graded on P/N basis. In order to receive a grade of P, a student must achieve at least a grade of 3.0. 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. Any course with a grade of 2.0 or lower will be transcribed as 0.0 academic credit. In order to graduate a student must have a cumulative GPA of 3.0 or above. All required courses and the final projects must be successfully completed. A student registered for the final projects (ML 588, ML 589, ML 592, ML 593, or ML 597) may be permitted to participate in Commencement but will not receive a diploma until all courses and projects are successfully completed. 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. MAL Program Enrollment Policy Students normally 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. Students who are away from classes for one year or longer must complete an Application for Readmission and submit it to the Office of the Registrar. Students who have been out of the program for three to five years must take one additional course to refresh their understanding of the field. Students who have been out of the program for five years or longer must take two additional courses to refresh their understanding of the field of leadership studies. Accreditation and Affiliation Augsburg is accredited by The Higher Learning Commission, North Central Association of Colleges and Schools. For a complete list of Augsburg’s accreditation, approvals, and memberships, in the About Augsburg College section. MAL Faculty Andrew Aoki, Professor of Political Science. BA, University of Oregon; MA, PhD, University of Wisconsin. John Benson, Professor Emeritus of Religion. BA, Augsburg College; BD, Luther Theological Seminary; MA, PhD, Columbia University. Thomas Berkas, Instructor of Leadership Studies. BCE, University of Minnesota, PhD University of Minnesota. Larry Bourgerie, Instructor of Leadership Studies. BS, BA, MA, University of Minnesota. Senior Vice President Human Resources, TrueStone Financial. Larry Crockett, Professor of Computer Science. BA, MA, Pacific Lutheran University; MDiv, Luther Theological Seminary; PhD, University of Minnesota; Priest, Episcopal Diocese of Minnesota. Joseph A. Erickson, Professor of Education. BA, MA, University of St. Thomas; MA, Luther Seminary; PhD, University of Minnesota. Stephen K. Erickson, Instructor of Leadership Studies. BA, Augsburg College; JD, University of Minnesota. Vice President and Advanced Practitioner, Erickson Mediation Institute, Mpls. John A. Furia, Assistant Professor of Business Administration. BA, Rhode Island College; MPA, University of Rhode Island. Garry Hesser, Martin Olav Sabo Professor of Citizenship and Learning. BA, Phillips University; MDiv, Union Theological Seminary; MA, PhD, University of Notre Dame. Lucinda Hruska-Claeys, Instructor of Leadership Studies. BS, University of Minnesota; MA, Southern Illinois University-Carbondale; JD, University of Minnesota; MAL, Augsburg College. Vice President and Special Accounts Consultant, Wells Fargo Bank N.A. Steven Jeddeloh, Instructor of Leadership Studies. BS, Mankato State University; MED in Education and MED in Training and Organization Development, University of Minnesota; MA, PhD, Fielding Graduate University. President of Leadership Resources Consulting. David Lapakko, Associate Professor of Communication Studies. BA, Macalester College; MA, PhD, University of Minnesota. Velma J. Lashbrook, Assistant Professor of Leadership Studies and Director of the Center for Teaching and Learning. BS, Iowa State University; MS, Illinois State University; EdD, West Virginia University. William Lashbrook, Instructor of Leadership Studies. BA, MA, University of Kansas; PhD, Michigan State University. Senior Research Associate, Strategy Implementation Associates. Karen J. Lokkesmoe, Instructor of Leadership Studies. BA, Augsburg College; MPA, PhD, University of Minnesota. President, Lokkesmoe Consulting, LLC. Steven Manderscheid, Instructor of Leadership Studies. BS, St. Cloud State University; MS, University of Minnesota; EdD, University of St. Thomas. Chair, Department of Organizational Management, Concordia University. Marilyn S. McKnight Erickson, Instructor of Leadership Studies. BA, Augsburg College; MA, St. Mary's University; President and Advanced Practitioner, Erickson Mediation Institute, Mpls. Thomas Morgan, Professor of Business Administration and Executive Director, Augsburg Center for Faith and Learning. BS, Juniata College; MBA, University of Denver; MS, University of Oregon; PhD, University of Minnesota. Norma C. Noonan, Professor Emerita of Political Science and Leadership Studies, former Director of the Center for Leadership Studies and the MAL Program (1993-2011). BA, University of Pennsylvania; MA, PhD, Indiana University. Diane Pike, Professor of Sociology. AB, Connecticut College; PhD, Yale University. John S. Schmit, Professor of English. BS, St. John’s University; MA, University of New Orleans; PhD, The University of Texas-Austin. Kathryn Swanson, Professor of English. BA, St. Olaf College; MA, PhD, University of Minnesota. Alan Tuchtenhagen, Director of the Center for Leadership Studies and the MAL Program. BS, Westmar College; MA, University of Nebraska; DPA, Hamline University. Joseph Volker, Instructor of Leadership Studies. BA, University of California-Irvine; MA, PhD, University of Minnesota. Vice President and Practice Area Leader, MDA Leadership Consulting Inc. Staff Patty Park, MA, Program Coordinator Master of Arts in Nursing Doctor of Nursing Practice Welcome to graduate nursing education at Augsburg. We are eager to offer discerning nurse professionals rich educational opportunities, engaging practicum experiences, and a wealth of transcultural nursing knowledge that will enhance your practice and advance your careers. The increasing diversity of our population challenges nurses to respond with creativity and competence in a variety of contexts. The Master of Arts in Nursing program prepares nurses for leadership across care systems, population groups, cultures, and care settings, with particular emphasis on addressing global and local health inequities. Students choose between transcultural nursing in community or transformational nursing leadership tracks of study. The new post-master’s Doctor of Nursing Practice (DNP) program prepares nurses for innovative practice that builds upon a transcultural foundation and embraces community health and holistic nursing. The advanced practice focus is on health and collective life lived in relationship. Thus our curriculum emphasizes advanced nursing roles that maximize health of communities and change the paradigm from one that focuses on disease and illness to one that focuses on prevention and wellness. In all our programs, our students are our greatest asset. They come from all parts of the world to continue their education in transcultural nursing. Classes are therefore a dynamic mix of cultures, spiritual traditions, and lifeways. The Augsburg College mission focuses our curriculum and unites us in ongoing efforts to become better informed citizens, more thoughtful stewards, critical thinkers, and responsible leaders. Classes are offered on the Augsburg campus in Minneapolis and at Bethel Lutheran Church in downtown Rochester, Minn. Video conferencing is used for most classes and allows for real-time connections between students at the two sites. Program faculty and staff are available at both sites and eager to assist students in whatever ways we can. Cheryl J. Leuning Chair, Department of Nursing Director, Master of Arts in Nursing Program and Doctor of Nursing Practice Program Master of Arts in Nursing Master of Arts in Nursing Mission Within the framework of a Christian liberal arts education, the Master of Arts in Nursing program is designed to prepare nurses for transformational leadership and transcultural practice across care settings, with particular emphasis on addressing health inequities. Curriculum Transcultural Nursing in Community 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, theory-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. Upon graduation from the program, nurses completing this track are eligible to apply for certification in Advanced Transcultural Nursing through the International Transcultural Nursing Society. Also, graduates completing this track will be eligible to apply to the American Nurses Credentialing Center (ANCC) for certification as an Advanced Public Health Nurse (APHN-BC). Ten courses plus a transcultural field project course are required. Three courses in the advanced nursing core, which all master’s students must take; five courses from the Transcultural Nursing in Community track; and two electives make up the coursework for the program. Advanced Nursing Core (three courses) NUR 505 Theoretical Foundations for Advanced Nursing Practice (36 practice hours) NUR 520 Research Methods in Nursing (36 practice hours) NUR 523 Theory, Research, and Practice Seminar (36 practice hours) Transcultural Nursing in Community track (five courses) NUR 500 Transcultural Health Care (36 practice hours) NUR 503 Transcultural Health, Families, and the Life Cycle (36 practice hours) NUR 541 The Politics of Health Care (72 practice hours) Plus, two of the following courses: * NUR 510 Advanced Community Health Nursing I: Health As Membership; Living in Community (36 practice hours) NUR 511 Advanced Community Health Nursing II: Emerging Models of Care in Diverse Communities (72 practice hours) or NUR 530 The Power of Ritual and Ceremony for Transformation** NUR 532 Transcultural Healing Practices** Electives—two graduate elective courses from Nursing, MAL, or another graduate program. *Students seeking certification as an Advanced Public Health Nurse from the American Nurses Credentialing Center (ANCC) must complete 500 hours of clinical practicum work and select NUR 510 and NUR 511; students seeking certification from the International Transcultural Nursing Society may select NUR 530 and NUR 532. Clinical practicum hours are integrated into several courses in the curriculum. **Course has 0 practice hours. Graduate Project—students are required to complete a graduate project, which is equivalent to one course. NUR 525 Graduate Field Project (144 practice hours) Transformational Leadership and Management 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 health care 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 take a total of 10 courses, plus a transformational leadership project course. Three courses in the advanced nursing core, which all Master of Arts in Nursing students must take, four courses in the Transformational Leadership and Management track, and three elective courses make up the coursework for the program. Advanced Nursing Core (three courses) NUR 505 Theoretical Foundations for Advanced Nursing Practice (36 practice hours) NUR 520 Research Methods in Nursing (36 practice hours) NUR 523 Theory, Research, and Practice Seminar (36 practice hours) Transformational Nursing Leadership Track (four courses)* NUR 501 Transcultural Care Systems (36 practice hours) NUR 521 Transformational Nursing Leadership (72 practice hours) BUS 520 Management of the Health Care Organization ML 541 The Politics of Health Care (72 practice hours) Electives—three graduate elective courses from Nursing, MAL, or another graduate program. *Upon graduation from the program and completion of the Transformational Leadership and Management track, students have the educational preparation to be eligible to apply for certification in Advanced Nursing Administration from the American Nurses Credentialing Center (ANCC). Graduate Project Students will fulfill their Master of Arts in Nursing through a final project, which serves as the capstone of the master’s program: a graduate field project or course. In the three core courses students will develop a plan for their final field project, which will be completed in NUR 525. Practica 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. Nursing practice with diverse populations will also provide students with the experiences needed to apply to take the certification exam in Transcultural Nursing. In the practica, all students practice primarily in nontraditional settings with persons underserved or excluded from mainstream health care. Emphasis is on cultural diversity and health inequities across health care settings. Students in the Transformational Leadership and Management track 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 and Off-Campus Opportunities The Nursing Department works closely with cultural guides, nurse mentors, and Augsburg’s Center for Global Education in developing study abroad opportunities. The following study abroad and away opportunities offer four examples of existing practicum experiences. Students may travel to Namibia in southwest Africa to spend two 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 in this practicum. Week-long immersion courses and practica are taught on the Pine Ridge Indian Reservation in western South Dakota. These courses and experiences offer students the opportunity to live on the reservation and participate with public health nurses providing health services. They also interact with tribal leaders and experience cultural events relevant to the Lakota people of Pine Ridge. Ten-day courses and practica are available in Mexico and Guatemala as well. 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 all these study abroad options to requirements in the Master of Arts in Nursing program. These practice experiences include fees for travel and education costs on-site in addition to course tuition. Fees vary by practice site. Course Descriptions NUR 500 Transcultural Health Care 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) NUR 501 Transcultural Care Systems In this course, organizations are viewed as cultural systems that are complex and adaptive, where continuous change and unpredictability rule the development and course of evolution. The importance of relationships, the role of self-organization, the processes of emergence and co-evolution are explored via readings and discussions. Attendance at a local, national, and/or international nursing leadership conference is mandatory. Dialogue and networking with a variety of nursing leaders to understand the context of transcultural health care organizations are expected. 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 is applied to family constellation. The influence of the multigenerational family is examined in terms of culture, belief system, roles, health care 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. (36 hours of practice experience) 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 510 Advanced Community Health Nursing I: Health As Membership; Living in Community 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 communityfocused health care delivery models. Power structures within dominant social systems are analyzed and critiqued with regard to resource access and distribution among underserved populations. (36 hours of practice experience) NUR 511 Advanced Community Health Nursing II: Emerging Models of Care in Diverse Communities Emphasis is on the application of public/community 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 transcultural 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. (Prereq.: NUR 510) (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. (Prereq.: college-level statistics course) (36 hours of practice experience) NUR 521 Transformational 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. (36 hours of practice experience) NUR 523 Theory, Research, and Practice Seminar The conceptualization, investigation, and application of nursing knowledge will be critiqued with particular focus on its contribution to developing practice in transcultural community health care. Through reflection and dialogue, which includes professional experience of practice contexts, as well as theoretical and research literature, students will formulate a transcultural nursing model of care. (36 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. This course focuses on a written report of the student’s project that has been developed in the nursing core. Relevant coursework is integrated into the project and the final written report. Plans for disseminating the report for public and professional use are encouraged. Students will defend the project to their graduate committee (major faculty adviser and two readers) and invited guests at the time of completion. (144 hours of practice experience) 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 ritual and ceremony into their lives and health care practices. Students will also discuss the meaning of ritual and ceremony to their own lives and professional practice. 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: 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 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 health care resources. This course will include an optional study abroad experience in Guatemala. (72 hours of practice experience) NUR 562 Walking the Truth: Culture, Gender, and the Millennium Development Goals (MDGs) in Sub-Saharan Africa This course explores the influence of cultural values and gender roles on the achievement of the Millennium Development Goals (MDGs) in sub-Saharan Africa. The social determinants of health and illness—economic realities, education levels, governmental policies, access to technology, and the competence of health care providers—are examined in relation to the unequal burdens of suffering and disease evident in Africa. Leadership skills that promote MDG achievement in local, regional, and national contexts are identified and applied through experiential practical learning activities. NUR 599 Topics Study of selected topics that are not treated extensively through current course offerings. Specific topics will be published prior to registration. BUS 520 Management of the Health Care Organization This course provides an overview of the key organizational and behavioral concepts that underlie effective management practices in health care 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 health care system, e.g., issues of access and cost. Admission to MAN Admission Requirements Applicants into the Master of Arts in Nursing program must have: • Bachelor’s degree in nursing from a regionally-accredited four-year college or university, or must have an Associate of Science degree in nursing in addition to a non-nursing bachelor’s degree. • Cumulative GPA of 3.0 (on a scale of A = 4.0) in all previous college coursework • Experience as a registered nurse • Current nursing license • All required immunizations • National Criminal Background check A college-level statistics course is required for progression in the program, but is not necessary for admission. Decisions about admission to the program will be made on an individual basis by the Graduate Admissions Committee. Admissions are handled throughout the year, with students being admitted at the beginning of the fall (September), winter (January), and spring (April) terms. Selection of candidates will be made on the basis of an evaluation of the following items for each applicant: • Previous college record and GPA • Letters of recommendation • Professional experience • Written statement describing professional and educational goals Application Checklist The following items must be sent to the Office of Admissions: • Completed application form—www.augsburg.edu/ma_nursing/ • $35 nonrefundable application fee • A 2-3 page typed statement describing the applicant’s professional and educational goals • 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.) • • Evidence of Health Insurance Portability and Accountability Act (HIPAA) training, professional liability insurance, and required immunizations Official transcripts from all undergraduate and graduate institutions attended, listing all courses taken and any degree(s) conferred. An interview with graduate program faculty and/or staff members may be requested. Admission as an international student International applicants must submit the required application materials listed above. Refer to the additional requirements outlined in Admission of International Students in the Graduate Admissions section. Academic Policies 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. See detailed information in the Academic Programs and Policies section. 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 available on the Grad/Weekend and Evening College calendar: www.augsburg.edu/enroll/calenders/index.html. Accreditation and Affiliations The Master of Arts in Nursing program is fully accredited by the Commission on Collegiate Nursing Education (CCNE). Augsburg is accredited by The Higher Learning Commission, North Central Association of Colleges and Schools. For a complete list of Augsburg’s accreditations, approvals, and memberships, see the listing in the About Augsburg College section. Department of Nursing Faculty Magdeline Aagard, Associate Professor of Nursing. BA, Augustana College; MBA, EdD, University of St. Thomas. Pauline Abraham, Assistant Professor of Nursing. BSN, Winona State University; MA, Augsburg College. Marty Alemán, Assistant Professor of Nursing. BSN, University of Minnesota; MA, Augsburg College. Katherine Baumgartner, Assistant Professor of Nursing. BSN, Minnesota State University; MA, Augsburg College. Ruth Enestvedt, Assistant Professor of Nursing, Co-Coordinator of the Augsburg Central Nursing Center (ACNC). BA, St. Olaf College; MS, PhD, University of Minnesota. Cheryl Leuning, Professor of Nursing, Chair of the Department of Nursing, and Director of Graduate Programs. BA, Augustana College; MS, University of Minnesota; PhD, University of Utah. Joyce Miller, Assistant Professor of Nursing. ADN, Rochester State Junior College; BS, Augsburg College; MA, Augsburg College. Susan Nash, Associate Professor of Nursing. BSN, MSN, EdD, University of Minnesota. Joyce Perkins, Assistant Professor of Nursing. BS, University of New Hampshire; RN, College of St. Teresa; MA, St. Mary’s College Graduate Center; MS, University of Minnesota; PhD, University of Colorado. Kathleen Welle, Instructor and Coordinator of the Augsburg Central Nursing Center, BS, MA, Augsburg College. Doctor of Nursing Practice The Doctor of Nursing Practice program prepares nurses to envision new models of advanced practice in transcultural nursing, community/public health, and advanced holistic nursing. Emphasis is placed on maximizing health within populations and communities through peaceful, collaborative actions across care settings and cultures, focusing on eliminating health inequities locally and globally. As a post-master’s program, the DNP builds upon the strengths of the Master of Arts in Nursing (MAN) program and prepares nurses for advanced practice roles in Transcultural Nursing (APTCN), Public Health Nursing (APPHN), and Holistic Nursing (AHN). Program Goals Graduates of the Doctor of Nursing Practice program will have advanced preparation to: • Negotiate the complexity of multicultural care settings and care systems to eliminate health inequities among populations and communities • Challenge conventional knowledge about illness through an ecological approach to social determinants of health • Lead change through building coalitions with marginalized people that are based on mutuality and common cause Program Structure The curriculum is structured as a full cohort model. One cohort a year will be admitted to begin in the fall term. It is expected that most students will take courses on a part-time basis as one didactic offering, one practicum, and one seminar each term. As a part-time student, completion of the program is expected to be 32 months, including completion of the capstone project. The curriculum for the DNP combines didactic, practicum, and seminar courses, with a capstone project to complete the degree. As a practice doctorate, the emphasis is on building skill in knowledge application among diverse cultural groups. The goal is to improve health and decrease inequities that lead to unnecessary morbidity and mortality in communities. Didactic A total of seven didactic courses constitute the DNP core, with one additional elective course credit required for completion of the didactic coursework. The didactic offerings carry 0.5 course credits each (1.0 course credit equals 4.0 semester credit hours) and are taught as an immersion one day a month with a half-day for seminar on the subsequent day. Practica Practica are organized to give flexibility and individual choice to students to support their increasing independence and depth of practice experience at the doctoral level. Students select practicum experiences that are either structured immersions in a variety of cultural contexts led by nursing faculty or that are student initiated and individually directed experiences mentored by nursing faculty. Practica course credits range from 0.25 (36 hours per 12-week term) to 1.0 (144 hours per 12-week term). To achieve the DNP, students must complete a total of 1,000 practicum hours in their MA and DNP programs. Students will be allowed to transfer up to 600 practicum hours from their master’s in nursing into the Augsburg DNP. Assuming a 12-week semester, practicum hours are computed as follows: • (.25 course credits) 1 semester credit hour = 3 “clock” hours of practicum time per week x 12 weeks = 3 “clock” hours per week or 36 “clock” hours of practicum time per semester • • • (.50 course credits) 2 semester credit hours = 6 “clock” hours of practicum time per week x 12 weeks = 72 “clock” hours of practicum time per semester (.75 course credits) 3 semester credit hours = 9 “clock” hours of practicum time per week x 12 weeks = 108 “clock” hours of practicum time per semester (1.00 course credits) 4 semester credit hours = 12 “clock” hours of practicum time per week x 12 weeks = 144 “clock” hours of practicum time per semester Seminars Seminars focus on integration of conceptual learning with field practice developing the student’s particular practice interest. Students are required to participate in a doctoral seminar (.25 course credits) every term—fall, winter, and spring—until completion of the DNP degree. Cohorts of students who enter the DNP program together progress as a group in the seminars in which they enroll each term. The final seminar culminates in the project presentation and completion of the requirements for the DNP degree. Students will participate in a seminar (.25 course credits) every term until completion. Final DNP Capstone Project Final DNP capstone projects must make a significant impact on nursing practice and health outcomes of populations and communities, demonstrate an evidence-based contribution to existing nursing knowledge, and be suitable for presentation or publication in a peer-reviewed venue. Through this scholarly project students demonstrate synthesis and application of scientific knowledge in advanced transcultural public/community health nursing practice. Students should begin working on their DNP capstone projects in the early stages of the DNP program and continue throughout. This scholarly project is planned in collaboration with a major faculty adviser. Curriculum Didactic Courses NUR 800 Practice Wisdom (Me¯tis) and Formal Evidence: The Dialectic between Knowledge and Engagement This course provides a foundation for building the scholarship of advanced practice in transcultural nursing and community health. Sources of knowledge and procedures for acquiring knowledge, both formal and informal, will be studied for the power to positively influence health outcomes. Evidence will be evaluated for relevance to practical experience based on context-specific (emic) positions and for rigor in empirical procedures based in context-free (etic) perspectives. Utilizing selected evidence suited to particular transcultural issues, practice modes building on both local expertise and professional research will be analyzed through systematic reflection. Students will begin developing original practice models suited to their transcultural interests and relevant to concerns of people marginalized by dominant health systems. NUR 802 Making Room at the Table: Applying Ethics to Ending Hunger and Sharing Abundance This course in applied ethics focuses on health as a human right with emphasis on the development of skills in community building as citizen professionals. From the perspective that hoarding abundance compromises the health of everyone, the course facilitates human connections that go beyond charity to acting from a basis of shared risk and solidarity. NUR 803 Transcultural Cosmologies and a Global Perspective This course explores the intersection of Western scientific principles and cultural cosmologies. Cycles, rhythms, and patterns of nature are correlated to a Western understanding of natural science. These interrelationships are then viewed through the lens of nursing theory, research, and practice. A wider horizon of meaning derived from a broad understanding of diverse methods and healing practices allows for conceptual models of nursing care to emerge that are responsive to diverse cultural expressions of health and illness. NUR 804 Mobilizing Sustainable Models of Human Betterment: Participatory Action in Community Building and Health Care This course focuses on communities as the foundation of health by recognizing strength in community residents and models that utilize the qualitative methods of participatory action that minimize the expert role in planning. Globalization as a model of neoliberalism will be critiqued, and a perspective of building solidarity among local communities will be emphasized. Skill building in participatory action processes will occur. NUR 805 Ways of Knowing: Synthesizing Qualitative and Quantitative Evidence Drawing on insights from complexity science, this course examines the diverse ways of knowing that guide professional practice. It focuses on the comparative analysis of quantitative and qualitative data. Students will critically reflect on the data, unpacking it and uncovering the meaning behind the data that supports their practice. Comparing the positivistic and interpretive stance, the students will examine relevant knowledge and ways of knowing that provide scholarly grounding for their professional expertise. NUR 806 Ecology of Human Suffering in a World of Extremes This course examines the cumulative illness-producing effects of inequities that are embedded in structures of social privilege and disadvantage. Human suffering is viewed as neither coincidental nor inevitable, but related to exploitation and organized cruelty within social systems. Epidemiological approaches are used to trace patterns of disease and illness that strike population groups and communities unequally around the world. Health status appraisal, risk analysis, and the levels of structural violence in society will be examined using culturally responsive data collection methods, resource accessibility, and the application of appropriate technology. NUR 807 Magic, Medicine, and Healing Spirits: Transcultural Perspectives on Health Care This course explores transcultural healing and caring modalities including the integration of traditional and scientific healing ceremonies and beliefs. Healing traditions among indigenous peoples will be examined, including spiritual forces that promote health and cause illness. The use of medicinal plants for healing in indigenous traditions will be compared to contemporary views of health and healing in bio-scientific models of curing. Practica Practica in the DNP include structured immersion experiences led and facilitated by faculty, and student initiated, self-directed practice experiences mentored by faculty. All practica are designed to develop students’ individual practice interests and skills. Practica are taken concurrently when students enroll in a didactic course. Guidelines for the integration of DNP practica into a plan of study include the following: • Practica will be completed incrementally throughout the DNP program. • Students may register for varying practica and credits each term, including summer • Practicum hours may be completed at the student’s job site, if approved by a supervisor and the nursing faculty adviser, but the practicum work must go beyond the student’s current job responsibilities and be consistent with the DNP program expected student outcomes. • Practica must be led or mentored by either a nursing faculty member or another approved mentor who is an “expert” within a community, population group, or has expert knowledge related to a particular phenomenon of interest to the student. • Students will develop objectives for practicum experiences in collaboration with faculty advisers and keep a record of practicum work in a professional portfolio. • Students must register for enough post-baccalaureate practicum credits to reach a total of 1,000 practicum hours to earn the DNP degree. This will be evaluated when students are admitted to the DNP program. The following are examples of directed study practica and immersion practicum experiences developed and led by faculty in the DNP program: NUR 701 - NUR 704 Directed Study Practicum (0.25-1.00 credits, 36-144 practicum hours) Directed study practica build upon advanced nursing competencies developed at the master’s level to expand and deepen knowledge supporting expert nursing practice. In the practica students will integrate and synthesize knowledge from emic wisdom with the biophysical, psychosocial, analytical, and organizational sciences as the basis for the highest level of transcultural nursing practice. Students are expected to enhance practice and/or systems management skills, including clinical reasoning, and advance to a higher level of expertise in transcultural nursing and community health. As such, directed study practica are individualized to students’ specific areas of interest and are planned by students in consultation with a major faculty adviser, cultural guides, and other mentors in the communities in which they wish to carry out the practicum. NUR 712 Culture Care on the Pine Ridge Reservation (0.5 course credits, 72 practicum hours) In this practicum students live on the Pine Ridge Indian Reservation in western South Dakota, where they have opportunities to gain knowledge about health inequities and structural violence from the viewpoint of persons living with poverty and cultural devastation. The strengths of the traditional Lakota culture emerge as Lakota elders and tribal leaders guide students into life on the reservation. Healing care systems and beliefs about health and illness are compared and contrasted with Western biomedical care and the politics of health care provided through the federal government’s Indian Health Service (IHS) are examined. NUR 742 Dia de los Muertos—Location: Mexico (0.5 course credits, 72 practicum hours) In this practicum students are immersed in the ancient tradition of honoring the children and ancestors during the celebration of the Day of the Dead in Mexico. Living in Cuernavaca or Oaxaca, Mexico, students are guided by indigenous participants in rituals and ceremonies that invite the return of ancestors who have died. Globalization of the holiday and its modifications through culture contact are revealed. NUR 723 Ancient Healing Practices—Location: England (0.75 course credits, 108 practicum hours) This practicum immerses students in ancient settings of healing in England—the healing waters of the Roman baths and the healing energy of and the sacred sites of ancient Celts. The importance of a connection to the land and cosmos is embodied in the origins of modern-day nursing. A visit to Homerton Hospital in Hackney, London, exemplifies transcultural care with a diverse population of immigrants and asylum seekers. NUR 752 Health Care on the Mexican–US Border (0.5 course credits 72 practicum hours) This study abroad opportunity explores issues of poverty, public health, environment, immigration, and globalization in the context of displaced communities. Participants meet face to face with immigrants, refugees, border patrol agents, factory workers, and community leaders on both sides of the US–Mexican border to listen and learn about their health concerns, economic development, human rights struggles, and efforts to achieve social justice. NUR 734 Health and Community Building—Location: Guatemala (1.0 course credits, 144 practicum hours) This practicum explores health as a human right. Analysis will focus on how widening gaps in the distribution of wealth diminishes the health of all members of society. Learning is based on immersion experiences in Guatemala City and highland Mayan communities. Observation, presentations by cultural guides, and classroom discussions will reflect on health and social justice for marginalized people. Participation in traditional back-strap weaving will guide reflection on the relationship of health and cultural continuity. Spanish language school is an option in this practicum. NUR 762 A Practicum Exploring Millennium Development Goal (MDG) Achievement in SubSaharan Africa (.5 course credit, 72 practicum hours) Students focus on the development of leadership skills that promote Millennium Development Goal (MDG) achievement in sub-Saharan Africa. Practicum activities are designed to engage health care professionals and members of local communities in best practices for achieving MDG targets by 2015. Structured lectures and discussions supplement practice and encourage students to explore sociocultural determinants of health and illness—economic realities, cultural values and gender roles, education levels, governmental policies, access to technology, and the competence of health care providers—in relation to the unequal burdens of suffering and disease evident in Africa. NUR 794 Culture Care in a World of Extreme—Location: Republic of Namibia (1.0 course credits, 144 practicum hours) Emphasis is on transcultural nursing leadership in partnership with persons and communities. Participants experience the challenges care systems face in providing health care within geographically and economically extreme contexts where isolation, poverty, and virulent disease are epidemic. Participant-observation among Ju/’hoansi communities in the Nyae Nyae Conservancy provide opportunities to collaborate and practice with nurses and other health care professionals striving to provide culturally safe and effective health care to one of the world’s “first peoples.” NUR 782 Poverty and Community Building in the Inner City—Location: Minneapolis, Minn. (0.5 course credits, 72 practicum hours) An immersion in the inner city of Minneapolis provides experience with the rich diversity in the inner city. Concepts of advanced practice in public health nursing are applied among the community of people who visit the Augsburg Central Nursing Center, a community-based nursing service. In addition to participation at the Nursing Center, students explore issues of health and social reality with cultural guides from the inner city populations and with nurses who work effectively with them. Seminars NUR 811 First-Year Seminar, NUR 821 Second-Year Seminar, NUR 831 Third-Year Seminar, and NUR 841 Final Seminar (0.25 credits per term while enrolled in the DNP) Students are required to register for a seminar each term they are in the DNP program. The purpose of DNP seminars is to integrate diverse practicum experiences with students’ individual practice interests. As such, the seminars provide a venue for students to test ideas for their practice with faculty and peers and receive relevant feedback and support. Through dialogue in the seminars, students work on their DNP capstone projects and professional portfolios. The last seminar (NUR 841) culminates in the successful completion of a scholarly capstone project that advances nursing practice. Students register for NUR 841 during the term in which they will be completing and presenting their final doctoral project, along with their professional portfolios. The professional portfolio documents the process of theory and research integration and the emerging practice innovations the student is implementing. Elective courses Elective courses are selected in collaboration with faculty advisers. Students may choose relevant elective graduate courses (at the 500 level or above) to add depth and breadth to their nursing specialty focus. These credits may be chosen from within the Department of Nursing or from a number of interdisciplinary programs and courses, including those offered by Master of Arts in Leadership, Master of Social Work, Master of Business Administration, Economics, and the Master of Arts in Education. This allows students to take optimal advantage of the richness and diversity of opportunities afforded through Augsburg College graduate programs. Admission to the DNP Admission Requirements Applicants to the Doctor of Nursing Practice program must have: • Earned master’s degree in nursing from a nationally-accredited institution • GPA of 3.2 on a 4.0 grading scale in master’s in nursing program • A current unencumbered RN license to practice in the US. • Evidence of a completed graduate research course • Evidence of up-to-date immunizations • Satisfactory results of a certified federal criminal background check Decisions about admission to the program will be made on an individual basis. Selection of candidates will be made on the basis of an evaluation of the following items for each applicant: • A three-page typed, double-spaced essay demonstrating ability to write in a thoughtful, coherent manner • Official transcripts from all colleges and universities attended (Applicants with a college or university degree completed outside of the United States must submit an official evaluation from World Educational Services.) • Three professional references • An interview with program faculty The number of applicants admitted to the DNP program will be limited and based on availability of faculty members who share a student’s practice interests and goals. Meeting the minimum admission criteria does not ensure that an applicant will be admitted to the program. Applicants who have graduated from a foreign nursing program, should submit their coursework for validation to the World Education Service (WES) and have the reports sent directly to Augsburg College. Additionally, internationally-educated applicants may request the Commission on Graduates of Foreign Nursing Schools (CGFNS) (http://www.cgfns.org/ ) to forward their educational credentials report to the Minnesota State Board of Nursing. Once their credentials are verified, applicants must apply for licensure and demonstrate successful passing of the National Council Licensure Examination (NCLEX). Nurses who have previously submitted CGFNS credential verification in a state other than Minnesota, who have passed the NCLEX, will be considered for admission and must meet the same residency requirements expected of all students. Applicants whose first language is not English must submit evidence of earning a minimum score of 95 out of a possible 120 (or 250 if previous version was taken) on the Test of English as a Foreign Language (TOEFL). Transfer of credits Transcripts of students who have completed a master's degree in nursing or other graduate work are required for admission to the DNP. Doctoral credits may be transferred into the DNP program if assessed as equivalent to courses offered at Augsburg College. DNP students may potentially transfer up to 2.0 course credits or 8 semester credit hours into the DNP program. Elective courses acceptable for transfer are determined by the Department of Nursing faculty and the registrar. The process of obtaining transfer credit must be initiated by the student before the end of the first academic year of study. Submission of course syllabi and/or a detailed description of course content will be needed to initiate transfer of courses into the DNP program. To qualify for credit the practicum hours must be officially documented from the master’s degree program. Students may transfer up to 600 practicum hours that were earned and documented in their master’s degree program. These 600 hours will be counted toward the 1,000 hours required for the DNP degree. Accreditation Augsburg is accredited by The Higher Learning Commission, North Central Association of Colleges and Schools. The Doctor of Nursing Practice program is a candidate for accreditation from the Commission on Collegiate Nursing Education (CCNE), which has accredited the Master of Arts in Nursing and the Bachelor of Science in Nursing programs at Augsburg. An accreditation site visit by CCNE is scheduled for March 2011. For a complete list of Augsburg’s accreditations, approvals, and memberships, see the listing in the About Augsburg College section. Department of Nursing Faculty Magdeline Aagard, Associate Professor. BA Augustana College; MBA, EdD, University of St. Thomas. Pauline Abraham, Assistant Professor. BSN, Winona State University; MA, Augsburg College. Marty Aleman, Assistant Professor. BSN, University of Minnesota; MA, Augsburg College Katherine Baumgartner, Assistant Professor. BSN, Minnesota State University; MA, Augsburg College. Ruth Enestvedt, Assistant Professor. BS, St. Olaf College; MS, PhD, University of Minnesota. Cheryl Leuning, Professor, Chair of the Department of Nursing, and Director of Graduate Nursing Programs. BA, Augustana College; MS, University of Minnesota; PhD, University of Utah. Joyce Miller, Assistant Professor. AND, Rochester Community Technical College; BS, MA, Augsburg College. Susan Nash, Associate Professor. BSN, MSN, EdD, University of Minnesota. Joyce Perkins, Assistant Professor. BS, University of New Hampshire; RN, College of St. Teresa; MA, St. Mary’s College Graduate Center; MS, University of Minnesota; PhD, University of Colorado. Kathleen Welle, Instructor and Coordinator of the Augsburg Central Nursing Center. BS, MA, Augsburg College. Program Staff Sharon Wade, Administrative Coordinator, BA, Augsburg College. Linden Gawboy, Administrative Assistant Patricia Park, Program Coordinator, MA, Augsburg College. Master of Business Administration Embarking on a graduate degree program is an exciting and challenging decision. The Augsburg MBA is a rigorous and intensive educational experience. The Augsburg MBA is practical and “handson,” focusing on applicable skills and knowledge designed to increase your ability to think, analyze and act. The Augsburg MBA provides students a unique opportunity to investigate business cultures and practices through a faculty-led international experience. Our curriculum integrates the global experience of our faculty and reflects Augsburg’s mission of developing leaders grounded in values, purpose, and vocation. The Augsburg MBA is a proven accelerated program focusing on practical skills, knowledge, and teamwork; while built on a foundation of ethical decision-making. The Augsburg MBA additionally offers students the ability to include enhanced instructions in several professional business disciplines. We invite students to challenge themselves and their classmates to bring a new and expanded focus through guided reflection and examination. Augsburg MBA students are chosen because they exhibit purpose and direction in their careers and lives, and positive engagement with their community and associates. We invite you to become part of a growing community of Augsburg MBA alumni. Steven M. Zitnick Director, Master of Business Administration Program MBA Mission To prepare students for professional careers in business by developing their decision-making skills, critical thinking and by transforming them into effective managers and leaders in service to others. The program aspires to provide an outstanding student-centered education that produces graduates who are critically astute, technically proficient, and who understand the moral and ethical consequences of their decisions on their organization and on the world. MBA Program Overview Today’s business leader must be able to quickly analyze situations and information and critically analyze alternatives and courses of action. The purpose of the Augsburg MBA is to prepare students to accept greater responsibility in organizations facing this dynamic and fast-evolving business culture. The curriculum of the MBA gives students the ability to think critically and ethically as they face the increased challenges of a global business environment. Quality, individual initiative, ethics, and teamwork are hallmarks of the Augsburg MBA. We have a commitment to continually improve students’ experiences and learning in the program. Our faculty is uniquely qualified to bridge theory and real-world application, giving MBA students opportunities to acquire skills and knowledge in a variety of disciplines. The Augsburg MBA offers students the flexibility of completing a general MBA or a specialized MBA with a concentration that matches their interests and career goals. Accreditation The Augsburg MBA is a candidate for accreditation with the Association of Collegiate Business Schools and Programs (ACBSP). Augsburg is accredited by The Higher Learning Commission, North Central Association of Colleges and Schools. For a complete list of Augsburg’s accreditations, approvals, and memberships, see the listing in the About Augsburg College section. Plan of Study The Augsburg MBA is an accelerated, part-time program that allows working professionals to complete an MBA degree in approximately 24 months. This is accomplished by using a cohort model in which students follow a predetermined schedule with classes meeting one night a week. Students in a cohort program model stay together as a group through the sequence of classes for the duration of the program. This provides a continuous, collaborative learning process. The cohort environment fosters a cohesive learning community where students learn from each another, mentor each other, and peer coach. You’ll share diverse professional expertise and experience as you work in teams on projects, case studies, presentations, and simulations, both inside and outside of class. Working both individually and in small groups enables you to enhance your strengths, build your skills, expand your business acumen, and improve your decision-making. Together as a community you’ll build personal, social, and academic abilities. Adult learners bring a wealth of work and personal life experiences with them into the classroom, multiplying the opportunities for learning. The personal connections and relationships you build with fellow students and faculty will extend into an important and valuable network as you take your career to new levels. Course Credit Augsburg College uses a course-credit system. A full course credit (1.0) is equal to four semester credits or six quarter credits. Each full course on the semester schedule meets for approximately 28 contact hours with the expectation of substantial independent and group study offered through our web-based electronic course management system. Learning is supplemented by the use of our class management software; allowing students and faculty to share ideas, information and learning. Specialized Plan of Study The Augsburg MBA offers students the flexibility of completing a general MBA or a specialized MBA with a specialization that matches their interests and career goals. The general Augsburg MBA consists of 13 courses that can be completed in approximately 24 months. An Augsburg MBA with a concentration consists of nine core MBA courses and 3 additional courses that focus on their chosen area of interest. An MBA with a concentration can be completed in 28 months. Full-credit MBA courses consist of seven four-hour sessions. Classes are scheduled to meet one night each week. It is sometimes necessary to include an occasional Saturday session due to national holidays. Academic Calendar Currently, the Augsburg MBA uses the semester schedule as well as a summer session. Courses are offered consecutively during each term so students are able to concentrate on one subject at a time. The program is designed to have students take at least two full-credit courses per term. Official academic calendars and the MBA registration policies can be found at www.augsburg.edu/registrar. The unique cohort model of the Augsburg MBA requires individual calendars for each cohort, which are provided by the MBA department. The Faculty-Led International Experience Each year, all current MBA students will be offered the opportunity to participate in a faculty-led international experience. This trip is taken in conjunction with either of these courses: MBA 565 Managing in a Global Environment or MBA 595 Strategic Management. Students will travel as a group to an international location, visit businesses, participate in faculty lectures, and learn about the culture and traditions of the countries visited. Each MBA student should have two opportunities during their matriculation in the program to participate. Costs can vary; but as a minimum, trips normally include tuition (for the course selected), airfare, lodging, and travel in-country, as well as some meals. The Augsburg MBA The 13 required courses of the general Augsburg MBA are as follows: MBA 510 Managerial Economics MBA 520 Accounting for Managers MBA 530 Managerial Finance MBA 540 Business and Professional Ethics MBA 545 Organization Behavior MBA 550 Marketing Management MBA 560 Communication Issues in Management MBA 565 Managing in a Global Environment MBA 570 Quantitative Decision Making for Managers MBA 575 Strategic Technology MBA 592 Leadership: Ethics, Service, and Transformation MBA 595 Strategic Management MBA 581&2 Management Consulting Project (Capstone) MBA Course Descriptions MBA 510 Managerial Economics Application of economic tools in solving managerial problems. Topics include markets and organizations, demand and cost functions, demand and supply analysis, game theory and the economics of strategy, pricing incentives, evaluation, regulation, incentive conflicts and contracts, and ethics and the organizational architecture. Students develop critical thinking skills and a framework of analyzing business decisions. In summary, the objective of the course is to help business students become architects of business strategy rather than simply middle managers following the path of others. MBA 520 Accounting for Business Managers Concepts of Generally Accepted Accounting Principles (GAAP) for preparing financial statements. Students will learn to analyze income statements, balance sheets, and annual reports, and to budget using projected sales, fixed and variable expenses, break-even calculation, and capital budgeting. MBA 530 Managerial Finance Understanding the foundations of financial management including markets, institutions, interest rates, risk and return, and the time value of money. Included are security valuation, corporate valuation, strategic investment and financing decisions, working capital management, mergers and acquisitions, derivatives, bankruptcy, and multinational implications. MBA 540 Business and Professional Ethics An understanding of the ethical problems faced by people in organizations and businesses today. A framework for recognizing ethical problems helps the student determine how decisions will affect people positively or negatively. This course conveys a model of analysis of ethical problems to allow students the ability to make better judgments about what is right and fair. The course also allows students to gain confidence in their understanding and their proposed solutions for ethical issues, thus being able to forcefully and reasonably defend their point of view. MBA 545 Organizational Behavior Theory and application of organizational behavior to human resources within organizations. Topics include strategies and tactics for developing human resources to support organizational cultural changes (such as total quality management), team building, collaboration with other teams, training, the impact of diversity, and evaluation of contemporary organizational strategies. MBA 550 Marketing Management Applying marketing theory and practice to real-life marketing situations. Topics include market segmentation, targeting, positioning, distribution of goods and services, the relationship between price and demand, brand management, and marketing plans and strategy. Students gain hands-on experience with marketing in cross-functional organization strategies. MBA 560 Communication Issues in Management An ethnographic approach to communication in the workplace including how physical settings, communication channels, institutional goals, institutional culture, and the roles of participants shape communication. Students will use case studies and their own workplace experiences to examine effectiveness, ideologies and biases, network theory, persuasive appeals, and communication of institutional values. MBA 565 Managing in a Global Environment Explores the reasons, conditions, processes, and challenges of internationalization from an enterprise perspective. The foci of the course will be international trade theory and institutional governance of international trade/monetary policy, and the differences in political-economic/socio-cultural systems and their implications for international business.(This course may be taken in conjunction with the faculty-led international experience.) MBA 570 Quantitative Decision-Making for Managers Extracting actionable information from data, interpreting data in tables and graphs, interpreting statistical significance, evaluating survey data, using data mining with large databases, and using simulation and modeling in business decisions. MBA 575 Strategic Technology Making strategic technology decisions most favorable to organization and culture, interaction with customers and suppliers, and future growth of the organization. Students will come to understand the impact of the internet and electronic commerce on the traditional business model, the effect on employees, and the ethical and societal results of given technology choices. MBA 581-582 Management Consulting Project Working in teams with a local organization, students develop expertise in an area related to their vocation, using communication, leadership, and collaboration skills, and academic knowledge to research, analyze, and make recommendations. The management consulting project culminates in a presentation to the client and the faculty adviser. (The Management Consulting Project course is divided into two required .5 credit courses.) MBA 592 Leadership: Ethics, Service, and Transformation Provides learners with well-rounded, comprehensive leadership skills that will enhance personal and organizational effectiveness. Leadership skills and abilities have long been viewed as important contributors to success in personal and professional spheres. Topics include leadership strategy, critical and distinctive functions and skills of management and leadership, relationship building, servant leadership, leadership communication, and self-awareness and discovery of leadership styles, traits, and abilities. MBA 595 Strategic Management Organizations that survive over time generally meet customer needs more effectively than the customer’s alternatives. These organizations adapt to a constantly changing environment, usually coordinating change in a variety of different functional areas. Strategy matches the organization’s capabilities to its market position, facilitates resource allocation, and provides guidance for decisionmaking. This course is integrative of all subject matter in the MBA program, and adopts the perspective of senior management. (This course may be taken in conjunction with the faculty-led international experience.) Graduate Concentrations and Certificates MBA with a concentration The Augsburg MBA with a concentration requires the successful completion of 15 MBA courses, including nine foundational courses and six required concentration courses. Students may choose one of five concentrations: finance, marketing, international business, human resources management, or health care. A concentration may allow students to become competitive in a specific career field or, in some cases, it may assist students in achieving professional certification or accreditation. The nine required core courses are as follows: MBA 510 Managerial Economics MBA 520 Accounting for Managers MBA 530 Managerial Finance MBA 540 Business and Professional Ethics MBA 545 Organization Development/Behavior MBA 550 MBA 570 MBA 580 MBA 592 Marketing Management Quantitative Decision Making for Managers Management Consulting Project (Capstone) Leadership: Ethics, Service, and Transformation Finance Concentration Students prepare for careers in international banking, finance, and investments by learning finance and investment theory and applications, and the operations of financial markets. • • • • • • Financial theory and applications Investment theory and portfolio management Financial markets Options and derivatives International finance Financial statement analysis Marketing Concentration Students receive solid exposure to major topic areas beyond the core, learn to evaluate research data for marketing decisions, and gain integrative, practical experience in marketing. • • • • • • Marketing research Marketing communications Sales management Consumer behavior Technology and e-commerce Strategies in global marketing International Business Concentration Students develop a specialized toolkit to deal with the global economy with its massive increases in international trade, foreign direct investment, multinational companies, and international financial transactions. • • • • • • International business: strategies, trade agreements, and policies International finance Negotiations in a global environment Strategies in global marketing Global supply chain management Legal aspects of international business Human Resource Management Concentration The certificate in human resource management prepares human resource professionals for a variety of human resource positions. Successful completion of the certificate program as well as passing the examination and meeting job experience requirements meet the criteria for certification as a Professional in Human Resources (PHR) or Senior Professional in Human Resources (SPHR). • • • • • Global human resources Organizational effectiveness Training, selection, and performance Compensation and benefits management Industrial labor relations Health Care Management Concentration The concentration in health care management (MBA/HCM) is designed to provide students with leadership as well as the management knowledge and skills needed to be successful in today’s health care organizations. The MBA/HCM emphasizes the identification, analysis, and solution of complex management problems with a foundation of health care concepts and decision models that will support the variety of management roles in today’s health care environment. • • • • • • Legal and ethical considerations in health care management Integrated health delivery systems Health care financing Cross cultural issues in health care Global health care issues Health care operations management (elective) Concentrations as Graduate Certificate Programs For students who seek advanced skills and knowledge in a specific business discipline, but either already possess an MBA or are not interested in pursuing a degree at this time, the five concentrations are available as graduate certificate programs. These courses are transcribed as “for credit.” In most cases (depending on employer policies), they will be accepted for tuition reimbursement. Contact the MBA office at 612-330-1778 or the Office of Admissions at 612-330-1390 for more information. MSW/MBA Dual Degree Many social service agencies today require that agency managers combine financial and business expertise with social work practice and policy formation. The MSW/MBA degree enables graduates to function in a workplace that demands the delivery of quality services with increasingly limited resources. The MSW/MBA dual degree option is available to MSW students who elect the Program Development, Policy, and Administration (PDPA) concentration. MSW/MBA students will spend their first two years taking Master of Social Work courses followed by approximately 15 months of MBA courses. For more information regarding the Program Development, Policy, and Administration (PDPA) coursework required for the MSW/MBA dual degree, refer to the Master of Social Work section in this catalog. MSW students who graduated after June 2002 are required to complete the following eight MBA courses: MBA 510 Managerial Economics MBA 520 Accounting for Managers MBA 530 Managerial Finance MBA 545 Organizational Development MBA 550 Marketing Management MBA 560 Communication Issues for Managers MBA 575 Strategic Technology MBA 595 Strategic Management MSW students who graduated prior to 2002 are required to complete nine MBA courses. This includes the eight MBA courses listed above as well as MBA 592 Leadership: Ethics, Service, and Transformation. MSW students may also be required to adjust their summative evaluation project to meet the requirements of the MSW and MBA programs. Students interested in the MSW/MBA program must apply to both programs. See the application guidelines listed under each individual program. NOTE: Admission to one program does not guarantee admission to the other. Locations and Schedules MBA classes are offered at three locations: Augsburg’s Minneapolis campus, Thrivent Financial in downtown Minneapolis and Augsburg’s Rochester campus. Cohorts begin three times per academic year: fall term (September), winter term (January), and spring (May). Orientation for new cohorts is generally scheduled for one-to-two weeks in advance of the beginning of classes. For more information on class schedules, go to www.augsburg.edu/mba or call the Office of Admissions at 612-330-1390. MBA Advisory Board The MBA Advisory Board is comprised of both active and retired senior business leaders from global, regional, and entrepreneurial organizations. The board meets several times yearly to review the program’s progress, offer advice, and provide insight into contemporary business issues that influence curriculum development or modification. Additionally, the board is invited to participate in student and alumni events throughout the year. Admission to the Augsburg MBA Program Admission to the Augsburg MBA program is determined by a committee decision. The committee may include MBA program staff, Business Administration Department faculty, and Office of Admissions staff. Admission Requirements Applicants to the MBA program must have: • bachelor’s degree from a regionally-accredited four-year institution • minimum of two years of relevant work experience • personal interview with the MBA program director Admission checklist The following materials must be submitted to the Office of Admissons: • completed application—Apply online at www.augsburg.edu/mba/admissions/application.html • $35 application fee • Two personal statements • Official undergraduate/graduate transcripts sent directly to the Augsburg Office of Admissions • Current résumé of work history • Two confidential letters of recommendation • Official GMAT score report (school code 6014)—not required for certificate applicants Or completion of the Individual Learning Profile (ILP) For information about the ILP, contact the Graduate Admission Department Admission as an international student International applicants must submit the required application materials listed above. Refer to the additional requirements outlined in Admission of International Students in the Graduate Admissions section. Admission as a transfer student Students may apply to Augsburg as a transfer student. Transfer students follow the same procedure as new applicants. Transfer students may receive up to six (6.0) transfer credits. (See Evaluation of Transfer Credit in Academic Programs and policies.) Students must complete no fewer than seven (7.0) courses at Augsburg in order to receive their MBA degree from Augsburg College. All students must complete the Management Consulting project, (MBA 581/2) to graduate. Eligible coursework must be approved by the MBA program director before transfer credit will be granted. GMAT Alternative Option; The Individual Learning Profile (ILP) Applicants to the MBA program who have not taken the GMAT may instead elect to complete the Individual Learning Profile (ILP) assessment. This option consists of two parts; an analysis of the applicants quantitative skills and a writing assessment. Both portions of the assessment are taken online, and the quantitative skills evaluation also offers the student interactive remedial instruction. The ILP is normally completed as part of the application process, prior to admittance. GMAT Waiver Policy As a general policy, the Augsburg MBA program requires the GMAT of all applicants, due to both the analytical and critical evaluation components of our accelerated program. The GMAT is used both to evaluate the candidate’s opportunity for success as well as to indicate areas where remedial work may be necessary. However, the Admissions Committee will consider, on a case-by-case basis, GMAT waiver requests for the MBA program. Waivers are not automatic for any candidate, and a brief written request must be submitted outlining the reasons why the Admissions Committee should grant a GMAT waiver. Current occupation or undergraduate disciplines are not specific grounds for a GMAT waiver. Eligibility for GMAT Waivers GMAT waivers may be offered to: • Candidates with an appropriate and current GRE score. • Candidates who have been enrolled in a graduate degree program in a technical or quantitatively rigorous discipline (such as actuarial science, engineering, mathematics, physics, economics, or chemistry) from an accredited institution and who were in good academic standing with an overall grade point average of 3.0 or better (or the equivalent of a B average under the system used by that institution). Students should have completed at least four academic courses within this curriculum to qualify. It is important to note that employment history and current assignment will be reviewed in addition to the degree requirement. • Candidates who hold the following graduate degrees from an accredited college or university with an overall grade point average of 3.0 or better (or the equivalent of a B average under the system used by that institution.) • Medical or dental degree (MD, DDS) • Master’s or doctoral degree in an academic discipline that included a significant quantitative, engineering, mathematics, or statistics component or involved research requiring significant quantitative skills. • Any other quantitatively-based graduate degree from an accredited college or university that the Admissions Committee believes has highly prepared the candidate for rigorous graduate-level work • Master’s, PhD, EdD, or advanced degrees in disciplines other than those identified, including those granted by academic institutions outside the US These will be evaluated by the Admissions Committee. (See grade requirement above) • Candidates who have completed a graduate program at Augsburg College in the MAL, MAN, MSW, MAE, or PA programs. • Candidates with current and active CPA designation. If the CPA designation has been inactive and not current for a period greater than five years, the waiver may not be granted. GMAT Waiver Checklist Submit the following documentation to the associate director of the MBA program: • • • • One-page written request outlining reasons why the Admissions Committee should grant a GMAT waiver Copies of transcripts for all work completed at any college or university, whether or not a degree was granted (unless previously submitted to the Office of Admissions) Current résumé (unless previously submitted to the Office of Admissions) Any other information that you wish to submit to support your request. Typically, GMAT waiver decisions are made within one week of receipt of materials. For questions about this checklist or the waiver policy, contact either the Office of Admissions or the MBA program office. Academic Policies MBA Program Enrollment Policy Students are strongly encouraged to remain in their cohort and complete their MBA program as scheduled. Adjustments or modifications to the MBA schedule require the approval of the MBA program director. All students are required to complete all components of the program within five years of matriculation. Extensions beyond five years will be considered on the basis of petition to the MBA director. Students who leave the program for more than one trimester must request a leave of absence in writing from the MBA 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 submit it to the MBA office. Time spent on an official MBA-approved leave of absence will not count toward the five-year deadline for degree completion. Academic Evaluation Evaluation of academic performance in the MBA program will be based on number grades using a 4.0-scale. For complete information, see Academic Programs and Policies. Withdrawal from Class For information regarding the last date on which students may withdraw from a class and receive a “W” on their records, refer to the course information on Records and Registration. Attendance Policies Student attendance at scheduled class meetings is a priority and required. However, MBA faculty understand that MBA students are working adults with significant responsibilities who, on occasion, face unforeseen situations that may interfere with attendance. Students should notify the faculty member teaching the course as soon as possible when the problem is immediate. When the student knows in advance of a class date where a potential conflict exists, they must discuss the proposed missed class with the faculty member prior to the date of the class. Students are responsible for the work covered during that class session and for making appropriate arrangements for obtaining handouts, lecture content, or other materials. Faculty members may assign appropriate independent work to insure that the student understands the material covered during the class session. If appropriate and acceptable coordination is carried out by the student, there need not be any grade reduction for a single missed class session. This may be dependent on assignments due on the date of the missed class; e.g., final project presentations or team presentations. Point/grade reductions for unexcused absences are the prerogative of the faculty. Two missed class sessions, unexcused or excused, may be grounds for directing the student to withdraw from the course. More than two absences, excused or unexcused, require that a student withdraw from the class. Degree Requirements To be conferred the MBA degree, students must achieve the following: • Successful completion of all admission conditions • Successful completion of MBA courses (2.5 or above) • No more than two courses with a grade of 2.5 or below, and with a cumulative GPA of 3.0 or higher at the completion of the program • Successful completion and submission of the management consulting project (capstone) Students who successfully complete Augsburg’s MBA program will receive a Master of Business Administration degree. MBA Faculty William Arden, Assistant Professor of Business Administration. BS, New York University; MS, Northeastern University; MBA, Boston University. Bruce Batten, Assistant Professor of Business Administration, MBA. BS, Davidson College; PhD, Medical College of Virginia. Jeanne M. Boeh, Associate Professor of Economics. BS, MA, PhD, University of Illinois. David Conrad, Assistant Professor of Business Administration. BA, Winona State University; MA, Ed.D, St. Mary’s University of Minnesota. George Dierberger, Assistant Professor of Business Administration. BS, University of Minnesota; MA, International Studies, University of St.Thomas; MBA, Fairleigh Dickinson University; Ed.D, Organization Development, University of St Thomas Stella Hofrenning, Assistant Professor of Economics. BS, University of Maryland; PhD, University of Illinois. Mark Isaacson, Assistant Professor of Business Administration. BA, St. Olaf College; MS, Rensselaer Polytechnic Institute. Ashok Kapoor, Associate Professor of Business Administration. BA, MA, University of Delhi; MA, MBA, University of Minnesota; PhD, Temple University. Laura Lazar, Assistant Professor of Business Administration. BA, MLS, Valparaiso University; MBA, PhD, Indiana University. Edward Lotterman, Assistant Professor of Economics. BA, MS, University of Minnesota. Marc McIntosh, Assistant Professor of Business Administration. BS, DePaul University; MBA, Harvard University; DBA, Argosy University. Magdalena Paleczny-Zapp, Associate Professor and Chair of the Department of Business Administration. BA, MA, Central School for Planning and Statistics, Warsaw; PhD, Akademia Ekonomiczna, Krakow. David G. Schwain, Assistant Professor of Business Administration. BBA, University of Cincinnati; MBA, Harvard University. Peter J. Stark, Assistant Professor of Business Administration. BS, Northwestern University; MBA, Pepperdine University. Steven M. Zitnick, Assistant Professor of Business Administration, BA, Shimer College: MS, Economics, University of Utah. Master of Science in Physician Assistant Studies PA Program Mission The mission of the Augsburg College Physician Assistant Program is based on a foundation of respect and sensitivity to persons of all cultures and backgrounds and oriented toward providing care to underserved 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. Accreditation The Accreditation Review Commission on Education for the Physician Assistant (ARC-PA) has granted Continued Accreditation to the Physician Assistant Program sponsored by Augsburg College. Continued accreditation is an accreditation status granted when a currently accredited program is in compliance with the ARC-PA Standards. Continued Accreditation remains in effect until the program closes or withdraws from the accreditation process or until accreditation is withdrawn for failure to comply with the Standards. The approximate date for the next comprehensive review of the program by ARC-PA will be September 2018. About PA A physician assistant (PA) is a dependent practitioner of medicine who practices under the supervision of a licensed physician. The PA can practice in a multitude of settings and specialties of medicine. Common job responsibilities including taking patient histories, performing physical exams, ordering and interpreting laboratory tests and radiological studies, formulating diagnoses, and administering treatment. In the state of Minnesota, a PA is registered with the Board of Medical Practice. In Minnesota, and most other states, the PA must be NCCPA (National Commission on Certification of Physician Assistants) certified and hold a supervisory agreement with a licensed physician. Minnesota registered PAs have prescriptive privileges under delegatory supervision with their physician for prescriptive medications. Curriculum The Physician Assistant program at Augsburg is 36 months long with studies beginning each year in the summer semester (late May). The program accepts 30 students for each new class. The Augsburg PA program includes traditional college “breaks” such as winter holiday break, spring breaks, and summer breaks. Length of breaks varies depending upon the student’s year in the program; these breaks contribute to the overall three academic year length of the program. Studies begin in late May of each year. The first 19 months of study is didactic, or classroom work, including courses in human gross anatomy, pathophysiology, clinical medicine, pharmacotherapy, history and physical exam skills, research, and ethics and legal issues in medicine. The clinical phase is 17 months in length. Each student is required to successfully complete clinical rotations in family medicine, pediatrics, women’s health, psychiatry, emergency medicine, internal medicine, surgery, and an elective rotation by choosing from various specialties. The clinical phase will culminate with a 12-week preceptorship. The majority of established clinical rotation sites are in Minnesota in both rural and urban locations. Graduates will receive a Master of Science in Physician Assistant Studies and a PA certificate. PA Program Sample Calendar Calendar—Year 1 Summer • Anatomy • Pathophysiology Fall • Clinical Medicine I • Pharmacotherapy I • History and Physical Exam Skills I Spring • Clinical Medicine II • Pharmacotherapy II • History and Physical Exam Skills II • Research Tools for the PA Calendar—Year 2 Summer • Master’s Project course Fall • Clinical Medicine III • Clinical Phase Transition • Professional Issues Spring • Clinical Rotations 1, 2, 3 Summer • Clinical Rotations 4, 5 Calendar—Year 3 Fall • Clinical Rotations 6, 7, 8 Spring • Preceptorship • Capstone Course PA Program Course Descriptions Academic Phase (first 19 months) PA 501 Human Anatomy and Neuroanatomy This course takes a regional approach to the study of human anatomy. The course uses lecture, demonstration, discussion, and dissection of human cadavers. The intention is to give the students a foundation for Clinical Medicine. Prerequisites: PA student or consent of instructor PA 503 Human Pathophysiology This course uses lecture, detailed objectives/study guide, quizzes and exam, discussion, and case studies to learn and review basic human physiology and pathophysiology involving fluids and electrolytes; acid/base disturbances; cellular adaptations; immunity, hypersensitivity, inflammation, and infection; hematology; pulmonary; cardiovascular system; gastrointestinal system; renal; nervous system; and musculoskeletal system. The intention is to give the students a foundation for Clinical Medicine. Prerequisites: PA student or consent of instructor PA 511 History and Physical Exam Skills I A lecture-discussion-laboratory course designed to demonstrate and apply techniques and skills essential to interviewing and physical examination of patients. Topics covered include history taking and physical exam of the cardiovascular, respiratory, gastrointestinal, lymph, skin, and otorhinolaryngology systems. Basic nutrition, genetics, preventive health care, and complementary and alternative medicine are introduced. Units are coordinated with Clinical Medicine I and Pharmacotherapy I. Prerequisites: PA 501 and 503 PA 512 History and Physical Exam Skills II A lecture-discussion-laboratory course designed to demonstrate and apply the techniques and skills essential to interviewing and physical examination of patients. Topics covered include history taking and physical exam of the musculoskeletal system, neurology, ophthalmology, endocrinology, and the male reproductive system. Units are coordinated with Clinical Medicine II and Pharmacotherapy II. Prerequisite: PA 511 PA 521 Pharmacotherapy I This course will cover pharmacology and pharmacotherapy related to disease processes of the dermatologic, cardiovascular, respiratory, gastrointestinal, and otolaryngologic systems and infectious diseases. Units are coordinated with the Clinical Medicine I and History and Physical Exam Skills I courses. Prerequisites: PA 501 and 503 PA 522 Pharmacotherapy II This course will cover pharmacology and pharmacotherapy related to disease processes of the orthopedic, neurologic, ophthalmologic, hematologic, renal, urologic and endocrine systems, and pain management. Units are coordinated with the Clinical Medicine II and History and Physical Exam Skills II courses. Prerequisite: PA 521 PA 531 Clinical Medicine I with Lab This course provides background in the epidemiology, etiology, pathophysiology, clinical presentation, diagnosis, and treatment of common and serious disorders. Topics covered include dermatology, cardiology, pulmonology, gastroenterology, and otorhinolaryngology. This course builds on the foundation laid in Anatomy and Pathophysiology. Units are coordinated with concurrent courses in History and Physical Exam Skills I and Pharmacotherapy I. Prerequisites: PA 501 and 503 PA 532 Clinical Medicine II with Lab This course provides background in the epidemiology, etiology, pathophysiology, clinical presentation, diagnosis, and treatment of common and serious disorders. Topics covered include orthopedics, rheumatology, neurology, ophthalmology, hematology, nephrology, urology, and endocrinology. Global health and health care disparity are explored. Units are coordinated with concurrent courses in History and Physical Exam Skills II and Pharmacotherapy II. Prerequisite: PA 531 PA 533 Clinical Medicine III : Integrative Health Care This course provides an integrative approach incorporating clinical medicine, history and physical exam, and pharmacotherapy in the study of mental health, geriatrics, women’s health, and pediatrics. Common problems encountered in primary care and other issues unique to these populations are explored. The Community Seniors unit provides a service-learning experience where students work one-on-one with an elderly person from the community. Prerequisites: PA 532 PA 542 Professional Issues A course designed to introduce the physician assistant student to medical ethics and various professional topics that affect the practicing physician assistant. The course focus is on the medical and non-medical aspects of the profession such as history of the physician assistant profession, laws and regulations governing physician assistant practice and education, human experimentation, abortion, care for the dying, euthanasia, reimbursement issues, and professional behavior. Prerequisites: PA student or consent of instructor PA 545 Clinical Phase Transition This course incorporates experiential learning to prepare the student for clinical practice. It will also facilitate the transition of knowledge and skills from the academic phase into the clinical phase. Students will be placed in a clinic or hospital setting for part of the semester. Students will also have other health-related community experiences and activities during this course. In-class time will be used to discuss these experiences and work on skills essential for clinical practice. Prerequisites: PA 532 PA 555 Research Tools for the PA The course emphasizes research as a tool at all levels of physician assistant practice and education; identifies the linkages between research, theory, and medical practice; and the responsibility of physician assistants to expand their knowledge base. Primary, secondary, and tertiary disease prevention applications to public health are introduced. Information literacy in relationship to medical literature is integrated throughout the course. Prerequisites: PA student or consent of instructor. PA 570 Interdisciplinary Perspectives on Aging This course provides an opportunity for students in health and social services disciplines to explore issues related to aging and care of the elderly. Students gain real world experiences b working collaboratively in an interdisciplinary context. Students will be asked to apply knowledge and skills directly with elders utilizing an experiential learning model. Students will build a beginning expert level knowledge base regarding issues that affect older adults in contemporary health and social welfare contexts. Prerequisites: PA student or consent of instructor PA 599 Directed Study This course provides a practice-oriented approach to the information literacy methods used in health care. Students will develop a topic, complete a full review of the literature, and produce an analytic paper in consultation with the supervising professor. Prerequisite: PA 552 Clinical Phase (17 months) The clinical phase of the physician assistant graduate program is 17 months in length. The initial 12 months is designed much like a physician’s internship. Each student is required to progress through seven required rotations in the following disciplines: family medicine, internal medicine, pediatrics, general surgery, women’s health, emergency medicine, and psychiatry. Each of these rotations is six weeks long. Additionally, within that first 12 months, each student will complete six weeks total of selected electives from disciplines such as orthopedics, ENT, dermatology, etc. The clinical phase of the program is designed to effectively train students for practice by providing them with rotation experiences in different specialties and different practice settings. To that end, each student will be required to complete several rotations outside the metropolitan area. The clinical phase culminates with a 12-week preceptorship. This preceptorship is designed to solidify the student’s primary care skills, and potentially place them in a setting that might be interested in recruiting a graduate PA. The preceptorship may be completed within the community that the student has been in for the required rotations, or may be elsewhere in the state. The clinical curriculum is taught by physicians, and supplemented by physician assistants and other health care providers. Each student is evaluated by the clinical instructor for the designated rotation. Students will return to Augsburg College five times during the clinical phase for evaluation and education. Clinical Phase Descriptions PA 600 Family Medicine Clinical Practicum A six-week required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases and conditions unique to the clinical practice of family medicine. Inclusion of proper data collection through history and physical examination, formulation of accurate problem lists, thorough investigation and development of treatment plans utilizing evidence-based medicine as determined by review and analysis of current medical literature. Prerequisite: Clinical phase PA student PA 601 Internal Medicine Clinical Practicum A six-week required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases and conditions unique to the clinical practice of internal medicine. Inclusion of proper data collection through history and physical examination, formulation of accurate problem lists, thorough investigation, and development of treatment plans utilizing evidence based medicine as determined by review and analysis of current medical literature. Prerequisite: Clinical phase PA student PA 602 General Surgery Clinical Practicum A six-week required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases and surgical conditions unique to the clinical practice of general surgery. Inclusion of proper data collection through history and physical examination, formulation of accurate problem lists, thorough investigation, and development of treatment plans utilizing evidencebased medicine as determined by review and analysis of current medical literature. Prerequisite: Clinical phase PA student PA 603 Pediatric Clinical Practicum A six-week required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases and surgical conditions unique to the clinical practice of pediatrics. Inclusion of proper data collection through history and physical examination, formulation of accurate problem lists, thorough investigation, and development of treatment plans utilizing evidence-based medicine as determined by review and analysis of current medical literature. Prerequisite: Clinical phase PA student PA 604 Women’s Health Clinical Practicum A six-week required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases and surgical conditions unique to the clinical practice of women’s health. Inclusion of proper data collection through history and physical examination, formulation of accurate problem lists, thorough investigation, and development of treatment plans utilizing evidencebased medicine as determined by review and analysis of current medical literature. Prerequisite: Clinical phase PA student PA 605 Emergency Medicine Clinical Practicum A six-week required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases and surgical conditions unique to the clinical practice of emergency medicine. Inclusion of proper data collection through history and physical examination, formulation of accurate problem lists, thorough investigation, and development of treatment plans utilizing evidence-based medicine as determined by review and analysis of current medical literature. Prerequisite: Clinical phase PA student PA 606 Psychiatry Clinical Practicum A six-week required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of psychiatric diseases and conditions unique to the clinical practice of psychiatric medicine. Inclusion of proper data collection through history and physical examination, formulation of accurate problem lists, thorough investigation, and development of treatment plans utilizing evidencebased medicine as determined by review and analysis of current medical literature. Prerequisite: Clinical phase PA student PA 607 Elective Clinical Practicum A six-week required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of diseases and conditions unique to the clinical practice of medicine. Students are allowed to choose, in consultation with the clinical coordinator, the area of medicine in which they would like to study as their elective. Prerequisite: Clinical phase PA student PA 620 or 621 or 622 Preceptorship A required 12-week rotation at the completion of the clinical phase. This course provides the student a final opportunity to develop the skills unique to the clinical practice of medicine. Inclusion of proper data collection through history and physical examination, formulation of accurate problem lists, thorough investigation, and development of treatment plans incorporating evidence-based medicine as determined by review and analysis of current medical literature. Can be completed in 620 Family Medicine, 621 General Medicine Specialty, or 622 Surgical Specialty. Prerequisite: PA 600-607 PA 690 Capstone This course provides each student the opportunity to present results of their individual research topic and to synthesize previous study and work experience in preparation for graduation and clinical practice. The student will demonstrate an understanding of the program’s and profession’s principles. Prerequisite: PA 600-607 Admission to the PA Program Admission Requirements Complete and current-year admission guidelines can be found on our website at www.augsburg.edu/pa. Admission to any physician assistant program is a highly competitive process. Augsburg College’s graduate program in physician assistant studies receives approximately 350 complete, competitive applications for each entering class of 30 students. Qualified applicants will have: • Bachelor’s degree (in any major) from a regionally-accredited four-year institution • Minimum cumulative GPA of 3.0 as calculated by CASPA at the time of application (3.2 or higher strongly recommended) • Minimum science GPA of 3.0 as calculated by CASPA at the time of application (3.2 or higher strongly recommended) • Completed the prerequisite courses listed below Prerequisite Courses To be an eligible applicant for the physician assistant studies program, you must have completed the prerequisite courses listed below. These courses must have been completed within 10 years of the year you are applying for admission. Applicants completing their first undergraduate degree in the spring term may complete prerequisite coursework in the summer, fall, and spring term of the academic year they apply as long as the degree and prerequisite coursework will be completed by the start date for the program. Applicants who already have an undergraduate degree, or who will complete their degree in a term other than spring, have the summer and fall semesters of the year they apply by which to complete prerequisites. All course prerequisites must have been passed with a grade of C (2.0) or higher. Meeting minimum prerequisites does not guarantee admission into the program. • one full course of general psychology • one full course of developmental psychology (birth to death lifespan) • one full course of physiology* (human/vertebrate/organ) • one full course of microbiology* • one full course of biochemistry* • one full course of general statistics • one course of medical terminology * Labs are recommended but not required. Refer to our “Guide to Prerequisites” on our website to help you with your prerequisite course selections. The following are strongly recommended but not required: • • • • • Cumulative GPA of 3.2 or higher Science GPA of 3.2 or higher Additional science courses such as anatomy, genetics, immunology, other biology courses, and organic chemistry Clinical health care experience. Direct patient care is the best type of experience to obtain in order to strengthen an application. Health care experience may be full-time or part-time, paid or volunteer. We recommend 750-1000 hours to be competitive in this category. Demonstration of a commitment to, and involvement with, underserved communities. Note: The Graduate Record Exam (GRE) is not required. PA Studies Application Process The Augsburg Physician Assistant Studies program has a two-step application process—applying through CASPA and to Augsburg’s PA Studies Program. The Augsburg PA Program participates in the Centralized Application Service for Physician Assistants (CASPA) which is sponsored by the Physician Assistant Education Association (PAEA). All applications to the PA Program for the entering class must be processed through CASPA, following all guidelines and regulations set forth by CASPA. Application forms with detailed instructions can be obtained online at www.caspaonline.org. You will be considered an eligible applicant if you have a minimum cumulative GPA of 3.0 at the time of application (as calculated by CASPA), if you have a minimum science GPA of 3.0 at the time of application (as calculated by CASPA), if you have completed or will complete your undergraduate degree prior to the start date of the program, and if you have completed or will complete your prerequisite courses within the timeline specified for your degree status. Augsburg’s PA Program Supplemental Application can be downloaded from our website at www.augsburg.edu/pa. It is important for the applicant to determine whether he or she is in fact eligible to apply to the PA Studies Program, as the supplemental application fee is non-refundable. You will be required to print and sign the supplemental application and mail it to the program by the application deadline. Selection Process All complete files (CASPA and Supplemental Applications that meet requirements) will be reviewed by the admissions committee. The admissions committee procedures utilize a blinded review, so applicant demographic data is unknown (e.g., race, age, gender). Each file is reviewed by members of the committee. The selection committee looks for a balanced application by reviewing many criteria including key criteria of cumulative GPA, science GPA, and direct patient care experience, along with overall academic record, service to underserved (meaning disadvantaged, minority, or under-represented populations), knowledge of the profession, fit with the program goals and mission, and recommendation letters. Once the committee has completed the file review, a group of candidates is selected for a telephone interview. The telephone interviews are generally conducted between November and January. Those selected for a telephone interview are invited to a Candidate Information Session in the program to meet faculty, staff, current students, and to view the facilities. After telephone interviews are conducted, the class of 30 students, as well as a list of alternates will be selected. All applicants are notified of their status no later than mid-February. Accepted applicants must complete and pass a background check prior to matriculation and annually throughout the program. Failure of the background check could result in dismissal from the program. Academic Policies Technical Standards The Augsburg College Department of Physician Assistant Studies is pledged to the admission and matriculation of all qualified students and prohibits unlawful discrimination against anyone on the basis of race, color, national origin, religion, sex, age, marital status, sexual orientation, status without regard to public assistance or disability. Regarding disabled individuals, the PA department is committed to provide reasonable accommodations and will not discriminate against individuals who are qualified, but will expect all applicants and students to meet certain minimal technical standards, with or without reasonable accommodations. Physician assistants must have the knowledge and skills to function in a broad variety of clinical situations and to render a wide spectrum of patient care. They must be able to integrate all information received by whatever sense(s) employed, consistently, quickly, and accurately, and they must have the intellectual ability to learn, integrate, analyze, and synthesize data. Candidates for physician assistant certification offered by this department must have, with or without reasonable accommodation, multiple abilities and skills including visual, oral-auditory, motor, cognitive, and behavioral/social. Candidates for admission and progression must be able to perform these abilities and skills in a reasonably independent manner. • Visual: Candidates must be able to observe and participate in experiments in the basic sciences. In order to make proper clinical decisions, candidates must be able to observe a patient accurately. Candidates must be able to acquire information from written documents, films, slides, or videos. Candidates must also be able to interpret X-ray and other graphic images, and digital or analog representations of physiologic phenomena, such as EKGs with or without the use of assistive devices. Thus, functional use of vision is necessary. • • • • • • Oral-Auditory: Candidates must be able to communicate effectively and sensitively with patients. Candidates must also be able to communicate effectively and efficiently with other members of the health care team. In emergency situations, candidates must be able to understand and convey information essential for the safe and effective care of patients in a clear, unambiguous, and rapid fashion. In addition, candidates must have the ability to relate information to and receive information from patients in a caring and confidential manner. Motor: Candidates must possess the motor skills necessary to perform palpation, percussion, auscultation, and other diagnostic maneuvers. Candidates must be able to execute motor movements reasonably required to provide general and emergency medical care such as airway management, placement of intravenous catheters, cardiopulmonary resuscitation, and application of pressure to control bleeding. These skills require coordination of both gross and fine muscular movements, equilibrium, and integrated use of the senses of touch and vision. Cognitive: In order to effectively solve clinical problems, candidates must be able to measure, evaluate, reason, analyze, integrate, and synthesize in a timely fashion. In addition, they must be able to comprehend three dimensional relationships and to understand the special relationships of structures. Social: Candidates must possess the emotional health required for the full utilization of their intellectual abilities, for the exercise of good judgment, for the prompt completion of all responsibilities attendant to the diagnosis and care of patients, and for the development of effective relationships with patients. Candidates must be able to tolerate physically taxing workloads and function effectively under stress. They must be able to adapt to changing environments, display flexibility, and learn to function in the face of uncertainties inherent in the clinical problems of patients. Tests and Evaluations: In order to evaluate the competence and quality of candidates, the Augsburg Physician Assistant Program employs periodic examinations as an essential component of the physician assistant curriculum. Successful completion of these examinations is required of all candidates as a condition for continued progress through the curriculum. Reasonable accommodation will be made in the form or manner of administration of these evaluations where necessary and possible. Clinical Assessments: Demonstration of clinical competence is also of fundamental importance to the career and curriculum progression of the candidates. Therefore, the process of faculty evaluation of the clinical performance of candidates is an integral and essential part of the curriculum. Although reasonable accommodation will be made, participation in clinical experiences and the evaluation of that participation is required. Experiential Learning Policy The Augsburg Physician Assistant Program does not award academic credit to an individual for experiential learning. Applicants desiring admission to Augsburg’s PA Program must satisfactorily complete all prerequisite courses. Experiential learning will be considered separately from prerequisite courses. Experiential learning prior to and during admittance to the Augsburg PA Program will not substitute for any part of the clinical year or preceptorship. Employment while in the Program Program faculty discourage outside employment while in the Physician Assistant Program. Faculty recognize that employment may be an issue that some students will face. Given this recognition, realize that program obligations will not be altered due to a student’s work obligations. It is further expected that work obligations will not interfere with the physician assistant students’ learning progress or responsibilities while in the program. Withdrawal and Readmission Policies Voluntary withdrawal from the Physician Assistant Program may be initiated by a student after submission of a letter to the program director requesting withdrawal. In the letter, the student should outline the circumstances and reasons for withdrawal. Students will be requested to conduct an exit interview with the program director prior to leaving the program. For information on withdrawal, see the Academic Programs and Policies section. Readmission Students may request readmission after voluntary withdrawal by submitting a letter to the program director stating the reasons the student wishes readmission and the anticipated date for readmission. The submission of a letter and previous enrollment does not constitute automatic acceptance and/or reentry into the program. Reapplication to the PA Program after dismissal from the program will be considered only under extremely unusual circumstances. Students who submit letters will be reviewed by the program faculty. Any student requesting readmission will be considered a new applicant to the program and will be required to complete the program application process as a new applicant, and may be required to repeat coursework. Reapplication does not guarantee readmission to the Physician Assistant Program. After careful review of the student’s previous academic record and the request for readmission, a decision will be made. Students may be required to repeat selected coursework or meet new requirements of the Physician Assistant Program that became effective after the student’s withdrawal. A decision will also be rendered as to what program coursework will be considered for credit as completed. Costs of the PA Program For tuition information, go to www.augsburg.edu/pa. Payment Options For complete and current payment options go to the Enrollment Center website at www.augsburg.edu/enroll. PA Program Faculty William Patricio Alemán, Assistant Professor of Physician Assistant Studies. MD, University of Ecuador; PA-C, University of California Davis; MEd, University of Minnesota. Beth Alexander, Associate Professor of Physician Assistant Studies. BS, PharmD, University of Minnesota. Eric Barth, Assistant Professor of Physician Assistant Studies. BA, University of St. Thomas; BS, PA Certificate, Trevecca Nazarene University; MPAS, University of Nebraska. Carrie Gray, Assistant Professor of Physician Assistant Studies. BA, Central College; MPAS, University of Iowa. Holly Levine, Instructor of Physician Assistant Studies. BA, Northwestern University; MD, Loyola University Chicago Stritch School of Medicine. Dawn Ludwig, Assistant Professor and Director, Physician Assistant Studies. BA, MS, University of Colorado; PhD, Capella University; PA Certification, University of Colorado. Patricia Marincic, Associate Professor and Academic Coordinator, Physician Assistant Studies. BS, Purdue University; MS, Colorado State University; PhD, Utah State University. Steven Nerheim, Instructor and Medical Director, Physician Assistant Studies. MD, University of Minnesota; MDiv, Luther Seminary. Brenda Talarico, Assistant Professor and Clinical Coordinator of Physician Assistant Studies. BS, University of Minnesota; MPAS, University of Nebraska; PA Certification, Augsburg College. Trent Whitcomb, Assistant Professor of Physician Assistant Studies. BS, Mankato State University; MS and PA Certification, Finch University. Master of Social Work You have chosen an exciting way to serve others. The social work profession offers you the rewarding prospect of joining with others to respond to problems and develop opportunities that benefit individuals, families, groups, and communities. The MSW degree prepares you for advanced professional practice in the field of social work. Augsburg’s MSW program prepares you for agency-based practice with individuals, families, groups, and communities, and with a dedication to system change that reduces oppression and discrimination. Graduates of our program share how they appreciated the opportunity to learn new ideas as well as learn more about themselves. These graduates valued our small class size, our cohort structure, and the opportunity to have a mentoring relationship with our faculty and staff. As a small program, we have high expectations for our students and at the same time offer the flexibility to help them meet their individual goals. Attending Augsburg College will transform and develop your professional life in unexpected ways. We have two concentrations. The first, Multicultural Clinical Practice (MCCP), will prepare you for direct clinical practice with individuals, families, and groups. The second, Program Development, Policy, and Administration (PDPA), will prepare you for macro social work practice with organizations, communities, and other large systems. We are delighted in your interest in our MSW program and invite you to join us in a lifelong adventure in learning. The personal and professional growth necessary to become an advanced professional social worker is challenging. We encourage you to take the challenge with us. Lois A. Bosch, PhD, LISW Director, Master of Social Work MSW Mission Our mission 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. Program Overview The MSW program prepares social work students for agency-based practice in public and nonprofit settings. By working in the agency setting, social workers collaborate with others to provide holistic, affordable, and accessible services to individuals, families, groups, and communities. Our challenging MSW curriculum integrates social work theory with micro- and macro-practice methods. Students develop skills, knowledge, and values necessary for ethical social work practice. As you progress through our MSW program, you will: • learn how an individual lives in and is affected by his or her social environment; • understand how social policies and programs affect individuals, families, communities, and society; • apply theories and methods of practice through the field practicum experience; • use a range of client-centered approaches to practice with client groups of all types and sizes; • engage in practice informed by sound, scholarly research; • evaluate the effectiveness of your social work practice or social work programs; • advocate for the eradication of oppression and discrimination; and • be a responsible and contributing citizen in the local and global community. Accreditation Augsburg’s MSW program is accredited by the Council on Social Work Education (CSWE). Your MSW degree must be accredited by CSWE if you wish to seek licensure with the social work board of your state. For more information on CSWE accreditation go to www.cswe.org. Plan of Study Students entering Augsburg’s MSW program with a bachelor’s degree from a discipline other than social work are foundation students. Foundation students complete 18 full courses. Full-time foundation students are enrolled in a two-year program. Part-time foundation students are enrolled in a four-year program. Students entering Augsburg’s MSW program with a bachelor’s degree in social work from a CSWE (Council on Social Work Education) accredited institution have advanced standing. Advanced standing students complete 13 full courses and are enrolled in a one-and-a-half-year program. The part-time option is not generally available for students with advanced standing. All students must complete the MSW degree in no more than four years following matriculation. Academic Calendar The MSW program meets on a trimester academic calendar, offering classes September through June. Classes typically meet every other weekend with an occasional back-to-back weekend. Field practicum hours are generally completed during weekday hours. If a student lives outside the Twin Cities metro, the field practicum hours can be completed at a placement near the student’s place of residence. Hours per week vary depending on the agency placement and the student’s availability. For academic calendars and schedules, go to www.augsburg.edu/enroll/registrar. Class Periods Classes meet in four-hour blocks on Friday evenings, 6 to 10 p.m.; Saturday mornings, 8 a.m. to 12 p.m.; and Saturday afternoons, 1 to 5 p.m. Each class meets for eight sessions in a given trimester. Time Commitment Although classes meet on weekends, students spend time on their studies during non-class weekends and weekdays. On a class weekend, the typical student will spend 12 hours in class within a 23-hour period. For every hour spent in class, a student may expect to spend 3 to 4 hours outside of class working on assignments or group projects. A student may also spend 15 to 20 hours per week in the field practicum during the fall, winter, and spring trimesters (a span of 7 to 9 months for each practicum). In the final year of study, students complete a summative evaluation or a portfolio, which requires significant independent research, analysis, and writing. Some MSW students work full time while enrolled in the program; however, full-time employment is not recommended. Most students arrange to reduce their work hours or request time away during their graduate studies. Each student’s situation is unique and must be decided individually. All students must develop strategies for balancing family, work, and academic responsibilities. Course Credit and Contact Hours A full credit MSW course (1.0) is equal to 4 semester credits or 6 quarter credits. Each full course meets for 32 contact hours, with the expectation of substantial independent study outside of class. Cohort Structure MSW students are admitted to a particular cohort. Cohorts are distinguished by level of admission (foundation or advanced standing), rate of attendance (full-time or part-time), and chosen concentration (Multicultural Clinical Practice [MCCP] or Program Development, Policy, and Administration [PDPA]). Any changes to a student’s cohort selection must be approved by the MSW director. Field Practicum Foundation students complete 920 hours in two field practica; advanced standing students complete 500 hours in one field practicum. Successful completion of the first field practicum, applicable for foundation students, is a minimum of 420 hours. Successful completion of the second field practicum, required for both foundation and advanced standing students, is a minimum of 500 hours. Each practicum experience is spread over at least two trimesters (fall and winter). These hours are completed concurrent with enrollment in the fieldwork seminars as well as other MSW courses. MSW Curriculum Components Foundation Curriculum The foundation curriculum is made up of nine full 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 and practice methods relating to both the individual and the environment. During the foundation year, you will study human behavior and the social environment, history of social welfare policy, research methods, assessment frameworks, family and community diversity, and social work values and ethics. In the foundation curriculum, you will apply this generalist knowledge of theories and practice methods in the generalist field practicum. The field practicum is completed concurrently with your enrollment in two fieldwork seminar courses. The full foundation curriculum is required of all students, with the exception of those admitted with advanced standing. Before beginning the concentration curriculum, all foundation coursework and field hours must be successfully completed. Concentration Curriculum The concentration curriculum is made up of nine full courses and an advanced field practicum. After completing the foundation requirements, you will enroll in the concentration curriculum, which you selected at the time of application. Augsburg offers two concentrations: Multicultural Clinical Practice (MCCP) or Program Development, Policy, and Administration (PDPA). In either concentration, you will deepen your knowledge of the primary issues affecting families and communities, develop a range of client-centered approaches to practice, gain a broader understanding of human diversity, develop competencies in practice-based research, and learn practice or program evaluation techniques. In the concentration curriculum, you will apply this advanced knowledge of theories and practice methods in the concentration field practicum. The field practicum is relevant to your chosen concentration and is completed concurrently with your enrollment in two or three field seminar courses. As a capstone to your MSW program, you will complete a portfolio project or a summative evaluation project. Multicultural Clinical Practice (MCCP) Concentration Multiculturalism is a process requiring practitioners to have a deep awareness of their social and cultural identities, as well as the ability to use multiple lenses when working with diverse populations. With person-in-environment as an organizing perspective, multicultural clinical social work practice addresses the biopsychosocial and spiritual functioning of individuals, families, and groups. To this end, graduates of the MCCP concentration develop competence in using relationship-based, culturally informed, and theoretically grounded interventions with persons facing challenges, disabilities, or impairments, including emotional, behavioral, and mental disorders. Program Development, Policy, and Administration (PDPA) Concentration In the tradition of Jane Addams, the heart of macro social work practice directs energy toward changing agency, government, and institutional policies that obscure or oppress people. While many social workers view their role as focused on individuals and families, social work must also actively seek equality and justice for clients within agencies, institutions, and society. Social work leaders must advocate for social change to ensure social justice. The Program Development, Policy, and Administration (PDPA) concentration responds to this demand for leadership. The macro (PDPA) social work practitioner recognizes the strengths and abilities of individuals and communities to implement change. The social work macro practitioner works in partnership with these individuals and communities to do so. In this concentration you will learn the knowledge and skills necessary to work with others to achieve needed social change. You also will learn to develop, lead, guide, and administer programs that serve diverse people in a variety of settings. If you are interested in social work leadership, program planning, or community and policy advocacy, this concentration helps you achieve that goal. Portfolio or Summative Evaluation Project Portfolio Project (MCCP students) The goal of the MCCP Portfolio is to enhance the integration of theory and practice, as well as to offer more vivid portrayals of a student’s academic and professional experience than traditional assessments. By definition, portfolios are formative, i.e., designed for guided reflection and selfevaluation. However they are also summative documents in that they illustrate students’ competencies. All MCCP students are required to create such a portfolio during their final year of study. Items in a portfolio might include videotapes, process recordings, reflective statements, writing samples, case analyses, term papers, electronic submissions, policy activities, feedback from service users, self-evaluations of personal progress, and links to references. Summative Evaluation Project (PDPA students) All social workers must evaluate their practice to determine whether they are helping or harming clients. While in the concentration practicum, PDPA students will design and implement a program evaluation for their summative project, which requires integration and application of knowledge and skills from both the foundation and concentration curricula. Students develop their research while in their field internship and are advised by their field seminar professor. Students conduct and present this evaluation/research project during their final year of study. Master’s Thesis Students in both concentrations have the option of completing a thesis in addition to either the portfolio or summative evaluation project. Course credit for the general elective is given for this option. Students work with a thesis adviser to develop more in-depth research skills contributing to social work knowledge. To pursue the thesis option, students should notify the MSW program director by the end of spring trimester of the foundation year. Degree requirements To be conferred the MSW degree, students must achieve the following: • Successful completion of any admission conditions (e.g., statistics, bachelor’s degree) • Successful completion of MSW courses: 18 full courses for foundation students 13 full courses for advanced standing students • No more than two courses with a grade of 2.5, and with a cumulative GPA of 3.0 or higher • Successful completion of 920 hours of approved field practica for foundation students, 500 hours of approved field practicum for advanced standing students • Successful completion and submission of the portfolio project (MCCP) or the summative evaluation project (PDPA) • Successful completion of all degree requirements within four years of matriculation State of Minnesota Social Work Licensure Six months prior to completion of the MSW degree at Augsburg, students may apply to take the Licensed Graduate Social Worker (LGSW) license exam from the Minnesota Board of Social Work. To achieve LGSW licensure students must pass the state board exam and complete the MSW degree. To seek the Licensed Independent Social Worker (LISW) license or the Licensed Independent Clinical Social Worker (LICSW) license, one must work two years full time (or 4,000 hours part-time) as an LGSW under the supervision of an LISW or LICSW. Upon completion of the supervision requirement, one may take the LISW or LICSW state board exam. For more information, go to the Minnesota Board of Social Work web page, www.socialwork.state.mn.us. MSW Course Requirements Foundation Courses FALL SWK 500* SWK 505* SWK 530* SWK 531* Human Behavior and the Social Environment Practice Methods and Skills 1: Individuals Integrative Field Seminar 1 (.5) (taken concurrent with first practicum) Methods Skills Lab (.5) WINTER SWK 501* SWK 506* SWK 510 SWK 535* SWK 536* History of Social Welfare Policy Practice Methods and Skills 2: Groups Advanced Practice Methods (advanced standing students only) Integrative Field Seminar 2 (.5) (taken concurrent with first practicum) Human Behavior and the Macro Social Environment (.5) SPRING SWK 504 SWK 509 SWK 516 Research Methods 1 Assessment and Diagnosis in Mental Health Practice Community Development for Social Change Concentration Courses Multicultural Clinical Practice Concentration FALL SWK 610 Integrative Field Seminar 3: MCCP (.5) (taken concurrent with second practicum) SWK 615 Diversity/Inequality 1: MCCP (.5) SWK 628 MCCP with Individuals SWK 629 MCCP with Families WINTER SWK 611 SWK 616 SWK 630 SWK 631 SWK 635 Integrative Field Seminar 4: MCCP (.5) (taken concurrent with second practicum) Diversity/Inequality 2: MCCP (.5) MCCP Policy Practice MCCP with Groups (.5) MCCP Evaluation 1 (.5) SPRING SWK 612 SWK 634 SWK 636 SWK 639 SWK 699 Integrative Field Seminar 5: MCCP (.5) (taken concurrent with second practicum) MCCP Supervision (.5) MCCP Evaluation 2 (.5) MCCP Elective (.5) General Elective Program Development, Policy, and Administration Concentration FALL SWK 651 Integrative Field Seminar 3: PDPA (.5) (taken concurrent with second practicum) SWK 657 Diversity/Inequality 1: PDPA (.5) SWK 660 Research 2: Program Evaluation SWK 667 Organizations/Social Admin. Practice 1 WINTER SWK 652 SWK 658 SWK 668 SWK 675 Integrative Field Seminar 4: PDPA (.5) (taken concurrent with second practicum) Diversity/Inequality 2: PDPA (.5) Organizations/Social Admin. Practice 2 Planning and Policy Practice 1 SPRING SWK 669 SWK 676 SWK 699 Organizations/Social Admin. Practice 3 Planning and Policy Practice 2 General Elective *Course potentially can be waived for advanced standing students (BSW holders). Portfolio or Summative Evaluation Project Completed and submitted in final year of study. MSW Course Descriptions Foundation Courses SWK 500 Human Behavior and the Social Environment This course provides the knowledge basic to an understanding of human growth through the life cycle. It explores the interplay of sociocultural, biological, spiritual, and psychological factors that influence the growth of individuals and families in contemporary world society. Basic knowledge of biological systems is required. SWK 501 History of Social Welfare Policy This course analyzes the history of social welfare policy in the United States and its impact on current social systems and social policy. It examines the major assumptions, values, ideas, and events that contribute to the rise of the welfare state and the profession of social work. Social welfare policies of other countries are also explored. SWK 504 Research Methods 1 This course provides an introduction to social science research methods and ethics, including practice and program evaluation. The course presents research designs, both quantitative and qualitative approaches, and various ways to organize, compare, and interpret findings. Students will be introduced to the use of computers in data analysis. Basic knowledge of statistics is required. SWK 505 Practice Methods and Skills 1: Individuals This course introduces students to social work practice. In sequence with SWK 506, it prepares students to apply the generalist perspective for practice with systems of all sizes. Students begin by learning about social work with individuals, with a dual focus on the person in the environment. In this context, they learn about direct services as well as social change. SWK 506 Practice Methods and Skills 2: Groups This course prepares students for generalist social work practice with larger client systems. The strengths perspective is emphasized, and students learn to complete assessments and formulate intervention strategies in partnership with groups, organizations, and communities. SWK 509 Assessment and Diagnosis in Mental Health Practice This is a foundation Human Behavior and the Social Environment course which explores psychopathology and mental disorders from a developmental and strengths perspective. Emphasis is placed on understanding biopsychosocial influences on the incidence, course, and treatment of the most commonly presented mental disorders and the differential effect of these factors on diverse populations at risk. SWK 510 Advanced Practice Methods This course is for advanced standing students only and is designed to provide a transition from their BSW program to advanced placement in the MSW program. It provides knowledge and skill building in the latest approaches to social work practice, contemporary theories, and current research on effectiveness. The program’s approach to graduate level social work practice with individuals, groups, families, organizations, and communities will be covered, with opportunities to build on students’ BSW background and post-graduate experience. SWK 516 Community Development for Social Change This course applies the ecological premise that what is personal is also political. The course focuses on knowledge and skills necessary to practice at the community level of social work practice. Students will analyze social organizations, policies, and community development. SWK 530 AND SWK 535 Integrative Field Seminar 1 and 2 (.5 credit each) The integrative field seminars are courses where field practice and classroom theory meet. The goal is to strengthen the connections between social work theory and practice. Students are expected to spend 420 hours in a fieldwork practicum during enrollment in these two courses and to be enrolled in the corresponding practice methods courses. SWK 531 Methods Skills Lab (.5 credit) This half-credit course places an emphasis on active learning and the application of content presented in SWK 505. The skills lab is an integral part of the required graduate school core curriculum. All students in field placements must participate in the skills lab and Integrative Field Seminar 1. SWK 536 Human Behavior and the Macro Social Environment (.5 credit) This course builds on HBSE, moving from the individual life span focus to emphasizing the impact of the environment in all relationships, stressing the link between social issues and individual problems plus defining the common human condition. Multicultural Clinical Practice Concentration Courses SWK 610, 611, and 612 Integrative Field Seminar 3, 4, and 5: MCCP (.5 credit each) The field seminars are designed to address issues and experiences from the student’s field practicum through rigorous application of different theoretical concepts and social work principles using a culturally sensitive approach grounded in a clear ethical foundation. The goal is to strengthen the students’ sophistication in understanding the interconnections between culturally appropriate theory and practice skills related to a specific client system, and the students’ inherent and inescapable contribution based on the students’ use of self. Secondly, the field seminars are the courses where students reflect on the evolution of their practice and document their progress. All students in field placements must participate in the appropriate concurrent field seminar. SWK 615 and 616 Diversity and Inequality 1 and 2: MCCP (.5 credit each) These courses are based on a dual focus of valuing diversity and understanding social justice. This two-course sequence studies the history, demographics, and cultures of various disenfranchised groups as well as the dominant culture. It examines the impact of inequality on people of all backgrounds. In the second trimester, students will participate in dialogue group: a stage-based, cofacilitated, face-to-face group that focuses on dialogue skills within the context of one’s race, ethnicity, age, religion, disability, country of origin, gender identity and sexual orientation. The two-sequence course is based on several assumptions: social inequality is an overarching phenomenon related to diversity, with individual manifestations within different social identity categories; social injustice occurs and is present at individual, institutional, and societal/structural levels; and, professional social work ethics and values demand cultural competence and culturally sensitive practice at the micro, mezzo, and macro levels. SWK 628 MCCP with Individuals MCCP with Individuals is a required methods course in the MCCP concentration. The course prepares social work clinicians who are competent to assess, intervene and monitor clinical interventions that are culturally sensitive and consistent with social work values and ethics. Although focused on individual intervention, clients are viewed within the context of their families and social context. The therapeutic process and treatment strategies are examined, incorporating content from psychodynamic, cognitive-behavioral, and post-modern models. These content area are compared from a multicultural perspective in terms of their theoretical assumptions, intervention methods, and empirical evidence regarding treatment outcomes. Application of the models is placed within the problem-solving model and guided by an ecosystems, strengths, and empowerment perspective. Particular attention is given to the development of self-reflective practitioners. SWK 629 MCCP with Families MCCP with Families is a required methods course that focuses on the family as a unit of assessment and intervention in clinical social work practice. This course examines theory, knowledge and skills for clinical practice with families within a multicultural context. Students apply major family therapy models to assessing and intervening with families experiencing problems. The models are compared from a multicultural perspective in terms of their theoretical assumptions, intervention methods, and empirical evidence regarding treatment outcomes. Application of the models is placed within the problem-solving model and guided by ecosystems, strengths and empowerment perspectives. The course emphasizes family work that is appropriate to individual and family developmental stages and to diverse family types. Attention is given to family-centered practice in different social work fields of practice and settings and to the development of self-awareness of the practitioner. SWK 630 MCCP Policy Practice In this course, MCCP students learn how organizational and social policies affect the delivery of clinical social work services in multicultural contexts. Students build upon the core policy practice competencies gained in their MSW foundation courses. Clinical social work practice is distinguished from other professional clinical practice by this use of the person-in-environment perspective. The multicultural lens sharpens focus on both the strengths that come with diversity and the discrimination and oppression, such as racism, that policies can uphold or undo. SWK 631 MCCP with Groups (.5 credit) This course prepares students for advanced multicultural group work within a clinical practice. It builds on the foundational curriculum with particular attention to clinical practice skills. Students will focus on the process of individual empowerment and change in the context of clinical group processes. Applied theories of human development, change, and resilience are integrated with theories of group processes, group leadership, and group communication as a critical knowledge base for planning, intervention, and leadership. Students will develop an understanding of phases of group practice, intervention skills, and ethical practices applied in a groupwork environment. In this course, the reflexive use of self and the cautious use of evidence based practice serve as the foundation for culturally responsive group work. Students will consider how their social identity and position influences similar and mixed social identity groups and their processes. SWK 634 MCCP Supervision (.5 credit) Building upon the research to date on social work supervision, this course presents the functions of supervision (administrative, educational, supportive) as they interrelate in achieving the primary purpose of clinical supervision: assuring that client services prevent difficulties in client functioning and restore or enhance the biopsycohosocial and spiritual functioning of individuals, families and groups served by supervisees. Students hone skills necessary for each of the stages of the supervisory process (planning, beginning, work, and ending), and they build a repertoire of supervisory questions that have been associated in research with fostering success in meeting clients’ goals. Students learn to differentiate supervision with its dimensions of hierarchical power, responsibility, liability, and authority from peer consultation. They gain competencies in both individual and group supervision, as well as competencies related to consultation with a multicultural lens to advance the application of theories and models of clinical social work practice. SWK 635 and 636 MCCP Evaluation 1 and 2 (.5 credit each) The values and skills of advanced clinical practice combined with research methods guide the creation of culturally appropriate approaches to monitoring and evaluating clinical practice. Multicultural evaluation is built on the values of social work, “dignity, self-determination, equity, empowerment, and social justice” (Gutierrez, 2004, p. 127). Monitoring and evaluating clinical practice requires the integration of evidence-based practice knowledge, multicultural clinical skills and multiepistemological research skills. This approach to evaluation critically applies the fundamental tenants of social science research, including both modern and post-modern methods. SWK 639 MCCP Elective (.5 credit) Courses in MCCP electives are opportunities for students to practice with a focus on a particular field or aspect of social work practice. Examples include Ethics, Substance Abuse and Social Work, and Trauma Therapy and Treatment. Program Development, Policy, and Administration Concentration Courses SWK 651 AND 652 Integrative Field Seminar 3 and 4: PDPA (.5 credit each) The goal of these two courses is to strengthen the connections between theory and practice. All students in field placements must participate in the appropriate concurrent field seminar. As part of this integrative function, the seminar also serves as a means for making connections among course components and the expansion of classroom content—particularly as relating to dynamics of groups, communities, and organizations; human behavior; policy analysis; and research. SWK 657 AND 658 Diversity and Inequality 1 and 2: PDPA (.5 credit each) These courses explore diversity and social inequality related to race, ethnicity, social class, gender, sexual orientation, age, and disability with application to the social service setting. Students focus on the structural and institutional processes through which social inequality is created and perpetuated. Institutional remedies for inequality are studied, such as affirmative action and equal opportunity policy, culturally competent supervision, administration, program development, and advocacy. SWK 660 Research 2: Program Evaluation Building on the basic research skills developed in Research 1, this course offers a program-oriented exploration of the range of research methods used in social work. There will be a particular focus on evaluative research, a critique of the role of research in assessing efficiency and effectiveness in social service delivery, and identification with the responsibility of social workers “to expand the knowledge base” of social work. The course emphasizes research as a tool at all levels of social work and will be concerned with strengthening the linkages between research, theory, and program evaluation. SWK 667 Organizations/Social Administrative Practice 1 This course examines organizational theory and structure; processes of development, research, and evaluation; and social work values and ethics in the workplace. The need to work effectively within an organizational context means that social work practitioners must acquire a level of expertise in organization theory, dynamics, structure, and behavior, as well as an understanding of how organizations provide practice opportunities and constraints. This course provides opportunities for students to build the necessary skills to become effective service providers or change agents in the context of their work in social service organizations. SWK 668 Organizations/Social Administrative Practice 2 This course builds on the theoretical knowledge base of SWK 667 and is intended to provide students with opportunities to apply those critical skills used in supervision and management. These skills are intended as a base for the beginning administrator. This course expects the student to develop specific skills in budgeting and personnel/human resource functions (e.g., recruitment, selection, hiring, training, and evaluation). Prerequisite: SWK 667 SWK 669 Organizations/Social Administrative Practice 3 This course explores strategies and methods for working effectively with other service agencies, legislative and policy-making bodies, regulatory agencies, and advocacy groups. Prerequisite: SWK 668 SWK 675 Planning and Policy Practice 1 This course examines theoretical and conceptual ideas concerning human services, their rationale in a market economy, and their relationship to public policy. Students will gain knowledge and build skills in the planning, implementation, and evaluation of services at various levels of system design, taking into account organizational, financial, and technological dimensions within an analytical framework of defined need and demand for service. SWK 676 Planning and Policy Practice 2 This course examines theories, concepts, and analytical frameworks for analyzing policy. It addresses the role of economics, demographics, politics, values, and other relevant factors on policy design and implementation. The course emphasizes the analysis of selected existing or proposed policies in such areas as social insurance (e.g., Social Security), welfare reform, health care, long-term care, and tax policy including tax expenditures. Prerequisite: SWK 675 Both Concentrations SWK 699 General Elective Students in both concentrations complete at least one general elective course for graduation. The following are examples of elective offerings that are rotated each year: • Parent and Professional Planning • Interdisciplinary Perspectives on Aging • Cognitive Behavioral Therapy in Social Work Clinical Practice • Spirituality and Social Work Practice • Empowerment of Services Users in Mental Health We also offer short-term electives abroad: Exploring Human Services in International Settings (examples include Mexico, Slovenia, Namibia, South Africa, India, China, and Hong Kong) SWK 698 Independent Study Students may propose to complete an independent study project. Such directed study projects provide the opportunity for a student to explore a particular area of social work. A faculty sponsor must be secured and a proposal submitted to the Social Work Department. On rare occasions, an independent study may be used to satisfy the general elective requirement. Prior approval is required. Courses that are part of the required curriculum may not be taken as independent study. Fieldwork and Field Placement Social work education goes beyond the classroom. Through the field experience, we expect that students will demonstrate skills to bridge theory and practice. Collaborative efforts between the student, the field agency, and the MSW program are essential to successful learning. The foundation of the practice includes: • ethical, competent professional practice; • problem solving within a systems framework and strengths perspective; • use of advanced practice theories in Multicultural Clinical Practice or Program Development, Policy, and Administration settings; • evaluation of the effectiveness of program or practice activities; • an understanding of, and respect for, diverse peoples and cultures; • responsibility and service to the local and global community in the interest of social justice; and • a commitment to oppose oppression of all forms. Field Education Format Under the instruction and supervision of professionally-trained, MSW-level, and program-approved field instructors, foundation students will spend a minimum of 920 hours in two field practica. Advanced standing students will spend a minimum of 500 hours in one field practicum. The foundation practicum is spread over at least two trimesters (fall and winter) and the concentration practicum is spread over the entire academic year. Both practica are concurrent with enrollment in integrative field seminars, as well as other MSW coursework. The fieldwork education of the MSW program is divided into two components: Foundation Practicum The foundation practicum, or generalist practicum, puts emphasis on developing competence as a professional generalist social worker. It requires a minimum of 420 hours and is completed by students admitted at the foundation level. Students spend an average of 15 hours per week during the fall and winter trimesters in this practicum. Concentration Practicum The concentration practicum places emphasis on advanced practice skills and leadership qualities related to the chosen concentration. It requires a minimum of 500 hours and is completed by all students, including those admitted with advanced standing. Students spend an average of 18 hours per week during the fall, winter, and spring trimesters in this practicum. Process for Field Practicum Selection Field practica begin in the fall. Selection begins the previous spring in collaboration with two other Twin Cities MSW programs. Students attend the student field orientation before beginning their search. Students also have the opportunity to attend a Field Fair held jointly by Augsburg College and the University of Minnesota School of Social Work. At this Field Fair, students are able to meet a large number of agencies and potential field instructors. Practicum selection involves interviews at approved sites, arranged by the student, and a matching process conducted collaboratively by the field coordinators at the three MSW programs in the Twin Cities. In some instances, students can petition to complete a field practicum at an agency not on the approved list or at their place of employment. Students who wish to do so work with the MSW field coordinator for such proposals. Field Practicum Settings The Augsburg field faculty are committed to the success of each student in a stimulating and challenging field practicum. Our current list of approved field sites includes agencies in the following areas of practice: • family and children • child welfare • mental health • crisis intervention • senior resources • family social policy • health and human services • corrections and probation • public and independent schools • youth services • hospitals • • • • • • • • • • • • • • developmental disabilities American Indian family services chronic and persistent mental illness chemical dependency court services immigrant, migrant, refugee services victims of torture faith-based social services neighborhood services legislation advocacy housing services-employment services community organizing research centers Dual Degree in Social Work and Theology (MSW/MA, Theology) Augsburg College’s Department of Social Work (Minneapolis) and Luther Seminary (St. Paul) offer a dual degree: Master of Social Work and Master of Arts in theology (MSW/MA). The dual degree has been approved by both institutions and by the Council on Social Work Education. If you are interested in combining a Master of Social Work with a Master of Arts in theology, we recommend you begin with the Luther Seminary program first and identify yourself as seeking the dual degree. For application information visit the Luther Seminary website at http://www.luthersem.edu/admissions/. Purpose The dual degree focuses on meeting the educational interests of people planning to serve the spiritual and social needs of families, individuals, and communities in both rural and urban settings. Both institutions have a commitment to social and economic justice and to teamwork in the pastoral and human service settings. This joint program is ecumenical in its admission policies as well as its academic outlook. Objectives Three primary objectives have been established: • To educate practitioners in social work and ministry who can combine the values, skills, and knowledge of both theology and social work to serve people in more holistic ways. • To generate the partnerships necessary to serve the complex needs of communities and people experiencing transition in their lives, including the change of government support for those in poverty. • To prepare practitioners to seek the strengths of interdisciplinary teams in the human service and pastoral settings. Enrollment We recommend that dual degree students enroll in Luther Seminary courses first. Upon completion of this first year of courses, students then enroll in Augsburg courses for a second and third year (fulltime). In the dual degree, Luther Seminary offers nine courses which can be completed in one year if pursued full-time. The remaining Luther Seminary course requirements are waived and replaced by the Augsburg MSW curriculum. At Augsburg, dual degree students complete the entire MSW curriculum with the exception of the general elective. Course Format and Field Practicum Luther Seminary courses are offered on a weekday schedule and Augsburg College courses are offered on a weekend schedule. The field practicum is incorporated into the Augsburg curriculum and will be in a setting reflective of the dual degree program, such as congregational multidisciplinary teams, nursing home chaplaincy, and social work teams. The Luther Seminary program and the Augsburg College program are both full-time; it is not feasible for students to do both programs simultaneously. Summary of MSW/MA Theology Dual Degree Requirements • Luther Seminary full courses: 9 • Augsburg College full courses: 12—advanced standing, 17—foundation (elective is met at Luther) • MSW field practicum course credit hours: See guidelines under field practicum. • MSW portfolio or summative evaluation project Admission to the Dual Degree It is the responsibility of dual degree students to be aware of application deadlines for both institutions. Applicants must apply to each program separately. Please note: admission to one institution does not guarantee admission to the other. To request the catalog and application materials, you must contact each program separately. Financial aid is also a separate process. Dual Degree in Social Work and Business Administration (MSW/MBA) Augsburg College offers a dual MSW/MBA degree in social work and business administration. Students enrolled in the dual degree program learn to create better managed and financially sound service organizations to serve diverse communities, both locally and globally. Purpose Many social service agencies today require that agency managers combine financial and business expertise with social work practice and policy formation. The MSW/MBA dual degree prepares graduates to function in a workplace that demands the delivery of quality services with increasingly limited resources. Concentration The MSW/MBA dual degree includes an accelerated third year of study for MSW students who elect the Program Development, Policy, and Administration (PDPA) concentration. In this macro practice concentration, students learn to affect positive change in social service systems through their work with communities, organizations, and social policy makers. Prior Augsburg MSW graduates who have completed the necessary PDPA coursework are eligible to return to complete the MBA portion of the dual degree. Schedule Years 1 and 2 (September through June) MSW classes meet on alternating weekends—Friday evenings, Saturday mornings, and Saturday afternoons. Year 3 (12–16 months) MBA classes meet primarily one night per week. The MBA program includes a summer term. Curriculum • • • 18 full MSW courses for foundation students or 13 full MSW courses for advanced standing students Either 920 hours (foundation) or 500 hours (advanced standing) MSW field practicum experience The MSW summative evaluation project may be accepted by the MBA program as partial fulfillment of the MBA project. • Complete a minimum of 8 MBA courses for students who completed the MSW degree 2002 and beyond; complete a minimum of 9 MBA courses for students who completed the MSW degree prior to 2002 For more information regarding the MBA coursework required for the MSW/MBA dual degree, see the Master of Business Administration section. MBA Admission MSW/MBA dual degree applicants may apply to both programs at the same time or admitted MSW students may wait to apply to the MBA program until their concentration year. The GMAT is waived for MSW/MBA dual degree applicants. MBA application materials include: completed application, two short essays, an updated resume, two letters of recommendation, and a personal interview with the MBA program director. Admission to one program does not guarantee admission to the other. Admission to MSW The Augsburg College MSW program promotes the widest possible diversity within its student population. Therefore, the admission policies ensure that educational opportunities are provided to persons with a range of abilities, backgrounds, beliefs, and cultures. Listed below are general descriptions for the application process. Refer to the MSW application documents for details regarding specific application requirements. Admission Requirements • • • Bachelor’s degree from a regionally-accredited college or university Cumulative undergraduate GPA of 3.0 or higher Liberal arts coursework in the social sciences, humanities, biology, and statistics Application Checklist • • • • • • • • • • • The following materials must be submitted to Augsburg’s Office of Admissions: Completed and signed application form—www.augsburg.edu/msw or call 612-330-1101. The application deadline is January 15 each year for entry in the following academic year. All applications and materials noted below are due by 5 p.m. on the application deadline. $35 application fee One official transcript from each previously-attended postsecondary institution. This includes colleges, universities, vocational/technical institutions, and PSEO institutions. Liberal arts prerequisite coursework including 4 social sciences, 3 humanities, 1 biology, and 1 statistics course. These courses must be completed prior to enrollment. Completed BSW course equivalency checklist (for advanced standing applicants) Three completed and signed recommendation checklist forms, with letters attached Typed, double-spaced personal statement responding to the questions noted on the application form Results of the TOEFL language tests, if applicable (refer to p. 16 for college policy) Official international credit evaluation course-by-course review (for degrees completed outside of the United States) Admission as an international student International applicants must submit the required application materials listed above. Refer to the additional requirements outlined in Admission of International Students in the Graduate Admissions section. Admission as a transfer student Students may apply to Augsburg as a transfer student. Transfer students follow the same procedure as new applicants. Transfer students may receive up to eight (8.0) transfer credits. (See Evaluation of Transfer Credit in the Academic Programs and Policies section of this catalog.) Eligible courses must be from a CSWEaccredited MSW program and students must have received a grade of B (3.0) or higher. Students must complete no fewer than 10 (10.0) courses at Augsburg in order to receive their MSW degree from Augsburg College. Admission with Advanced Standing Advanced standing is an application category open to those with a bachelor’s degree in social work accredited by the Council on Social Work Education (CSWE). Advanced standing applicants may seek waivers for the following eligible MSW courses: Human Behavior and the Social Environment, History of Social Welfare Policy, Practice Methods 1 and 2, and Integrative Field Seminars 1 and 2 (which include 420 field practicum hours). Advanced standing applicants must offer an equivalent BSW course for each with a grade of B (3.0) or higher in order to receive a waiver. Academic Policies Academic Achievement Students must maintain at least a 3.0 cumulative grade point average in the MSW program. If a student falls below a 3.0 average, the student will be placed on academic probation. 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 in a timely manner; • complete the program within four years; and • abide by the department’s Standards for Social Work Education and the NASW Code of Ethics. No more than two courses with a grade of 2.5 will count toward the degree. Courses with a grade below 2.5 must be repeated. No more than two courses can be repeated. Only the credits and grades earned the second time are counted in the grade point average. If a student receives a grade below 2.5 in a field course, the MSW director will initiate a Level III review, as outlined in section 3.2 of the Standards for Social Work Education. Evaluation of Student Field Performance The criteria for evaluating field performance can be found in the MSW Field Manual, which is distributed to newly-admitted students at our field orientation prior to seeking the field placement. Four-Year Limit All students are required to finish the degree within four years of matriculation. See the Academic Programs and Policies section of this catalog for policy on continuation of coursework or final thesis. Leave of Absence Students who interrupt their program enrollment must request a leave of absence through the MSW program in order to maintain their admitted status. The request must be made in writing. A leave of absence typically requires a full year away from the program in order to return to classes in sequence. Prerequisite Courses All foundation courses are prerequisite to the concentration courses. Students may not enroll in the concentration courses until successfully completing all foundation courses. In addition there are individual courses that are prerequisite to other individual courses in the MSW curriculum. These are listed in the MSW Handbook, which is distributed to newly-admitted students. Program Costs In addition to tuition fees, MSW students can expect to purchase textbooks, a facilities fee, and student liability insurance when in a field placement. There may also be additional fees associated with short-term electives abroad. Graduate Scholarship Search Tips As you may know, graduate students do not have access to many of the financial aid opportunities open to undergraduates. Because of this, we strongly encourage you to spend time doing your own independent research into graduate funding available locally, nationally, and internationally. The simplest way to begin a search for graduate funding is to look online. There are many scholarship search engines online. The following websites may provide a good starting point for your search: www.naswfoundation.org www.gradloans.com www.cswe.org www.gradschools.com www.mnsocialserviceassoc.org www.fastweb.com www.aauw.org www.gradview.com www.finaid.org www.petersons.com www.students.gov www.srnexpress.com Examples of Social Work Graduate Scholarships Carl A. Scott Book Scholarship Two $500 scholarships offered each year to students from ethnic groups of color. Applications due in May (go to www.cswe.org.) Gosnell Scholarship Funds Ten awards ($1,000-$4,000) offered to social work students interested in working with American Indian/Alaska Native and Hispanic/Latino populations or in public and voluntary nonprofit agency settings. Applications due in August (see www.naswfoundation.org). Vern Lyons Scholarship One award ($2,000) offered to students interested in health/mental health practice and a commitment to the African American community. Applications due in August (see www.naswfoundation.org). American Board of Examiners in Clinical Social Work Several awards ($1,000 each) offered to students who demonstrate excellence in preparation for clinical social work practice. Applications due in March (see www.abecsw.org). MSSA Diversity Educational Scholarship One $500 award offered to students from African-American, American Indian, Asian, GLBT, Hispanic and Immigrant Cultures in completing their education in the Human Service Field. Applications due in June (see www.mnsocialserviceassoc.org). Marjorie J. Carpenter Scholarship One $1,500 award offered to students seeking education in the human service field so they may enhance their professional and/or technical skill development. Applications due in June (see www.mnsocialserviceassoc.org). Augsburg Scholarships Augsburg’s Social Work Department offers several scholarships each year. Students who are enrolled in the first year of the program are eligible to apply. Awards range in amount from $300 to $3,000. Phyllis M. Baker Memorial Scholarship Edwina L. Hertzberg Scholarship Arvida Norum Memorial Scholarship Steen Family Scholarship Fund for Minority Social Work Students Edwin Yattaw Memorial Scholarship Bodo F. Suemning Memorial Scholarship Blanca Rosa Egas Memorial Scholarship AmeriCorps Tuition Discount Augsburg offers a tuition discount to students who are or have been AmeriCorps volunteers—25% off the tuition cost of one course per trimester. This would apply to all trimesters of your MSW program. Contact the Enrollment Center for more information. Military Discount See description in the Financing Your Education section of the catalog. Accreditations and Affiliations Augsburg College is accredited by the Higher Learning Commission of the North Central Association of Colleges and Schools. For a complete list of Augsburg’s accreditations, approvals, and memberships, see the About Augsburg College section of this catalog. The Augsburg Master of Social Work program is accredited by the Council on Social Work Education (CSWE). MSW Forum All MSW students are invited to participate in the student-run organization, the MSW Forum. The purpose of the forum is to facilitate communication between social work students and the social work department, as well as to provide the opportunity for student participation in department governance, curriculum development, and program improvements. As such, forum members are invited to attend Social Work Department meetings via representatives. The forum has historically been volunteer based. Any student may serve on the forum, provided the student can make a commitment to attend the meetings and share in the efforts. The MSW director and MSW program coordinator also serve on the forum. Other faculty may be invited as permanent members or as guests. Past forum members established these guidelines: • provide an avenue for students to share and discuss ideas and/or concerns related to the MSW educational experience with the Social Work Department • encourage constructive dialogue among students, faculty, and department and College administrators • 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. MSW Faculty Laura Boisen, Professor of Social Work, MSW Field Coordinator. BS, Wartburg College; MSSW, University of Wisconsin; MPA, Iowa State University; PhD, University of Minnesota. Lois A. Bosch, Professor of Social Work, MSW Program Director. BA, Northwestern College; MSW, University of Iowa; PhD, University of Illinois-Urbana-Champaign. Mauricio Cifuentes, Assistant Professor of Social Work. JD, Pontificia Universidad Javeriana, Bogota, Colombia; MSW Loyola University; PhD, Loyola University. Ankita Deka, Assistant Professor of Social Work. BA, Delhi University; MSW, Tata Institute of Social Sciences; PhD, Indiana University. Christina Erickson, Associate Professor of Social Work, Field Education Coordinator. BS, University of Minnesota; MSW, University of Minnesota-Duluth; PhD, University of Illinois-Chicago. Annette Gerten, Associate Professor of Social Work, BSW Field Coordinator. BA, College of St. Catherine; MSW, University of Michigan; PhD, University of Minnesota. Melissa Hensley, Assistant Professor of Social Work. BA, MSW, PhD, Washington University in St. Louis; MHA, University of Missouri–Columbia. K. Abel Knochel, Assistant Professor of Social Work. BA, Albright College; MSW, Spalding University; PhD, University of Minnesota. Barbara Lehmann, Associate Professor of Social Work, BSW Program Director. BA, Knox College; MSW, Tulane University; PhD, Case Western Reserve University. Terrence Lewis, Assistant Professor of Social Work. BA, The Catholic University of America; MSW, University of Kentucky; PhD, Boston University. Nancy Rodenborg, Associate Professor of Social Work, Department Chair. BA, Indiana University; MSW, University of Minnesota; MIA, School of International Training; PhD, University of Arizona. Michael Schock, Associate Professor of Social Work. BA, University of Washington; MSW, University of Minnesota; PhD, University of Washington. Staff Erika McCreedy, Administrative Assistant Doran Edwards, BSW Assistant Director Courtney Zaato, Field Assistant Holley Locher, MSW Program Coordinator Augsburg College Board of Regents For more details, go to www.augsburg.edu/regents. Andra Adolfson Dan W. Anderson ’65 Ann B. Ashton-Piper Karen Durant ’81 Matt Entenza, JD Mark A. Eustis Anthony L. Genia, Jr, ’85, MD Alexander J. Gonzalez ’90 Michael R. Good ’71 Norman R. Hagfors Jodi Harpstead Rev. Rolf Jacobson, PhD Eric J. Jolly, PhD Cynthia G. Jones ’81, PhD Dean Kennedy ’75 Toby Piper LaBelle ’96 The Honorable LaJune Thomas Lange ’68, JD Andre J. Lewis ’73, PhD Jennifer H. Martin, EdD Marie O. McNeff, EdD Paul S. Mueller ’84, MD Jeff Nodland ’77 Lisa Novotny ’80 Paul C. Pribbenow, PhD Bishop Peter Rogness, ex-officio Gary Tangwall ’80 Rev. David Tiede, PhD Bishop Harold Usgaard, ex-officio Rev. Norman W. Wahl ’76, DMin Bonnie Wallace Rev. Mark Wilhelm, PhD, ex-­‐officio  
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Augsburg College Undergraduate Catalog, 2011-2012
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Augsburg College Undergraduate Catalog, 2011-2012
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2011-2012 Undergraduate Catalog www.augsburg.edu Index Augsburg College Undergraduate Catalog 2011-2012 Official Publication of Augsburg College 2211 Riverside Avenue, Minneapolis, MN 55454 612-330-1000 This catalog should answer most questions students have about Augsburg College undergr...
Show more 2011-2012 Undergraduate Catalog www.augsburg.edu Index Augsburg College Undergraduate Catalog 2011-2012 Official Publication of Augsburg College 2211 Riverside Avenue, Minneapolis, MN 55454 612-330-1000 This catalog should answer most questions students have about Augsburg College undergraduate education and its curriculum. Although information was current at the time of publication, it is subject to change without notice. The written policies in the catalog are the College policies in force at the time of publication. 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 2011 www.augsburg.edu 1 A Greeting from the President A college catalog is a wonderful text, full of detail and data that offer all of us a map to our lives together as a college community. What has prompted you to study this map of Augsburg College? If you’re already enrolled at Augsburg, I trust that you will continue to find here the awe and wonder of an educational experience that is meaningful and challenging. I hope that you will be reminded of the relationships and commitments you have formed at Augsburg — they will last a lifetime. I also hope that you find in this map signposts of the progress you have made in your vocational journey and that you will continue to believe that you have rightly chosen Augsburg as the community in which you will spend time for the next several years. If you are studying this map to find out more about Augsburg College and an Augsburg education, welcome. I believe you will find it not only tells you about the character and essence of our institution, but also about our mission of service, particularly about those whom we serve in a modern, vibrant city. Augsburg is located in the heart of the Twin Cities of Minneapolis and St. Paul, and it is in the city that our College both serves and thrives. As you study here, you will find a setting that not only provides remarkable learning opportunities, but one in which you will be able to share your own talents and skills. Augsburg’s challenging academic environment is enhanced by both education and service experiences that transform theory into action and unite the liberal arts with the practical in preparing students as faithful citizens in a global society. The experience you are undertaking at Augsburg — or 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 Augsburg College, or consider doing so, please know that those of us who await you here find the College an exciting place, full of diversity and yet possessed of a community dedicated to higher learning and good living. Here you can find your way in the world. May this map be your faithful guide! Sincerely yours, Paul C. Pribbenow President 2 2011-2012 Academic Calendar Day Program (and PA program) The academic calendar is subject to change. Refer to the registrar’s webpage for updated calendar and registration information at www.augsburg.edu/registrar. Fall Term 2011 Summer September 4-6 September 7 October 28 Nov -----14-Dec 2 November 24 November 28 December 9 December 12-15 First-year registration New student orientation Classes begin Mid-term break (one day only) Registration for spring Thanksgiving recess begins Classes resume Classes end Final exams Spring Term 2012 January 17 Classes begin March 19 Mid-term break begins March 26 Classes resume April 9-20 Registration for fall April 6 Easter break begins April 27 Classes end April 30 - May 3 Final exams May 5 Baccalaureate/Commencement ---The multi-year calendar for planning purposes can be found at www.augsburg.edu/registrar. Please note that future years are subject to change.- 2011-2012 Academic Calendar Weekend College and Graduate Programs (not including the PA program and MBA) The academic calendar is subject to change. Refer to the registrar’s webpage for updated calendar and registration information at www.augsburg.edu/registrar. Fall Term 2011 Class Weekends: 3 September 9-11 September 23-25 September 30 - October 2 October 14-16 November 4-6 November 18-20 December 2-4 December 9-11 Winter Term 2012 Class Weekends: January 6-8 January 20-22 January 27-29 February 10-12 February 24-26 March 9-11 March 23-25 March 30 - April 1 (MSW only) Spring Term 2012 Class Weekends: April 13-15 April 27-29 May 11-13 May 18-20 June 1-3 June 8-10 June 22-24 June 29-July 1 (MSW only) NOTE: For Rochester programs, reference the registrar’s webpage at www.augsburg.edu/registrar. 4 Directory Area Code: 612 Access Center 330-1749 Academic Advising 330-1025 Academic Enrichment 330-1165 Academic Affairs 330-1024 Admissions Offices Office of Undergraduate Admissions 330-1001 Toll-free 1-800-788-5678 Office of Graduate Admissions 330-1101 Augsburg for Adults 330-1782 Alumni and Constituent Relations 330-1178 Toll-free 1-800-260-6590 Athletics 330-1249 Campus Activities and Orientation / SOAR 330-1111 Center for Learning and Adaptive Student Services (CLASS) 330-1053 Classroom Services 330-1219 College Pastor/Campus Ministry 330-1732 Counseling and Health Promotion 330-1707 Development (financial gifts to the College) 330-1613 Toll-free 1-800-273-0617 Enrollment Center 330-1046 Toll-free 1-800-458-1721 Event and Conference Planning 330-1107 Facilities Management 330-1041 Financial Aid (scholarships and other aid) 330-1046 General Information (other office numbers; business hours only) 330-1000 Fax 330-1649 Graduate Studies 330-1101 Human Resources 330-1058 Lindell Library 330-1017 Lost and Found 330-1000 Parent and Family Relations 330-1525 President’s Office 330-1212 Registrar 330-1036 Residence Life (housing) 330-1488 Rochester Campus 507-288-2886 StepUP . 330-1405 Strommen Career and Internship Center 330-1148 Student Affairs 330-1160 Student Government 330-1110 Summer Session 330-1046 5 TRIO/Student Support Services Weekend College 330-1101 330-1311 6 About Augsburg At 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 the best preparation for living in the fast-paced, changing, and complex world of today and tomorrow. Augsburg graduates will be able to demonstrate not only the mastery of a major field of study, but also the ability to think critically, solve problems, and communicate effectively. Discovering Your Gifts and Talents The heart of an Augsburg education is the Augsburg Core Curriculum—designed to prepare students to become effective, informed, and ethical citizens. Through “Search for Meaning” courses, students explore their own unique gifts and interests and find where their own talents intersect with the needs of our global society. At the same time, courses across all disciplines stress the skills that will serve 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 majors—or you can create your own major, either on campus or through the Associated Colleges of the Twin Cities (ACTC). 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, St. Catherine University, Hamline University, Macalester College, and the University of St. Thomas. Weekend College offers 18 majors and a number of certificate programs. Mission Statement Students who graduate from Augsburg are well prepared to make a difference in the world. They stand as testaments to the College motto, “Education for Service,” and mission: “Augsburg College educates students to be informed citizens, thoughtful stewards, critical thinkers, and responsible leaders. The Augsburg experience is supported by an engaged community that is committed to intentional diversity in its life and work. An Augsburg education is defined by excellence in the liberal arts and professional studies, guided by the faith and values of the Lutheran church, and shaped by its urban and global settings.” History 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, Wis., and moved to Minneapolis in 1872. The first seminarians were 7 enrolled in 1874, and the first graduation was in 1879. Early Leaders Establish a Direction August Weenaas was Augsburg’s first president (1869-1876). 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 more than 130 years. Education for Service Keeping the vision of the democratic 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 Focus Changed 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 longtime dean of women, Gerda Mortensen. 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 (1938-1962). His involvement in ecumenical and civic circles made Augsburg a more visible part of church and city life. After World War II, 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 modern college program based on general education requirements and elective majors. Full accreditation of the College was achieved in 1954. 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. Subsequently, the American Lutheran Church merged with two other Lutheran bodies in 1988 to form the Evangelical Lutheran Church in America. 8 A College in the City Under the leadership of President Oscar A. Anderson (1963-1980) Augsburg became a vital and integral part of the city. The College began to reach out to nontraditional student populations, ensuring educational opportunity for all students. Also in these years, Augsburg added the Music Hall, Mortensen Hall, Urness Hall, Christensen Center, Ice Arena, and Murphy Place. 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, Lobeck, Miles Center for Worship, Drama, and Communication; the Oscar Anderson Residence Hall; and the James G. Lindell Family Library. Dr. William V. Frame became president in August 1997 and retired in 2006. Under his leadership, the College 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. Dr. Paul C. Pribbenow became president in July 2006. Under his leadership, the College aims to educate students of all ages — in the midst of a great city — to be faithful citizens of the world. Augsburg Today Augsburg continues to reflect the commitment and dedication of the founders who believed: • 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; • The city—with all its excitement, challenges, and diversity—is an unequaled learning laboratory for Augsburg students. The vision of the College’s work today is lived out in the phrase, “We believe we are called to serve our neighbor.” Through common commitments to living faith, active citizenship, meaningful work, and global perspective, Augsburg prepares its students to become effective, ethical citizens in a complex global society. In addition to Augsburg’s undergraduate program of liberal arts and sciences, Augsburg offers master’s degree programs in business, education, leadership, nursing, physician assistant studies, and social work. The College’s first doctoral program, in nursing practice, has been approved. For information on graduate programs, go to www.augsburg.edu/grad. Undergraduate education is offered both on weekday semester programs, and alternate weekend trimester programs. The graduate programs generally follow the trimester schedule. In addition to its Minneapolis campus, Augsburg has a branch campus in Rochester, Minn. and a center in Bloomington, Minn. Weekend College Augsburg’s Weekend College (WEC) provides an educational opportunity for adults who want to earn a baccalaureate degree and work or have other commitments during the week. It is a means by which men and women can gain skills for professional advancement, prepare for a career change, or pursue a personal interest in one or more areas of the liberal arts and professional studies. 9 Weekend College began in 1982 with 69 students taking courses in three majors. Eight courses were offered in the first term. Today, with approximately 1,000 students enrolled each term and a variety of majors in the liberal arts and professional studies, WEC is one of the largest programs of its type among Minnesota private colleges. The Adult Learner Augsburg’s Weekend College is based on the assumption that adult students are mature, self-disciplined, and motivated learners who seek a combination of classroom experience and individual study. Each course includes periods of concentrated, on-campus study as well as time for independent study and class preparation. Alternate Weekends To meet the needs of nontraditional students, classes generally meet on alternate weekends for three-and-a-half to four hours on either Friday evening, Saturday morning, Saturday afternoon, or Sunday afternoon. Laboratory sections or additional class hours may be scheduled during the week. WEC students may take from one to four courses each term. The WEC academic year is divided into three trimesters (fall, winter, and spring), so that students may complete three terms in the traditional nine-month academic year. 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 WEC students to make use of College facilities, such as Lindell Library, and to participate in academic and co-curricular activities, such as the student newspaper, travel seminars, student organizations, fine arts events, networking events, workshops, and convocations. The WEC student body elects its own leaders through the WEC Student Senate. Augsburg for Adults Through the Augsburg for Adults program office, Augsburg continues its tradition of innovation to meet the needs of adult students by creating new programs, providing faculty and staff development in adult learning, and serving adult and non-traditional students. Students are recognized as adult learners from age 25 to 60-plus whether they take courses in the traditional day program, the Weekend College program, or any of the graduate programs. To learn more about graduate studies at Augsburg, go to www.augsburg.edu/grad. Weekend College Faculty The heart of any educational institution is its faculty, and the WEC faculty are full-time Augsburg professors as well as adjunct faculty who bring professional experience to their teaching. Most faculty hold a doctorate or other terminal degree, and all consider teaching to be the focus of their activities at the College. Professors are involved in social, professional, and a variety of research activities, but these support and are secondary to their teaching. Faculty are actively involved in a dynamic faculty development program that introduces them to best practices in teaching and learning techniques and theories. Weekend College’s small classes facilitate the College’s tradition of close involvement between professors and students. Faculty act as academic advisers and participate regularly in campus activities. 10 Rochester campus Augsburg’s branch campus in Rochester was established in 1998 as a natural extension of the College’s mission and its expertise in teaching working adults. In Rochester, six undergraduate majors, plus a certificate program in business management, are offered. The Rochester campus classrooms and offices are located at Bethel Lutheran Church (ELCA), a few blocks south of the heart of the city which is home to about 100,000 residents. It is a city that enjoys a rich ethnic diversity and superior technological resources. Augsburg classes in Rochester meet on a trimester schedule with classes taking place on weekday evenings and on occasional Saturdays, making them accessible to working adults. In addition to the half- dozen degree programs that can be completed entirely in this location, students may work on a variety of other majors through a combination of Rochester-based courses and courses taken in the Day or WEC program in Minneapolis. Students at the Rochester campus are Augsburg College students. They are supported through an array of e-learning resources ranging from access to Lindell Library databases to the use of online course management software. Information about the Rochester campus is available at www.augsburg.edu/Rochester or by calling the Rochester office at 507-288-2886. College of the Third Age Augsburg demonstrates its commitment to lifelong learning in part through its College of the Third Age. College of the Third Age is a teaching-learning service founded more than 30 years ago to serve older adults by encouraging lifelong learning, fostering interactive discussion, and introducing new topics and subjects related to an ever-changing world. A roster of more than 25 retired, semiretired, and working professors teach non-credit seminars for the program, based upon their areas of expertise. College of the Third Age partners with organizations and facilities that serve older adults in the Twin Cities metropolitan area, including churches, synagogues, community centers, and senior residences. The current catalog lists more than 200 classes available for group study at partner organizations and facilities. To obtain further information about the program or to request a catalog, call 612-330-1139 or visit www.augsburg.edu/thirdage. Campus Location Augsburg’s campus is located in the heart of the Twin Cities, surrounding Murphy Square, the oldest of 170 parks in Minneapolis. The University of Minnesota West Bank campus and one of the city’s largest medical complexes—University of Minnesota Medical Center, Fairview—are adjacent to Augsburg, with the Mississippi River and the Seven Corners theater district just a few blocks away. Downtown Minneapolis and St. Paul, home to a myriad of arts, sports, entertainment, and recreational opportunities, are just minutes west and east of campus via Interstate 94, which forms the southern border of the campus. Convenient bus routes run throughout the city and connect with the suburbs. Augsburg is located just blocks away from two Hiawatha Line light rail stations. 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 11 tunnel/ramp/skyway system connects the two tower dormitories, the five buildings on the Quadrangle, plus Music Hall, Murphy Place, Lindell Library, Oren Gateway Center, and the Foss, Lobeck, Miles Center for Worship, Drama, and Communication. Admissions Offices—The Office of Undergraduate Admissions is located on the first floor of Christensen Center. The Office of Graduate Admissions is located on the second floor of Christensen Center. Anderson Hall (1993)—Named in honor of Oscar Anderson, president of Augsburg College from 1963 to 1980, this residence hall is located at 2016 8th Street. Anderson Hall contains four types of living units and houses 192 students, as well as the Master of Science in Physician Assistant Studies; the Strommen Career and Internship Center; and the Office of Marketing and Communication. College of the Third Age and Inter-Race—This house, located at 620 21st Avenue, provides office space for these two programs. Counseling and Health Promotion—The Center for Counseling and Health Promotion (CCHP) offers programs and services that enhance student learning by promoting personal development and well-being. The center occupies the house located at 628 21st Avenue. Christensen Center (1967)—The College center, with admission offices, student lounge and recreational areas, the Commons dining facility and Einstein Bros. Bagels, two art galleries, copy center, and offices for student government and student publications. Edor Nelson Field—The athletic field, located at 725 23rd Avenue, is the playing and practice field of many of the Augsburg teams. An air-supported dome covers the field during winter months, allowing year-round use. Foss, Lobeck, Miles Center for Worship, Drama, and Communication (1988)—The Foss Center is named in recognition of the Julian and June Foss family. The Tjornhom-Nelson Theater, Hoversten Chapel, and the Arnold Atrium are also housed in this complex, which provides space for campus ministry, the drama and communication offices, and the Center for Learning and Adaptive Student Services (CLASS). Ice Arena (1974)-—Two skating areas provide practice space for hockey and figure skating, and recreational skating for Augsburg and the metropolitan community. Kennedy Center—Completed in 2007 as a three-story addition to Melby Hall and named for Dean (’75) and Terry Kennedy, it features a state-of-the-art wrestling training center, new fitness center, classrooms for health and physical education, and hospitality facilities. The James G. Lindell Family Library (1997)—This library and information technology center houses all library functions and brings together the computer technology resources of the College. The library is located on the corner of 22nd Avenue and 7th Street. Luther Hall (1999)—Named for theologian Martin Luther, Luther Hall is a three-story apartment complex along 20th Avenue, between 7th and 8th Streets that houses juniors and seniors in units from efficiencies to two-bedroom suites. Melby Hall (1961)—Named in honor of J. S. Melby (dean of men from 1920 to 1942, basketball coach, and head of the Christianity department). It provides facilities for the health and physical education program, intercollegiate and intramural athletics, the Hoyt Messerer Fitness Center, and general auditorium purposes. The Ernie Anderson Center Court was dedicated in 2001. Mortensen Hall (1973)—Named in honor of Gerda Mortensen (dean of women from 1923 to 1964), it has 104 one- and two-bedroom apartments that house 312 upper-class students, plus conference rooms and spacious lounge areas. Murphy Place (1964)­—Located at 2222 7 1/2 Street, Murphy Place is the home of the Office of International Programs: Augsburg Abroad, Center for Global Education, International Partners and 12 International Student Advising. It is also home to the four ethnic student support programs: American Indian Student Services, Pan-Afrikan Center, Pan-Asian Student Services, and Hispanic/Latino Student Services. 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. Old Main (1900)—Home for the Department of Art and the Department of Languages and CrossCultural Studies, with classrooms used by other departments. Extensively remodeled in 1980, Old Main combines energy efficiency with architectural details from the past. It is included on the National Register of Historic Places. Oren Gateway Center (2007)—Named for lead donors and alumni Don and Beverly Oren, it is home for the StepUP program, Institutional Advancement offices, the Alumni and Parent and Family Relations Offices, Augsburg for Adults Office, and substance-free student housing. It also houses the Barnes & Noble Augsburg Bookstore, Nabo Café, Gage Family Art Gallery, and the Johnson Conference Center. Science Hall (1949)—Houses classrooms; laboratories for biology, chemistry, and physics; mathematics; a medium-sized auditorium; faculty offices, administrative offices, and various other program offices. Sverdrup Hall (1955)—Named in honor of Augsburg’s fourth president, it contains the Enrollment Center and Academic Advising, as well as classrooms and faculty offices. Sverdrup­Oftedal Memorial Hall (1938)—Built as a dormitory and named in honor of Augsburg’s second and third presidents, it contains the President’s Office, Human Resources, and other administrative and faculty offices. Urness Hall (1967)—Named in honor of Mr. and Mrs. Andrew Urness, this tower provides living quarters for 324 first-year students. Each floor is a “floor unit,” providing 36 residents, housed two to a room, with their own lounge, study, and utility areas. Associated Support Organizations Augsburg College has a commitment to programs that increase both individual and group understanding and achievement. Inter­Race: The International Institute for Interracial Interaction—Inter-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 620 21st Avenue. 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, 612-330-1058. The College and its faculty subscribe to the Statement of Principles on Academic Freedom as 13 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 • American Music Therapy Association • Commission on Collegiate Nursing Education • Council on Social Work Education (B.S. and MSW) • National Accrediting Agency for Clinical Laboratory Sciences (NAACLS) • National Council for Accreditation of Teacher Education • Accreditation Review Commission on Education for the Physician Assistant (ARC-PA) Augsburg College is an institutional member of the: • American Association of Colleges and Universities (AACU) • Association of Physician Assistant Programs • Council of Independent Colleges (CIC) • National Association of Schools of Music (NASM) We are members of the Associated Colleges of the Twin Cities (ACTC), Lutheran Education Council in North America, Minnesota Private College Council, National Society for Experiential Education, and Campus Compact. Augsburg College is registered as a private institution with the Minnesota Office of Higher Education pursuant to sections 136A.61 to 136A.71. Registration is not an endorsement of the institution. Credits earned at the institution may not transfer to all other institutions. 14 Augsburg College Facts and 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 the highest percentage of students are Lutheran, 16 percent represent the Roman Catholic Church, and 25 percent represent other denominations and religions. Accreditation—The Higher Learning Commission of the North Central Association of Colleges and Schools, National Council for Accreditation of Teacher Education, Accreditation Review Commission on Education for the Physician Assistant (ARC-PA). Approved by the American Chemical Society, Council on Social Work Education, American Music Therapy Association, National Association of Schools of Music, and the Commission on Collegiate Nursing Education. Member—Associated Colleges of the Twin Cities, Lutheran Education Council in North America, Minnesota Private College Council, CIC, AACU, AAHE. Registered with the Minnesota Office of Higher Education. Enrollment (Fall 2009)—4,054 students from 40 countries. Graduates—More than 20,000 graduates from 1870 through present. Student/Faculty Ratio—14 to 1. Undergraduate class size averages 13 (WEC)-17 (Day). Campus—18 major buildings with special emphasis on campus accessibility. Accessibility—Augsburg is now one of the most accessible campuses in the region. A skyway/ tunnel/elevator system provides access to 12 major buildings without going outside. Degrees Granted—BA, BS, BM, MA, MBA, MS, MSW, DNP Financial Aid—Over 90 percent of the students receive some form of financial aid from the College and many other sources. Library—Over 190,000 items, direct access to over 2,500,000 through CLIC, 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 summer school sessions. For Weekend College, Rochester campus, Bloomington Center, and most graduate programs: three trimesters, September to June. Majors—More than 50 majors in 35 departments and programs. Off-Campus Programs—The Office of International Programs offers study abroad programs throughout the world, including Augsburg’s own Center for Global Education and International Partners programs. Augsburg is also a member of the Higher Education Consortium for Urban Affairs (HECUA). Athletic Affiliation—Minnesota Intercollegiate Athletic Conference (MIAC), and National Collegiate Athletic Association (NCAA), Division III. Non-Discrimination Policy—Augsburg College, as affirmed in its mission, does not discriminate on the basis of race, color, creed, religion, national or ethnic origin, age, gender, sexual orientation, gender identity, gender expression, marital status, status with regard to public assistance, or disability in its educational policies, admissions policies, employment, scholarship and loan programs, athletic and/or school administered programs, except in those instances where there is a bona fide occupational qualification or to comply with state or federal law. Augsburg College is committed to providing reasonable accommodations to its employees and students. 15 Undergraduate Admissions Augsburg College strives to create a strong, rich, and vibrant campus community with students representing a large number of backgrounds, viewpoints, experiences, talents, and cultures. 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. Visit the Campus Because firsthand appraisal of programs, facilities, and academic atmosphere is valuable, firstyear 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 undergraduate admissions staff is ready to help students and families with college planning. Call any weekday between 8:30 a.m. and 4:30 p.m.—612-330-1001 or toll-free 1-800-7885678, and we’ll assist with your questions and arrange a tour for you. Admissions visits and tours are available Monday through Friday, including most Saturday mornings during the school year. The Office of Undergraduate Admissions is located on the first floor of the Christensen Center and serves traditional and non-traditional students. Application Procedures Day College First-years Application for Admission—Applicants 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. Students may apply online for free at www.augsburg.edu/day/apply.html or www.commonapp.org. Transcripts—An official transcript from the high school is required of first-year applicants. Firstyear 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 institutions should also be sent. General Education Development (GED) scores may be presented instead of the high school transcript. Test Scores—First-year applicants are required to submit results from a 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. Augsburg strongly recommends completing the writing portion of either the ACT or SAT. Recommendations—Two letters of academic recommendation are required. If the applicant has been out of school for several years, a letter may be submitted by a supervisor, employer, pastor, or co-worker. 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. On occasion, the Admissions Committee may defer a decision on a candidate’s admission until other information has been received. For example, more recent test scores, results of the present 16 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 Decision—Augsburg College uses a “rolling” admissions plan. The first offers of admission are made in late September. After that, 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 Admission—Accepted students are asked to make a $150* enrollment deposit to the Office of Under-graduate Admissions. Those students who wish to live in College housing must also submit a $200 nonrefundable housing deposit along with the housing contract to the Residence Life Office. *Nonrefundable after May 1. Day College Transfers and Weekend College Students Applicants should complete the application form and return it along with the $25 nonrefundable application fee to the Office of Undergraduate Admissions. Students may apply online for free at www.augsburg.edu/weekend/admissions/. Transcripts—Official transcripts from all previous post secondary institutions should be sent directly to the Office of Undergraduate Admissions. Applicants with less than one year of previous transferable college work should also have their official high school transcript sent. The GED test certificate may be presented instead of the high school transcript. Test Scores—First-year applicants are required to submit results from a 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. Augsburg strongly recommends completing the writing portion of either the ACT or SAT. First-year applicants who have been out of high school for more than five years do not need to submit an official test score. 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. 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 department sections of this catalog to see if admission to the major is required. Transfer Students A cumulative grade point average (GPA) of at least 2.50 (on a 4.0 scale) in previous college work is recommended for admission to the College. Information regarding transfer credit policies is found in the Academic Information section of the catalog. 17 Former Students Day students who have interrupted attendance at Augsburg College for one semester or more, and WEC/Rochester students who have interrupted attendance at Augsburg College for three trimesters or more, must apply for re-admission through the registrar’s office to resume attendance. Students who have attended other institutions during their absence from Augsburg must have an official transcript sent from each institution to the Office of the Registrar. Returning students do not pay the application fee. Special Students (Non-Degree) 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 contacting 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. Students who have graduated from Augsburg who are returning to complete an additional major will not be awarded a second degree unless it is a different degree from the first awarded. Minors are not noted on the transcript if they are completed after a baccalaureate degree has been awarded. Special Students (Second Degree) 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. International Students International students are a vital part of the Augsburg community. (See International Student Advising on page 32.) International students should contact the Office of Undergraduate Admissions for an international student application and financial requirements. All applicants must provide proof of financial solvency. Applications must be completed two months prior to the start of the semester: June 1 for fall, December 1 for spring. For more information, call 612-330-1001 or 1-800-788-5678 (toll-free); e-mail admissions@augsburg.edu; or write to: International Student Admissions Campus Box 143 Augsburg College 2211 Riverside Avenue Minneapolis, MN 55454 USA Students who have attended a college or university outside of the United States will need to obtain 18 a foreign credential evaluation by contacting World Education Services (WES). WES is a nonprofit organization with more than 30 years experience evaluating international credentials. WES will examine your transcript(s) and prepare a report that will help Augsburg College understand how your international course work compares to courses and grades in the United States. Augsburg College will use this information in its admissions review and will grant transfer credit where appropriate. World Education Services, Inc. Bowling Green Station PO Box 5087 New York, NY 10274-5087 www.wes.org Phone: 212-966-6311 Fax: 212-966-6395 19 Financing Your Education All students receive financial help indirectly, since a quality liberal arts education costs more than tuition and fees cover. The College raises that difference in gifts—from 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. College Costs 2011-2012 Day College The Board of Regents has approved the costs listed below for the 2011-2012 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 College Tuition, Fees, Room, and Board Tuition (full-time enrollment) $29,802 This rate applies to all full-time students attending in September 2011. 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 $3,559 This rate applies to students taking fewer than three courses in a semester. Part-time students taking lifetime sports are charged $220 for that course. Audit Fee (for part-time students) per course $1000 Full-time students—see audit policy in the Academic Information section. Room Rent (average starting price) $4,578 (Detailed room rates and housing options are available through the Office of Residence Life.) Meal Plans 15 Plus $3,956 (15 meals a week; $100 in Augsburg Flex Points) 10 Plus $3,854 (10 meals a week; $150 in Augsburg Flex Points) 5 Plus $3,524 (5 meals a week; $345 in Augsburg Flex Points) Other board plans are available as defined in the housing contract booklet available from the Office of Residence Life. Fees $637.50 (Student activity, technology, newspaper readership, wind energy fee, MPIRG) 20 Other Special Fees (Nonrefundable) Fees Billed on Student Account Student Activity Fee (part-time students) $90 Late Registration $200 Petition fee for waiver of registration deadlines (non-refundable) $50 Lifetime Sport (part-time students) $220 Newspaper Readership $20 Technology Fee (per credit) $50 Overload Fee (per course credit over 4.5, Day and WEC/Rochester/United combined) Private Music Lessons, per semester (14 lessons—.0 cr. or .25 cr.) $390 (14 lessons—.5 cr.) $780 Student Teaching (per course for full-time students) $155 Student Teaching (per course for part-time students) $215 Study Abroad (in approved non-Augsburg programs) $425 Zero-credit seminar (part-time students) $1000 Fees Payable by Check/Cash Application (new and/or special students) $25 Locker Rental $40 Student Parking Lot Permit car $220 motorcycle $110 Transcript Fee Regular service $6 Next day $10 On demand $16 Special Examinations, Cap & Gown Costs (Schedule on file in registrar’s office) $3,559 Books and Supplies These costs are estimated to average $125 per course. Deposits Enrollment Deposit (nonrefundable) $150 Required of all new students after acceptance. If the student attends Augsburg College, the deposit is considered initial payment toward their first term tuition and fees. Should the student not attend, the enrollment deposit may be forfeited. 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 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 21 cancellation or lack of proper notification as specified in the housing contract. College Costs 2011-2012 Weekend College Application Fee (payable once, $25 non-refundable) Tuition (per course credit) $1,777 Tuition (per summer course 2011) $1,725 Activity Fee (per trimester) $11.50 Facilities Fee (includes parking permit; per trimester) $35 $1000 Audit Fee (per course) Lifetime Sports: Fee for Weekend College Course $220 Lifetime Sports: Fee for Assessment of Previous Learning $150 Nursing Clinical Fee $250 Supplementary Student Teaching Fee (per course credit) $215 Late Registration Fee $200 Transcript Fee Regular service $6 Next day $10 On demand $16 Petition Fee for waiver of registration deadlines (non-refundable) $50 Zero-credit seminar $1000 Payments Day college Semester Fees—Prior to the start of each semester a statement of estimated charges showing basic charges and financial aid credits designated by the Student Financial Services Office is sent to the student. Payment Options—Augsburg College offers payment plan options for Day Program students. Information about payment plan options is mailed annually to each student’s permanent address. 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. All statements are available online through Augnet Records and Registration. For tuition and fee information, please refer to the financial aid website. Payment Options—(1) Payment in full at the start of each term. (2) Employer Reimbursement: Students on this plan must file an employer reimbursement application form each academic year, prior to the start of the first class. Once enrolled in the employer reimbursement payment plan, students have until 60 days after the end of each term to pay their term costs in full. There is a 22 $20 per term fee associated with this payment option. 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. (3) Students may also defer payment by enrolling in the College’s third party payment plan or in a military payment plan if their term costs are to be covered by a third party or through V.A. education benefits, such as the G.I. Bill. (more details can be found at www.augsburg.edu/enroll/accounts.html) Financial Policies 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 or graduation diplomas/certificates until all student accounts are paid in full or, in the case of student loan funds administered by the College (Federal Perkins 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 Withdrawal from College form available online through the registrar’s website. 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 and/or room (except for the minimum deduction of $100 to cover administrative costs) in accordance with the terms of their housing contract and/or the appropriate tuition refund schedule. Students are responsible for canceling courses through the Enrollment Center (or online) 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 Augsburg College Refund Policy for Day, Weekend, Rochester, Bloomington, and Graduate Studies Students who withdraw from Augsburg College may be eligible for a refund of a portion of their charges based on the refund schedule below. This refund is based on the percentage of calendar time remaining on the date of the student’s offiicial withdrawel from classes. This applies to all students who drop one or more courses during the term and/or withdraw from all courses in the term. Percentage of calendar time remaining after official drop or withdrawal: 100% to 90% remaining Full refund (minus $100 administrative fee) 89% to 60% remaining 50% Amount of refund: This refund schedule is effective whether or not a student has attended classes. Please allow 30 23 to 45 days for tuition and possible financial aid adjustments to be finalized. If a credit balance remains on the student’s account, a credit refund will be issued at that time. 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 online through the registrar’s website. 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 refund percentage (based on the regular refund schedule), plus one-half of the remaining tuition and fees. This extra medical refund will be considered upon submission of documentation from the attending doctor, on letterhead, verifying the medical circumstances. Requests for medical refunds should be made through the Financial Petition Committee. Petition forms are available through the registrar’s website. 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 online through the registrar’s website. A student who registers, does not attend any classes, and does not withdraw may petition to withdraw retroactively. The student must petition within six months of the end of term and provide proof of non-attendance. Proof can include, but is not limited to, statements from each instructor that the student never attended, or documentation of attendance for the term at another college or university. If approved, grades of W will be recorded and charges for the term dropped. The administrative cancellation fee is $300. Financial Aid All students who wish to be considered for financial assistance must establish financial aid eligibility on an annual basis. This includes completing the application process as outlined below and making satisfactory academic progress. In order to maintain eligibility in financial aid programs, students must make satisfactory academic progress toward the attainment of their degree or certificate as stipulated in the College catalog and as published on the Academic Progress Standards for Financial Aid Recipients webpage www.augsburg.edu/finaid/sap.html. 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 scholar-ships, grants, loans, and part-time work opportunities. The College cooperates with federal, state, church, and private agencies in providing various aid programs. During the 2010-2011 academic year, more than 24 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), current tax documents, and the Augsburg Aid form 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, 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. Students are encouraged to file the FAFSA electronically online 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 January 1. Applications must be filed by March 1 for priority consideration. 3. Complete the current year Augsburg Aid form, available at www.augsburg.edu/finaid, and submit it to the Enrollment Center. 4. Submit copies of federal 1040 tax forms for the preceding year (e.g. tax year 2010 to be considered for financial aid for 2011-2012). 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 award letter will be sent to the student. This letter details the financial aid award and includes information regarding: • institutional financial aid programs and requirements for continued eligibility, • federal and private loan programs (students must complete a loan application to receive loan funds). Types 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 Excellence Scholarships President’s Scholarship—Awarded to incoming first-year students, the President’s Scholarships 25 are awarded based upon competition. The applicant must have a minimum of 3.50 GPA in core academic courses or a 27 or greater ACT composite (or a combined SAT score of 1210 or greater). Separate applications are required. The application must be postmarked by January 30. Phi Theta Kappa Scholarship—These scholarships are awarded to selected transfer students with a 3.50 GPA. The application deadline is August 1 for fall enrollment and December 15 for spring. Call Undergraduate Admissions for information, 612-330-1001. Achievement Scholarships Regents’ Scholarship—The Regents’ Scholarships are awarded to all qualified new first-years of high academic achievement who apply and are accepted before May 1 for fall or December 1 for spring. Selection is based on high school GPA and national test scores. Transfer Regents’ Scholarship—Transfer Regents’ Scholarships are awarded to all qualified transfer students with a minimum 3.00 GPA who apply and are accepted for admission by May 1 for fall or December 1 for spring. Augsburg Legacy Award—These scholarships provide tuition awards to full-time day students working toward their first bachelor’s degree who are children of Augsburg graduates or siblings of current Augsburg students or children or spouses of current ELCA pastors. Deadline: May 1 for fall or December 1 for spring. Science Scholarship—The Courtland Agre and Theodore Hanwick Science Scholarships recognize incoming first-year students of high academic science achievement. The renewable award of $10,000 per year is awarded to all eligible proposed chemistry or physics majors. Students must be in the top 30 percent of their high school class or on national tests (ACT or SAT), have a grade point average of 3.0 or above in the proposed science major, have completed intermediate algebra or pre-calculus, and be a full-time student in the day program. No scholarship application is required. Students who receive a science scholarship will not receive a Regents’ award. Deadline: Accepted for admission by May 1 for fall enrollment. ACAP Scholarship—Awarded to incoming first-year students who have participated in a college preparatory program such as Admission Possible, TRiO, MMEP. Deadline: Accepted for admission by May 1. Leadership, Service, and Performance Scholarships Ethnic Leadership Scholarships—Ethnic Leadership Scholarships recognize returning Day program students with demonstrated scholarship and a record of, and/or potential for, leadership. Eligible students must be full time in the day program and have the recommendation of the appropriate Augsburg Ethnic Student Services program director and another individual knowledgeable about the student’s extracurricular activities. The application deadline is March 1. For more information and an application, contact: • American Indian Student Services 612-330-1144 • Hispanic-Latino Student Services 612-330-1309 • Pan-Afrikan Student Center 612-330-1022 • Pan-Asian Student Services 612-330-1530 Fine Arts Scholarship—Awarded to selected incoming students who demonstrate active participation in the fine arts. Separate application and portfolio or audition are required. The application deadline requires a postmark of January 25 for fall or November 1 for spring. Lutheran Congregational Scholarship Program 26 Augsburg Corporation Scholarship—Recognizes students who are members of an ELCA congregation within the Minneapolis Area Synod, Saint Paul Area Synod, Southeastern Minnesota Synod, or Northwest Synod of Wisconsin. These four synods constitute the Augsburg Corporation. The scholarship is awarded at point of admission for $1,000 per year. PRIME Scholarship—Students who receive a scholarship from their Lutheran congregation will receive a matching scholarship from Augsburg, up to $750 per year. Application and payment from the sponsoring organization should be submitted to the Enrollment Center. Gift Assistance (Need-Based) Augsburg Tuition Grant—This grant is based on financial eligibility, and academic record. Minnesota State Scholarship and Grant—Eligibility requires Minnesota residency and enrollment of less than four years (or its equivalent) at any post-secondary school. This grant is also based on financial eligibility. 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 2010-11 is $5,550. Bureau of Indian Affairs/Tribal and State Indian Scholarship—Bureau of Indian Affairs/Tribal 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 Affairs/Tribal 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 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 in school. 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 $16,000. Federal Stafford Student Loan—Subsidized Stafford Loans are need-based loans that the federal govern-ment 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 Stafford Loan and the Unsubsidized Stafford Loan, as of July 1, 2010, is a fixed rate of 4.5% and 6.8%, respectively. The following borrowing limits apply to the Stafford Loan program after July 1, 2010: • First-years: $5,500 annually (Combined Subsidized and Unsubsidized Stafford) 27 • Sophomores: $6,500 annually (Combined Subsidized and Unsubsidized Stafford) • Juniors/Seniors: $7,500 annually (Combined Subsidized and Unsubsidized Stafford) • Aggregate maximum: $31,000 (Combined Subsidized and Unsubsidized) 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 final disbursement; the interest rate is a fixed rate of 7.9% and a minimum payment of $50 per month. Further information about all student and parent loan programs can be found online at the Financial Aid website. Student Employment Students are able to apply for work study positions through Augsburg’s Human Resource department. Part-time work provided by the College is considered financial aid, just like scholarships, loans, and grants. Students are limited to a maximum of 20 hours of on-campus employment per week. The number of hours a student can work is dependent on the position and the needs of the department. All on-campus work is governed by policies stipulated in the work contract issued to the student employee for each placement. Payment is made bi-weekly 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. 28 Student Life Augsburg’s mission focuses on student learning in the broadest sense. Experiences in the classroom are an important part of college life, yet learning and development also occur in formal and informal activities of the College and the surrounding area. Whether students take classes in the day, evening or weekend, the climate for learning and living at Augsburg will add dimension to their education. Campus Ministry 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. Weekend College Chapel is held each Saturday morning when classes meet. 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. Vocation Augsburg College has a deep and long­standing commitment to the theological concept of vocation—the idea that all people can use their individual gifts to serve God’s purposes in the world and that each person’s contribution is uniquely valuable. In the spring of 2002, with the generous support of the Lilly Endowment, Augsburg created a program called Exploring Our Gifts that was designed to help students, staff, and faculty explore the connections between faith, learning, service, and work. Over the years, the program has helped embed vocational themes into the curriculum and has sponsored a wide variety of short­ term projects that offer rich opportunities for reflection on how to live with purpose and meaning. These ongoing projects include internships at nonprofit organizations, off­campus service projects, international seminars, vocation­themed chapel presentations, interfaith forums, vocation retreats, and scholarships for students interested in exploring service to the community, ministry, or church leadership. Because Exploring Our Gifts will end in the summer 2010, the College recently created a permanent 29 center—the Augsburg Center for Faith and Learning—that will keep vocation at the core of Augsburg’s vision well into the future. This new center will continue many of the current initiatives and will carry on the work of promoting discovery of gifts and discernment of calling among the students, faculty, and staff at Augsburg as well as members of the larger community. For further information on how to participate in Augsburg’s vocation programming, visit the Lilly Resource Center, Memorial Hall, room 231, or the Augsburg Center for Faith and Learning, Oren Gateway Center, room 106. Student Government The Augsburg Day Student Government and the Weekend College Student Government organizations support and advocate for student concerns, needs, and activities. These student government groups serve as the official student governments, and the primary voice and liaison between students and the administration, faculty, and staff of Augsburg College. Campus Activities and Orientation Campus Activities and Orientation (CAO) creates and implements innovative programming that fosters individual and community development and creates an environment where students can connect, engage, and invest in the Augsburg community. CAO programming works to enhance and supplement the liberal arts and professional studies at Augsburg College through quality transitional programs for new students as well as through leadership education. CAO is made up of five program areas. These include: Campus Activities CAO offers programs and activities designed to connect and engage students with the Augsburg community and with the broader Twin Cities community. Lesbian, Bi-sexual, Gay, Transgender, Questioning, Intersex and Asexual (LBGTQIA) Services LBGTQIA Services works to improve the campus environment for all students, staff, faculty, and visitors at Augsburg College by developing and supporting inclusive understandings of gender and sexuality, as well as fostering a community that honors and affirms the wholeness of all identities. Student and Group Leadership Development Programs include Student Group Development and the Emerging Leaders Program (ELP). CAO advises student groups and provides skill­building workshops focusing on recruiting members, event planning, facilitating meetings, conflict resolution and other areas of development. ELP is an initiative designed to develop new leadership at Augsburg. Emerging leaders learn skills necessary to be effective in leadership roles through intentional learning opportunities and relationships with upper class mentors. Orientation Programs Summer Orientation and Registration (SOAR) is a required two­day, overnight orientation experience for incoming first­year day students which is designed to help with the transition to Augsburg College. Students will meet fellow classmates, faculty, and staff; learn about college resources and services; obtain fall semester schedules; and get a taste of life on campus. Parent SOAR is an optional orientation experience for the parents and guardians of first­year day students that runs concurrently with the students’ SOAR session. Parents will obtain important 30 information about the campus, meet fellow parents, faculty, and staff; learn about college resources and services; and get a taste of what life will be like for their students on campus. TRANSFER­mation is a required half­day orientation experience for transfer students in the day program designed to help with the transition to Augsburg College. Students will learn about college resources and services, hear about academic programs, and discover why being a part of the Augsburg community is so rewarding. Auggie Days is a required on­campus orientation experience for incoming first­year day students that is designed to complement SOAR. It provides opportunities to enhance academic and personal success and offers a helpful advantage in starting at Augsburg College. Student Center The Christensen Center, the Augsburg student union, serves students, faculty, staff, alumni, and guests. Traditionally considered the “living room” of the campus, the student union provides a central gathering place for the diverse populations of residential, commuter, Weekend College, and graduate students at Augsburg through the merging of curricular and co­curricular programs and activities. The Christensen Center also houses several student services, such as Undergraduate and Graduate Admissions, Campus Activities and Orientation, Event and Conference Planning, the Copy Center, Shipping and Receiving, the Information Desk, A’viands Food Services, and Mail Services. The Auggies Nest, located on the ground floor of the Christensen Center, serves as the student group office area and houses the Augsburg Day and Weekend Student Government, the ECHO (campus newspaper) office and the KAUG (campus radio) office. Cubicles, lockers, and additional work spaces are also available in this area for student group use. 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 on­campus workshops with visiting arts professionals. Anne Pederson Women’s Resource Center The Anne Pederson Women’s Resource Center at Augsburg College is located in Sverdrup Hall 207, offering a variety of programming for Augsburg students (women and men) and a meeting place for students, faculty, and staff alike. It houses a women’s studies library, a seminar room for films and discussions, and a lounge space for studying, relaxing, and just hanging out. The Women’s Resource Center sponsors numerous programs and activities on topics such as sexuality education and sexual assault advocacy, as well as broader topics such as The Vagina Monologues; an annual Feminist Film Series in the spring; monthly brown­bag lunch discussions, and of course, the Koryne Horbal Convocation Lecture in the fall, which features women and men who speak about the many issues important to women’s ­ and to all ­ lives. We also regularly co­sponsor annual events for the Muslim Student Assocation’s Women in Islam Day and for the Asian American Women’s Group. We would love to support you as an intern or volunteer, or simply to co­sponsor your event! Please contact us or friend us on Facebook. Student staff positions at the WRC are posted with Human Resources, so please check their listings. We hope to see you soon! 31 The WRC is the home of the Student Feminist Collective and provides meeting space for the Asian American Women’s Group, the Sexual Assault Advocacy Group at Augsburg (SAAGA), and the Women of Africa Resource and Development Association (WARDA). Friend us on Facebook to find out about upcoming events. Athletics and Sports Intercollegiate Athletics Augsburg is affiliated with the Minnesota Intercollegiate Athletic Conference (MIAC) and is a member of the National Collegiate Athletic Association (NCAA) Division III. 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, swimming, track and field, and golf. 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 all students as well as the intercollegiate athlete. The campus offers on a space­available basis a double­rink ice arena, gymnasium, tennis courts, a fitness center with workout machines and weight room, and an air­supported dome over the athletic field for winter fitness use by walkers and runners. (See Fitness Centers on page 32.) Gage Center for Academic Achievement The Gage Center assists all Augsburg students in setting and achieving optimal academic goals here at the College and beyond. The center consists of five collaborating units: Academic Advising Academic Advising orients new Day and Weekend College undergraduate students to the academic policies and procedures of the College and assists students on initial course selection. This office continues to serve students throughout their tenure at Augsburg by providing interpretation of core curriculum requirements, administering entry­level skills assessments, interpreting graduation requirements, providing degree­planning materials, and answering questions on student academic progress. Academic Advising functions as a supplement to Augsburg’s faculty advising system and supports the work of professional staff advisors across campus. The Academic Advising office is located in the Enrollment Center. All current students are assigned to a faculty advisor. Prior to the end of their sophomore year, when they have completed 12 or more credits, students are required to declare a major and select a faculty advisor. Majors and minors are declared online through Augnet Records and Registration. Students select a faculty advisor from their major area of study using the Change of Major/New Advisor Form. All Day students are required to meet with their assigned faculty advisor(s) each term prior to registration. Both Day and weekend college students are encouraged to meet with their faculty 32 advisor(s) as often as is necessary. Center for Learning and Adaptive Student Services (CLASS) The Center for Learning and Adaptive Student Services (CLASS) provides individualized accommodations and academic support for students with documented learning, attentional, psychiatric, and other cognitive disabilities. CLASS has been recognized as a leader in its field, helping these students gain full access to the College curriculum. Its mission is a reflection of Augsburg’s commitment to providing a rigorous and challenging, yet supportive, liberal arts education to students with diverse backgrounds, preparations, and experiences. Each term disability specialists work directly with students to discuss their disabilities and determine a plan for academic access. Typically, meetings are held weekly and discussions may include: • Accommodations for testing and coursework (e.g., extended time, note­taking) • Referrals to other campus resources (e.g., tutoring, general technology assistance, academic advising, counseling, financial aid) • Training and use of assistive technology through the Groves Computer Laboratory • Assistance with academic, organizational, and time management skills CLASS specialists may also consult with instructors, academic advisers, and other members of the College faculty, staff, or administration to support each student as they work toward success. Taking advantage of those opportunities, however, remains the student’s responsibility. These services are available to any Augsburg student who establishes eligibility by submitting appropriate documentation to the CLASS office. A copy of the Guidelines for Documentation of a Disability can be obtained by contacting the CLASS Office. CLASS also provides informal screenings for students who suspect they may have a learning­related disability. These screenings are meant only to help students determine whether they should seek a thorough evaluation by a qualified professional. These services are made possible in part through endowment support provided by the Gage family and the Groves Foundation. Academic Skills Office (ASO) The Academic Skills Office provides comprehensive academic support (e.g. time management, note­taking, reading, testing, motivation/procrastination) for all Augsburg students through individual and group appointments. In addition, the Academic Skills Coaches address affective needs and aid with the transition to college. Coaches also refer students to campus resources. The Academic Skills Office coordinates several programs to support students: • Tutoring/Supplemental Instruction Services: ASO coordinates free tutoring for most classes and supplemental instruction in specific courses. Tutors and SI Leaders receive a professor recommendation and are trained by the ASO. • Conditional Admit Program (CAP): A limited number of students are admitted conditionally through the CAP program. Students must fulfill CAP requirements or they will be continued in the CAP program or dismissed. See the “Academic Progress, Probation, and Dismissal” section of the catalog for a description of dismissal procedures. • Probation Advising: Students placed or continued on academic probation are required to meet with an approved academic advocate. Registration is prevented until the student completes the probation requirements as specified by their academic advocate. Students who do not meet with their academic advocate and/or do not fulfill the probation requirements will 33 be continued on probation and/or dismissed. For more information on probation requirements, go to the Academic Skills Office website at www.augsburg.edu/acskills/. See the “Academic Progress, Probation, and Dismissal” section of the catalog for a description of probation and dismissal procedures. • Augsburg Advantage at St. Kates (AASK): Based on their application for admission to Augsburg, the Augsburg College Admissions Committee selects students for the AASK program. The AASK program is a collaborative effort between St. Catherine University (St. Kate’s) and Augsburg. The program assists students with the transition from high school to college with specific courses and supportive programming. The program provides participants with the opportunity to complete similar coursework that first year students complete at Augsburg. Students attend courses on the Minneapolis campus of St. Catherine University and have access to both campuses for support, resources, and activities. Upon successful completion, students are guaranteed sophomore status (minimum of 7 course credits) and will have fulfilled many of the first­year Augsburg requirements. To complete the program, students are required to: • Complete all required courses (30 semester credits) including Foundations in Fitness (at Augsburg) with a minimum 2.5 GPA and no course grade below a 2.0 or P. • Satisfactory completion of all Critical Competencies at St. Kates • Attend all seminars and transition events at Augsburg and St. Kates • Complete transition application and recommendation process with adviser at St. Kate’s by March 15. • Complete the Summer Transition Program (one course and all programming) in Summer I at Augsburg after year at St. Kate’s. TRIO Programs TRIO programs are federal student services programs funded by the U.S. Department of Education, and hosted with additional funding by Augsburg College. TRIO Programs seek to help students overcome class, social, academic and cultural barriers to higher education. They help students prepare for college, adjust to college life, persist in college, and maintain good academic standing to graduate with a bachelor’s degree, and assist with preparation for graduate school. TRIO-Student Support Services Student Support Services (SSS) is a TRIO program designed to help students persist in college and graduate in a timely manner. The program serves students who are low­income, first­generation college students (neither parent has a four­year degree) and/or students with disabilities to develop the skills and motivation necessary to successfully pursue and earn a bachelor’s degree. Participants in TRIO/SSS must also be U.S. citizens, permanent residents or refugees, must demonstrate academic need for program services, and be committed to succeed in college. Augsburg TRIO/SSS serves 160 students from the point of admission through graduation, including transfer students. TRIO/SSS typically admits 40 new students to the program each year. Students meet regularly with their program Adviser to address academic success issues, through: • Individual academic advising and support, including appropriate goal attainment strategies and self­advocacy skill­building • Academic program planning, including pre­registration for each term, major and career decision­making, and long­term course planning • Preemptive tutoring during the first seven weeks of the semester 34 • Financial aid counseling and financial literacy education • Assistance with FAFSA renewal and supplemental scholarship applications • Academic progress monitoring • Weekly progress meetings for students on academic probation, and for students admitted through Conditional Admit Program • Career and personal skills development, with referrals to appropriate resources • Academic success workshops, group academic skill development • Graduate and professional school information and application assistance • Social and cultural activities and student­led events • Equipment lending program for short­term use of laptops, graphing calculators, Smart Pens • Five­week residential Summer Bridge program including free summer­term college coursework, academic seminars, adjustment­to­college workshops, and advising for 25 incoming first­year students • Need­based scholarships for students actively participating in TRIO/SSS Students may apply for TRIO/SSS anytime after admission to Augsburg College; however, preference is given to students who apply within their first term of enrollment. For more information, an application, or to make an appointment with a TRIO/SSS Adviser, contact TRIO/SSS program staff at 612­330­1311, or triosss@augsburg.edu. TRIO-McNair Scholars Program—The McNair Scholars Program, a federal TRIO program funded by the U.S. Department of Education, 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 of society and to encourage these students to consider becoming college professors. McNair Scholars enroll in the program during their sophomore or junior year. Students must be enrolled full time (or will be enrolled full time) at Augsburg College, demonstrate strong academic potential, and have an interest in pursuing doctoral studies. To qualify as eligible for the program, the student must be low­income AND first generation OR a member of a group underrepresented in graduate study—African American, American Indian, Alaskan Native, or Hispanic/Latino. The Augsburg McNair program serves 25 students per year. A major component of the Augsburg McNair Scholars Program is a summer research experience in collaboration with a faculty mentor. For research, scholars receive funding from the college and the grant for a total of $4,000 stipend plus up to $1,500 for room and board and up to $500 for research supplies. Stipends are also available for attending and presenting their work at a professional conference (up to $1,000). Students will also participate in: • Social and cultural activities to enrich participants’ academic lives and perspectives • Conference travel and professional presentation of participants’ original research • Graduate program exploration and application assistance • Financial aid exploration, as well as graduate school application and GRE fee waivers and other financial incentives, such as McNair designated fellowships • Intensive preparation for the Graduate Records Examination (GRE), the test required for admittance into most graduate programs • Tuition­free academic credit courses, Discourse in the Disciplines and Introduction to Research • Sharpened writing, library, technology, and oral presentation skills • A motivated, diverse, and supportive learning community 35 Office of Undergraduate Research and Graduate Opportunity (URGO) The Office of Undergraduate Research and Graduate Opportunity is a resource for Augsburg students seeking research, scholarship, and graduate and professional school opportunities. URGO also supports faculty and staff in their work to engage students in these areas. Services include help securing national fellowships and research opportunities on and off campus, graduate and professional school advising, pre­health sciences advising, GRE and LSAT preparation, application assistance, and monetary support for selected research projects and conference travel. Services for Students with Disabilities Access Center The Access Center provides support and specialized services to students with documented physical disabilities. These may include TBI, chronic illness, mobility impairments, and vision, hearing, or speech impairments. The Access Center is committed to providing equal and integrated access for students with disabilities to the academic, social, cultural, and residential programs that Augsburg College offers with the goal of promoting independence and assisting students in reaching their individual potential. Areas of assistance include but are not limited to: • individual meetings with the physical disabilities specialist on a regularly scheduled basis • Determination of academic accommodations • Assistance with time management issues • Academic advising and assistance • Advocacy with faculty and staff • Use of assistive technology • Assistance with community support services and other non­academic issues Housing accommodations are provided on an individual basis for students with physical disabilities based on the review of appropriate documentation. The nature of the disability and the amount of equipment and personal care needed are also considered in housing placement. Academic accommodations are intended to ensure access to educational opportunities for students with disabilities. The mandate to provide accommodations does not, however, extend to adjustments that would “fundamentally alter” the basic nature or essential curricular components of an institution’s courses or programs. Weekend College and graduate students with documented physical disabilities are encouraged to contact the Access Center for assistance. Every effort will be made to schedule a meeting time that works for all involved. Center for Learning and Adaptive Student Services Supports students with learning, attentional, psychiatric, and other cognitive disabilities. TRIO/Student Support Services Students with disabilities may be eligible to apply for TRIO/SSS. StepUP® Program The StepUP program at Augsburg College strives to help students champion lives of recovery, achieve academic success, and thrive in a residential community of accountability and support. The 36 culture of StepUP is shaped by its values: recovery based on spirituality and the 12­step model; personal responsibility, integrity, and living a balanced life; educational success; giving back through servant leadership; thriving in a community that is an alcohol­ and drug­free environment; and developing healthy minds, bodies, spirits and emotions. Students live in on­campus recovery housing, have individual support meetings with licensed alcohol and drug counseling staff, and participate in team and community building activities. Students have access to academic skills specialists and other support services on campus. Participation in the program offers students leadership opportunities within the program, on campus, and in the greater Twin Cities community. In StepUP, students join together to form a community in which recovery is celebrated as a normal part of personal growth. Many of the friendships and bonds students form while participating in the StepUP program last a lifetime. In order to qualify for the program students must be committed to a 12­step abstinence­based recovery program, have a minimum of six months of continuous sobriety, agree to abide by the StepUP contract, and live in StepUP housing. Ethnic Student Services American Indian Student Services The American Indian Student Services program has been assisting American Indian students to further their academic careers at Augsburg College since 1978. The program’s mission is to recruit, retain, and graduate Native students by providing academic, financial, emotional, and cultural support and advocacy in a comfortable and friendly environment. Some of the services provided include: • Assists students with the admission process and financial aid application • Nurtures students’ identification as an American Indian and provides opportunities for students to learn about their heritage • Provides opportunities for the campus community to learn about the variety of American Indian people and cultures • Provides academic advising and course plans • Provides opportunities to network with other American Indian students, faculty, staff, and alumni • Provides a number of different scholarships including the Bonnie Wallace Leadership Award, Minnesota Indian Teacher Training Partnership Grant, and additional assistance in seeking and applying for other outside/tribal scholarships • Offers community and professional referrals, networking opportunities within the Native community and information about jobs and internships Hispanic/Latino Student Services The Hispanic/Latino Student Services program offers students individualized attention in many areas, including academic support, counseling, and advocacy. Day, WEC, and graduate students find assistance in admissions and financial aid procedures, scholarships, orientation and registration, academic planning, career counseling, housing, internships and employment, and placement referrals. The program advises Latino student organizations (such as the Spanish Club and the Allied Latino/a Augsburg Students) and supports academic, social, and cultural events/activities that improve the academic and personal development of Hispanic/ Latino students and provide awareness of the unique aspects of Hispanic culture. 37 Pan-Asian Student Services The Pan­Asian 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 program provides assistance in the admissions and financial aid application process, orientation, registration and coursework selection, career development, academic and non­academic pursuits, and employment and placement referrals. 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. Pan-Afrikan Student Services The Pan­Afrikan 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. PAC serves the Augsburg College community by providing culturally conscious personal, academic, financial, pre­professional and transitional support for students of Afrikan descent. This service enhances the recruitment, retention, and graduation of Pan­Afrikan students and enables their learning experience to be interactive. PAC brings the knowledge and experience of Afrikan people in the Diaspora to the community through a variety of programming and advises the Pan­Afrikan Student Union. The Pan­Afrikan 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 a variety of social and cultural activities. Scholastic Connections Scholastic Connections is a scholarship and mentorship program for achievement­oriented students of color who are continuing Augsburg undergraduate students. The goal of the program is to form a mentoring community that provides a network of belonging that recognizes, supports, challenges, and inspires scholars to ensure their success at Augsburg and beyond. Each year five new scholars are selected as program participants via an application process. Scholars receive a $5,000 scholarship for the academic year and are paired with a mentor who is an alum of color and is successful within their chosen profession. Working with the Ethnic Services directors, scholar/mentor pairings are formed that, ideally, match ethnic group and field of interest. Eligible scholars have: • A GPA of 2.5 or higher • Demonstrated financial need • Demonstrated leadership ability or potential • Demonstrated community involvement both on and off campus Program objectives are to: • Support scholars as they continue at Augsburg • Frame the questions: Who am I? Where do I belong? What are my gifts? How can I best serve the world? • Assist in discerning vocation 38 • Prepare for life after Augsburg: career planning and implementation Scholars who successfully complete program requirements are eligible to continue with the program each successive year until graduation. LGBTQIA Services Lesbian, Gay, Bisexual, Transgender, Questioning, Intersex, and Asexual (LGBTQIA) Services works to improve the campus climate for all students, staff, faculty and visitors at Augsburg College by developing and supporting inclusive understandings of gender and sexuality, as well as fostering a community that honors and affirms the wholeness of all identities. LGBTQIA Services provides student advocacy and educational opportunities for the entire campus through a variety of programs and ongoing initiatives. Ally Trainings; the Soup, Gender, and Sexuality series; and the LGBTQIA Newsletter offer learning and networking opportunities for the entire campus on issues around gender and sexuality. In addition, the department honors LGBTQIA and allied students each year during Lavender Graduation, where the recipients of the LGBTQIA Student Leadership Award and Karen Neitge Scholarship are honored. For more information, visit www.augsburg.edu/cao/lgbtqia.html. Health and Fitness Center for Counseling and Health Promotion (CCHP) CCHP provides personal counseling in a confidential and supportive place for students to discuss personal life challenges with professional mental health counselors. Through counseling, students can name personal strengths and challenges, identify self­care and support resources, learn new relationship and coping skills, and increase awareness of values and choices. Counseling services to students include individual counseling, group counseling, assessment and referral to campus and mental health resources, educational workshops, and consultations in the case of concern for another student. Students bring many concerns to counseling, including stress, anxiety, depression, mood swings, relationship concerns, grief and loss, roommate issues, intimacy and sexuality, alcohol and other drug concerns, family issues, eating concerns, coming out and other sexual identity concerns, cultural identity, self­esteem, sleep difficulties, and other concerns. Professional counseling can help increase student academic success both by increasing the opportunity for increased self­understanding and personal growth, and by directly addressing potential barriers to academic success. CCHP also offers health promotion activities and events that increase awareness of health issues and assists students in adapting new behaviors for a healthier lifestyle, such as weekly pilates and yoga classes. Health promotion also includes an active group of peer health educators, Engaging Peers on Issues and Choices (EP!C) who are available to present an interactive alcohol education program to groups requesting the program. Health promotion also works with various campus organizations and student groups to foster positive change within the campus environment. Health Insurance Augsburg College does not require that students have health insurance, with the exception of international students and student athletes. If a student is not covered by a health insurance plan, they may contact the Center for Counseling and Health Promotion for more information on student health insurance plans. 39 Health Clinic Services The College offers basic health care services to students through a contract with University Fairview Physicians – Smiley’s Clinic. These services are limited. For students without health insurance, Smiley’s Clinic provides certain clinic health services with a minimal co­pay 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 co­pays or deductibles associated with their insurance. For more information regarding counseling, health promotion, health insurance, or health clinic services, call 612­330­1707 or visit www.augsburg.edu/cchp. Fitness Centers Located on the lower level of Kennedy Center and Melby Hall the fitness centers are equipped with stationary bicycles, stair steppers, treadmills, and other aerobic workout machines. They include a weight room with universal and free weight systems. All staff, students, and faculty may use the centers; some hours are reserved for classes. International Student Advising (ISA) ISA’s mission is to serve the educational and personal development needs of the international student body in a way that embraces our common humanity and cultural diversity. The director of International Student Advising is responsible for: • Fulfilling duties of Principal Designated School Official (PDSO) for F­1 student visa program and Responsible Officer (RO) for J­1 student/scholar exchange program • General advocacy for international students • Advising the International Student Organization • Facilitating intercultural skill­building sessions for students, faculty, and staff • Celebrating diversity of cultures by increasing awareness of international/intercultural issues 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. The International Student Organization (ISO) provides a forum for the interests and concerns of international students and fosters productive interaction among them, the college administration, and U.S. students. This mission is accomplished through yearly programming of events such as International Education 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. Residence Life Program 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 1,000 students living on campus, most students and faculty greet each other by name. 40 Augsburg recognizes the importance of the residential experience during the college years. Studies show that students who live on campus are more likely to persist academically, to be involved on campus, and tend to have a slightly higher grade point average. Department of Residence Life staff are professional and student team members available to support students in their academic and co­curricular experiences. Through their efforts residential community members become acquainted with life at Augsburg through educational and social opportunities. Living on campus offers many opportunities for learning, leadership, and fun. Numerous events are planned to welcome students to the community, including dances, movie nights, open mic nights, and weeks devoted to special themes or issues. Resident students have access to a 24­hour computer lounge, wireless internet, study lounges, 24­hour security, laundry facilities, and vending. All rooms and apartments are equipped with hook­ ups for telephone, cable television, computers, and internet access. A skyway connecting the lobby of Urness Hall and Mortensen Hall to Christensen Center and Oren Gateway Center to the Lindell Library keeps students out of the weather on the way to class. To secure housing on campus, students need to submit the following items by May 1: • Enrollment deposit • Housing deposit • Housing contract Students submitting deposits and the housing contract after May 1 will be placed in housing as space is available. During spring semester, current Augsburg students are provided with information on the process to secure housing for the next academic year. Urness Hall—One home to new Auggies and upper­class resident advisers, this nine­story 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. Mortensen Hall—This building is a 13­story high­rise apartment building. It contains 104 one­ bedroom and two­bedroom apartments to accommodate 312 upper­class students. Mortensen Hall is carpeted and contains kitchenette units. It is furnished with beds and dressers. Anderson Hall—Contains four types of living units: two­bedroom apartments, two­room suites, floor houses, and townhouses. This residence houses 192 students, including new Auggies, upper­ class students, and the special interest housing program. All rooms are furnished with beds, dressers, desks, and chairs. Luther 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 upper­class students. Oren Gateway Center— The new “front door” to the Augsburg campus, Oren Gateway Center offers substance­free living connected to a dining area, underground parking, and classrooms. Opened in 2007, Oren Gateway Center houses the StepUP first­year and upperclass community and upper­class students committed to an alcohol­ and drug­free environment. Flats, apartments, and studios are furnished with bed, desk, and dressers. Meal plans are optional. Special Interest Housing—Special interest housing is available to students who are interested in creating a living/learning 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 of past special interest housing include PASU, Fellowship of Christian Athletes, Youth and Family Ministry, Urban Studies House, Pre­Professional Health Association, and the Cross­ 41 Cultural House. Food Service Commons—Situated on the top floor of Christensen Center, this is the main food service facility for students, faculty, and staff. This spacious room features small­table units for easy conversation overlooking the College quadrangle and Murphy Square. Students on board plans who live in residence halls eat their meals in the Commons. Einstein Bros. Bagels—On the main level of Christensen Center, Einstein Bros. Bagels sells coffee, smoothies, hot and cold sandwiches, wraps, soups, salads, and snacks. Nabo—This eatery is located in the Oren Gateway Center. Pronounced ‘náh­bu’, with the accent on the first syllable, featured food options include salads, cold and hot sandwiches, a pasta bar, pastries and beverages. Augsburg provides a variety of board plan options for those living in College houses or nearby apartments. College Policies 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, and grievances. 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 is found in the Student Guide available on the website at www.augsburg.edu/studentguide. Official Notices Students will receive official notices via the student campus mail system (student campus box), the A­Mail publication, and the student’s Augsburg e­mail account. Students should check their campus mailbox and their student e­mail account regularly. The A­Mail is a daily online publication on Inside Augsburg. 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 62 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, except in limited circumstances. 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. 42 Complete information about Augsburg’s procedures with regard to FERPA are available from the Office of the Registrar. Discrimination Complaints For inquiries or grievances in any of the following areas, contact the director of human resources, ground floor, Memorial Hall 19, 612­330­1023. Affirmative Action—for matters based on race, creed, national, or ethnic origin Section 504—for matters based on physical or mental handicap Title IX—for matters based on gender or marital status Employment—All correspondence should be addressed to the Office of Human Resources at Augsburg College, 2211 Riverside Avenue, Minneapolis, MN 55454. 43 Academic Information Augsburg 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, fine arts, natural sciences, and social sciences, the general education curriculum introduces students to the breadth and complexity of knowledge and culture. Required Search for Meaning courses are designed to acquaint students with the Christian tradition, introduce them to other faith traditions, 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 more than 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. Degrees 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, nursing, and education), the master of business administration, the master of science (in physician assistant studies), the master of social work, and the doctor of nursing practice degrees.­ Academic Calendar 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. 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.** Weekend College classes typically meet on alternate weekends and the program follows a trimester calendar. Some classes may meet weekly on weekday evenings. The fall trimester is held from early September through mid­December. Winter trimester meets from January through late March. Spring classes are held from early April through the end of June. There are 7­8 class sessions each trimester, and classes meet on weekends for 3.5 to 4 hours. (Refer to the program schedule for weekday evening meeting times.) Students may take from one to four classes each term.** The Rochester campus operates on a trimester calendar. Classes are held on weekday evenings and meet alternate weeks. Similar to Weekend College, Rochester’s fall trimester begins in September, winter trimester begins in January, and spring trimester begins in April. There are 7­8 class sessions each trimester with each class meeting for 3­1/2 to 4 hours. Students may take one to four classes each term.** **See Registration under the Academic Policies and Procedures section and Calendars under Academic Calendars Courses and majors offered through Weekend College and the Rochester campus are the same 44 as their Day College counterparts. However, the curriculum is limited to selected liberal arts courses and majors. Augsburg offers two summer school sessions, plus two summer online options. Select graduate­ level courses may be made available in a separate summer term. The summer session schedule is available in March of each year. Augsburg graduate programs follow a trimester calendar, except for physician assistant studies. (See Graduate Programs Section.) 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 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. 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 first­year 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 in 1997. The four­level, 73,000­square­foot facility houses all library and information technology functions of the College. In addition to the 190,000 volume main collection, the Lindell Library includes special collections and archives, curriculum library, a computer lab and student computing help desk, library instruction classroom, and facilities for media viewing and listening. Skyways link the library to Oren Gateway Center and Sverdrup Hall. Learning Commons Within Lindell Library, a Learning Commons provides assistance in research and the use of technology as well as spaces for collaborative learning. In the Learning Commons multimedia lab, students can create digital audio and visual projects. Library Resources Students can search a wide variety of local, regional, national, and international databases. They have access to 190,000 volumes within Lindell Library and, through a daily courier service, to the library holdings of the seven private liberal arts colleges in the Twin Cities. Lindell Library has a large collection of media resources. A service­oriented staff provides students and faculty with research assistance and instruction in the use of information resources. Arrangements are made for access by students with physical limitation and special needs. Information 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 the Student Technology website, www.augsburg.edu/techdesk, for more on Information Technology at Augsburg. Computing 45 Students have access to more than 250 on­campus computers. There are both PC and Macintosh desktop computers available in the Lindell Library Learning Commons and computer lab and in the 24­hour Urness computer lab. The College has six computer classrooms and 41 technology­ enhanced classrooms. The circulation desk in the Lindell Library has 40 wireless laptops available for use in the Library. Several computer clusters are available for more specific student use within academic departments. A high­speed fiber optic campus network provides access to AugNet online services, printing, and to the Internet and Internet2. Network­ready student machines can connect to the campus network from dormitory rooms or any building on campus using WiFi. All of the AugNet online services and several of the registrar’s student services are available securely on and off­campus. Academic Organization and Programs Divisions and Departments The College curriculum is offered by 26 departments that are grouped into three divisions for administrative and instructional purposes. Fine Arts and Humanities—American Indian studies, art, communication studies, English, history, languages and cross­cultural studies, music, philosophy, religion, theatre arts, College librarians. Natural and Social Sciences—Biology, chemistry, computer science, economics, mathematics, physics, political science, psychology, sociology. Professional Studies—Business administration, education, health and physical education, 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. A major at Augsburg shall require no more than 13.0 credits from any one academic department. The Academic Affairs Committee may amend this credit maximum in support of industry or professional accreditation standards. Students may complete non­required electives within the department beyond the 13.0 credit limit. The College requires 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 course description section. Unless otherwise indicated, majors are part of the bachelor of arts degree. Students are not required to complete a minor for graduation; however, minors completed prior to graduation will be listed on the transcript. Minors are not noted on the transcript if they are completed after a bachelor’s degree has been awarded. Student-Designed Major Students may design their own major with the assistance and approval of three advisers from relevant fields and subsequent final approval by the Augsburg College Academic Affairs Committee (AAC). A student­designed 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 46 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. Students wishing to design majors must: 1. Develop the student­designed major in concert with three faculty advisers from relevant fields, who together constitute the Review Team. All advisers must sign the proposal cover sheet and submit supporting letters of approval to AAC. Supporting letters should assess both the student’s ability to complete the proposed major and the validity and value of the proposed major, including (in at least one of the letters) the proposed capstone course. The advisers’ signatures and supporting letters represent their approval of the program, including the capstone course, and their commitment to oversee the student’s progress. 2. Develop a student­designed major program proposal that includes: a. A statement of learning goals and objectives. 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 must include research describing comparable programs of study at a minimum of three other academic institutions. In addition, students should consult with the Strommen Career and Internship Center for additional information regarding career objectives. The proposal should provide information showing how the Augsburg Core Curriculum requirements (including graduation skills) are to be fulfilled. c. A description of the student­designed major capstone to be taken sometime during the senior year. The student should devise the capstone in consultation with advisers. It should require an integrative project/paper that draws together the coursework up to that point and/or prepares one for further study. In addition, at least one of the advisers must specifically address the rationale for the proposed capstone in his or her supporting letter, though approval of the student­designed major program by all advisers presumes their approval of the capstone course. 3. Submit the completed proposal and supporting documentation to the dean’s office. If AAC approves the proposed major program, the student will be expected to complete the program designed and still meet all of the other Augsburg degree requirements as stated in the college catalog. Students who design their own majors will meet with their advisers regularly throughout the design and subsequent evaluation of their program. Changes in the approved student­designed major may be made through the normal petition process to the Student Standing Committee with adviser approval. ACTC Majors—It is possible for full­time day students to complete other majors through the Associated Colleges of the Twin Cities (ACTC). Students who wish to complete a major or minor offered at one of the other ACTC colleges must submit a completed ACTC Major or Minor Declaration Form to the Augsburg registrar’s office. This form must list all ACTC courses required and be signed by the ACTC school adviser. Some majors may not be available or 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. Other Study Programs Teaching Licensure 47 Several teaching licensure programs are offered at Augsburg. Licensure is available in kindergarten­elementary or K­6 license. A middle school endorsement is available in one of the following: mathematics, science, communication arts/literature, social studies. A preprimary endorsement (3­ to 5­year­olds) is also available. Licensure is also available in the following middle school/high school fields: life sciences, chemistry, communication arts/literature, health, mathematics, physics, and social studies. This license prepares people to teach in grades 5­12. Students seeking licensure in one of these areas obtain an appropriate subject area major and complete secondary licensure coursework. Specialist licenses are available in art (K­12), vocal music and instrumental music (K­12), and physical education (K­12). The licenses prepare 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.) K­12 special education majors and licenses in Emotional/Behavioral Disabilities and in Learning Disabilities are also available. These majors and licenses are offered only through Weekend College. Students seeking elementary licensure and special education licensure have education department advisers. Students seeking 5­12 and K­12 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. Certificate Programs Augsburg offers undergraduate certificates through the departments of Art and Business Administration (see departments and programs section). Certificates are available to non­degree seeking students or students who are completing a degree from a different academic department. A student may declare degree seeking status after earning a certificate. 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 pre­professional program should contact Academic Advising prior to or early in their first year to arrange for faculty advising. Pre-Dentistry—These courses are recommended to fulfill the minimum requirements of the School of Dentistry at the University of Minnesota: ENL 111, 220; BIO 151, 152, 253, 369; CHM 115, 116 (or 105, 106), 351, 352; MAT 114 or 163; PHY 121, 122; PSY 105. Requirements at other universities may vary. Pre-Engineering—See engineering degree and major requirements. 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 law­related courses to help determine their interest in law. Pre­law 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—A major in chemistry and biology is not required in order to apply to medical schools, but many students with an interest in the health sciences choose to major in these fields. The competitive candidate typically has substantially more training than the minimal course requirements. Students should review requirements and recommended courses of each program being considered 48 for application and consult early and frequently with a pre­health science adviser. Coursework that is required by most medical schools includes: one to two semesters of English composition such as ENL 111, 220; CHM 115, 116 (or 105, 106); CHM 351, 352; BIO 151, 152, 253, 369; MAT 145, 146, 163; PHY 121, 122. Courses recommended in preparation for MCATs: BIO 355, 473, 476; CHM 361. Pre-Occupational Therapy, Pre-Physician Assistant, and Pre-Physical Therapy— Coursework in preparation for these 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 151, 353, 476; CHM 115, 116 (or 105, 106), 351, 352; COM 111 or 115; ECO 112 or 113; ENL 111, 220; MAT 145; PHY 121, 122; and two courses in Behavioral Sciences such as PSY 105 and SOC 121. 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 100, 200; at least two semesters of history (Western civilization); one or more courses in the history of philosophy, and Greek in the junior and/or senior year. The Center for Faith and Learning (Memorial 231) provides resources and support, including scholarship opportunities, for students considering seminary. Pre-Veterinary Medicine—To meet minimum requirements of the College of Veterinary Medicine at the University of Minnesota, the following courses are required: ENL 111, 220; MAT 114 or 145; BIO 151, 152, 253, 355, 369, 476; CHM 115, 116 (or 105, 106), 351, 352; PHY 121, 122. Additional liberal arts courses are required. Requirements at other universities may vary. Honors Program The Augsburg Honors Program offers an adventurous education where students with a passion for ideas can be their best. We offer a friendly and welcoming atmosphere for students committed to an exceptional higher education. Augsburg’s Honors Program is unlike any other honors program in the nation because it gives students the resources and freedom to build their own ideal higher education. Students have the opportunity to create their own courses, edit and write for the Honors Review of Undergraduate Scholarship, participate in an intramural debate league, belong to an Honors House, and learn through small reading groups, research projects, and travel around the world. Each Honors course has been specifically created for Honors students, and includes a challenging “signature experience” such as writing a play, putting great books on trial, or attending music, theatre, and art performances. Honors courses bring in professors from several different departments so you can learn from talented professors teaching their specialties. For information, contact Robert C. Groven, Honors Program director, at honors@augsburg.edu. Also see the Honors Program in the departments and programs section. Inter-Institutional Programs Augsburg cooperates with other colleges and institutions in the Twin Cities area on several programs. Cooperating Libraries in Consortium (CLIC)—Through CLIC, the Twin Cities private colleges library consortium, the Augsburg community has direct access to over 2,500,000 volumes and media resources of the fourteen libraries. Associated Colleges of the Twin Cities (ACTC)—Full­time day students at Augsburg and the 49 St. Paul colleges and universities of Hamline, Macalester, St. Catherine, and St. Thomas may elect to take one course each semester (fall and spring) 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. Exchange courses are not transfer courses, and thus courses taken through ACTC are considered Augsburg College courses and do not impact the residency requirement. The permanent record of courses for which a student has cross­registered is kept in the Office of the Registrar at Augsburg College, not the host ACTC institution. 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. 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. Higher Education Consortium for Urban Affairs (HECUA)—Augsburg, in cooperation with 17 other colleges and universities, offers off­campus study semesters in Norway, Northern Ireland, Ecuador and the Twin Cities. (See HECUA programs on page 163.) McNally Smith College of Music—Augsburg College full­time students may elect to take one course each semester at McNally Smith College of Music providing that they meet all McNally Smith College of Music requirements. This program is open to sophomores through seniors. There is no additional fee for this program. Students should consult with their advisor to confirm if the classes will count toward graduation requirements. In no instance may a McNally Smith course be used as a substitute for any Augsburg course specifically listed within a degree program. Exchange courses are not transfer courses. Courses taken through the Augsburg–McNally Smith exchange are considered Augsburg College courses and do not impact the residency requirement. The permanent record of courses which a student has registered for through the exchange is kept in the Office of the Registrar at Augsburg College, not McNally Smith. 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 three­year AFROTC scholarships. ROTC credits serve as electives at Augsburg. For more information, contact the Office of the Registrar, or call the University of St. Thomas at 651­962­6320 or 1­800­328­6819, x6320. 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. ROTC credits serve as electives at Augsburg. For more information, contact the Office of the Registrar. Augsburg Abroad Augsburg Abroad is the front door for students and faculty interested in study abroad. Services include: • Study abroad program selection advising • Financial and academic advising for study abroad • Registration and billing for study abroad • Pre­departure and re­entry support (application, orientation, etc.) • Faculty­led, short­term program coordination About half of Augsburg undergraduate students are studying abroad. Graduate students also find short­term programs as part of their curriculum. Students abroad will find themselves in a variety of locales and studying a variety of disciplines: studying gender issues in Central America; acting 50 with masks in Norway; interning with community organizations in Northern Ireland; studying political science in Namibia; learning about ecology in Tanzania; taking organic chemistry in New Zealand; and learning a language where it is spoken. Academic Requirements and Credit Students fulfill the Augsburg Experience requirement on approved programs. Courses taken abroad can also fulfill graduation requirements including major, minor, language, liberal arts foundation, lifetime activity, and internship requirements. This is determined prior to departure when students fill out the required Course Approval Form that is signed by academic advisers and appropriate staff and faculty approving courses. Students should be aware of the following policies related to study abroad: • Students can study abroad more than once. • Students can study abroad at any point in their academic career. Semester and Summer Programs • Courses taken on off­campus programs during the senior year will meet the Augsburg residency requirement. • Students must take a full load of credits while abroad on semester programs. • Students must take courses A­F while abroad. • Grades received on affiliated and non­Augsburg programs are reported as transfer credit on the transcript, and thus are not figured into your GPA. • A “C” equivalent or higher must be received for the credit to transfer to Augsburg. Faculty-led Short-term Programs • Students must register for all courses required by the short­term program. Credit values may vary, so confirm the specific program credit load with the Augsburg Abroad Office. Any courses removed by the student without Augsburg Abroad permission prior to the start of the program will be re­added to the student’s schedule. If no work was completed in these reinstated courses, a grade of zero will be awarded. • Overload Fee Exemption for faculty­led January and Spring Weekend College (WEC) programs: January and spring WEC faculty­led programs are placed within the spring semester. However, full­time Day students will not be billed an overload fee if an additional 4.0 or 4.5 credits are taken in the regular spring term. A student taking minimal credits in the spring can use the January or Spring WEC faculty­led short­term program as a spring term course in order to be considered part­time or full­time. • Crossover Policy Exemption: The crossover policy does not apply to study abroad students. WEC students who do a study abroad program placed in the Day program do not count that as their crossover course. The same policy exemption is valid for Day students doing a study abroad program scheduled in a WEC term. Eligibility and Application The following are Augsburg College’s requirements for study abroad: • Minimum 2.5 GPA at the time of application. Individual programs may require a higher average. Students with lower averages should consult with Augsburg Abroad. • Be at sophomore, junior, or senior standing by the time you study abroad. Short­term, faculty­led programs will allow participation as a first­year if the student receives approval from 51 the faculty­leader. • Transfer students must complete one semester at Augsburg before they may study off campus. • Not be on academic or disciplinary probation. Students placed on academic or disciplinary probation after admittance to study abroad may be withdrawn from the program. The student is responsible for all non­recoverable program costs incurred. • Not have an outstanding balance on student account. • Be aware that students applying to faculty­led programs, who meet the above criteria, are accepted on a rolling basis; space is limited on these programs so applying early is important. Application deadlines for semester programs are: October 1: Spring semester study abroad and winter­break faculty­led programs November 1: Spring­break faculty­led programs February 1: Spring WEC term and Summer Session faculty­led programs March 1: Fall semester and non­faculty led summer study abroad programs Program provider deadlines vary; students need to meet all deadlines and eligibility requirements set by program providers. Students should start planning in their first year for study abroad to be sure to do appropriate research and meet all deadlines. Students are accepted to study on faculty­led programs on a first applied, first accepted basis. ACCESS/CLASS Abroad Students should be prepared for the fact that disability may be culturally defined. Attitudes toward disability and levels of accessibility can vary greatly from country to country. The Americans with Disabilities Act mandates equal access to university­sponsored programs and services to students with disabilities. However, providing access by US standards can present unique challenges in international settings. The expectation on the part of US students and institutions is that reasonable accommodations will be made. Depending on the country and culture, there may be different ways to define accessibility and different expectations in terms of accommodations that can or should be made. Students are encouraged to work closely with Augsburg Abroad/CLASS/ACCESS. Students are responsible for requesting accommodations abroad within a reasonable time frame prior to departure, ideally as early as program selection. Augsburg Abroad will work closely with the student, CLASS, and /or ACCESS offices to determine needs and make appropriate and possible accommodations abroad. Costs and Financial Aid The cost of study abroad is comprised of program fees that generally include tuition, housing, international health insurance, some meals, excursions, and study abroad fees. These costs vary from program to program. Augsburg College pays the program provider on the student’s behalf and then bills the Augsburg student account. This allows students to access their financial aid for study abroad. Students will always pay a minimum of Augsburg tuition when studying abroad. Students who receive financial aid, scholarships, and/or grants to study at Augsburg can use that entire package to cover their study abroad program costs. Students receiving Augsburg institutionally­ funded aid (e.g., Presidential, Regents, Legacy, Promise and other Augsburg scholarships, and tuition remission benefit) may use their scholarships to study abroad multiple times on Augsburg Programs (see below in Study Abroad Program section). However, institutionally­funded aid may be used only once toward study abroad costs on an affiliate or non­Augsburg program. Cost estimates for the time abroad are drawn up to assist the student in planning and the financial aid office in awarding aid to 52 students studying abroad. Students are required to notify Augsburg Abroad immediately if they choose not to continue with their study abroad experience. At the moment of notification non­recoverable costs will be assessed and charged to the student account. Depending on the time of notification of withdrawal students may owe nothing, the study abroad fee, the deposit, or some, or all, of the program fee. Students are also subject to the cancellation and refund policies of Augsburg Abroad and their program provider. Study Abroad Programs Students have over 200 programs in over 90 countries from which to choose. In addition to the below Augsburg College programs, students can choose from affiliated program providers. These programs have been reviewed to meet the Augsburg Experience requirement, diverse needs of students, and provide quality student service. The programs are reviewed each year. If students cannot find a program that meets their needs from the Augsburg College or Augsburg­ affiliated options then they can apply to do a non­Augsburg program. Students with a strong academic or financial reason, faculty support (as shown on the Course Approval Form), and who choose a good quality program, may be approved. The Center for Global Education The mission of the Center for Global Education at Augsburg College is to provide cross­cultural 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 students in a community house, spending several days in a rural setting, and several weeks living with host families. In the Mexico and Namibia programs, students travel together on two­week 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. (Some scholarships are available for Augsburg students.) Crossing Borders: Gender and Social Change in Mesoamerica (Mexico)—Fall This program is an experientially­based intensive semester of study and travel designed to introduce students to the important issues facing Mexico, U.S.­Mexico relations, and the context in which many Mexicans are immigrating to the United States. Students will improve Spanish language skills, as well as develop intercultural communication skills. Students will learn about key social, economic, political, and cultural issues in Mexico, as well as explore the interconnectedness of race, ethnicity, class, and gender, sexuality, and religion. Students will learn first­hand from diverse women and men involved in struggles for social change, as well as business leaders, religious leaders, and feminist activists and scholars, government representatives, politicians, and political activists. Spanish courses range from beginning to advanced, including courses for bilingual students.The program includes rural travel within Mexico and 4­5 day seminar in Mexico City. Students stay in the Augsburg study center for part of the semester and with Mexican host families for four to six weeks, although semester­long homestays are available for Spanish majors and others upon request. Although students may select courses from several different disciplines, they may meet several AugCore requirements while in Mexico and/or take courses in the following 4 concentrations: 1) Business, 2) Religion, 3) Spanish, and 4) Women’s Studies. Nation-Building, Globalization, and Decolonizing the Mind: Southern African Perspectives (Namibia)— 53 Fall or Spring This program examines the crucial issues of nation­building, globalization, and decolonizing the mind, from the perspectives of the new democracies of southern Africa. Namibia won its independence in 1990 after decades of apartheid under South African colonization. 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 today’s world: rapid globalization and under and unequal development. Decolonizing the mind is a long­term project. Credit is available in history, religion, political science, and interdisciplinary studies. Internships are also available. Social Change in Central America: Exploring Peace, Justice and Community Engagement (Guatemala, El Salvador, Nicaragua)—Fall or Spring This is an intensive semester of study and travel designed to introduce students to the key issues facing Central Americans. Students will explore the history, culture, and struggles of the people of Guatemala, El Salvador, and Nicaragua, as well as study approaches towards social and economic development. Course credit maybe earned in Spanish, religion, history, women’s studies, and political science. Students spend the first five weeks in Guatemala, the next four weeks in El Salvador, and the final six weeks in Nicaragua. Prerequisites: one course in college­level Spanish or its equivalent. Migration and Globalization: Engaging Our Communities (Mexico)—Spring This is an intensive program that explores issues of migration, immigration, and globalization. It is ideal for students who are interested in working with Spanish­speaking populations in the United States, as it includes intensive Spanish language classes, an internship or independent research opportunity, and courses that help students understand the connections between globalization and migration while learning from diverse communities that are organizing for positive social change around issues of race, ethnicity, socio­economic class, gender, sexuality, economics, and the environment. Credit is available in Spanish, history, women’s studies, political science, and religion. Students spend most of the semester living in Augsburg housing and approximately six weeks living with Mexican host families. Social Work in a Latin American Context (Mexico)—Spring This program was created to satisfy the curriculum requirements for a Bachelor in Social Work degree program. Its goal is to develop cross­culturally competent, ethical social work professionals with a global perspective by providing a semester of transformative, experiential learning focused on social and economic justice. It includes Spanish language study and social work courses. Social work field placement is also available for qualified students. Students live with Mexican host families for six weeks. International Partners and Exchanges The Office of International Programs offers a broad range of semester and academic year programs in China, Finland, Germany, Norway, and Slovenia. Students can choose from several options in diverse disciplines: liberal arts programs, group programs, “tailor­made” individual study programs, and practical professional experiences. All coursework is in English. Travel scholarships are available for some locations. For further information on programs in Finland, Germany, and Norway, contact the International Partners office. For exchange programs in China and Slovenia, contact Augsburg Abroad. 54 Higher Education Consortium for Urban Affairs (HECUA) Augsburg, in consortium with other colleges and universities, offers full semester programs in Norway, East and Central Europe, Ecuador, Northern Ireland, and the Twin Cities. All HECUA programs explore civic engagement, community, and social change, and emphasize internships and field study. For more information on international HECUA programs, see the listings under International Studies; and for HECUA programs in the Twin Cities, see Interdisciplinary Studies. Scandinavian Urban Studies Term: Norway—Fall A quarter of Oslo’s residents are not ethnic Norwegians. Students investigate changing Northern Europe using Norway’s welfare state and Scandinavian national identity as case studies. Coursework and an internship provide unique perspectives on how the Norwegian social democracy and Scandinavian welfare states are working to address the challenges posed by immigration and cultural and ethnic diversity. Students choose an independent study project or Norwegian language courses. Divided States of Europe—Spring Ten former communist nation­states have recently joined the European Union. From three different locations – Norway, Romania, and Hungary – students examine the complex dynamics of European integration via issues such as labor migration, minority politics, right­wing populism, prostitution, and human trafficking. Together, Hungary and Romania encompass some of Europe’s most pressing social justice issues and constitute its primary geographic and cultural bridge between East and West. Community Internships in Latin America: Ecuador—Fall and Spring This interdisciplinary program, based in Quito, Ecuador, enables the student to combine intense involvement in a community­based organization with study of the community development process. A home­stay and a hands­on internship develop Spanish and other skills. The program addresses globalization, the environment, oil politics, and other local and international issues. Northern Ireland: Democracy and Social Change—Spring 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 seven­week internship, students get hands­on 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. Student Teaching Abroad Selected education department students may participate in the International Student Teaching Abroad program coordinated through the University of Minnesota­Morris. 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 director. May/Summer Abroad May and summer courses to many parts of the world enable students to earn credit through short­ term travel. Contact Augsburg Abroad for the most current list of programs. 55 Clair and Gladys Strommen Career and Internship Center The Strommen Career and Internship Center is a comprehensive resource center emphasizing the importance and value for all students to engage in internships, career development and the exploration of vocation throughout their college years. The integration of “knowing and doing” adds breadth and depth to the curriculum and assists students in making more informed academic and career decisions. The underlying assumption is that a liberal arts education is an effective preparation for life, meaningful work, and active citizenship. Career Services Career Services provides opportunities, programs, and career counseling to help students discover their unique gifts, talents, skills, and interests, explore career paths, and grapple with questions of vocation and purpose in a changing world. This process is viewed as an important part of a student’s development while attending college. To aid in this process, professional career staff provide career assessments and individualized career planning and coaching. Staff also assist students with choosing majors, locating internships, preparing for internship and job searches, graduate school applications, and making connections to community, business, and alumni resources. Internships Academic Credit An internship for credit is a carefully planned, work­ or service­based learning experience where a student focuses on specific learning objectives that connect concepts of the major to the experience. 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. A learning agreement plan, negotiated with the faculty supervisor and work supervisor, outlines the academic related objectives, strategies, and evaluation methods for receiving credit. Students do internships in nonprofits, small and large businesses, government agencies, museums, arts organizations, schools and churches. Internships for credit are available in all majors and can be taken during a Day program semester, Weekend College trimester or summer sessions. Inter­disciplinary (INS) internships are also available. For extension of an internship beyond one term see Evaluation and Grading on page 58. Internships can be registered for 1 course credit or .5 credit. One course credit involves a minimum time commitment of, on average, 10 hours per week or 140 total hours. Internships for .5 credit require a minimum of 80 total hours. A maximum of four courses of internship may count toward the total courses required for the degree. Internships completed off­campus for credit will automatically fulfill the Augsburg Experience graduation requirement. Non-Credit and Transcript Notation Not­for­credit internships related to a student’s major or career interests can be registered for a zero­credit transcript notation (GST009). The goal is for students to apply theory to practice in a work setting and reflect on the experience. Work opportunities typically are part­time during the academic year and/or full time during summer and can begin and end anytime. Students set learning goals and evaluate their experience. The director of the Strommen Career and Internship Center supervises non­credit internships and transcript notation work experiences. Internships not for credit and transcript notations may be used to fulfill the Augsburg Experience graduation requirement by completing a Work­Connections reflection process. 56 Sabo Center for Citizenship and Learning Service-Learning and Community Engagement/Community Service-Learning Augsburg’s Community Service­learning Program provides students with opportunities to understand and respond to needs in the city through course­embedded service experiences and civic engagement activities. A key component of community­service­learning is reflection on and analysis of community issues in order to promote personal and educational growth and civic responsibility. By connecting classroom content with service­learning experiences in the City, Augsburg students deepen their understanding of abstract course concepts while learning about pertinent and related community issues. This dynamic and interactive educational approach employs reciprocal learning between students and their community. Service­learning components are embedded in most academic disciplines. Examples of community service­learning sites include: homeless shelters, cultural and environmental organizations, tutoring programs and literacy centers. Campus Kitchen Project and Community Garden The Campus Kitchen Project connects the campus community with the larger community by using food as a tool to nourish bodies, develop leadership, and educate students through service­learning. To accomplish these goals, three separate programs exist: 1) FOOD TO SHARE—Surplus food from the Augsburg Dining Service is donated, reheated and served by student volunteers to neighborhood partners including: homeless shelters, youth and senior programs, and others. 2) FOOD TO GROW—On the corner of campus, Augsburg staff and students manage a community garden composed of 70 individual plots where community and campus members can grow their own food. The garden staff also hosts classes on healthy living in which neighborhood youth learn to grow and cook healthy food. 3) FOOD TO BUY—A farmer’s market and CSA delivery is available weekly at Augsburg College and the Brian Coyle Community Center in order to increase access to healthy foods. Surplus produce from the market and CSA shares are donated to the Campus Kitchen meal delivery program. Bonner Leader Program In November of 2008­2009, Augsburg College launched its first year of the Bonner Leaders program, funded through the National Bonner Foundation. Through the Bonner program at Augsburg, students develop deep community relationships and engage in long­term policy advocacy throughout their four years at Augsburg College. Those selected to be a part of the Augsburg College Bonner Leaders program were largely first­year students, with diverse ethnic and geographical backgrounds, and unique experience with community­leadership roles. Through service placements with partner nonprofit community organizations, students worked an average of 200 hours over the course of the academic year in placements supporting ELL classrooms, running an employment education computer lab, helping coordinate a low­income housing program, providing community health outreach, and working with a financial literacy program. Beyond their work­study service, students participated in at least 100 volunteer hours with various community initiatives and civic engagement projects on campus. Through their participation with the Bonner Leaders program, students engaged in monthly guided reflections and leadership development training. The Augsburg Bonner Community Leaders program 57 is a successful campus model to build on the college’s culture of community and civic engagement and bring together existing community service programs to take us to the next level of deepening knowledge, reflection, and authenticity of civic engagement in the community. Augsburg Reads The Augsburg Reads Program is a federally funded literacy and tutoring program focused on elementary student achievement. Augsburg Reads pairs college students with community organizations in the Cedar­Riverside neighborhood focused on student achievement through after school programs. Graduate Programs Augsburg College offers seven graduate degree programs: Master of Arts in Education, Master of Arts in Leadership, Master of Arts in Nursing, Doctorate in Nursing Practice, Master of Business Administration, Master of Science in Physician Assistant Studies, and Master of Social Work. Consult the Augsburg Graduate Studies catalog for complete information. The Master of Arts in Education offers initial licensure coursework at the graduate level in elementary education, secondary education, and special education: E/BD and LD. The MAE also offers the pre­primary specialty and the K­12 Reading Teacher endorsement. 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 Master of Arts in Leadership coursework and graduate level education coursework. Licensed teachers also can pursue special education: E/BD and/or LD, as well as the K­12 Reading Licensure Endorsement and the pre­primary endorsement at the graduate level. The program is available through the Weekend College schedule, and the admissions process begins with the Graduate Admissions office. For further information about the programs, contact the Education Department or the Graduate Admissions office. The Master of Arts in Leadership is based on a liberal arts approach to leadership studies. This cross­disciplinary program directs its academic content and pedagogical approaches to 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 offers courses primarily on alternate Saturdays. There is also a Monday evening cohort offering of the program at Augsburg’s Bloomington site. (Note: A five­year program is available to Augsburg undergraduate accounting majors that would qualify them for CPA certification and fulfill requirements for a BA in accounting and an MA in leadership. See the Department of Business Administration, accounting major section of the catalog for further information.) The Master of Arts in Nursing prepares nurses for transformational leadership and transcultural community health nursing practice across care settings, with emphasis on addressing health inequities among diverse populations. The program is offered within the context of a Christian liberal arts education. Graduates are eligible to apply for national certification in Advanced Community Health Nursing, or Advanced Nursing Administration through the American Nurses Credentialing Center (ANCC), and/or Advanced Certification in Transcultural Nursing through the Transcultural Nursing Society (TCNS). Classes meet on a flexible schedule (every other week or once per month) that includes weekdays, weekday evenings, and Saturdays. Web­enhanced teaching is used for all classes. Practicums include optional short­term study abroad experiences. Students may choose 58 to study in Mexico, Guatemala; Namibia; Pine Ridge; S.Dak.; and/or Europe. The Master of Arts in Nursing program is accredited by the Commission on Collegiate Nursing Education in accordance with its accreditation standards and procedures. Streamlined entry into the Master of Arts in Nursing—Students with an ADN and a bachelor’s degree in a field other than nursing can enter the Master of Arts in Nursing program as a “bridge student.” This process requires acceptance to the MA in Nursing program and completion of three courses in the Augsburg undergraduate nursing program. Students in good standing in the Augsburg undergraduate nursing program can enter the MA in nursing through an “expedited” process. After provisional acceptance to the MA in Nursing program while still a student in the undergraduate program, students can take three designated courses in the Master of Arts in Nursing, which will be applied to the M.A. at Augsburg upon successful completion of the undergraduate nursing degree. The Doctor of Nursing Practice (DNP) program is designed for registered nurses (RNs) who currently hold a master’s degree in nursing and wish to advance their practice within diverse communities and complex institutions. The program prepares nurses for advanced transcultural nursing in community life, integrating holistic practice modalities that uphold and improve human potential across care settings and care systems. Emphasis is on nursing leadership and system level changes that decrease health inequities and improve health outcomes of persons underserved by the current health system. Short term study abroad and away opportunities are woven throughout the curriculum and students are encouraged to take advantage of these opportunities. The DNP program is structured in a cohort model. Students are admitted to the program during the spring and classes begin in the fall term. Classes meet face­to­face one day per month and three times during a term. Seminars are scheduled for the mornings following classes. Video conferencing between Minneapolis and Rochester is used for most classes and seminars. The program is structured to be completed in 32 months of part­time study ­­­ 5 semester credit hours per term. The Master of Business Administration is designed to give students mastery of the skills and knowledge necessary to advance in their careers and accept roles of greater responsibility in an organization. Meeting primarily on one evening per week, this challenging program is designed to be completed in 23 months. Organized in cohort format, the program encourages learning in a collaborative small­group environment and features a high level of interaction and attention from the faculty. The program focuses on giving students the ability to think critically and effectively manage in complex environments. An intensive management consulting course allows students to apply theory and classroom learning to an actual business or organizational environment. Local businesses and organizations provide a laboratory for students as they complete comprehensive projects in various disciplines and functions. The core program can be enhanced through participation in a number of concentrations including finance, healthcare management, international business, social entrepreneurship and marketing management. The Master of Science in Physician Assistant Studies is designed for students interested in careers as healthcare 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 Social Work, accredited by the Council on Social Work Education, prepares students for entering advanced social work practice. The program builds on the liberal arts base of the 59 College and supports the College’s mission to nurture future leaders in service to the world. There are two concentrations: multicultural clinical practice (MCCP) or program development, policy, and administration (PDPA). 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, strengths­based, problem­solving framework. Graduate social work classes meet in four­hour blocks on Friday evenings, Saturday mornings, and Saturday afternoons. The multicultural clinical practice concentration prepares students to work with diverse peoples across the full range of contemporary clinical social work practice settings. The program development, policy, and administration concentration prepares students to actively seek equality and justice for clients within agencies, institutions, and society, while directing energy toward changing policies that obscure and oppress people. Two dual degrees are also available: a Master of Social Work/Master of Theology or Divinity degree (MSW/MA/MDiv) and a Master of Social Work/Master of Business Administration degree (MSW/MBA). The MSW/MA/MDiv dual degree is offered in collaboration with Luther Seminary. It is designed to meet the educational interests of people planning to serve the spiritual and social needs of families, individuals, and communities. The MSW/MBA dual degree is offered in collaboration with the Augsburg MBA program. It provides students with the skills and expertise necessary to build well managed and financially sound service organizations that serve diverse communities, both locally and globally. Other Programs Continuing Education Program 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 non­credit programs consistent with the mission of Augsburg College. Programs are developed through collaborations between academic and administrative departments of the College and community organizations. These collaborations have included the Departments of Business, Biology, Education, Nursing, Religion, Social Work, the Center for Leadership Studies, Institutional Advancement, and organizations including Minneapolis and St. Paul public school districts, Minnesota Department of Education, and the Midwest Regional Office of the College Board. Augsburg College is a Lifelong Learning Partner with the ELCA. 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. Academic Policies and Procedures Registration A student must be registered for a course in order to earn credit, and all registered courses will 60 be reflected on a student’s AugNet page. Students are responsible for verifying the accuracy of their registrations. Additionally, day students are required to meet with their academic advisers prior to registration for the fall and spring terms. Web registration through AugNet is the primary method of registration, though the Enrollment Center is available to process registration forms. Please reference the academic calendar for the schedule of open registration dates. Students who encounter a prerequisite issue when trying to register for a course through AugNet should come to the Enrollment Center for assistance. The following registrations cannot be completed online and must be processed at the Enrollment Center: • THP courses (theatre practicum courses) • 100­level MUP courses (variable credit music lessons) • Student Teaching (Education department approval required) • Independent Study and Directed Study (separate form available at the Enrollment Center; instructor and department chair signatures required) • Internships (registration form available at the Enrollment Center; instructor and Director of Strommen Career and Internship Center signatures required) Full­time day students normally register for four course credits per semester. Students registered for three or more course credits in a semester are classified as full­time students. Students registered for two course credits are classified as half­time students. 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: students with a cumulative GPA at Augsburg of 3.00 to 3.49 may take a total of 5.0 course credits without petitioning; students with a cumulative GPA at Augsburg of 3.50 or greater may take a total of 5.5 course credits without petitioning. All overload registrations must be done in person at the Enrollment Center. (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. Spring day term will include winter WEC and spring WEC.) Auditing classes over the 4.5 overload limit will also incur a tuition charge. Official academic calendars for all programs are available through the registrar’s webpage. The last day to initially register for courses in the Day program (semesters) is the Friday before the term begins. After initial registration, Day students may add individual classes to their current schedule or withdraw without notation through day 10 of the term. The signature of the instructor is required to add a class after the fifth day. 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. Students registered for day program Time 1/Time 2 (T1/T2) courses that meet only part of the term may add or withdraw without notation through the fifth school day after the start of the course. Changing grade option or withdrawing with a W is allowed through the fourth week of T1/T2 classes. Specific dates for each term are listed under “Academic Calendars” at www.augsburg.edu/registrar. Weekend College and Rochester program students typically register for one or two course credits each trimester. Maximum credit load is 4.0 credits. 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 half­time for the term. The last day to initially register for courses in the Weekend College program (Weekend College) is the last business day before the term begins. After initial registration, Weekend College students may add individual classes to their current schedule or withdraw without notation through Friday after 61 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 is the Thursday prior to the second class weekend. Students registered for Weekend College T1/T2 courses may add or withdraw without notation through the Friday after the first weekend class meeting. Changing grade option or withdrawing with a W is allowed through the Tuesday after the second weekend class meeting. The last day to initially register for courses on the Rochester campus is the last business day before the term begins. After initial registration, Rochester students may add individual classes to their current schedule and/or 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. Students registered for Rochester T1/T2 courses may add or withdraw without notation through the Monday after the first week of the class. Changing grade option or withdrawing with a W is allowed through the Monday after the second week of the class. Separate rules apply to Summer School. Late course registrations may be subject to additional late fees. ACTC school course listings are also available online 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. Summer session and graduate program courses are published in separate schedules. Specific information on registration and help with registration on other campuses are available from these offices: Office of the Registrar—612­330­1036 Academic Advising—612­330­1025 Augsburg for Adults—612­330­1782 Rochester Program—507­288­2886 Crossover Registration Policy Every Augsburg undergraduate student is admitted to a “home program,” either day, Weekend College, or the Rochester Program. It is expected that students will complete most degree requirements through their home program. However, full­time students may register for up to 1.0 credits per term outside their home program. Enrollment will be based on class availability. Tuition will be charged at the rate of their home program for courses registered outside their home program. The rate will be based on the maximum credit load they are carrying 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 full­time 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. Day students taking over 4.5 credits will pay the day part­time 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 full­time tuition rate for students who cross­register is 4.5. Students have registration priority in their home programs. Crossover registration dates are 62 published on the registrar’s office webpage. Crossover registration is not available online. The WEC and Rochester programs are not part of the ACTC (Associated Colleges of the Twin Cities) tuition exchange program. WEC/Rochester students may NOT cross over to attend ACTC courses. Students must have completed an undergraduate degree and be admitted to a graduate program before taking graduate level courses from that program. (An exception is made for approved courses in the Department of Nursing and the joint BA Accounting/MAL.) 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 is offered (Day, WEC, or Rochester). Change of Program 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. A Change of Program form must be submitted before the term begins. Students registered in spring Day may not do a change of program into spring WEC. Withdrawal from College 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 College must be completed in the Enrollment Center. A Withdrawal from the College form may be obtained at the Enrollment Center or downloaded from the registrar’s webpage. The last day to file for a Withdrawal from College is the last day of classes prior to finals week. 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. Students must be re­admitted to the College when they are ready to resume their studies. The Application for Readmission form is available from the Enrollment Center or can be downloaded from the registrar’s webpage. Students are responsible for keeping the registrar’s office informed of their current mailing address. Leave of Absence Students following the Day calendar (semester) may apply to take a leave of absence for one term. The leave of absence allows continued access to email and AugNet Records and Registration. If a student on a leave of absence does not register for the subsequent semester, the student’s file will be deactivated and the student will need to submit an Application for Readmission form in order to re­ enroll. The Leave of Absence program is not available to Day students who withdraw from all courses in a term. Military Called to Active Duty Augsburg College will allow students to withdraw from courses without penalty if they are called to active duty as military reservists, National Guard, or for other military service. This shall include a 100 percent refund of tuition and fees upon verification of call to active duty. Students must provide a copy of their orders to the registrar. If the student is called to duty after the deadline to drop a course, the registrar will place a W for the course(s) along with a notation on the transcript that the student was called to active duty. This is to assist the student with any financial aid complications that may arise and also indicate that the 63 withdrawal was outside of the student’s control. Alternatively, the College supports faculty in enabling students who are called to active duty and have substantially completed a course, to assign a grade based upon the coursework completed, or work out an “incomplete” agreement. Students who are able to complete some of their courses would have their refund adjusted to reflect this. Students who are being placed on active duty should contact the registrar and/or the dean’s office as soon as possible so the College can notify all parties and aid in this process. Student Standing Committee The Student Standing Committee reviews requests for exceptions to academic policies. Typically, the committee considers requests for: • Minor exceptions to academic requirements and/or approval of transfer course substitutions • Extending time for an incomplete • Permission to take a course overload • Student schedule changes after registration deadlines (adding, withdrawing, or grade option changes) Note: Petitions for an exception to published registration deadlines will require a $50 petition fee attached to the petition. This fee is non­refundable regardless of the outcome of the petition. Petitions involving adding or dropping courses/withdrawing from college after the deadline must be submitted within six months of the published registration deadlines for the term involved. For petitions requesting a late registration, any student account holds must be cleared before submitting the petition. Students who are allowed to add a course by petition after the published registration deadline will incur a $150 late registration fee per course. In addition, the committee reviews students’ transcripts in determining academic probation or dismissal from the College on academic grounds. The committee also hears appeals from students who have been dismissed for academic reasons. The committee reviews student requests for readmission to the College after dismissal or returning after leaving while on probation, or students readmitting to the College immediately after a term from which they withdrew from College. The committee typically meets every other week throughout the school year (September­April), and once a month during summer. Petition Process Step 1: Pick up a petition form at the Enrollment Center or download from the registrar’s webpage, www.augsburg.edu/registrar/. Step 2: Fill out the petition form completely. Include documentation for illness or family emergency. Have your adviser, instructor, or department chair sign and add comments concerning your request. Petitions without comments from faculty will be returned for completion. Note: If petitioning for a change in registration, please submit a drop/add form signed by both the instructor and student. Step 3: Return the completed petition form to the Office of the Registrar/Enrollment Center; if applicable, include a signed drop/add form and $50 check. Step 4: After the committee meets, a copy of the petition with the committee’s decision is returned to the student. Day students will receive this notice in their campus box. WEC and Rochester student petitions will be mailed to their home address. 64 Catalog Applicability Students must fulfill the general education requirements that were in effect when they matriculated at Augsburg. Students may elect to satisfy the departmental major requirements of any of the catalogs in effect during their years of enrollment. However, students who are readmitted after more than six years away from the College must complete the departmental major requirements of the most current catalog at the time of readmission or any one of the catalogs in effect during their subsequent years of continuous enrollment at Augsburg. Second Majors and Degrees Students who graduated from Augsburg and are returning to complete an additional major will not be awarded a second degree unless it is different from the original degree awarded. (BA, BM, BS) Students cannot earn multiple degrees for the same major, though it is possible to earn multiple degrees from the same academic department if the majors are distinct. For example, a student cannot earn both a BA in computer science and a BS in computer science, but may earn a BS in computer science and a BA in computational philosophy. Evaluation of Transfer Credit The evaluation of transfer credits is completed by the Office of the Registrar and is based on a student’s official transcript. College credit is granted for liberal arts courses completed at regionally accredited institutions with a grade of 2.0/C or better. Liberal arts courses are defined as courses similar in nature, content, and level to those offered at Augsburg. Augsburg does not grant transfer credit for developmental­remedial courses, vocational­technical courses, or continuing education units (CEUs). Courses with grades of C­, CD, or below do not transfer to Augsburg College. Competency credits and exam credits issued by another institution may and will be evaluated on a individual basis. The registrar’s office evaluates coursework for credit and for applicability toward Augsburg Core Curriculum requirements. Academic departments are responsible for evaluating the applicability of coursework toward a student’s major or minor. The College requires that certain courses and a minimum number of courses be taken at Augsburg. (Refer to the Residence Requirements section of the catalog.) Augsburg operates on a course credit system rather than semester or quarter hours. Augsburg course credits are equivalent to four semester hours or six quarter hours. Transfer credits that have been reported to Augsburg as semester or quarter hours are converted to Augsburg course credits by dividing by four or six, respectively. Augsburg College limits transfer credit from two­year colleges. Students may transfer a maximum of 64 semester credits (96 quarter credits) from two­year colleges. Once a student reaches this credit limit, no additional credits will transfer from two­year institutions toward the minimum number of course credits required for a bachelor’s degree. However, courses taken beyond the credit limit can be used to meet liberal arts and major requirements. Courses and credits that are accepted in transfer are reported on the student’s transcript. Grades and grade points from other institutions are not transferred to Augsburg and are not included in the student’s cumulative grade point average. Students should consult with their faculty advisers and the Office of the Registrar before taking courses at other institutions to ensure compliance with transfer credit policy and residency requirements. (Refer to the Residence Requirements section of the catalog.) MnSCU Transfer Students 65 Completion of the Minnesota Transfer Curriculum (MnTC) with a cumulative grade point average of 2.5 or higher will satisfy Augsburg’s Liberal Arts Foundation requirements and will reduce the Search for Meaning requirement to one course (REL 300). Students will be granted credit for transferable courses graded C or better. To qualify for this transfer program, the MnTC must be completed prior to enrollment at Augsburg. Completion of the Associate of Arts degree with the MnTC and a cumulative grade point average of 2.5 or higher will satisfy Augsburg’s Liberal Arts Foundation requirements, will reduce the Search for Meaning requirement to one course (REL 300), and will waive one of two Lifetime Fitness requirements. Students will be granted credit for transferable courses graded C – or better. Transfer courses that equate to Augsburg’s requirements of Effective Writing, entry level math, and modern language must have a grade of C or better in order for credit to be granted. To qualify for this transfer program, the A.A. degree and MnTC must be completed prior to enrollment at Augsburg. Note: Additional prerequisite coursework beyond the AA degree may be required in some Augsburg majors. Students are advised to consult an academic adviser in the major department to discuss major requirements. Courses with C–grades or below will not be accepted as prerequisites or for application to majors. Admission to a major—a separate process from admission to the College—is sometimes required. Please check with the Office of Undergraduate Admissions and consult the departmental section of this catalog. Advanced Transfer Students Students who enter Augsburg with 13 or more course credits accepted in transfer are considered Advanced Transfer Students. The Augsburg Core Curriculum will be adjusted for advanced transfer students as outlined below: • Complete REL 300 Bible, Christian Theology, and Vocation instead of REL 100 and REL 200 • Waiver of Augsburg Seminar requirement • Waiver of Engaging Minneapolis • Waiver of the Entry­level Critical Thinking Assessment • Waiver of one Lifetime Fitness requirement (depending on transfer evaluation) All Augsburg Core Curriculum requirements not mentioned above remain unchanged for Advanced Transfer Students. *Waivers for Advanced Transfer are determined at the time of initial entry into Augsburg and will not be granted for courses completed after initial enrollment. Transfer Credit for Military Experience Students are welcome to submit their military transcripts to the Office of the Registrar for transfer credit evaluation. A military transcript will contain credit recommendations from the American Council on Education (ACE) for training and courses completed in the U.S. Armed Services. Augsburg will review a military transcript to determine if any of the credit recommendations contained within it meet transfer credit guidelines. Army records maintained by AARTS: http://aarts.army.mil Navy and Marine Corps records maintained by SMART: https://smart.navy.mil Coast Guard records maintained by U.S. Coast Guard Institute: 66 www.uscg.mil/hq/cgi/ve/official_transcript.asp Air Force Records: Air University and Community College of the Air Force are regionally accredited institutions. Students should submit official transcripts from these schools during the admission process. Graduation Requirements The responsibility for ensuring 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. Faculty advisers, the Academic Advising staff, department chairs, and the registrar staff are available for counsel and assistance in program planning. Students who enter an academic program with a bachelor’s or higher degree should contact the Office of the Registrar about specific requirements for a second bachelor’s degree or for the equivalent of a major. See Special Students section (Second Degree). Each student is required to apply for graduation at the end of his or her junior year to confirm remaining graduation requirements. Application forms are available at the Enrollment Center or on the registrar’s webpage. All degree and course requirements must be completed and verified in the Office of the Registrar in order for the degree to be conferred. (There may be no incompletes or open courses on the academic record.) Requirements for Undergraduate Graduation 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 coursework, and residence. 1. Completion of 32 course credits—No more than these maximums may be applied toward the 32 total course credits required: two course credits by independent/directed study; four course credits of internship; and six course credits with a grade of Pass (P). To graduate with Latin honors, students may take no more than two elective P/N graded course credits. 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 Department of Education is an example of a department that allows students to apply more than two course credits with P grades within the major program (two in major field courses plus student teaching). 2. Completion of a Major—Requirements for each major are listed under the departmental headings. 3. Completion of the Augsburg Core Curriculum —Requirements for the Augsburg Core Curriculum are listed in the next section. 4. Grade Point Average —Students must earn a minimum overall grade point average of 2.00. Additionally, all majors and minors require at least a 2.00 grade point average in coursework for the major or minor. Some majors, licensure, and certification programs require a higher grade point average or a minimum grade in each course. See the departmental section for details about the grade and grade point average for individual majors and minors. 5. Residence —A minimum of 8.0 course credits must be completed through Augsburg College. Additionally, no fewer than 6.0 of the last 8.0 course credits must be completed at Augsburg or within an approved exchange program (ACTC, McNally Smith, or Augsburg Abroad). Transfer courses and Assessment of Previous Learning (APL) credits are counted against the residency 67 requirement. Therefore, students are encouraged to complete transfer work and APL credits prior to reaching senior standing. Some departments have a minimum number of courses that are required in residence within the major or minor. Consult the catalog description of the major/minor or the chair of the department for further information. The Augsburg Curriculum The Augsburg Curriculum is comprised of three main components: the core curriculum (or general education requirements), major requirements, and electives. Some students may need to complete entry­level skill courses before enrolling in college­level classes. The general education requirements, known as the Augsburg Core Curriculum, include signature courses and experiences, a liberal arts foundation, and skills development. Entry Level Skills Critical Thinking, Math, Writing (Assessments and Placements) Core Skills Effective Writing Modern Language Lifetime Fitness The Augsburg Core Curriculum The Augsburg Signature Curriculum Christian Vocation and the Search for Meaning I and II The Augsburg First Year Augsburg Seminar Engaging Minneapolis Many Voices Project Augsburg Experience Senior Keystone The Liberal Arts Foundation Natural Sciences and Math Social and Behavioral Sciences Humanities Fine Arts Electives Majors Graduation Skills Critical Thinking Quantitative Reasoning Speaking Writing The Augsburg Core Curriculum The Augsburg Core Curriculum is designed to prepare students to become effective, informed, 68 and ethical citizens through their engagement in a curriculum that: • Provides a liberal arts foundation and promotes the acquisition of intellectual and professional skills; • Calls for common inquiry into questions of Christian faith and the search for meaning; and • Cultivates the transformative discovery of, and appreciation for, the student’s place of leadership and service in a diverse world — vocatio and caritas. The curriculum has three major components: • The Augsburg Signature Curriculum • The Liberal Arts Foundation • Skills Requirements Skills Requirements Entry Level Skills Assessments There are entry level skills assessments in: • Critical Thinking • Mathematics • Writing Placement in writing, math, and critical thinking courses is determined by assessments. These assessments are a prerequisite for (not completion of) core and graduation skills course requirements. First­year students who begin at Augsburg in the Fall of 2010 or later must complete all required developmental/entry­level courses by the end of their fourth term. Transfer students who begin at Augsburg in the Fall of 2010 or later must complete all required developmental/entry level courses by the end of their third term. The developmental courses subject to this policy are: • GST 100 • ENL 101 • ENL 111 / HON 111 / ENL 112 • ENL 217 / 218 • MAT 103 / 105 Critical Thinking Assessment and Requirement Students identified as needing the entry level critical thinking skill component, based on review of their past academic work, are required to complete GST 100 with a minimum grade of 2.0 or better. Mathematics Assessment and Requirement 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 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. 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 69 first year at Augsburg. 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. 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. Writing Assessment and Requirement 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 need to develop competence in composition skills—such as stating and supporting a thesis, organizing clearly, and constructing paragraphs and sentences—are required to enroll in Developmental Writing (ENL 101) where they receive more individual instruction than is possible in Effective Writing (ENL 111). These students must pass Developmental Writing (ENL 101) with a grade of P, 2.0, or higher before enrolling in Effective Writing (ENL 111). Unless they have received formal approval of a course equivalent to ENL 111 on their transfer evaluation, transfer students must also take the writing placement exam. Students entering Weekend College or the Rochester program do not take the Writing Assessment. Core Skills Requirements Effective Writing ENL 111 Effective Writing or ENL 112 Advanced Effective Writing or the equivalent with a grade of 2.0, P, or higher, is required. Attendance the first day of class is required. Students should complete Effective Writing by the middle of the sophomore year. Modern Language For students who have not previously studied a modern language, completion of a two­course sequence in the same language with a minimum grade of 2.0 or P in both courses is required. For a language previously studied, placement into the 211 level or successful completion (minimum grade of 2.0 or P) of 112 satisfies the graduation requirement. Placement into French, German and Spanish courses is based on assessment results from an online Brigham Young University evaluation tool. Students proficient in other modern languages may seek a placement evaluation through faculty fluent in the specified language at Augsburg or other ACTC schools. Availability of assessment in all languages is not guaranteed. Assessment is used for placement only and does not grant course credit. Students may audit, but will not receive course credit for any course taken below their placement level. The Department of Languages and Cross­cultural Studies may override assessment results as deemed appropriate. Modern language courses accepted in transfer may be applicable to this skills area for partial or full completion of the requirement. Students who have demonstrated competence in American Sign Language by passing an approved course sequence will have fulfilled the Modern Language Core Skill. Students whose first language is not English and whose score is below the minimum on the English Language Learners (ELL) placement test must fulfill the ELL requirement. The requirement is satisfied by successfully completing the ELL course(s) and achieving a score above the minimum on 70 the ELL placement exam. Students who complete the ELL requirement fulfill the Modern Language Core Skill requirement. Contact Academic Advising or the English Department for additional information. More information can also be found in the English Language Learners section. Lifetime Fitness Two lifetime fitness courses are required. HPE 001 Foundations of Fitness is required of all students. The second course may be chosen from a variety of different Lifetime Activity courses (HPE 002, 003). Students may test out of the activity course by demonstrating proficiency from a selected lifetime activity. Proficiency exams are offered through the Health and Physical Education Department each semester. There is a fee to take the lifetime activity proficiency test. Intercollegiate athletes and Health and Physical Education majors may not test out of this requirement. Foundations of Fitness and Lifetime Activity courses are non­credit courses and are not included in the 32­course credit graduation requirement. The Augsburg Signature Curriculum Christian Vocation and the Search for Meaning Augsburg’s Signature Curriculum takes seriously the College’s identity as a college of the Evangelical Lutheran Church in America. Two required courses (REL 100 and REL 200) highlight Augsburg’s commitment to this identity and the College’s related interest in asking students to think critically about the concept of vocation. Faculty who teach these courses make the following commitments to their students: • You are welcome—whether you are Jewish or atheist, Buddhist or seeker, Catholic or Muslim, Baptist, Lutheran, uncertain, disinterested, or someone who is “spiritual but not religious.” Our Christian understanding is rooted in a generous spirit of hospitality. • We will treat each other with respect as we learn how to engage in conversation with one another about our different values, commitments, convictions, and faith traditions. • We will challenge and support one another to develop a mature faith for our time—open to doubts and eager to explore our questions and the realities of our world and culture. • We will equip you with basic knowledge about vocation, religion, the Bible, and Christianity as well as about Judaism, Islam, Hinduism, and Buddhism—their stories, claims, and key concepts. • We will deepen our study of Christianity, explore Augsburg’s claim that “what we believe matters,” and invite you to continue the process of developing your own lived theology. • We will explore the concept of vocation and our understanding that we are beloved and called to live and serve as neighbors. We will explore the idea that vocation is a model and lens for viewing the connections between our basic beliefs and the commitments and actions we make in life. The Augsburg First Year In order to help them make the transition to college and their new community, first­year weekday program students are required to take courses containing the following components: Augsburg Seminar All students who enter the College as first­year students in the weekday schedule program must satisfactorily complete fall orientation and Augsburg Seminar (AugSem), a first­year learning community in their major or related area of academic interest. AugSem’s purpose is to help first­ 71 year students embrace the expectations and benefits of being a member of a learning community at Augsburg College by: • Encountering the community • Engaging the learning process • Exploring the self as scholar AugSem equips students to become intentional learners, connects them to the larger Augsburg community, and helps them succeed in future college work. Engaging Minneapolis The Engaging Minneapolis requirement builds on Augsburg’s national leadership in experiential education as well as its commitment to its urban location. The course linked with their AugSem introduces students to the city as a resource for intentional learning, typically through civic engagement, cultural engagement, or service learning. Many Voices Project Embedded in ENL 111, 112, and HON 111 (see core skills requirements), the Many Voices Project engages first­year students in discussion of a common text addressing themes of cultural diversity and global awareness. Emphasizing ways in which written communication can promote understanding and productive engagement among different cultures and points of view, the Many Voices Project is intended to teach skills and methods that promote successful communication between diverse writers and readers. Augsburg Experience 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 and applied work experiences (including fieldwork, practicums, and student teaching), faculty­student research, service learning/community service, study abroad, and off­campus immersion experiences. An Augsburg Experience integrates experiential learning with academic learning. Approved Augsburg Experiences meet two criteria: (1) integrate experiential learning with academic learning and (2) link on­campus learning to the goals, mission, needs, or ideas of off­campus 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 the regular class schedule. The length of time required, credit/no­credit status, and grading options for approved Augsburg Experiences vary. Senior Keystone 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 reflect on the meaning of their educational experiences and consider issues of transition as they prepare for their lives after Augsburg. Most Keystone courses also meet major requirements. The Senior Keystone course in each department connects the broad liberal arts foundation with the professional skills and in­depth study of the major. It asks graduating students to think critically, reflectively, and ethically about their place in the world as leaders and servants. The official list of approved keystone courses is found on the registrar’s webpage—under the heading General Education Requirements, click on Senior Keystone. 72 The Liberal Arts Foundation The Liberal Arts Foundation courses 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. Students choose two approved LAF courses from two different departments in each domain: Natural Sciences and Mathematics; Social and Behavioral Sciences; Humanities; and Fine Arts. The official list of approved LAF courses is found on the registrar’s webpage—under the heading General Education Requirements, click on Liberal Arts Foundation. Natural Sciences and Mathematics Two approved courses from two different departments: Biology, Chemistry, Mathematics, Physics. One must be a lab science course. Social and Behavioral Sciences Two approved courses from two different departments: Anthropology, Economics, Environmental Studies, Political Science, Psychology, Sociology Humanities Two approved courses from two different departments/programs: American Indian Studies, Communication Studies, English, History, Philosophy, Religion, Languages and Cross­Cultural Studies (literature and culture courses), Women’s Studies Note: The signature Search for Meaning (REL 100, 200, or 300) courses do not count as humanities Liberal Arts Foundation requirements. Fine Arts Two approved courses or approved activities from two different departments: Art, Film, Music, Theatre Arts. One fine arts LAF requirement can be met by participating in one of the following: • Four semesters in any combination of the major choral ensembles listed (MUE 111, 112, 114, 115) • Four semesters of orchestra (MUE 121) • Four semesters of concert band (MUE 141) Graduation Skills Requirements 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. 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 these requirements. The Quantitative Reasoning (QR) skill has two components: foundational skills and the application of those skills. Courses in which foundational quantitative reasoning skills are taught have a QF designation. Courses that contain an embedded project in which students apply and practice those foundational skills have a QA designation. Courses that provide both foundational skills and an application project have a QFA designation. MPG 3 (Math Placement Group 3) is a prerequisite for all quantitative reasoning QF and QFA courses. Departments may designate one required course with 73 a QF designation and one required course with a QA designation (departments may also designate a list of QF or QA courses from which students can choose); OR, departments may designate a QFA course that fulfills the Quantitative Reasoning skill (departments may also designate a list of QFA courses from which students can choose); OR, departments may list this skill as embedded. See department and program pages in this catalog, consult the graduation skills catalog supplement found online on the registrar’s webpage, or consult the department chair for more information. Core Curriculum Modifications Some majors that result in a Bachelor of Science degree give students the ability to modify their Core Curriculum requirements in one of the following ways. Bachelor of Science/Liberal Arts Foundation (LAF) Waiver—Students who elect the Bachelor of Science/LAF Waiver must complete at least six of the eight LAF requirements, provided at least one course is taken in each of the four domains. (e.g., two Natural Science and Mathematics courses, two Social and Behavioral Science courses, one Fine Arts course, and one Humanities course) The following majors are approved for the Bachelor of Science/LAF Waiver: • Biology • Biopsychology • Chemistry • Clinical Laboratory Science • Elementary Education • Health Education (teaching licensure only) • Mathematics • Music Therapy • Nursing • Physical Education (teaching licensure only) • Physics Bachelor of Science/Modern Language Waiver—Students who elect the Bachelor of Science/ Modern Language Waiver are not required to complete modern language courses as part of their degree. The following majors are approved for the Bachelor of Science/Modern Language Waiver: • Biology • Biopsychology • Chemistry • Clinical Laboratory Science • Mathematics • Music Therapy • Nursing • Physics Evaluation and Grading Explanation of Grades The official delivery of end­of­term grades to students is online via the AugNet Records and Registration website. Student achievement in courses is measured by final examinations, shorter tests, written papers, oral reports, and other types of evaluation. 74 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. Pass/No 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. • Maximum number of course credits taken P/N that may be applied to graduation is six course credits with a grade of Pass (P). • P­graded courses do not count toward the requirement that 14 tradition­ally graded course credits be earned at Augsburg in order to be considered for Latin Honors. Transfer students should be especially aware of this requirement. • To be eligible for graduation with Latin Honors, students may elect only two P/N credits. • See P/N limitations in the Graduation Requirements section. Certain courses have restrictions and are offered on one grading system only (e.g., lifetime activities 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. 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 1.5 1.0 Performance below basic course standards 0.5 0.0 Unacceptable performance (no credit for the course) Grades of P (Pass) or S (Satisfactory) or N (No credit) are not computed in the grade point average. Incomplete (I) Grades 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 by the end of the term 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; however, students may not attend the same course (or a portion of the same course) in a following term with an incomplete grade. The student must complete the outstanding work in enough time to allow evaluation of the work by the instructor and filing of a grade before the final day of the following 75 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. Extension (X) Grades 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. Withdrawal Grade A course is given a grade of W (withdrawn) when it is dropped after the deadline for dropping classes without notation on the record and before the last day to withdraw deadline. Repeated Courses A course in which a grade of 0.0, 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. Courses completed at Augsburg College must be repeated at Augsburg to be included in the repeat policy. Auditing Courses Students who wish to take courses without credit or grade may do so by registering for Audit (V). Full­time day students will be charged an audit fee if their total credit load is over 4.5 credits. The charge for part­time and Weekend College students is listed under Weekend College costs in the Financing Your Education section on page 21. 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. Audited courses do not count toward graduation and do not fulfill general education requirements. 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 credits attempted.* *Courses with 0 to 4 grade assigned Classification Students are classified when grades are posted at the end of each term. Classification is based on the number of course credits completed. • Sophomores—7 completed course credits 76 • • Juniors—15 completed course credits Seniors—23 completed course credits 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 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 bachelor’s 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. 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: International Baccalaureate Program (IB)—Courses earned from the International Baccalaureate program will be considered by the College for advanced placement and appropriate credit. IB exams may fulfill general education and/or major requirements. Credit granting guidelines are available in the registrar’s office and on the Academic Advising website. Advanced Placement Program (AP)—Augsburg allows students to earn credit for scores of 3, 4, or 5 on selected Advanced Placement tests. For some exams, a minimum score of 4 is required. AP exams may fulfill general education and/or major requirements. Additional information is available on the Academic Advising webpage and from the Office of the Registrar. 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. Students who score at or above the American Council on Education’s recommended score on an approved examination may receive academic credit for that subject at Augsburg College. CLEP exams may fulfill general education and/or major requirements. Information about CLEP tests is available from the Office of the Registrar and the Academic Advising webpage. 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 exam 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 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 or systematic study of content material found within liberal 77 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 one term of academic work at Augsburg College with a cumulative Augsburg GPA of at least 2.50. It is strongly recommended that the process not be used when four or fewer courses remain for graduation. There is a non­refundable 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 recorded with the equivalent Augsburg course numbers as determined by faculty reviewers. 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 allows a maximum of eight credits (one­fourth of a bachelor’s degree) to be obtained through previous experiential learning. In compiling the eight credits for previous experiential learning, the student may use any combination of the five assessment processes available in the APL Program: AP exams, CLEP exams, IB exams, departmental comprehensive exams, and credit granted through portfolio assessment. English Language Learners (ELL) Students whose primary language spoken at home is not English must take the ELL placement test in conjunction with the English writing placement test prior to registering for their first term at Augsburg. Students’ placement in ELL, ENL 101 Developmental Writing, or ENL 111, HON 111, or ENL 112 Effective Writing will be determined by their scores on the Michigan test (85­100 range for exemption from ELL courses) and by a writing sample. Near the end of each term of the English Language Learner’s 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 ELL 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 ELL requirement. All students whose native language is not English must stay enrolled in ENL 217/218 until such time that they pass the ELL placement test at 85 percent or higher. The ELL course can be counted only twice in the total number of courses required for graduation. Students who fulfill the ELL requirement, by examination or by course completion, have completed the Modern Language Core Skill requirement for graduation. Academic Progress, Probation, and Dismissal The College requires that all students maintain a 2.00 cumulative grade point average (GPA). A minimum GPA of 2.00 is required for graduation; however, certain majors require a higher minimum GPA. A student will be placed on probation and considered for continuation or dismissal if: • His/her cumulative GPA is below 2.00 78 • He/she is a first­year student who receives two (2) zero or No Pass grades • He/she is a sophomore, junior, or senior who receives three (3) zero or No Pass grades • At the end of the first term, he/she has not fulfilled the requirements established through the Conditional Admit Program (refer to the Academic Skills Office Conditional Admit Program (CAP) section of the catalog). For more information on probation requirements, go to the Academic Skills Office website at www.augsburg.edu/acskills/. Dismissal from the College is not automatic. Each case is reviewed by the Student Standing Committee. Evidence of a student’s commitment to academic progress is the primary consideration used when deciding whether to dismiss a student. Students who have a poor academic record may be strongly advised to withdraw before the end of a term. Students on probation who voluntarily withdraw from the College must receive permission from the Student Standing Committee to re­enroll. Students who have been dismissed may apply for readmission after one year. At that time, the Student Standing Committee will review the application for readmission accompanied by any statements and evidence attesting to his/her commitment to academic success. A student will be removed from probation if: • His/her cumulative GPA reaches 2.00; or • He/ she was placed on probation because of unfulfilled Conditional Admit Requirements and he/she subsequently satisfies those requirements. The College reserves the right to dismiss any student who does not meet the guidelines stated above. Once a student is dismissed, he/she may appeal the decision to the Student Standing Committee within 10 school days. Specific appeal instructions are included in the letter of dismissal. Students may also be dismissed from professional programs, such as Social Work, Education and Nursing. A student dismissed from a program may appeal the decision through the Program Dismissal Appeal Process. The process is available at www.augsburg.edu/studentguide/. Dean’s List The Dean’s List, compiled after each semester, lists undergraduate students whose grade point average for a semester is 3.50 or better. Students must be full­time 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 permission has been given by the student, an announcement is sent to the hometown newspaper for those students on the Dean’s List. Latin Honors Augsburg recognizes those students who have demonstrated exemplary academic achievement by conferring Latin honors upon completion of a baccalaureate degree. This designation and the standards set are in effect for all students who complete degree requirements in May 2004 or later. Students may also receive honors recognition for departmental honors and for participation in the Honors program. (See individual department and program descriptions for details.) Qualification for Latin honors is determined as follows: 79 Summa cum laude: 3.90­4.00 GPA plus successful completion of the summa oral examination Magna cum laude: 3.80­3.89 GPA Cum laude: 3.60­3.79 GPA To be eligible, a student must complete a minimum of 14 traditionally graded credits at Augsburg and have no more than two elective pass/no pass graded credits at Augsburg (classes offered only as P/N by the department will not be counted). For additional information, including the guidelines for the Summa Cum Laude oral examination, go to the Latin Honors section at www.augsburg.edu/registrar/. Graduation and Commencement Though the terms are often confused, the words “graduation” and “commencement” carry different meanings. Graduation refers to the completion of all degree requirements. Students graduate when all requirements for the degree have been fulfilled, meaning that one can graduate at any point during the academic year provided that all requirements are complete. Commencement is a ceremony. It is an opportunity for students, family, friends, and the Augsburg College community to celebrate academic accomplishment. Participation in commencement, however, does not mean that a student has graduated. A student will not graduate and a degree will not be conferred until all requirements are met, regardless of participation in commencement. Augsburg College holds two commencement ceremonies in the spring to accommodate the College’s different student populations. The May commencement ceremony is for students in the Day undergraduate program and for students in the Physician Assistant Studies graduate program. The June commencement ceremony is for students in the other six graduate programs as well as undergraduate students in the Weekend College and Rochester programs. Undergraduate students who have not completed all degree requirements may participate in commencement if: (1) no more than three requirements will remain in their program at the conclusion of spring term; and (2) the remaining requirements will be completed in the summer or fall terms immediately following commencement. Enrollment/Degree Verification Augsburg College has authorized the National Student Clearinghouse to act as its agent for verification of student enrollment and degree status. Contact information is as follows: National Student Clearinghouse 13454 Sunrise Valley Road, Suite 300 Herndon, VA 20171 Web: www.degreeverify.org Phone: 703­742­4200 Fax: 703­742­4239 E­mail: degreeverify@studentclearinghouse.org Veterans of Military Service Augsburg is approved by the state approving agency for veterans education. Veterans should consult with the V.A. certifying official in the Office of the Registrar about completion of enrollment verification and the forwarding of other information to the Department of Veterans Affairs. Veterans will need to meet the requirements of the Veterans Administration regarding repayment of educational assistance funds received. 80 Additional information about veterans education benefits can be found at www.gibill.va.gov. 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 education records—You have the right to review and inspect substantially all of your education records maintained by or at Augsburg College. The student must request to review their education records in writing with their signature. The College will respond in a reasonable time, but no later than 45 days after receiving the request. Right to request amendment of education records—You have the right to seek to have corrected any parts of an education record that you believe to be inaccurate, misleading, or otherwise in violation of your right to privacy. This includes the right to a hearing to present evidence that the record should be changed if Augsburg decides not to alter your education records according to your request. Right to give permission for disclosure of personally identifiable information—You have the right to be asked and to give Augsburg your permission to disclose personally identifiable information contained in your education records, except to the extent that FERPA and the regulations regarding FERPA authorize disclosure without your permission. One 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 company 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. Right to withhold disclosure of “directory information”—FERPA uses the term “Directory Information” to refer to those categories of personally identifiable information that may be released for any purpose at the discretion of Augsburg College without notification of the request or disclosure to the student. Under FERPA you have the right to withhold the disclosure of the directory information listed below. Please consider very carefully the consequences of any decision by you to withhold directory information. Should you decide to inform Augsburg College not to release Directory Information, any future request for such information from persons or organizations outside of Augsburg College will be refused. “Directory information” includes the following: • The student’s name; • The student’s address; • The student’s telephone number; • The student’s e­mail address; • The student’s date and place of birth; • The student’s major and minor field of study; • The student’s academic class level; • The student’s enrollment status (FT/HT/LHT); 81 • The student’s participation in officially recognized activities and sports; • The student’s degrees and awards received (including dates); • The weight and height of members of athletic teams; • The student’s dates of attendance; • Previous educational agencies or institutions attended by the student; 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. 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 registrar prior to Sept. 15 (or within 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 notice for withholding disclosure must be completed each academic year. Right to 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., 20202­4605, concerning Augsburg’s failure to comply with FERPA. Reporting Educational Information Letters of reference must be requested in writing and explicitly indicate what information may be reported in the letter. Clery Act The Clery Act Annual Report for Augsburg College contains statistics on reported crimes on and near Augsburg property and campus, as well as institutional policies concerning campus security and crime. The report is available online at www.augsburg.edu/dps/security/report.html. For a printed copy, contact Augsburg’s Department of Public Safety at 612­330­1717. 82 Majors and Minors Listings that are in bold type are offered through both the day program and Weekend College. Listings indicated by asterisks are also offered through both the day program and Weekend College, but may include completion of weekly evening courses for some requirements. Students are encouraged to discuss scheduling rotation of major courses with their faculty adviser. Weekend/ Rochester/Partner Hospitals students may choose a major offered in the day program if they wish, but must adhere to crossover registration policies and limitations. They may also take as many courses as possible through Weekend College, then finish the major as a day program student. A change of program is allowed once each academic year, and will take effect the following term. Majors and Areas of Emphasis Accounting General Accounting Managerial Accounting Public Accounting American Indian Studies* Art* Art History Studio Art* Biology (B.A. or B.S.) Life Sciences (B.A.) Biopsychology (B.S.) Business Administration Economics/Business Administration Marketing (WEC only) Music Business Chemistry (B.A. or B.S.) Clinical Laboratory Science (B.S.) Communication Studies Communication Arts/Literature (Teacher Licensure Major) Human Relations Marketing Communications Mass Communication Organizational Communication Professional Communication Public Relations and Advertising Supervisory Management Computer Science (B.A. or B.S.) Computational Economics (B.A.) Computational Philosophy (B.A.) Economics 83 Applied Economics Computational Economics Economics Economics/Business Administration Economics/Political Science (Teacher Licensure Major) Mathematical Economics (B.S.) Education Education Studies (non-licensure) Elementary Education Studies (non-licensure) Kindergarten-Elementary (B.A. or B.S.— licensure) Special Education: Emotional/Behavioral Disabilities (WEC only) Special Education: Learning Disabilities (WEC only) Secondary (non-major, licensure only) Engineering 2 English* Creative Writing* Literature, Language, and Theory* Media Writing* Environmental Studies Exercise Science Film Finance Health Education (B.A. or B.S.) History* International Business International Relations International Business Concentration Languages and Cross-Cultural Studies 1 Cross-Cultural Studies French German Norwegian Spanish Management Management Information Systems Marketing Mathematics (B.A. or B.S.) Medieval Studies Metro-Urban Studies Music Music (B.A.) Music Business (B.A.) 84 Music Education (B.M.) Music Performance (B.M.) Music Therapy (B.S.) Nordic Area Studies Nursing (B.S.—Evening program offered through Weekend College only)* Philosophy Computational Philosophy Physical Education (B.A. or B.S.) Physics (B.A. or B.S.) Space Physics (B.S.) Political Science Political Science/Economics (Teacher Licensure Major) Psychology Psychology and Law Social Psychology Religion* Youth and Family Ministry Social Work (B.S.) Sociology Student-Designed Theatre Arts Directing/Dramaturgy Concentrations Performance Concentration Technical Design/Technology Concentration Women’s Studies 1 Minors Accounting American Indian Studies* Art Architecture Art History Studio Art* Biology Business Administration Chemistry Communication Studies Computer Science Economics English* English Literature, Language, and Theory Writing Writing–Creative Emphasis Writing–Media Emphasis Environmental Studies 85 Film Health Education History* International Business International Relations Languages and Cross-Cultural Studies French German Norwegian Spanish Leadership Studies Management Information Systems Marketing Mathematics Medieval Studies Metro-Urban Studies Music Music Business Nordic Area Studies Peace and Global Studies Philosophy Physical Education Physics Political Science Psychology Religion* Youth and Family Ministry Sociology Social Welfare Special Education Theatre Arts Theatre Arts Theatre History and Criticism   Dramaturgy Women’s Studies 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 language courses not available at consortium colleges. Consult with the ACTC office for specific program options. Students register directly with the ACTC office. 2 Dual-degree programs with the University of Minnesota Institute of Technology and Michigan Technological University. Inter-Institutional Programs Augsburg cooperates with other colleges and institutions in the Twin Cities area on several programs. 86 Cooperating Libraries in Consortium (CLIC)—Through CLIC, the Twin Cities private colleges library consortium, the Augsburg community has direct access to over 2,500,000 volumes and media resources. Associated Colleges of the 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 one course each semester (fall and spring) 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. Exchange courses are not transfer courses, and thus courses taken through ACTC are considered Augsburg College courses and do not impact the residency requirement. The permanent record of courses for which a student has cross-registered is kept in the Office of the Registrar at Augsburg College, not the host ACTC institution. 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. 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. Higher Education Consortium for Urban Affairs (HECUA)—Augsburg, in cooperation with 17 other colleges and universities, offers off-campus study semesters in Norway, Northern Ireland, Latin America, and the Twin Cities. (See HECUA programs on page 163.) McNally Smith College of Music—Augsburg College full-time students may elect to take one course each semester at McNally Smith College of Music providing that they meet all McNally Smith College of Music requirements. This program is open to sophomores through seniors. There is no additional fee for this program. Students should consult with their advisor to confirm if the classes will count toward graduation requirements. In no instance may a McNally Smith course be used as a substitute for any Augsburg course specifically listed within a degree program. Exchange courses are not transfer courses. Courses taken through the Augsburg–McNally Smith exchange are considered Augsburg College courses and do not impact the residency requirement. The permanent record of courses which a student has registered for through the exchange is kept in the Office of the Registrar at Augsburg College, not McNally Smith. 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. ROTC credits serve as electives at Augsburg. For more information, contact the Office of the Registrar, or call the University of St. Thomas at 651-962-6320 or 1-800-328-6819, x6320. 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. ROTC credits serve as electives at Augsburg. For more information, contact the Office of the Registrar. Augsburg Abroad Augsburg Abroad is the front door for students and faculty interested in study abroad. Services include: • Study abroad program selection advising • Financial and academic advising for study abroad • Registration and billing for study abroad • Pre-departure and re-entry support (application, orientation, etc.) 87 • Faculty-led, short-term program coordination About half of Augsburg undergraduate students are studying abroad. Graduate students also find short-term programs as part of their curriculum. Students abroad will find themselves in a variety of locales and studying a variety of disciplines: studying gender issues in Central America; acting with masks in Norway; interning with community organizations in Northern Ireland; studying political science in Namibia; learning about ecology in Tanzania; taking organic chemistry in New Zealand; and learning a language where it is spoken. Academic Requirements and Credit Students fulfill the Augsburg Experience requirement on approved programs. Courses taken abroad can also fulfill graduation requirements including major, minor, language, liberal arts foundation, lifetime activity, and internship requirements. This is determined prior to departure when students fill out the required Credit Agreement form that is signed by academic advisers and appropriate staff and faculty approving courses. Students should be aware of the following policies related to study abroad: • Students can study abroad more than once. • Students can study abroad at any point in their academic career. Semester and Summer Programs • Courses taken on off-campus programs during the senior year will meet the Augsburg residency requirement. • You must take a full load of credits while abroad on semester programs. • You must take courses A-F while abroad. • Grades received on affiliated and non-Augsburg programs are reported as transfer credit on your transcript, and thus are not figured into your GPA. • A “C” equivalent or higher must be received for the credit to transfer to Augsburg. Faculty-led Short-term Programs • Students must register for all courses required by the short-term program. Credit values may vary, so confirm the specific program credit load with the Augsburg Abroad Office. Any courses removed by the student without Augsburg Abroad permission prior to the start of the program will be re-added to the student’s schedule. If no work was completed in these reinstated courses, a grade of zero will be awarded. • Overload Fee Exemption for faculty-led January and Spring Weekend College (WEC) programs: January and spring WEC faculty-led programs are placed within the spring semester. However, full-time Day students will not be billed an overload fee if an additional 4.0 or 4.5 credits are taken in the regular spring term. A student taking minimal credits in the spring can use the January or Spring WEC faculty-led short-term program as a spring term course in order to be considered part-time or full-time. • Crossover Policy Exemption: The crossover policy does not apply to study abroad students. WEC students who do a study abroad program placed in the Day program do not count that as their crossover course. The same policy exemption is valid for Day students doing a study abroad program scheduled in a WEC term. Eligibility and Application The following are Augsburg College’s requirements for study abroad: • Minimum 2.5 GPA at the time of application. Individual programs may require a higher average. Students with lower averages should consult with Augsburg Abroad. 88 • Be a sophomore, junior, or senior standing by the time you study abroad. Short-term, faculty-led programs will allow participation as a first-year if the student receives approval from the faculty-leader. • Transfer students must complete one semester at Augsburg before they may study off campus. • Not be on academic or disciplinary probation. Students placed on academic or disciplinary probation after admittance to study abroad may be withdrawn from the program. The student is responsible for all non-recoverable program costs incurred. • Not have an outstanding balance on your student account. • Be aware that students applying to faculty-led programs, who meet the above criteria, are accepted on a rolling basis; space is limited on these programs so applying early is important. Application deadlines for semester programs are: October 1: Spring semester study abroad and January faculty-led programs February 1: Spring WEC term and Summer Session faculty-led programs March 1: Fall semester and non-faculty led summer study abroad programs Program provider deadlines vary; students need to meet all deadlines and eligibility requirements set by program providers. Students should start planning in their first year for study abroad to be sure to do appropriate research and meet all deadlines. Students are accepted to study on faculty-led programs on a first applied, first accepted basis. ACCESS/CLASS Abroad Students should be prepared for the fact that disability may be culturally defined. Attitudes toward disability and levels of accessibility can vary greatly from country to country. The Americans with Disabilities Act mandates equal access to university-sponsored programs and services to students with disabilities. However, providing access by US standards can present unique challenges in international settings. The expectation on the part of US students and institutions is that reasonable accommodations will be made. Depending on the country and culture, there may be different ways to define accessibility and different expectations in terms of accommodations that can or should be made. Students are encouraged work closely with Augsburg Abroad/CLASS/ACCESS. Students are responsible for requesting accommodations abroad within a reasonable time frame prior to departure, ideally as early as program selection. Augsburg Abroad will work closely with the student, CLASS, and /or ACCESS offices to determine needs and make appropriate and possible accommodations abroad. Costs and Financial Aid The cost of study abroad is comprised of program fees that generally include tuition, housing, international health insurance, some meals, excursions, and study abroad fees. These costs vary from program to program. Augsburg College pays the program provider on the student’s behalf and then bills the Augsburg student account. This allows students to access their financial aid for study abroad. Students will always pay a minimum of Augsburg tuition when studying abroad. Students who receive financial aid, scholarships, and/or grants to study at Augsburg can use that entire package to cover their study abroad program costs. Students receiving Augsburg institutionallyfunded aid (e.g., Presidential, Regents, Legacy, Promise and other Augsburg scholarships, and tuition remission benefit) may use their scholarships to study abroad multiple times on Augsburg Programs (see below in Study Abroad Program section). However, institutionally-funded aid may be used only once toward study abroad costs on an affiliate or non-Augsburg program. Cost estimates for the time 89 abroad are drawn up to assist the student in planning and the financial aid office in awarding aid to students studying abroad. Students are required to notify Augsburg Abroad immediately if they choose not to continue with their study abroad experience. At the moment of notification non-recoverable costs will be assessed and charged to the student account. Depending on the time of notification of withdrawal students may owe nothing, the study abroad fee, the deposit, or some, or all, of the program fee. Students are also subject to the cancellation and refund policies of their program provider. Study Abroad Programs Students have over 200 programs in over 90 countries from which to choose. In addition to the below Augsburg College programs, students can choose from affiliated program providers. These programs have been reviewed to meet the Augsburg experience requirement, diverse needs of students, and provide quality student service. The programs are reviewed each year. If students cannot find a program that meets their needs from the Augsburg College or Augsburgaffiliated options then they can apply to do a non-Augsburg program. Students with a strong academic or financial reason, faculty support (as shown on the Credit Agreement form), and who choose a good quality program, may be approved. 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 students in a community house, spending several days in a rural setting, and several weeks living with host families. In the Mexico and Namibia programs, students 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. (Some travel scholarships are available for Augsburg students.) Crossing Borders: Gender and Social Change in Mesoamerica (Mexico)—Fall Learn about the central issues facing Mesoamerica, with emphasis on the experience and empowerment of women. Students will engage in gender analysis of key social, economic, political, and cultural issues in Mexico and El Salvador; 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, political science, women’s studies, and Spanish. Internships and independent studies are also available in nine different disciplines. The program includes a two-week educational seminar in El Salvador, as well as rural travel within Mexico and four-day seminar in Mexico City. Students stay in guest houses while traveling, in Augsburg approximately six weeks, and with Mexican host families for four to six weeks. Prerequisite: one college-level Spanish course or its equivalent. International Business and Global Citizenship (Mexico)—Fall The largest immigrant group in the United States is composed of people born in Mexico, and Mexico is front and center in debates about globalization and U.S. immigration policy. This program, designed for international business majors, will study the important role that Mexico plays in the U.S. in relation to trade issues, how to conduct business in and with Mexico, and use it as a lens to learn 90 about international business topics that are relevant in many different countries. Students will have the opportunity to study Spanish at levels from beginning to advanced, live with a host family for four weeks, and develop closer relationships in the community and improve their international business background by completing an internship in a local business or government office. Prerequisites: ECO 112 or 113, and BUS 242 or MKT 252, or consent of instructor. Nation-Building, Globalization, and Decolonizing the Mind: Southern African Perspectives (Namibia)— Fall or Spring This program examines the crucial issues of nation-building, globalization, and decolonizing the mind, from the perspectives of the new democracies of southern Africa. Namibia won its independence in 1990 after decades of apartheid under South African colonization. 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 today’s world: rapid globalization and under and unequal development. Decolonizing the mind is a long-term project. Credit is available in history, religion, political science, and interdisciplinary studies. Internships are also available. Sustainable Development and Social Change (Guatemala, El Salvador, Nicaragua)—Fall or Spring This is an intensive semester of study and travel designed to introduce students to the key issues facing Central Americans. Students will explore the history, culture, and struggles of the people of Guatemala, El Salvador, and Nicaragua, as well as study approaches towards social and economic development. Course credit may be earned in Spanish, religion, history, women’s studies, and political science. Students spend the first five weeks in Guatemala, the next four weeks in El Salvador, and the final six weeks in Nicaragua. Prerequisites: one college-level Spanish course or its equivalent is required. Migration and Globalization: Engaging Our Communities (Mexico)—Spring This is an intensive program that explores issues of migration, immigration, and globalization. It is ideal for students who are interested in working with Spanish-speaking populations in the United States, as it includes intensive Spanish language classes, an internship or independent research opportunity, and courses that help students understand the connections between globalization and migration while learning from diverse communities that are organizing for positive social change around issues of race, ethnicity, socio-economic class, gender, sexuality, economics, and the environment. Credit is available in Spanish, history, women’s studies, political science, and religion. Students spend most of the semester living in Augsburg housing and approximately six weeks living with Mexican host families. Social Work in a Latin American Context (Mexico)—Spring This program was created to satisfy the curriculum requirements for a Bachelor in Social Work degree program. Its goal is to develop cross-culturally competent, ethical social work professionals with a global perspective by providing a semester of transformative, experiential learning focused on social and economic justice. It includes Spanish language study and social work courses. Social work field placement is also available for qualified students. Students live with Mexican host families for six weeks. International Partners and Exchanges The Office of International Programs offers a broad range of semester and academic year programs in China, Finland, Germany, Norway, and Slovenia. Students can choose from several 91 options in diverse disciplines: liberal arts programs, group programs, “tailor-made” individual study programs, and practical professional experiences. All coursework is in English. Travel scholarships are available for some locations. For further information on programs in Finland, Germany, and Norway, contact the International Partners office. For exchange programs in China and Slovenia, contact Augsburg Abroad. Higher Education Consortium for Urban Affairs (HECUA) Augsburg, in consortium with other colleges and universities, offers full semester programs in Norway, East and Central Europe, Ecuador, Northern Ireland, and the Twin Cities. All HECUA programs explore civic engagement, community, and social change, and emphasize internships and field study. For more information on international HECUA programs, see the listings under International Studies; and for HECUA programs in the Twin Cities, see Interdisciplinary Studies. Scandinavian Urban Studies Term: Norway—Fall A quarter of Oslo’s residents are not ethnic Norwegians. Students investigate changing Northern Europe using Norway’s welfare state and Scandinavian national identity as case studies. Coursework and an internship provide unique perspectives on how the Norwegian social democracy and Scandinavian welfare states are working to address the challenges posed by immigration and cultural and ethnic diversity. Students choose an independent study project or Norwegian language courses. Divided States of Europe—Spring Ten former communist nation-states have recently joined the European Union. From three different locations – Norway, Romania, and Hungary – students examine the complex dynamics of European integration via issues such as labor migration, minority politics, right-wing populism, prostitution, and human trafficking. Together, Hungary and Romania encompass some of Europe’s most pressing social justice issues and constitute its primary geographic and cultural bridge between East and West. Community Internships in Latin America: Ecuador—Fall and 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. A home-stay and a hands-on internship develop Spanish and other skills. The program addresses globalization, the environment, oil politics, and other local and international issues. Northern Ireland: Democracy and Social Change—Spring 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. Student Teaching Abroad Selected education department students may participate in the International Student Teaching Abroad program coordinated through the University of Minnesota-Morris. 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 director. 92 May/Summer Abroad May and summer courses to many parts of the world enable students to earn credit through shortterm travel. Contact Augsburg Abroad for the most current list of programs. Clair and Gladys Strommen Career and Internship Center The Strommen Career and Internship Center is a comprehensive resource center emphasizing the importance and value for all students to engage in internships, career development and the exploration of vocation throughout their college years. The integration of “knowing and doing” adds breadth and depth to the curriculum and assists students in making more informed academic and career decisions. The underlying assumption is that a liberal arts education is an effective preparation for life, meaningful work, and active citizenship. Career Services Career Services provides opportunities, programs, and career counseling to help students discover their unique gifts, talents, skills, and interests, explore career paths, and grapple with questions of vocation and purpose in a changing world. This process is viewed as an important part of a student’s development while attending college. To aid in this process, professional career staff provide career assessments and individualized career planning and coaching. Staff assist students with choosing majors, locating internships, preparing for internship and job searches, graduate school applications, and making connections to community, business, and alumni resources. Internships Academic Credit An internship for credit is a carefully planned, work- or service-based learning experience where a student focuses on specific learning objectives that connect concepts of the major to the experience. 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. A learning agreement plan, negotiated with the faculty supervisor and work supervisor, outlines the academic related objectives, strategies, and evaluation methods for receiving credit. Students often do internships in nonprofits, small and large businesses, government agencies, museums, schools, and churches. Internships for credit are available in all majors and can be taken during a semester, Weekend College trimester or summer sessions. Inter-disciplinary (INS) internships are also available. For extension of an internship beyond one term see Evaluation and Grading on page 58. Internships can be registered for 1 course credit or .5 credit. One course credit involves a minimum time commitment of, on average, 10 hours per week or 140 total hours. Internships for .5 credit require a minimum of 80 total hours. A maximum of four courses of internship may count toward the total courses required for the degree. Internships completed off-campus for credit will automatically fulfill the Augsburg Experience graduation requirement. Non-Credit and Transcript Notation Non-credit internships related to a student’s major or career interests can be registered for a zerocredit transcript notation. The goal is for students to apply theory to practice in a work setting and reflect on the experience. Work opportunities typically are part-time during the academic year and/ or full time during summer and can begin and end anytime. Students must set learning goals and 93 evaluate their experience. The director of the Strommen Career and Internship Center supervises non-credit internships and transcript notation work experiences. Internships not for credit and transcript notations may be used to fulfill the Augsburg Experience graduation requirement. Sabo Center for Citizenship and Learning Service-Learning and Community Engagement/Community Service-Learning Augsburg’s Community Service-learning Program provides students with opportunities to understand and respond to needs in the city through course-embedded service experiences and civic engagement activities. A key component of community-service-learning is reflection on and analysis of community issues in order to promote personal and educational growth and civic responsibility. By connecting classroom content with service-learning experiences in the City, Augsburg students deepen their understanding of abstract course concepts while learning about pertinent and related community issues. This dynamic and interactive educational approach employs reciprocal learning between students and their community. Service-learning components are embedded in most academic disciplines. Examples of community service-learning sites include: homeless shelters, cultural and environmental organizations, tutoring programs and literacy centers. Campus Kitchen Project and Community Garden The Campus Kitchen Project connects the campus community with the larger community by using food as a tool to nourish bodies, develop leadership, and educate students through service-learning. To accomplish these goals, three separate programs exist: 1) FOOD TO SHARE—Surplus food from the Augsburg Dining Service is donated, reheated and served by student volunteers to neighborhood partners including: homeless shelters, youth and senior programs, and others. 2) FOOD TO GROW—On the corner of campus, Augsburg staff and students manage a community garden composed of 70 individual plots where community and campus members can grow their own food. The garden staff also hosts classes on healthy living in which neighborhood youth learn to grow and cook healthy food. 3) FOOD TO BUY—A farmer’s market and CSA delivery is available weekly at Augsburg College and the Brian Coyle Community Center in order to increase access to healthy foods. Surplus produce from the market and CSA shares are donated to the Campus Kitchen meal delivery program. Bonner Leader Program In November of 2008-2009, Augsburg College launched its first year of the Bonner Leaders program, funded through the National Bonner Foundation. Through the Bonner program at Augsburg, students develop deep community relationships and engage in long-term policy advocacy throughout their four years at Augsburg College. Those selected to be a part of the Augsburg College Bonner Leaders program were largely first-year students, with diverse ethnic and geographical backgrounds, and unique experience with community-leadership roles. Through service placements with partner nonprofit community organizations, students worked an average of 200 hours over the course of the academic year in placements supporting ELL classrooms, running an employment education computer lab, helping coordinate a low-income housing program, providing community health outreach, and working with a financial literacy program. Beyond their work-study service internships, students participated in at least 100 hours of volunteer hours with various community initiatives and civic engagement projects on campus. 94 Through their participation with the Bonner Leaders program, students engaged in monthly guided reflections and leadership development training. The Augsburg Bonner Community Leaders program is a successful campus model to build on the college’s culture of community and civic engagement and bring together existing community service programs to take us to the next level of deepening knowledge, reflection, and authenticity of civic engagement in the community. Augsburg Reads The Augsburg Read Program is a federally funded literacy and tutoring program focused on elementary student achievement. Augsburg Reads pairs college students with community organizations in the Cedar-Riverside neighborhood focused on student achievement through after school programs. Graduate Programs Augsburg College offers seven graduate degree programs: Master of Arts in Education, Master of Arts in Leadership, Master of Arts in Nursing, Master of Business Administration, Master of Science in Physician Assistant Studies, and Master of Social Work. Consult the Augsburg Graduate Studies catalog for complete information. The Master of Arts in Education offers initial licensure coursework at the graduate level in elementary education, secondary education, and special education: E/BD and LD. The MAE also offers the pre-primary specialty and the K-12 Reading Teacher endorsement. 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 Master of Arts in Leadership coursework and graduate level education coursework. Licensed teachers also can pursue special education: E/BD and/or LD, as well as the K-12 Reading Licensure Endorsement and the pre-primary endorsement at the graduate level. The program is available through the Weekend College schedule, and the admissions process begins with the Graduate Admissions office. For further information about the programs, contact the Education Department or the Graduate Admissions office. 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 to 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 offers courses primarily on alternate Saturdays. There is also a Monday evening cohort offering of the program at Augsburg’s Bloomington site. (Note: A five-year program is available to Augsburg undergraduate accounting majors that would qualify them for CPA certification and fulfill requirements for a BA in accounting and an MA in leadership. See the Department of Business Administration, accounting major section of the catalog for further information.) The Master of Arts in Nursing prepares nurses for transformational leadership and transcultural community health nursing practice across care settings, with emphasis on addressing health inequities among diverse populations. The program is offered within the context of a Christian liberal arts education. Graduates are eligible to apply for national certification in Advanced Community Health Nursing, or Advanced Nursing Administration through the American Nurses Credentialing Center (ANCC), and/or Advanced Certification in Transcultural Nursing through the Transcultural Nursing Society (TCNS). Classes meet on a flexible schedule (every other week or once per month) 95 that includes weekdays, weekday evenings, and Saturdays. Web-enhanced teaching is used for all classes. Practicums include optional short-term study abroad experiences. Students may choose to study in Mexico, Guatemala; Namibia; Pine Ridge; S.Dak.; and/or Europe. The Master of Arts in Nursing program is accredited by the Commission on Collegiate Nursing Education in accordance with its accreditation standards and procedures. Streamlined entry into the Master of Arts in Nursing—Students with an ADN and a bachelor’s degree in a field other than nursing can enter the Master of Arts in Nursing program as a “bridge student.” This process requires acceptance to the MA program and completion of three courses in the Augsburg undergraduate nursing program. Students in good standing in the Augsburg undergraduate nursing program can enter the MA in nursing through an “expedited” process. After successful application to the MA program while still a student in the undergraduate program, students can take three designated courses in the Master of Arts in Nursing, which will be applied to the M.A. at Augsburg upon successful completion of the undergraduate nursing degree. The Doctor of Nursing Practice is a post-master’s program for registered nurses (RNs) who currently hold a master’s degree in nursing. The DNP at Augsburg will prepare nurses to guide system level changes that improve health outcomes of persons underserved by the current health system. The program emphasizes transcultural nursing leadership to maximize health through peaceful, just, and collaborative actions that uphold and improve human potential across care settings with emphasis on health inequities in a global context. In addition to emphasizing transcultural nursing, the DNP curriculum also focuses on advanced community/public health nursing and holistic health. The Master of Business Administration is designed to give students mastery of the skills and knowledge necessary to advance in their careers and accept roles of greater responsibility in an organization. Meeting primarily on one evening per week, this challenging program is designed to be completed in 23 months. Organized in cohort format, the program encourages learning in a collaborative small-group environment and features a high level of interaction and attention from the faculty. The program focuses on giving students the ability to think critically and effectively manage in complex environments. An intensive management consulting course allows students to apply theory and classroom learning to an actual business or organizational environment. Local businesses and organizations provide a laboratory for students as they complete comprehensive projects in various disciplines and functions. The core program can be enhanced through participation in a number of concentrations including finance, healthcare management, human resource management, international business, and marketing management. The Master of Science in Physician Assistant Studies is designed for students interested in careers as healthcare 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 Social Work, accredited by the Council on Social Work Education, 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: multicultural clinical practice (MCCP) or program development, policy, and administration (PDPA). Students choose one of the two concentrations for their program 96 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 multicultural clinical practice concentration prepares students to work with diverse peoples across the full range of contemporary clinical social work practice settings. The program development, policy, and administration concentration prepares students to actively seek equality and justice for clients within agencies, institutions, and society, while directing energy toward changing policies that obscure and oppress people. Two dual degrees are also available: a Master of Social Work/Master of Theology or Divinity degree (MSW/MA/MDiv) and a Master of Social Work/Master of Business Administration degree (MSW/MBA). The MSW/MA/MDiv dual degree is offered in collaboration with Luther Seminary. It is designed to meet the educational interests of people planning to serve the spiritual and social needs of families, individuals, and communities. The MSW/MBA dual degree is offered in collaboration with the Augsburg MBA program. It provides students with the skills and expertise necessary to build well managed and financially sound service organizations that serve diverse communities, both locally and globally. Other Programs Continuing Education Program 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. Programs are developed through collaborations between academic and administrative departments of the College and community organizations. These collaborations have included the Departments of Business, Biology, Education, Nursing, Religion, Social Work, the Center for Leadership Studies, Institutional Advancement, and organizations including Minneapolis and St. Paul public school districts, Minnesota Department of Education, and the Midwest Regional Office of the College Board. Augsburg College is a Lifelong Learning Partner with the ELCA. 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. Academic Policies and Procedures Registration A student must be registered for a course in order to earn credit, and all registered courses will be reflected on a student’s AugNet page. Students are responsible for verifying the accuracy of their registrations. Additionally, day students are required to meet with their academic advisers prior to registration for the fall and spring terms. Web registration through AugNet is the primary method of registration, though the Enrollment 97 Center is available to process registration forms. Please reference the academic calendar for the schedule of open registration dates. Students who encounter a prerequisite issue when trying to register for a course through AugNet should come to the Enrollment Center for assistance. The following registrations cannot be completed online and must be processed at the Enrollment Center: • Pass/No Credit (P/N) grade options • THP courses (theatre practicum courses) • MUP courses (variable credit music lessons) • Student Teaching (Education department approval required) • Independent Study and Directed Study (separate form available at the Enrollment Center; instructor and department chair signatures required) • Internships 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 half-time students. 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: students with a cumulative GPA at Augsburg of 3.00 to 3.49 may take a total of 5.0 course credits or with a cumulative GPA at Augsburg of 3.50 or greater may take a total of 5.5 course credits without petitioning. All overload registrations must be done in person at the Enrollment Center. (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. Spring day term will include winter WEC and spring WEC.) auditing classes over the 4.5 overload limit will also incur a tuition charge. Official academic calendars for all programs are available through the registrar’s webpage. The last day to initially register for courses in the Day program (semesters) is the Friday before the term begins. After initial registration, Day students may add individual classes to their current schedule or withdraw without notation through day 10 of the term. The signature of the instructor is required to add a class after the fifth day. 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. Students registered for day program Time 1/Time 2 (T1/T2) courses that meet only part of the term may add or withdraw without notation through the fifth school day after the start of the course. Changing grade option or withdrawing with a W is allowed through the fourth week of T1/T2 classes. Specific dates for each term are listed under “Academic Calendars” at www.augsburg.edu/registrar. Weekend College, Rochester, and Partner Hospitals program students typically register for one or two course credits each trimester. Maximum credit load is 4.0 credits. 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. The last day to initially register for courses in the Weekend College and the Partner Hospitals program (Weekend College) is the last business day before the term begins. After initial registration, Weekend College students may add individual classes to their current schedule 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 is the Thursday prior to the second class weekend. 98 Students registered for Weekend College T1/T2 courses may add or withdraw without notation through the Friday after the first weekend class meeting. Changing grade option or withdrawing with a W is allowed through the Tuesday after the second weekend class meeting. The last day to initially register for courses on the Rochester campus is the last business day before the term begins. After initial registration, Rochester students may add individual classes to their current schedule and/or 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. Students registered for Rochester T1/T2 courses may add or withdraw without notation through the Monday after the first week of the class. Changing grade option or withdrawing with a W is allowed through the Monday after the second week of the class. Separate rules apply to Summer School. Late course registrations may be subject to additional late fees. ACTC school course listings are also available online 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. Summer session and graduate program courses are published in separate schedules. Specific information on registration and help with registration on other campuses are available from these offices: Enrollment Center—612-330-1046 Academic Advising—612-330-1025 Augsburg for Adults—612-330-1782 Rochester Program—507-288-2886 Crossover Registration Policy Every Augsburg undergraduate student is admitted to a “home program,” either day, Weekend College, or the Rochester Program. It is expected that students will complete most of their degree requirements through their home program. However, full-time students may register for up to 1.0 credits per term outside their home program. Enrollment will be based on class availability. 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 carrying 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. 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 have registration priority in their home program. Crossover registration dates are published on the registrar’s office webpage. There is a special crossover registration form that must be processed at the Enrollment Center. This registration option is not available by Web. The WEC, Rochester, and Partner Hospitals programs are not part of the ACTC (Associated Colleges of the Twin Cities) tuition exchange program. WEC/Rochester/hospital students may NOT 99 cross over to attend ACTC courses. Students must have completed their undergraduate degree and be admitted to a graduate program before taking graduate level courses from that program. (An exception is made for approved courses in the Department of Nursing and the joint BA Accounting/MAL.) 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 is offered (Day, WEC, or Rochester). Change of Program 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. A Change of Program form must be submitted before the term begins. Students registered in spring Day may not do a change of program into spring WEC. Withdrawal from College 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 College must be completed in the Enrollment Center. A Withdrawal from the College form may be obtained at the Enrollment Center or downloaded from the registrar’s webpage. The last day to file for a Withdrawal from College is the last day of classes prior to finals week. 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. Students must be re-admitted to the College when they are ready to resume their studies. The Application for Readmission form is available from the Enrollment Center or can be downloaded from the registrar’s webpage. Students are responsible for keeping the registrar’s office informed of their current mailing address. Military Called to Active Duty Augsburg College will allow students to withdraw from courses without penalty if they are called to active duty as military reservists, National Guard, or for other military service. This shall include a 100 percent refund of tuition and fees upon verification of call to active duty. The student must provide a copy of their orders to the registrar. If the student is called to duty after the deadline to drop a course, the registrar will place a W for the course(s) along with a notation on the transcript that the student was called to active duty. This is to assist the student with any financial aid complications that may arise and also indicate that the withdrawal was outside of the student’s control. Alternatively, the College supports faculty in enabling students who are called to active duty and have substantially completed a course, to assign a grade based upon the coursework completed, or work out an “incomplete” agreement. Students who are able to complete some of their courses would have their refund adjusted to reflect this. Students who are being placed on active duty should contact the registrar and/or the dean’s office as soon as possible so the College can notify all parties and aid in this process. Student Standing Committee The Student Standing Committee reviews requests for exceptions to academic policies. Typically, the committee considers requests for: • Minor exceptions to academic requirements and/or approval of transfer course 100 substitutions • Extending time for an incomplete • Permission to take a course overload • Student schedule changes after registration deadlines (adding, withdrawing, or grade option changes) Note: Petitions for an exception to published registration deadlines will require a $50 petition fee attached to the petition. This fee is non-refundable regardless of the outcome of the petition. Petitions involving adding or dropping courses/withdrawing from college after the deadline must be submitted within six months of the published registration deadlines for the term involved. For petitions requesting a late registration, any student account holds must be cleared before submitting the petition. Students who are allowed to add a course by petition after the published petition deadline will incur a $150 late registration fee per course. In addition, the committee reviews students’ transcripts in determining academic probation or dismissal from the College on academic grounds. The committee also hears appeals from students who have been dismissed for academic reasons. The committee reviews student requests for readmission to the College after dismissal or returning after leaving while on probation, or students readmitting to the College immediately after a term from which they withdrew from College. The committee typically meets every other week throughout the school year (September-April), and once a month during summer. Petition Process Step 1: Pick up a petition form at the Enrollment Center or download from the registrar’s webpage, www.augsburg.edu/registrar/. Step 2: Fill out the petition form completely. Include documentation for illness or family emergency. Have your adviser, instructor, or department chairs sign and add comments concerning your request. Petitions without comments from faculty will be returned for completion. Note: If petitioning for a change in registration, please submit a drop/add form signed by both the instructor and student. Step 3: Return the completed petition form to the Office of the Registrar/Enrollment Center; include signed drop/add form and $50 check if applicable. Step 4: After the committee meets, a copy of the petition with the committee’s decision is returned to the student. Day students will receive this notice in their campus box. WEC and Rochester student petitions will be mailed to their home address. Catalog Applicability Students must fulfill the general education requirements that were in effect when they matriculated at Augsburg. Students may elect to satisfy the departmental major requirements of any of the catalogs in effect during their years of enrollment. However, students who are readmitted after more than six years away from the College must complete the departmental major requirements of the most current catalog at the time of readmission or any one of the catalogs in effect during their subsequent years of continuous enrollment at Augsburg. Second Majors and Degrees Students who graduated from Augsburg and are returning to complete a second major will not be awarded a second degree unless it is different from the original degree awarded. (BA, BM, BS) Students cannot earn multiple degrees for the same major, though it is possible to earn multiple degrees from the same academic department if the majors are distinct. For example, a student cannot 101 earn both a BA in computer science and a BS in computer science, but may earn a BS in computer science and a BA in computational philosophy. Evaluation of Transfer Credit The evaluation of transfer credits is completed by the Office of the Registrar and is based on a student’s official transcript. College credit is granted for liberal arts courses completed at regionally accredited institutions with a grade of 2.0/C or better. Liberal arts courses are defined as courses similar in nature, content, and level to those offered at Augsburg. Augsburg does not grant transfer credit for developmental-remedial courses, vocational-technical courses, or continuing education units (CEUs). Courses with grades of C-, CD, or below do not transfer to Augsburg College. Competency credits and exam credits issued by another institution may and will be evaluated on a individual basis. The registrar’s office evaluates coursework for credit and for applicability toward Augsburg Core Curriculum requirements. Academic departments are responsible for evaluating the applicability of coursework toward a student’s major or minor. The College requires that certain courses and a minimum number of courses be taken at Augsburg. (Refer to the Residence Requirements section of the catalog.) Augsburg operates on a course credit system rather than semester or quarter hours. Augsburg course credits are equivalent to four semester hours or six quarter hours. Transfer credits that have been reported to Augsburg as semester or quarter hours are converted to Augsburg course credits by dividing by four or six respectively. Augsburg College limits transfer credit from two-year colleges. Students may transfer a maximum of 64 semester credits (96 quarter credits) from two-year colleges. Once a student reaches this credit limit, no additional credits will transfer from two-year institutions toward the minimum number of course credits required for a bachelor’s degree. However, courses taken beyond the credit limit can be used to meet liberal arts and major requirements. Courses and credits that are accepted in transfer are reported on the student’s transcript. Grades and grade points from other institutions are not transferred to Augsburg and are not included in the student’s cumulative grade point average. Students should consult with their faculty adviser and the Office of the Registrar before taking courses at other institutions to ensure compliance with transfer credit policy and residency requirements. (Refer to the Residence Requirements section of the catalog.) MnSCU Transfer Students Completion of the Minnesota Transfer Curriculum (MnTC) with a cumulative grade point average of 2.5 or higher will satisfy Augsburg’s Liberal Arts Foundation requirements and will reduce the Search for Meaning requirement to one course (REL 300). Students will be granted credit for transferable courses graded C or better. To qualify for this transfer program, the MnTC must be completed prior to enrollment at Augsburg. Completion of the Associate of Arts degree with the MnTC and a cumulative grade point average of 2.5 or higher will satisfy Augsburg’s Liberal Arts Foundation requirements, will reduce the Search for Meaning requirement to one course (REL 300), and will waive one of two Lifetime Fitness requirements. Students will be granted credit for transferable courses graded C – or better. Transfer courses that equate to Augsburg’s requirements of Effective Writing, entry level math, and modern language must have a grade of C or better in order for credit to be granted. To qualify for this transfer program, the A.A. degree and MnTC must be completed prior to enrollment at Augsburg. Note: Additional prerequisite coursework beyond the AA degree may be required in some Augsburg majors. Students are advised to consult an academic adviser in the major department to 102 discuss major requirements. Courses with C–grades or below will not be accepted as prerequisites or for application to majors. Admission to a major—a separate process from admission to the College—is sometimes required. Please check with the Office of Undergraduate Admissions and consult the departmental section of this catalog. Advanced Transfer Students Students who enter Augsburg with 13 or more course credits accepted in transfer are considered Advanced Transfer Students. The Augsburg Core Curriculum will be adjusted for advanced transfer students as outlined below: • Complete REL 300 Bible, Christian Theology, and Vocation instead of REL 100 and REL 200 • Waiver of Augsburg Seminar requirement • Waiver of Engaging Minneapolis • Waiver of the Entry-level Critical Thinking Assessment • Waiver of one Lifetime Fitness requirement (depending on transfer evaluation) All Augsburg Core Curriculum requirements not mentioned above remain unchanged for Advanced Transfer Students. *Waivers for Advanced Transfer are determined at the time of initial entry into Augsburg and will not be granted for courses completed after initial enrollment. Transfer Credit for Military Experience Students are welcome to submit their military transcripts to the Office of the Registrar for transfer credit evaluation. A military transcript will contain credit recommendations from the American Council on Education (ACE) for training and courses completed in the U.S. Armed Services. Augsburg will review a military transcript to determine if any of the credit recommendations contained within it meet transfer credit guidelines. Army records maintained by AARTS: http://aarts.army.mil Navy and Marine Corps records maintained by SMART: https://smart.navy.mil Coast Guard records maintained by U.S. Coast Guard Institute: www.uscg.mil/hq/cgi/ve/official_transcript.asp Air Force Records: Air University and Community College of the Air Force are regionally accredited institutions. Students should submit official transcripts from these schools during the admission process. Graduation Requirements The responsibility for ensuring 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. Faculty advisers, the Academic Advising staff, department chairs, and the registrar staff are available for counsel and assistance in program planning. Students who enter an academic program with a bachelor’s or higher degree should contact the Office of the Registrar about specific requirements for a second bachelor’s degree or for the equivalent of a major. See Special Students section (Second Degree). 103 Each student is required to apply for graduation at the end of his or her junior year to confirm remaining graduation requirements. Application forms are available at the Enrollment Center or on the registrar’s webpage. All degree and course requirements must be completed and verified in the Office of the Registrar in order for the degree to be conferred. (There may be no incompletes or open courses on the academic record.) Requirements for Undergraduate Graduation 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 coursework, and residence. 1. Completion of 32 course credits—No more than these maximums may be applied toward the 32 total course credits required: two course credits by independent/directed study; four course credits of internship; and six course credits with a grade of Pass (P). To graduate with Latin honors, students may take no more than two elective P/N graded course credits. 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 Department of Education is an example of a department that allows students to apply more than two course credits with P grades within the major program (two in major field courses plus student teaching). 2. Completion of a Major—Requirements for each major are listed under the departmental headings. 3. Completion of the Augsburg Core Curriculum —Requirements for the Augsburg Core Curriculum are listed in the next section. 4. Grade Point Average —Students must earn a minimum overall grade point average of 2.00. Additionally, all majors and minors require at least a 2.00 grade point average in coursework for the major or minor. Some majors, licensure, and certification programs require a higher grade point average or a minimum grade in each course. See the departmental section for details about the grade and grade point average for individual majors and minors. 5. Residence —A minimum of 8.0 course credits must be completed through Augsburg College. Additionally, no fewer than 6.0 of the last 8.0 course credits must be completed at Augsburg or within an approved exchange program (ACTC, McNally Smith, or Augsburg Abroad). Transfer courses and Assessment of Previous Learning (APL) credits are counted against the residency requirement. Therefore, students are encouraged to complete transfer work and APL credits prior to reaching senior standing. Some departments have a minimum number of courses that are required in residence within the major or minor. Consult the catalog description of the major/minor or the chair of the department for further information. The Augsburg Curriculum The Augsburg Curriculum is comprised of three main components: the core curriculum (or general education requirements), major requirements, and electives. Some students may need to complete entry-level skill courses before enrolling in college-level classes. The general education requirements, known as the Augsburg Core Curriculum, include signature courses and experiences, a liberal arts foundation, and skills development. Entry Level Skills Critical Thinking, Math, Writing (Assessments and Placements) 104 Core Skills Effective Writing Modern Language Lifetime Fitness The Augsburg Core Curriculum The Augsburg Signature Curriculum Christian Vocation and the Search for Meaning I and II The Augsburg First Year Augsburg Seminar Engaging Minneapolis Many Voices Project Augsburg Experience Senior Keystone The Liberal Arts Foundation Natural Sciences and Math Social and Behavioral Sciences Humanities Fine Arts Electives Majors Graduation Skills Critical Thinking Quantitative Reasoning Speaking Writing The Augsburg Core Curriculum The Augsburg Core Curriculum is designed to prepare students to become effective, informed, and ethical citizens through their engagement in a curriculum that: • Provides a liberal arts foundation and promotes the acquisition of intellectual and professional skills; • Calls for common inquiry into questions of Christian faith and the search for meaning; and • Cultivates the transformative discovery of, and appreciation for, the student’s place of leadership and service in a diverse world — vocatio and caritas. The curriculum has three major components: • The Augsburg Signature Curriculum • The Liberal Arts Foundation • Skills Requirements Skills Requirements Entry Level Skills Assessments There are entry level skills assessments in: 105 • Critical Thinking • Mathematics • Writing Placement in writing, math, and critical thinking courses is determined by assessments. These assessments are a prerequisite for (not completion of) core and graduation skills course requirements. Critical Thinking Assessment and Requirement Students identified as needing the entry level critical thinking skill component, based on review of their past academic work, are required to complete GST 100 with a minimum grade of 2.0 or better. Mathematics Assessment and Requirement 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 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. 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. 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. 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. Writing Assessment and Requirement 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 need to develop competence in composition skills—such as stating and supporting a thesis, organizing clearly, and constructing paragraphs and sentences—are required to enroll in Developmental Writing (ENL 101) where they receive more individual instruction than is possible in Effective Writing (ENL 111). These students must pass Developmental Writing (ENL 101) with a grade of P, 2.0, or higher before enrolling in Effective Writing (ENL 111). Unless they have received formal approval of a course equivalent to ENL 111 on their transfer evaluation, transfer students must also take the writing placement exam. Students entering Weekend College or the Rochester program do not take the Writing Assessment. Core Skills Requirements Effective Writing ENL 111 Effective Writing or ENL 112 Advanced Effective Writing or the equivalent with a grade of 106 2.0, P, or higher, is required. Attendance the first day of class is required. Students should complete Effective Writing by the middle of the sophomore year. Modern Language For students who have not previously studied a modern language, completion of a two-course sequence in the same language with a minimum grade of 2.0 or P in both courses is required. For a language previously studied, placement into the 211 level or successful completion (minimum grade of 2.0 or P) of 112 satisfies the graduation requirement. Placement into French, German and Spanish courses is based on assessment results from an online Brigham Young University evaluation tool. Students proficient in other modern languages may seek a placement evaluation through faculty fluent in the specified language at Augsburg or other ACTC schools. Availability of assessment in all languages is not guaranteed. Assessment is used for placement only and does not grant course credit. Students may audit, but will not receive course credit for any course taken below their placement level. The Department of Languages and Cross-cultural Studies may override assessment results as deemed appropriate. Modern language courses accepted in transfer may be applicable to this skills area for partial or full completion of the requirement. Students who have demonstrated competence in American Sign Language by passing an approved course sequence will have fulfilled the Modern Language Core Skill. Students whose first language is not English and whose score is below the minimum on the English Language Learners (ELL) placement test must fulfill the ELL requirement. The requirement is satisfied by successfully completing the ELL course(s) and achieving a score above the minimum on the ELL placement exam. Students who complete the ELL requirement fulfill the Modern Language Core Skill requirement. Contact Academic Advising or the English Department for additional information. More information can also be found in the English Language Learners section. Lifetime Fitness Two lifetime fitness courses are required. HPE 001 Foundations of Fitness is required of all students. The second course may be chosen from a variety of different Lifetime Activity courses (HPE 002, 003). Students may test out of the activity course by demonstrating proficiency from a selected lifetime activity. Proficiency exams are offered through the Health and Physical Education Department each semester. There is a fee to take the lifetime activity proficiency test. Intercollegiate athletes and Health and Physical Education majors may not test out of this requirement. Foundations of Fitness and Lifetime Activity courses are non-credit courses and are not included in the 32-course credit graduation requirement. The Augsburg Signature Curriculum Christian Vocation and the Search for Meaning Augsburg’s Signature Curriculum takes seriously the College’s identity as a college of the Evangelical Lutheran Church in America. Two required courses (REL 100 and REL 200) highlight Augsburg’s commitment to this identity and the College’s related interest in asking students to think critically about the concept of vocation. Faculty who teach these courses make the following commitments to their students: • You are welcome—whether you are Jewish or atheist, Buddhist or seeker, Catholic or Muslim, Baptist, Lutheran, uncertain, disinterested, or someone who is “spiritual but not religious.” Our Christian understanding is rooted in a generous spirit of hospitality. 107 • We will treat each other with respect as we learn how to engage in conversation with one another about our different values, commitments, convictions, and faith traditions. • We will challenge and support one another to develop a mature faith for our time—open to doubts and eager to explore our questions and the realities of our world and culture. • We will equip you with basic knowledge about vocation, religion, the Bible, and Christianity as well as about Judaism, Islam, Hinduism, and Buddhism—their stories, claims, and key concepts. • We will deepen our study of Christianity, explore Augsburg’s claim that “what we believe matters,” and invite you to continue the process of developing your own lived theology. • We will explore the concept of vocation and our understanding that we are beloved and called to live and serve as neighbors. We will explore the idea that vocation is a model and lens for viewing the connections between our basic beliefs and the commitments and actions we make in life. The Augsburg First Year In order to help them make the transition to college and their new community, first-year weekday program students are required to take courses containing the following components: Augsburg Seminar All students who enter the College as first-year students in the weekday schedule program must satisfactorily complete fall orientation and Augsburg Seminar (AugSem), a first-year learning community in their major or related area of academic interest. AugSem’s purpose is to help firstyear students embrace the expectations and benefits of being a member of a learning community at Augsburg College by: • Encountering the community • Engaging the learning process • Exploring the self as scholar AugSem equips students to become intentional learners, connects them to the larger Augsburg community, and helps them succeed in future college work. Engaging Minneapolis The Engaging Minneapolis requirement builds on Augsburg’s national leadership in experiential education as well as its commitment to its urban location. The course linked with their AugSem introduces students to the city as a resource for intentional learning, typically through civic engagement, cultural engagement, or service learning. Many Voices Project Embedded in ENL 111, 112, and HON 111 (see core skills requirements), the Many Voices Project engages first-year students in discussion of a common text addressing themes of cultural diversity and global awareness. Emphasizing ways in which written communication can promote understanding and productive engagement among different cultures and points of view, the Many Voices Project is intended to teach skills and methods that promote successful communication between diverse writers and readers. Augsburg Experience 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 108 experiential learning opportunities are recognized as Augsburg Experiences: internships (including fieldwork, practicums, and student teaching), faculty-student research, service learning/community service, study abroad, and off-campus immersion experiences. 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) integrate experiential learning with academic learning and (2) link 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 the regular class schedule. The length of time required, credit/no-credit status, and grading options for approved Augsburg Experiences vary. Senior Keystone 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 reflect on the meaning of their educational experiences and consider issues of transition as they prepare for their lives after Augsburg. Most Keystone courses also meet major requirements. The Senior Keystone course in each department connects the broad liberal arts foundation with the professional skills and in-depth study of the major. It asks graduating students to think critically, reflectively, and ethically about their place in the world as leaders and servants. The official list of approved keystone courses is found on the registrar’s webpage—under the heading General Education Requirements, click on Senior Keystone. The Liberal Arts Foundation The Liberal Arts Foundation courses 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. Students choose two approved LAF courses from two different departments in each domain: Natural Sciences and Mathematics; Social and Behavioral Sciences; Humanities; and Fine Arts. The official list of approved LAF courses is found on the registrar’s webpage—under the heading General Education Requirements, click on Liberal Arts Foundation. Natural Sciences and Mathematics Two approved courses from two different departments: Biology, Chemistry, Mathematics, Physics. One must be a lab science course. Social and Behavioral Sciences Two approved courses from two different departments: Anthropology, Economics, Environmental Studies, Political Science, Psychology, Sociology Humanities Two approved courses from two different departments/programs: American Indian Studies, Communication Studies, English, History, Philosophy, Religion, Languages and Cross-Cultural Studies (literature and culture courses), Women’s Studies Note: The signature Search for Meaning (REL 100, 200, or 300) courses do not count as humanities Liberal Arts Foundation requirements. 109 Fine Arts Two approved courses or approved activities from two different departments: Art, Film, Music, Theatre Arts. One fine arts LAF requirement can be met by participating in one of the following: • Four semesters in any combination of the major choral ensembles listed (MUE 111, 112, 114, 115) • Four semesters of orchestra (MUE 121) • Four semesters of concert band (MUE 141) Graduation Skills Requirements 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. 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 these requirements. The Quantitative Reasoning (QR) skill has two components: foundational skills and the application of those skills. Courses in which foundational quantitative reasoning skills are taught have a QF designation. Courses that contain an embedded project in which students apply and practice those foundational skills have a QA designation. Courses that provide both foundational skills and an application project have a QFA designation. MPG 3 (Math Placement Group 3) is a prerequisite for all quantitative reasoning QF and QFA courses. Departments may designate one required course with a QF designation and one required course with a QA designation (departments may also designate a list of QF or QA courses from which students can choose); OR, departments may designate a QFA course that fulfills the Quantitative Reasoning skill (departments may also designate a list of QFA courses from which students can choose); OR, departments may list this skill as embedded. See department and program pages in this catalog, consult the graduation skills catalog supplement found online on the registrar’s webpage, or consult the department chair for more information. Core Curriculum Modifications Some majors that result in a Bachelor of Science degree give students the ability to modify their Core Curriculum requirements in one of the following ways. Bachelor of Science/Liberal Arts Foundation (LAF) Waiver—Students who elect the Bachelor of Science/LAF Waiver must complete at least six of the eight LAF requirements, provided at least one course is taken in each of the four domains. (e.g., two Natural Science and Mathematics courses, two Social and Behavioral Science courses, one Fine Arts course, and one Humanities course) The following majors are approved for the Bachelor of Science/LAF Waiver: • Biology • Chemistry • Clinical Laboratory Science • Elementary Education • Health Education (teaching licensure only) • Mathematics • Music Therapy • Nursing • Physical Education (teaching licensure only) 110 • Physics Bachelor of Science/Modern Language Waiver—Students who elect the Bachelor of Science/ Modern Language Waiver are not required to complete modern language courses as part of their degree. The following majors are approved for the Bachelor of Science/Modern Language Waiver: • Biology • Chemistry • Clinical Laboratory Science • Mathematics • Music Therapy • Nursing • Physics Evaluation and Grading Explanation of Grades The official delivery of end-of-term grades to students is online via the AugNet Records and Registration website. 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 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. Pass/No 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 Pgraded 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). • P-graded courses do not count toward the requirement that 14 tradition-ally graded course credits be earned at Augsburg in order to be considered for Latin Honors. Transfer students should be especially aware of this requirement. • To be eligible for graduation with Latin Honors, students may elect only two P/N credits. • See P/N limitations in the Graduation Requirements section. Certain courses have restrictions and are offered on one grading system only (e.g., lifetime activities 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. 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 2.5 111 2.0 Meets basic standards for the course 1.5 1.0 Performance below basic course standards 0.5 0.0 Unacceptable performance (no credit for the course) Grades of P (Pass) or S (Satisfactory) or N (No credit) are not computed in the grade point average. Incomplete (I) Grades 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 by the end of the term 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; however, students may not attend the same course (or a portion of the same course) in a following term with an incomplete grade. The student must complete the outstanding work in enough time to allow evaluation of the work by the instructor and 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. Extension (X) Grades 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 satis-factory 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. Withdrawal Grade A course is given a grade of W (withdrawn) when it is dropped after the deadline for dropping classes without notation on the record and before the last day to withdraw deadline. Repeated Courses A course in which a grade of 0.0, 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. Courses completed at Augsburg College must be repeated at Augsburg to be included in the repeat policy. Auditing Courses Students who wish to take courses without credit or grade may do so by registering for Audit (V). Full-time day students will be charged an audit fee if their total credit load is over 4.5 credits. The charge for part-time and Weekend College students is listed under Weekend College costs in the 112 Financing Your Education section on page 21. 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. Audited courses do not count toward graduation and do not fulfill general education requirements. 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 credits attempted.* *Courses with 0 to 4 grade assigned Classification Students are classified when grades are posted at the end of each term. Classification is based on the number of course credits completed. • Sophomores—7 completed course credits • Juniors—15 completed course credits • Seniors—23 completed course credits 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 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 bachelor’s 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. 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: International Baccalaureate Program (IB)—Courses earned from the International Baccalaureate program will be considered by the College for advanced placement and appropriate credit. IB exams may fulfill general education and/or major requirements. Credit granting guidelines are available in the registrar’s office and on the Academic Advising website. Advanced Placement Program (AP)—Augsburg allows students to earn credit for scores of 3, 4, or 5 on selected Advanced Placement tests. For some exams, a minimum score of 4 is required. AP exams may fulfill general education and/or major requirements. Additional information is available on the Academic Advising webpage and from the Office of the Registrar. 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. Students who score at or above the American Council on Education’s recommended 113 score on an approved examination may receive academic credit for that subject at Augsburg College. CLEP exams may fulfill general education and/or major requirements. Information about CLEP tests is available from the Office of the Registrar and the Academic Advising webpage. 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 exam 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 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 or 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 one term of academic work at Augsburg College with a cumulative Augsburg GPA of at least 2.50. 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. Transcript credit will be recorded with the equivalent Augsburg course numbers as determined by faculty reviewers. 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 campus-based liberal arts courses. Therefore, Augsburg allows a maximum of eight credits (one-fourth of a bachelor’s degree) to be obtained through previous experiential learning. In compiling the eight credits for previous experiential learning, the student may use any combination of the five assessment processes available in the APL Program: AP exams, CLEP exams, IB exams, departmental comprehensive exams, and credit granted through portfolio assessment. English Language Learners (ELL) Students whose primary language spoken at home is not English must take the ELL placement test in conjunction with the English writing placement test prior to registering for their first term at Augsburg. Students’ placement in ELL, ENL 101 Developmental Writing, or ENL 111, HON 111, or ENL 112 Effective Writing will be determined by their scores on the Michigan test (85-100 range for 114 exemption from ELL courses) and by a writing sample. Near the end of each term of the English Language Learner’s 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 ELL 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 ELL requirement. All students whose native language is not English must stay enrolled in ENL 217/218 until such time that they pass the ELL placement test at 85 percent or higher. The ELL course can be counted only twice in the total number of courses required for graduation. Students who fulfill the ELL requirement, by examination or by course completion, have completed the Modern Language Core Skill requirement for graduation. Academic Progress, Probation, and Dismissal The College requires that all students maintain a 2.00 cumulative grade point average (GPA). A minimum GPA of 2.00 is required for graduation; however, certain majors require a higher minimum GPA. A student will be placed on probation and considered for continuation or dismissal if: • His/her cumulative GPA is below 2.00 • He/she is a first-year student who receives two (2) zero or No Pass grades • He/she is a sophomore, junior, or senior who receives three (3) zero or No Pass grades • At the end of their first term, he/she has not fulfilled the requirements established through the Conditional Admit Program (refer to the Academic Skills Office Conditional Admit Program (CAP) section of the catalog). Dismissal from the College is not automatic. Each case is reviewed by the Student Standing Committee. Evidence of a student’s commitment to academic progress is the primary consideration used when deciding whether to dismiss a student. Students who have a poor academic record may be strongly advised to withdraw before the end of a term. Students on probation who voluntarily withdraw from the College must receive permission from the Student Standing Committee to re-enroll. Students who have been dismissed may apply for readmission after one year. At that time, the Student Standing Committee will review the application for readmission accompanied by any statements and evidence attesting to his/her commitment to academic success. A student will be removed from probation if: • His/her cumulative GPA reaches 2.00; or • He/ she was placed on probation because of unfulfilled Conditional Admit Requirements and he/she subsequently satisfies those requirements. The College reserves the right to dismiss any student who does not meet the guidelines stated above. Once a student is dismissed, he/she may appeal the decision to the Student Standing Committee within 10 school days. Specific appeal instructions are included in the letter of dismissal. Students may also be dismissed from professional programs, such as Social Work, Education and Nursing. A student dismissed from a program may appeal the decision through the Program Dismissal Appeal Process. The process is available at www.augsburg.edu/studentguide/. Dean’s List The Dean’s List, compiled after each semester, lists undergraduate students whose grade point average for a semester is 3.50 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 115 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 permission has been given by the student, an announcement is sent to the hometown newspaper for those students on the Dean’s List. Latin Honors Augsburg recognizes those students who have demonstrated exemplary academic achievement by conferring Latin honors upon completion of a baccalaureate degree. This designation and the standards set are in effect for all students who complete degree requirements in May 2004 or later. Students may also receive honors recognition for departmental honors and for participation in the Honors program. (See individual department and program descriptions for details.) Qualification for Latin honors is determined as follows: Summa cum laude: 3.90-4.00 GPA plus successful completion of the summa oral examination Magna cum laude: 3.80-3.89 GPA Cum laude: 3.60-3.79 GPA To be eligible, a student must complete a minimum of 14 traditionally graded credits at Augsburg and have no more than two elective pass/no pass graded credits at Augsburg (classes offered only as P/N by the department will not be counted). For additional information, including the guidelines for the Summa Cum Laude oral examination, go to the Latin Honors section at www.augsburg.edu/registrar/. Graduation and Commencement Though the terms are often confused, the words “graduation” and “commencement” carry different meanings. Graduation refers to the completion of all degree requirements. Students graduate when all requirements for the degree have been fulfilled, meaning that one can graduate at any point during the academic year provided that all requirements are complete. Commencement is a ceremony. It is an opportunity for students, family, friends, and the Augsburg College community to celebrate academic accomplishment. Participation in commencement, however, does not mean that a student has graduated. A student will not graduate and a degree will not be conferred until all requirements are met, regardless of participation in commencement. Augsburg College holds two commencement ceremonies in the spring to accommodate the College’s different student populations. The May commencement ceremony is for students in the Day undergraduate program and for students in the Physician Assistant Studies graduate program. The June commencement ceremony is for students in the other five graduate programs as well as undergraduate students in Weekend College, Rochester campus, and the Partner Hospitals program. Undergraduate students who have not completed all degree requirements may participate in commencement if: (1) no more than three requirements will remain in their program at the conclusion of spring term; and (2) the remaining requirements will be completed in the summer or fall terms immediately following commencement. Enrollment/Degree Verification Augsburg College has authorized the National Student Clearinghouse to act as its agent for verification of student enrollment and degree status. Contact information is as follows: National Student Clearinghouse 116 13454 Sunrise Valley Road, Suite 300 Herndon, VA 20171 Web: www.degreeverify.org Phone: 703-742-4200 Fax: 703-742-4239 E-mail: degreeverify@studentclearinghouse.org Veterans of Military Service Augsburg is approved by the state approving agency for veterans education. Veterans should consult with the V.A. certifying official in the Office of the Registrar about completion of enrollment verification and the forwarding of other information to the Department of Veterans Affairs. Veterans will need to meet the requirements of the Veterans Administration regarding repayment of educational assistance funds received. Additional information about veterans education benefits can be found at www.gibill.va.gov. 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 education records—You have the right to review and inspect substantially all of your education records maintained by or at Augsburg College. The student must request to review their education records in writing with their signature. The College will respond in a reasonable time, but no later than 45 days after receiving the request. Right to request amendment of education records—You have the right to seek to have corrected any parts of an education record that you believe to be inaccurate, misleading, or otherwise in violation of your right to privacy. This includes the right to a hearing to present evidence that the record should be changed if Augsburg decides not to alter your education records according to your request. Right to give permission for disclosure of personally identifiable information —You have the right to be asked and to give Augsburg your permission to disclose personally identifiable information contained in your education records, except to the extent that FERPA and the regulations regarding FERPA authorize disclosure without your permission. One 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 company 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. Right to withhold disclosure of “directory information”—FERPA uses the term “Directory Information” to refer to those categories of personally identifiable information that may be released for any purpose at the discretion of Augsburg College without notification of the request or disclosure to the student. Under FERPA you have the right to withhold the disclosure of the directory information listed 117 below. Please consider very carefully the consequences of any decision by you to withhold directory information. Should you decide to inform Augsburg College not to release Directory Information, any future request for such information from persons or organizations outside of Augsburg College will be refused. “Directory information” includes the following: • The student’s name; • The student’s address; • The student’s telephone number; • The student’s e-mail address; • The student’s date and place of birth; • The student’s major and minor field of study; • The student’s academic class level; • The student’s enrollment status (FT/HT/LHT); • The student’s participation in officially recognized activities and sports; • The student’s degrees and awards received (including dates); • The weight and height of members of athletic teams; • The student’s dates of attendance; • Previous educational agencies or institutions attended by the student; 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. 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 registrar prior to Sept. 15 (or within 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 notice for withholding disclosure must be completed each academic year. Right to 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, concerning Augsburg’s failure to comply with FERPA. Reporting Educational Information Letters of reference must be requested in writing and explicitly indicate what information may be reported in the letter. Clery Act The Clery Act Annual Report for Augsburg College contains statistics on reported crimes on and near Augsburg property and campus, as well as institutional policies concerning campus security and crime. The report is available online at www.augsburg.edu/dps/security/report.html. For a printed copy, contact Augsburg’s Department of Public Safety at 612-330-1717. 118 Departments and Programs As 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. Course Descriptions 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, day classes are offered fall and/or spring terms unless otherwise indicated. The schedule of classes offered through the Associated Colleges of the Twin Cities (ACTC) for fall and spring terms is only available 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 the Master of Arts in Education, Master of Arts in Leadership, Master of Arts in Nursing, Master of Business Administration, Master of Science in Physician Assistant Studies, Master of Social Work, and Doctor of Nursing Practice courses are published in a separate Graduate Studies catalog. Credits A full course is offered for one course credit. A few fractional courses, for one­half or one­quarter course credit, are offered. Unless noted, all courses are one course credit. A full course is valued as four semester credits or six quarter hours. Most day program courses meet for three 60­minute periods or two 90­minute periods per week with additional time required for laboratory work. All full credit Weekend College courses meet for eight three­and­one­half­hour sessions during fall and for seven four­hour sessions during winter and spring terms. 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 first­years, 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 119 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. Some prerequisites (such as ENL 111, math placement, and critical thinking) cannot be waived by the instructor. NOTE: Not all courses are offered in all schedules. Refer to Augnet Records and Registration for information on when specific courses are offered. Internships and Independent Studies 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: 1. Obtain the internship registration permission form and secure the signatures of the faculty supervisor and director of the Strommen Career and Internship Center. 2. Register: Turn in the completed internship registration form (with all signatures) to the Enrollment Center. You must register the internship for the academic term that coincides with the internship experience. 3. A learning agreement plan (form available from the Strommen Career and Internship Center) must be submitted to the faculty member responsible for grading the experience. The original is turned in to the Strommen Career and Internship Center and copies are sent to the faculty supervisor and student. 196 Internship/On-campus 197 Internship/Off-campus (.5) 198 Internship/On-campus (.5) 199 Internship/Off-campus A work or service­based 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 term/ registration, interested students must consult with the departmental internship coordinator or a faculty member and the Strommen Career and Internship Center regarding requirements and permission to register. 396 Internship/On-campus 397 Internship/Off-campus (.5) 398 Internship/On-campus (.5) 399 Internship/Off-campus A work or service­based 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. For some majors, participation in a concurrent seminar may be expected. Prior to the beginning of the term/registration, interested 120 students must consult with the departmental internship coordinator or a faculty member and the Strommen Career and Internship Center regarding requirements and permission to register. (Off­ campus 397/399 internships are one option for the Augsburg Experience graduation requirement.) 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 Study/Research 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. 121 American Indian Studies American Indian studies is a major that 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. American Indian Studies Faculty Eric Buffalohead (Chair), Sophia Jacobson, Elise Marubbio Adjunct Faculty Roxanne Gould, Richard Gresczyk, Dale Weston Degree and Major Requirements American Indian Studies Major Ten courses including; AIS 105 Introduction to American Indian Studies AIS 205 Contemporary American Indians ENL 255 American Indian Literature or AIS 264 American Indians in the Cinema HIS 236 American Indian History REL 370 American Indian Spirituality and Philosophical Thought AIS 499 Senior Research Project In addition, students must complete four electives. At least four of the courses toward the major must be upper division. Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. The graduation skill in Quantitative Reasoning (QR) is met by GST 200 or PHI 230. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Minor Five courses including AIS 105. At least two must be upper division. Course Offerings at Augsburg College AIS 105 Introduction to American Indian Studies Designed to introduce students to the content areas of the American Indian studies curriculum, this course includes an overview of American Indian history, federal Indian policy, land issues, reservation and urban issues, cross-cultural influences, and American Indian literature, art, music, and language. 122 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. ANT 141 Cultural Anthropology This course serves as an introduction to cultural anthropology. Course objectives include providing students with an understanding of anthropological methods and theories, the concepts of race and culture, an appreciation and awareness of differing cultures, and an awareness of the role cultural anthropology has in understanding contemporary human problems. (This course does not count toward the American Indian studies major or minor; it is recommended as a supporting area of study) AIS 205 Contemporary American Indians In this topics-oriented course, students focus on issues that face contemporary American Indians, including tribal sovereignty and identity politics, treaty rights, language retention and education, religious freedom, and Indian activism. AIS 208 Native American Women and Film Beginning with issues of representation and a history of Hollywood’s portrayal of Native American woman as princess figures, sexualized maidens, or squaws, we will expand our conceptualization of Native American women by putting into conversation a variety of voices that talk back to or address mainstream stereotypes of Native American women. Our goal is to expand our conceptualizations of Native American women and their important roles in society by examining a variety of cultural issues as they are presented through documentary and fiction films made by and about Native American women. AIS 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. HIS 236 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. ENL 255 American Indian Literature American Indian Literature offers a survey of contemporary American Indian writing, including non-fiction, fiction, poetry, and drama. The course explores the richness and diversity of American Indian literature, and the ways in which literature reflects and illuminates American Indian culture and traditions. The course emphasizes close readings of literature and public speaking skills through in-class presentation and small group discussion. 123 AIS 264 American Indians in the Cinema Indians in the Cinema surveys various images of American Indians created by Hollywood and television. Focusing on films from the 1910s to the present, the course provides an understanding of how American Indians were portrayed in film historically, how this image has evolved over the past century, and how it is reflective of Western cultural and racial ideologies. ART 290 Tribal Arts and Culture An exploration of the rich heritage of visual arts from Indigenous communities of North America, surveying the dynamic nature of Native American art spanning from pre-European contact into the present while exploring the political nature of that trajectory as it encounters cultural change, Western aesthetics, and Western concepts of art. Students will meet Native artists, visit a variety of Native American art galleries and exhibitions, and learn about the cultural, social, and political context surrounding a Native American art. AIS 305 Indigenous Issues of Central America This travel seminar explores issues faced by Indigenous peoples of Guatemala, Nicaragua, or Mexico. Each group faces similar challenges that manifest differently due to the political, social, and cultural influence about sovereignty, land rights, economy, religion, cultural survival, women’s issues, and political movements through site visits es of the dominant culture in each country. Students will learn and interaction with Indigenous organizations. This course is cross-listed with Women’s Studies. AIS 320 American Indian Women Through life histories of Indian women, the course examines the vital roles and contributions of women in past and present tribal cultures. It explores the continuity of women’s roles over times and the changes in these roles, precipitated by the influences of Western colonialism. The course also assesses how American Indian women have crossed cultural boundaries and influenced non-tribal communities through their activism and traditionalism. This course is cross-listed with women’s studies. AIS 332 Native American Storytelling The objective of this course is to study Native American storytelling from a cultural perspective. An appreciation of oral traditions will be emphasized and studied within the broader context of world mythologies. Students will be expected to perform storytelling and to research the various tribal storytelling traditions. AIS/ENL 355 Themes in American Indian Literature The course is structured around a number of writers working within a particular theme such as Native Voices of Minnesota, Voices from the Southwest, Poetics and Politics of Native Writing, Women and Power in Native Literature, Urban-Reservation: Homing, and American Indian film-literature adaptation. Students focus on primary texts, comparing and contrasting theme, voice, aesthetic, or cultural emphasis as it shifts or arises across the group of texts. Course cross-lists with English. (Prereq.: ENL 220 or 221, or a 200-level literature course, or consent of instructor.) AIS 364 Indigenous Filmmakers 124 Indigenous Filmmakers introduces students at the junior and senior level to the exciting and expanding field of indigenous media—specifically films made by Native Americans. We will explore the political and social forces at work behind the American indigenous film movement, which responds to mainstream film’s portrayal of Native Americans and provides an extraordinary range in perspectives and views that inform Native American cultures. 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. AIS 408 Native American Women and Film Beginning with issues of representation and a history of Hollywood’s portrayal of Native American woman as princess figures, sexualized maidens, or squaws, we will expand our conceptualization of Native American women by putting into conversation a variety of voices that talk back to or address mainstream stereotypes of Native American women. Our goal is to expand our conceptualizations of Native American women and their important roles in society by examining a variety of cultural issues as they are presented through documentary and fiction films made by and about Native American women. (Prereq.: WST 201 or any 2XX women’s studies course; or AIS 105 or any 2XX American Indian studies course; or consent of instructor.) AIS 490 Keystone Indigenous Issues of Central America This travel seminar explores issues faced by Indigenous peoples of Guatemala, Nicaragua, or Mexico. Each group faces similar challenges that manifest differently due to the political, social, and cultural influences of the dominant culture in each country. Students will learn about sovereignty, land rights, economy, religion, cultural survival, women’s issues, and political movements through site visits and interaction with Indigenous organizations. AIS 495 Topics in American Indian Studies Individual courses designed to investigate specific topics such as Minnesota Indians, Contemporary Indigenous Issues of North and South America, and American Indian Literature Seminar. AIS 499 Independent Research An independently designed research project. 125 Art—ART Art is essential. It teaches us to see, claim beauty, make sense of pain, explore the world, and express ourselves. At Augsburg College, inspiration and creativity grow from the diversity of ideas of a small campus in the heart of a major metropolitan area. A solid foundation of drawing, design, and history is balanced with the development of technical skills, critical thinking, and creative exploration in a range of media. On-campus galleries showcase the work of students and professional artists. Small class sizes and an innovative faculty support creative curriculum in disciplines like drawing, painting, printmaking, ceramics, sculpture, photography, hand papermaking, book arts, architecture, and digital media. Galleries and museums surround us; art club, studio visits, and guest artists provide art in real time; service learning, internships, and study abroad are integral to our program. We reach nearly 1,000 students a year from all disciplines, and we graduate 25-30 majors annually with BA degrees in art history, studio art, art education; we also offer an architecture minor and certificates in studio art and digital design. For nearly half a century, students have been earning degrees in art and art history at Augsburg College. We’re excited to be here in the center of the city. We think you will be, too. Art Faculty robert k. tom (Chair), Kristin M. Anderson, Susan Boecher, Chris Houltberg, Tara Sweeney Degree and Major Requirements 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: ART118 Painting I ART 223 Printmaking I ART 225 Graphic Design I ART 257 Watercolor Painting I One course in three-dimensional art from: ART 221 Sculpture I ART 250 Ceramics I ART 280 Hand Papermaking and Book Arts I Five additional studio arts courses ART 240 Art History Survey Two additional art history courses ART 305 Junior Exhibition and Faculty Review (.0 course) ART 405 Senior Exhibition and Faculty Review (.0 course) 126 Studio majors must participate in an exhibition and review in their junior year, followed by a solo or two-person show with a faculty review, and the annual senior group exhibition. The Critical Thinking (CT) graduation skill is embedded throughout the offered courses and is met by completing the major. The graduation skills in Speaking (S), Writing (W), and Quantitative Reasoning (QR) are met by completing the following courses: S: Studio art majors may choose from ART 102, 225, or upper division Art History courses (349, 352, 382, 385, 386, 387, 388, 389) to satisfy the speaking skill. W: Studio art majors may choose two of the following courses upper division Art History courses to satisfy the writing skill: ART 349, 352, 385, 386, 387, 388, and 389. QR: PHY 119, MAT 145, MAT 146, GST 200, or PHI 230. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Teaching Licensure Major 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. Art History Major Eight art or architectural history courses including: ART 240 Art History Survey ART 388 Modern Art Two studio courses: ART 102 Design or ART 107 Drawing ART 118 Painting I or ART 221 Sculpture I The Critical Thinking (CT) graduation skill is embedded throughout the offered courses and is met by completing the major. The graduation skills in Speaking (S) and Writing (W) are embedded in the upper division Art History courses and are met by completing the major. The graduation skill in Quantitative Reasoning (QR) are met by completing the following courses: QR: PHY 119, MAT 145, MAT 146, GST 200, or PHI 230. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Note: Students planning a double major in studio art and art history or a major/minor combination should meet with a department adviser to plan appropriately. Departmental Honors GPA of 3.50 in the major and overall, portfolio of artwork (studio majors) or research (art history majors) reflecting the highest quality work, and art department approved special projects and/or research. Application should be made to the department chair before the last term of the senior year. Studio Art Minor Five courses including ART 240, ART 107, and three additional studio courses. 127 Architecture Minor Five courses including ART 105, ART 210, ART 243, ART 244, and ART 249 or 349. Art History Minor 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. Certificate in Digital Design Eight art courses, including four in digital design (ART 215, ART 225, ART 320, and, ART 340), one in art history, and ART 102, and two studio electives. Art Courses Note: All studio courses require significant work hours outside of class sessions. Some studio courses have lab fees. Studio Art Foundations ART 102 Design A study of design is the unifying foundation for the visual arts. Two- and some threedimensional projects demonstrate theory and application of basic design elements and principles. ART 107 Drawing Introduction to foundational drawing from direct observation, memory, and reference. Traditional and experimental media and methods are explored to develop technical and formal skills in support of individual expression. Studio Art ART 100, 300 Topics Selected courses dealing with special topics, offered occasionally in the department. ART 105 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. ART 106 Chinese Calligraphy and Painting I Introduction and practice of Chinese calligraphic painting and writing. ART 118 Painting I Introduction to observational and experimental approaches and techniques in acrylic or oil painting. Color theory, composition, painting methods, and individual expression are emphasized. ART 122 Plein Air Sketching I Introduction to traditional sketching media and approaches for drawing en plein air, outside and on location. Portable, all-weather materials and processes, and perceptual techniques 128 are emphasized to create a sketchbook of drawings from direct observation ART 132 Photography I This course introduces the technical skills, creative applications, and vocabulary of blackand-white film photography. Technical lectures and demonstrations cover 35mm camera operation, film processing, and black-and-white darkroom printing. Class lectures, readings, field trips, and research introduce students to the canon of photographic history, including a broad range of genres, historical contexts, and artistic practices. Students need a 35mm single lens reflex camera. Materials will average $200225. ART 180 Introduction to Community Based Photography This course introduces the technical skills and creative applications of black and white photography with course work that integrates partnership and service. Art 180 combines art and social research concepts to help students understand how the arts foster community building and engagement. Class lectures, demonstrations, assignments, and service will introduce students to documentary work that will be presented as portfolio to a nonprofit partner. Students need a 35mm single lens reflex camera. Materials will average $200-225. ART 210 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. (Prereq.: ART 105 or instructor permission) ART 215 Web Design I This course provides an introduction to designing for the Internet. Students will learn basic skills for interactive design and will become familiar with Dreamweaver, Photoshop, Illustrator and Fireworks. ART 221 Sculpture I An introduction to sculpture and three-dimensional design through the exploration of the inherent properties of various materials and processes. ART 223 Printmaking I An introduction to traditional and experimental media and methods of printing. Intaglio, relief, and mono/unique methods are explored. ART 225 Graphic Design I This course provides an introduction to the practice of graphic design. Design principles are explored in creating and organizing through visual communication. The focus of this class will be building the foundation in design programs such as Adobe InDesign, Illustrator, and Photoshop, and discovering the visual language necessary to develop as creative problem solvers. ART 233 Collaborative Printmaking: A Press-Free Approach This online course is designed to engage creative, imaginative, and technical processes to produce prints without a press and to interpret works of art. Students learn water-based 129 printmaking techniques while exploring several kinds of collaboration. Students critically analyze works of art produced by themselves and their peers, and through this analysis they will articulate different theories of aesthetics. ART 247 Life Drawing Introduction to traditional and experimental methods and techniques for drawing the human figure through direct observation of the live nude model. Perceptual proportions, planes, and individual expression of the human form in space are emphasized. ART 250 Ceramics I An introduction to the making of pottery with an emphasis on handbuilding and throwing techniques combined with theory, concept, and form. ART 257 Watercolor Painting I Introduction to foundational techniques, and observational and experimental approaches to watercolor painting. Exploration of color theory, composition, and individual expression are emphasized. Includes some painting outside on location. ART/THR 265 Computer Drafting for the Stage and Architecture (See Theatre Arts section for course description.) ART 280 Hand Papermaking and Book Arts I Introduction to hand papermaking, box building, and bookmaking; emphasizes the interplay of text, image, and form in the contemporary artist's book. ART 305 Junior Exhibition and Review (.0 course) Junior Exhibition and Review showcases the junior art major’s emerging style and content in a group exhibit to focus exploration in support of the upcoming senior exhibition. A committee of art department faculty and staff conduct a formal review of the exhibition. Junior art majors prepare and present an artist statement at the review. (Prereq.: Completion of 16 credits) ART 306 Chinese Calligraphy and Painting II Advanced practice of Chinese calligraphic painting and writing. (Prereq.: ART 106) ART 315 Web Design II This course explores interactive design through the use of animation, sound, and video in website development. Students will use software such as Flash and Fireworks as primary applications. (Prereq.: ART 215 or instructor permission) ART 320 Typography Study of the history, development, structures, and application of traditional and contemporary typography; exploration of letterforms using digital, hand-set type, and hand lettering. (Prereq.: Any ART course) ART 322 Plein Air Sketching II Advanced study of drawing en plein air emphasizes creating a sketchbook outside on location to explore advanced observational technique, significant experiential engagement, complex composition, and emerging personal style using portable all-weather materials and processes. (Prereq.: ART 122) 130 ART 330 Graphic Design II This studio course explores and develops concepts used in solving design problems through visual communication. Students will explore the various tools necessary in this discipline such as: typography, layout, color, information design, branding, packaging, and illustration. (Prereq.: ART 225 or instructor permission) ART 332 Photography II Advanced study that focuses on refining the skills and visual vocabulary introduced in ART 132. Emphasis on portfolio development using advanced black and white materials. Semester projects encourage individual creativity and examination of critical issues in contemporary photography. Students must provide their own 35mm camera. Materials will average $200-225. ART 340 Digital Imaging Exploration of visual communications in the electronic environments using various software programs to create digital images, animation, and digital games. ART 351 Ceramics II Advanced work in ceramics explores clay, glaze, and firing technology with a continued emphasis on throwing and handbuilding techniques combined with theory, concept, and form. (Prereq.: ART 250) ART 355 Painting II Advanced study in acrylic or oil painting emphasizes individual expression and emerging style through advanced color theory, series development, and exploration of individual subject matter, approach, and method. (Prereq.: ART 118) ART 357 Watercolor Painting II Advanced study in watercolor painting emphasizes individual expression and emerging style through advanced color theory, series development, and exploration of individual subject matter, approach, and method. (Prereq.: ART 257) ART 368 Printmaking II Continued exploration of intaglio, relief, and mono/unique methods. Use of larger formats, multiple plates, and an emphasis on color are encouraged. (Prereq.: ART 223) ART 380 Hand Papermaking and Book Arts II Advanced exploration in hand papermaking and book arts, emphasizing individual research and expression. (Prereq.: ART 280) ART 405 Senior Exhibition and Faculty Review (.0 course) Senior Exhibition and Faculty Review is a practical approach, exemplifying best visual arts practice and showcasing the senior art major’s body of work through a solo or two-person exhibit. A committee of two art department faculty and one outside department faculty/staff of choice conducts a formal review of the exhibition. (Prereq.: ART 305 or permission of art department chair) ART 478 Sculpture II Advanced work in sculpture and three-dimensional design. (Prereq.: ART 221) 131 ART 199 Internship in Studio Art ART 299 Directed Study in Studio Art ART 399 Internship in Studio Art ART 499 Independent Study/Research in Studio Art Art and Architectural History ART 240 Art History Survey (offered in alternate years in Weekend College) A survey of world art from prehistoric to modern times. (Prereq.: Pass CT assessment or GST 100) Note: The following courses are offered intermittently, usually two or three sections per year. ART 231 Pre-Columbian, Colonial and Contemporary Mexican Art Develops an understanding and appreciation of Mexican art from the Pre-Columbian, colonial, and contemporary periods, including Frida Kahlo, Diego Rivera, David Alfredo Siqueiros, and José Clemente Orozco. Numerous excursions to museums as well as archaeological and historical sites. (Prereq.: SPA 212. Taught in Mexico, see program listings in International Studies) ART 243 History of Architecture to 1750 History of architecture and city planning from antiquity to 1750, as illustrated by Western and non-Western examples. ART 244 History of Architecture after 1750 History of architecture and city planning since 1750, as illustrated by Western and nonWestern examples. ART 249/349 The Designed Environment This course addresses the designed environment, investigating architecture, landscape architecture, and urban design. Class sessions consist almost exclusively of extensive walking tours and site visits to prominent examples of design excellence. (Prereq.: None for ART 249; ENL 111 or 112 or HON 111, and an ART, HIS, or urban studies course for ART 349) ART 290 Tribal Arts and Culture An exploration of the rich heritage of visual arts from Indigenous communities of North America, surveying the dynamic nature of Native American art spanning from pre-European contact into the present while exploring the political nature of that trajectory as it encounters cultural change, Western aesthetics, and Western concepts of art. Students will meet Native artists, visit a variety of Native American art galleries and exhibitions, and learn about the cultural, social, and political context surrounding a Native American art. 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 arts of Native American women. (Prereq.: ENL 111 or 112 or HON 111) ART 382 Scandinavian Arts 132 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.: ENL 111 or 112 or HON 111) ART 387 Renaissance and Baroque Art European painting, sculpture, and architecture, from the 14th through the 18th centuries. (Prereq.: ENL 111 or 112 or HON 111) ART 388 Modern Art Painting, sculpture, and architecture from Neoclassicism through the present. (Prereq.: ENL 111 or 112 or HON 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 Internship in Art History ART 299 Directed Study in Art History ART 399 Internship in Art History ART 499 Independent Study/Research in Art History 133 Augsburg Core Curriculum—AUG/KEY/ GST This section does not include all courses in the core curriculum, but only those not located in a disciplinary department. The Signature Curriculum Augsburg Seminar AUG 101 Augsburg Seminar (.0 course) A weekly seminar linked to a course or course pair that integrates course content with learning strategies and community-building opportunities beneficial to beginning college students. While the content course is graded on a traditional point basis, Augsburg Seminar is graded Pass/No Credit. Permission to complete the seminar if the student withdraws from the linked content course(s) is at the discretion of the instructor(s). (P/N grading only) Senior Keystone KEY 470 Creating Life in the Arts: Exploration and Reflection on Vocation From personal reflection on vocation to real-world insights and hands-on experiences, this course will delve deeply into the skill sets and mind sets important for arts professionals in all fine arts majors. While exploring vocation concepts, this course balances entrepreneurial awareness, attitudes, and skills with intrapreneurial insights, skills, and reflection. KEY 480 Topics in Global Interdependence This cross-cultural keystone seminar prepares students to “act globally” by challenging them to apply the diverse perspectives acquired while studying abroad and to analyze issues that transcend national boundaries. In English with readings in a language other than English. Open to international students and to upper-division students who have advanced knowledge of a language other than English or have studied abroad for a full semester (including in English-speaking countries with consent of instructor). KEY 490 Vocation and the Meaning of Success This course is the keystone course for business majors and other majors where the major program does not include a keystone element. It draws together all facets of a student’s education by providing opportunities to reflect upon and write about the integration of one’s classes, life, and future. Readings and critical discussions with others in the same and in different majors will add dimension to each student’s reflective writing. (Prereq.: ENL 111, or HON 111, or ENL 112) Liberal Arts Foundation Connections Courses Students may fulfill Liberal Arts Foundation requirements through disciplinary courses (listed under 134 academic departments) or through interdisciplinary Connections courses. ENV 100 Environmental Connections An interdisciplinary introduction to current environmental issues. The course depends on ecological visions of the world and examines the connections we share as people living simultaneously in human community and in physical environments. In examining these connections, we depend on the insights offered by political science, biology, economics, literature, sociology, chemistry, and history as well as experiential education and service-learning. The issues examined in this class — neither remote nor abstract — exist in our everyday lives, and a central feature of the course is the application of knowledge gained in the class to a campus project. (Social and Behavioral Sciences LAF, fall) FIA 130 Arts and the City Using the arts resources of the city, this course will explore how to understand and appreciate various art forms: theatre, music, opera, visual arts, dance, and film. Class sessions consist almost entirely of attendance at off-campus performances and sites. (Fine Arts LAF) HUM 120 Medieval Connections: Medieval Life in 12th-Century Europe This is the introductory course for Medieval Studies. It uses an interdisciplinary approach to study European culture during a period known as the High Middle Ages, roughly AD 1100 to 1300. It attempts to examine medieval culture as a complex system of thought and feeling, which includes history, religion, philosophy, literature, art, theatre, music, and food. It also takes an experiential approach to this material, for example, by having students and faculty attend class in academic regalia, just as they did in medieval universities. (Humanities LAF, spring) SCI 106 Introductory Meteorology A survey of the basic principles of Earth’s weather and climate. Topics include winds, fronts, cyclones, clouds and precipitation, thunderstorms, tornados and hurricanes, climate and climate change, global warming, and ozone depletion. (Three one-hour lectures, one two-hour laboratory. Prereq.: MPG 2 and pass CT assessment or GST 100. Fall, spring.) -SCI 110 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 three-hour laboratory. Natural Sciences LAF. Prereq.: MPG 3) SCI 111 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. Natural Sciences LAF. Prereq.: SCI 110 and pass CT assessment or GST 100) Skills Entry Skills GST 100 Critical Thinking Designed to develop critical thinking skills, this course strengthens the ability of students to 135 comprehend, analyze, synthesize, and evaluate ideas and arguments. Students identified by the Critical Thinking Assessment are required to complete GST 100 with a minimum grade of 2.0 or better. Students who have passed the Critical Thinking Assessment may take the class only with the permission of the instructor. GST 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, note-taking and textbook reading, time management, vocabulary, test-taking, organization, concentration and memorization, learning style, conflict management, assertiveness training, and motivation strategies. Graduation Skills GST 200 Quantitative Reasoning/Statistical Literacy This course focuses on critical thinking about statistics and its use as evidence in arguments, with an emphasis on interpretation, evaluation, communication, and analysis of statisticallybased arguments. Topics include association, causation, observational studies, experiments, risk, confounding, bias and chance. Common techniques involving statistical opportunism, conditional reasoning using English to describe and compare rates and percentages presented in tables and graphs, and the use of standardization to take into account the influence of confounders are reviewed. Emphasis is on interpretation, evaluation, communication, and analysis of statistically-based arguments. (Prereq.: MPG 3) Other General Studies Courses GST 009 Internship Transcript Notation (.0 course) A transcript notation is given for the academic learning inherent in an approved not-for-credit/ internship/work experience. Reflection activities and work-learning evaluations are conducted by the Strommen Career and Internship Center. With approval, a non-credit/internship completed by juniors or seniors will fulfill the Augsburg Experience graduation requirement. 136 Biology—BIO We are in the midst of a revolution in biology. From the unraveling of information locked within the human and other genomes to the complexities of interactions between organisms in diverse ecosystems in changing environments, biologists and members of the public are grappling with an almost overwhelming flood of new information. By focusing on the core principles of biology, students are given the tools with which to interpret results coming out of the revolution, and by early exposure to original independent research projects, given the opportunity to themselves contribute to our understanding of the natural world. Integration across biological sub-disciplines is emphasized, paralleling the integration taking place in the maturing field of systems biology. As biological phenomena become amenable to the analytical tools of chemistry, physics, mathematics and computer science, biology is increasingly a multidisciplinary venture. Thus, a firm background in these sciences is also important for the successful study of biology. Biological forces have many profound effects on society, and in turn humanity has strongly affected our biosphere. Thus, servicelearning opportunities are tightly integrated within the curriculum. Augsburg has a strong commitment to undergraduate research. There are a variety of opportunities in the Biology Department to work with faculty on individual research projects both during the academic year as well as during the summer. Students at Augsburg also participate in research programs at other institutions. For many, an undergraduate major in biology serves as a springboard 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 and biotechnology industries, laboratory research, natural resources, and environmental education. Biology Faculty Dale Pederson (Chair), Jennifer Bankers-Fulbright, Matthew Beckman, Ralph Butkowski, William Capman, David Crowe, Ann Impullitti Degree and Major Requirements Students may choose one of the following degree options: Bachelor of Science in biology, Bachelor of Arts in biology, or Bachelor of Arts in life sciences. Bachelor of Science in Biology The total number of required courses in the department is nine-and-a-half courses. There are additional required supporting courses that must be taken in other disciplines. The Core Series (4.5 total courses): A. Introductory Biology Courses (3.0 courses) BIO 151 Introductory Biology BIO 152 Evolution, Ecology, and Diversity BIO 253 Introductory Cellular Biology 137 B. Plant Biology or Ecology (1 course): Note: Plant Biology or Ecology taken to satisfy this requirement cannot be used, in addition, as an elective. If both courses are taken, one can be used to satisfy an elective requirement. BIO 361 Plant Biology or BIO 481 Ecology C. A Keystone Course (0.5 course) BIO 490 Biology Keystone or SCI 490 Integrated Keystone or another keystone with departmental approval The Electives (5 courses) Note: 5 courses which have not been used to satisfy other requirements within the major must be taken from among the following. BIO 351 Invertebrate Zoology BIO 353 Comparative Vertebrate Anatomy BIO 355 Genetics BIO 361 Plant Biology BIO 369 Biochemistry BIO 440 Plant Physiology BIO 471 Advanced Cellular and Molecular Biology BIO 473 Animal Physiology BIO 474 Developmental Biology BIO 475 Neurobiology BIO 476 Microbiology BIO 481 Ecology BIO 486 Immunology BIO 495 Special Topics in Biology Required Supporting Courses for Bachelor of Science CHM 105/106 Principles of Chemistry or CHM 115/116 General Chemistry (Must be taken concurrently with BIO151/BIO152, respectively) CHM 351/352 Organic Chemistry PHY 121/122 General Physics MAT 145/146 Calculus General Education Accomodation BS biology majors may reduce their general education program by one or two courses. See Bachelor of Science/Liberal Arts Foundation (LAF) Waiver in the Academic Information section of the catalog. Bachelor of Arts in Biology The same biology course requirements as for the Bachelor of Science degree, but with the following supporting courses: Required Supporting Courses for Bachelor of Arts 138 CHM 105/106 Principles of Chemistry or CHM 115/116 General Chemistry Introduction to Physics PHY 116 or PHY 121/122 General Physics MAT 114 Precalculus or MAT 145 Calculus I or MAT 163 Introductory Statistics or MAT 248 Biostatistics or PSY 215 Research Methods: Design, Procedure, and Analysis I Bachelor of Arts in Life Sciences This major is appropriate for students also seeking secondary teaching licensure in biology. Requirements are the same as for the Bachelor of Arts in biology degree, but with the following differences: Only four (rather than five) upper division biology electives are required, along with: Two additional science courses, chosen from the following list: PHY 101 Astronomy SCI 106 Introductory Meteorology An introductory geology course Bachelor of Science in Clinical Laboratory Sciences See the Clinical Laboratory Sciences section of the catalog for details of the CLS major. Graduation Skills Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), and Writing (W) are embedded throughout the offered courses and are met by completing the major. The graduation skill in Speaking (S) is met by completing COM 111 or COM 115. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Transfer course policy for majors and minors All transfer courses, including ACTC courses, must be approved in writing by the department, subject to review 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. Custom Biology Programs Students who have completed BIO 151, 152, 253 and at least two upper division electives may, in consultation with their adviser, seek approval from the department to complete major requirements with as many as four upper division courses from other institutions. Departmental Honors A GPA of 3.5 in biology and of 3.0 overall is required. Additionally, students must successfully complete one of the following: a) one course of approved independent study (BIO 499), b) a research internship combined with BIO 497, or c) participation in the Mayo Innovation Scholars Program. BIO 497and BIO 499 projects should be submitted to the department for approval by Sept. 30 of the senior year or Feb. 28 in the case of students planning to graduate in the following December. BIO 497 and 139 BIO 499 projects must include public presentation and a written report approved by the department. Minor A course in general chemistry and five biology courses including BIO 151, 152, 253, and two upper division courses. The majority of courses in biology must be taken at Augsburg College. Other Requirements 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 151 and 152 and Principles of Chemistry (or General Chemistry) should be taken in the first year, and BIO 253 and Organic Chemistry (when appropriate) in the second year. Students should complete their math requirements early in their college careers. To enroll in courses that require BIO 253 as a prerequisite, students must earn an average grade of 2.0 in BIO 151, 152, and 253. For courses that require only BIO 151 and 152, students must earn an average grade of 2.0 in BIO 151 and 152. A grade of 2.0 or above is required for all supporting courses and upper division biology courses applied to the major. Upper division biology requirements must be traditionally graded. A GPA of 2.5 in upper division biology courses is required for the life sciences major. Biology for Health Sciences Prerequisite requirements for health sciences vary with the program and the institution. Care should be taken to study the requirements for every program well in advance of making application. In general, medical schools require a two-semester sequences in calculus, physics and organic chemistry. Biochemistry is also commonly required and in some instances statistics and literature. Programs in physician assistant training, veterinary medicine, physical therapy and such typically have a more extensive list of prerequisites. Students considering a post-baccalaureate program in these areas should consult early and often with health science advisers Dixie Shafer, Dale Pederson and Kelsey Richardson-Blackwell. Graduate Training in Biology Graduate programs in biological fields typically require two semesters of general chemistry, organic chemistry, calculus and physics. Also required is extensive involvement in research through Augsburg Experience, internships and/or independent study. Careful consultation with a biology adviser is recommended to select among coursework and research options. Teaching Licensure Major The State of Minnesota has specific licensing requirements for biology teachers, the science portions of which are satisfied by the Augsburg life sciences major. The state requirements may 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. All upper division biology requirements for secondary licensure must be completed before beginning student teaching. Post-Baccalaureate Teaching Licensure Students who have earned a bachelor’s degree elsewhere and seek life science teaching licensure at Augsburg are required to complete a minimum of two upper division biology courses at Augsburg with grades of 2.5 or higher. Required or elective courses are determined by the 140 department following review of transcripts and prior to matriculation. Beta Beta Beta Membership in the Augsburg chapter of this national biology honor society is open to those students who have completed at least one upper division biology course and have a GPA of 3.0 in biology. Cooperative Education and Service-Learning The department works with the Strommen Career and Internship Center in identifying and defining cooperative education experiences in laboratories and other settings in the Twin Cities. Biology Courses SCI 110 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 three-hour laboratory. Prereq.: MPG 3) SCI 111 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 280 Introduction to Research This is a topics course for discovery-based research introducing concepts and skills based on instructor-generated research projects. It is offered through a selection-process based on student interest, invitation, and interview selection. It is recommended for students in the Honors program and can also fulfill an Augsburg Experience as an experiential course in research if the student project results in presentation of the work in subsequent semesters. All are welcome to apply. (Prereq.: Invitation to participate in course; 0.5 course) 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 hypotheses are considered. (Prereq.: MPG 2 and pass CT assessment or GST 100. Three hours lecture, 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 hours lecture, three hours laboratory. A student may not receive credit for both BIO 121 and 103. Does not apply to the major or minor. Prereq.: CHM 100 or another chemistry course strongly recommended. Spring) BIO 121 Human Biology and Lab An introduction to basic biological principles with a human perspective and application. Includes discussion of the molecular and cellular basis of life, genetics and genetic disease, 141 selected organ systems and disease, and the sustainability of life on earth. (Three hours lecture, one three-hour lab. A student may not receive credit for both BIO 121 and 103. Does not apply to the major or minor in biology. Students are strongly encouraged to take CHM 100 before taking this class. Fall and spring) BIO 151 Introductory Biology First of a three-semester sequence. An introduction to biology for science majors, including cell and molecular biology, energy metabolism, genetics. BIO 151, 152, and 253 must be taken in sequence except by permission of instructor. (Three hours of lecture, three hours laboratory, some Saturday field trips. Prereq.: MPG 3 or concurrent registration in MAT 105, concurrent registration in CHM 105/115. Fall) BIO 152 Ecology, Evolution, and Diversity Second of a three-semester introductory sequence. An introduction to evolution, ecology, and biological diversity for science majors. BIO 151, 152, and 253 must be taken in sequence except by permission of instructor. (Three hours of lecture, four hours laboratory. Spring) BIO 253 Introductory Cellular Biology Third of a three-semester sequence. An introduction to structure and function in tissues, cells, and subcellular organelles. (Three hours lecture, four hours laboratory. Prereq.: BIO 151, 152, CHM 106 or 116. Fall) BIO 351 Invertebrate Zoology A study of the invertebrate animals stressing classification, morphology, behavior, life history, and phylogeny. (Three hours lecture, four hours laboratory. Prereq.: BIO 151, 152. Fall) BIO 353 Comparative Vertebrate Anatomy Comparative anatomy, functional morphology, and evolutionary morphology of vertebrates. (Three hours lecture, four hours laboratory. Prereq.: BIO 151, 152. Spring) BIO 355 Genetics A study of the principles of heredity. The course integrates classical transmission genetics, molecular genetics, and genomics. Special topics will include epigenetics, developmental genetics, and human disease genetics. Contemporary genetic model systems will be utilized in laboratory experiments. (Three hours lecture, four hours laboratory. Prereq.: BIO 253 and MAT 114 or 145 or 163 or 164 or 248 or PSY 215. Spring) BIO 361 Plant Biology A survey of the diversity and evolution of algae and plants. Topics on plant anatomy, physiology, phylogeny, ecological and economic importance, and plant-microbe interactions are integrated throughout. (Three hours lecture, four hours laboratory. Prereq.: BIO 151, 152. Fall) BIO 369 Biochemistry The course addresses the chemical structure and function of the major biological macromolecules. Key topic areas are protein structure and function, enzyme mechanisms, 142 thermodynamics, intermediary metabolism, and metabolic regulation. (Three hours lecture, four hours laboratory. Prereq.: BIO 253, CHM 352 and MAT 114 or 145 or 163 or 164 or 248 or PSY 215. Fall) BIO 440 Plant Physiology A consideration of the processes involved in photosynthesis, growth, development, and water relations in plants including the relationship of process to structure and life history. (Three hours lecture, four hours laboratory. Prereq.: BIO 253.) BIO 471 Advanced Cellular and Molecular Biology An examination of mechanisms of molecular genetics, recombinant DNA technology, cellsignaling, cell cycle control, the cytoskeleton and select additional topics. (Three hours lecture, four hours laboratory. Prereq.: BIO 369. 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 hours lecture, four hours laboratory. Prereq.: BIO 253 and MAT 114 or 145 or 163 or 164 or 248 or PSY 215. Fall) BIO 474 Developmental Biology A study of development from the embryonic to adult stages. The course will focus on the physiological, molecular, and morphological changes that occur during development. Additional topics to be covered will include evolutionary developmental biology (evo devo), teratology, stem cells, regeneration, and cell death. (Three hours lecture, four hours laboratory. Prereq.: BIO 253.) BIO 475 Neurobiology An introduction to the nervous system. Topics to be studied include the electrical activity of neurons, sensory and motor systems, mechanisms of learning and memory, animal behavior, and human cognition. (Three hours lecture, four hours laboratory. Prereq.: BIO 253. 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 hours lecture, four hours laboratory. Prereq.: BIO 253. 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 hours lecture, four hours laboratory, some Saturday field trips. Prereq.: BIO 253 and MAT 114 or 145 or 163 or 164 or 248 or PSY 215. Fall) BIO 486 Immunology This course is a study of the body’s immune defense. The course investigates the structure and mechanisms of human body’s three lines of immune defense. Protection from 143 microorganisms and parasites, and cancer surveillance are considered. The role of immunity in vaccination and transplantation, and mechanisms of immune malfunction in allergy, autoimmunity, and immunodeficiency are included. (Three hours of lecture, four hours laboratory. Prereq.: BIO 369. Spring) BIO 490 Biology Keystone (.5 course) A seminar course that fulfills the AugCore keystone requirement. Several important biological issues that have ethical and societal implication and ramifications are explored; including, the topics of the vocation of a scientist, connections between faith and science, and moral, ethical, and societal challenges faced by scientists. (Prereq.: senior biology major. Fall and Spring) SCI 490 Integrated Keystone (.5 course) The Natural Science Keystone explores the connections of science with the world at large, including faith, vocation, ethics, and professional accountability. Students will reflect on science as a vocation and the philosophy of science in a global context of the interconnectedness of faith, reason, ethics, sustainability, and socio-political-economic situation. (Prereq.: senior biology, chemistry, or physics major; P/N for 0.5 course) BIO 495 Special Topics in Biology Courses covering special topics not otherwise covered by our other course offerings. Topics may vary. Internships and Independent Study Courses BIO 199 lnternship (Prereq.: BIO 151, 152. P/N only) BIO 299 Directed Study BIO 399 Internship (Prereq.: BIO 253. P/N only) BIO 497 Independent Study/Research (.5 course) (Prereq.: BIO 253. P/N only) BIO 499 Independent Study/Research (Prereq.: BIO 253. P/N only) 144 Biopsychology The biopsychology major is designed to offer students an integrative perspective on the biological basis of behavior. Towards this end, students will take courses in both psychology and biology to gain exposure to a broad range of theories and research covering a variety of topics such as cognition, motor control, sensation/perception, emotion, and psychopathology. These topics will be studied at multiple levels of analysis including genetic, neural, and environmental. The biopsychology major will provide students with a strong foundation of courses in neuroscience, statistics, and chemistry. This broad training can help prepare students for careers in research, medicine, public health, education, and pharmaceutical or biotechnology industries. Biopsychology Faculty Matthew Beckman (Biology), Ralph Butkowski (Biology), David Crowe (Biology), Stacy Freiheit (Psychology), David Matz (Psychology), Dale Pederson (Biology), Bridget Robinson-Riegler (Psychology), Nancy Steblay (Psychology), Henry Yoon (Psychology). Major 13 Courses Psychology Courses: PSY 105 PSY 215 PSY 315 PSY 355 Principles of Psychology Research Methods and Statistics I Research Methods and Statistics II Biopsychology Biology Courses: BIO 151 BIO 152 BIO 253 BIO 495 Introductory Biology Ecology, Evolution and Diversity Introductory Cell Biology Neurobiology Psychology Electives (two required): PSY 299 Directed Study (Research in Biopsychology) or PSY 360 Psychology Lab (two semesters) PSY 354 Cognitive Psychology PSY 410 Clinical Neuropsychology PSY 491 Advanced Research Seminar PSYC 322 Sensation and Perception (St. Thomas) PSYC 407 Seminar in Behavioral Neuroscience (St. Thomas) PSYC 378 Psychology of Language (Macalester) PYSC 486 Seminar in Neuropharmacology (Macalester) Biology Electives (two required): BIO 355 BIO 369 Genetics Biochemistry 145 BIO 471 BIO 473 Biol 356 Advanced Cell and Molecular Biology Animal Physiology Cellular and Molecular Neuroscience (Macalester) Keystone (one required): BIO 490 PSY 400 SCI 490 Biology Keystone Keystone Internship Integrated Science Note: Students will need to take the CHM 105/106 or 115/116 sequence to complete the biology courses. A minimum of five courses must be from Augsburg. Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR) and Writing (W) are embedded throughout the offered courses and are met by completing the major. The graduation skill in speaking (S) is met by completing COM 111 or 115. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill these skills. A grade of 2.0 or above is required for all upper division courses applied to the major. Transfer course policy for majors All transfer courses, including ACTC courses, must be approved in writing by the department chair(s). Only those biology and 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 introductory or elective credit for the major. 146 Department of Business Administration— BUS, ACC, FIN, MIS, MKT Our 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 Magdalena M. Paleczny-Zapp (Chair), William M. Arden, John C. Cerrito, C. Lee Clarke, David A. Conrad, John A. Furia, Jennifer Grant, Marc D. Isaacson, Amin E. Kader, Ashok K. Kapoor, Steven J. LaFave, Laura K. Lazar, Lori L. Lohman, Marc C. McIntosh, Fekri Meziou, Milo A. Schield, David G. Schwain, Kathryn A. Schwalbe, Peter J. Stark, Stuart M. Stoller General Requirements Majors The Department of Business Administration offers seven majors: business administration (BUS), accounting (ACC), finance (FIN), international business (BUS), management (BUS), management information systems (MIS), and marketing (MKT—day program only). There is also a combined business and economics major, which incorporates courses from both the departments of Business Administration and Economics. Specializations Specializations provide students majoring in a field of study the opportunity to deepen their knowledge of a particular aspect of this major area. Within the business administration major there are two specializations: marketing (WEC only) and music business (DAY only). Within the accounting major there are three specializations: general accounting, public accounting, and managerial accounting. Minors Minors provide students the opportunity to study and obtain a professional credential in an area of study that is in addition to their major. Minors are available to students majoring in fields outside the Department of Business Administration, in addition to students majoring in other areas in the Department of Business Administration. The Department of Business Administration offers six minors: business administration, international business, music business, accounting, management information systems, and marketing. Certificate Programs Certificate programs in the Department of Business Administration are designed to meet the 147 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 hrough the Weekend College program. Certificate requirements are listed in management, finance, and management information system sections of the catalog. Transfer Students Transfer students must complete at least four of the upper division courses required in the major at Augsburg, or at least three courses in the minor, 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 any of our business majors 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. The full-time Business Administrator is also available for advising questions relating to degree progress, course selection and international courses abroad. Departmental Honors To complete departmental honors in the Department of Business Administration, students need to consult with the department chair. Internships Students are strongly encouraged to work with the Strommen Career and Internship Center and department faculty to obtain an internship (BUS/ACC/FIN/INS/MIS/MKT 399) during their junior or senior year. Internships can provide students with experience that may be valuable in competing for jobs after graduation. Advisers should be consulted about internships. Study Abroad The Department of Business Administration 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 and/or the department administrator, for international business or other overseas opportunities. Entrepreneurship Students are encouraged to take BUS 254 Entrepreneurship. 148 Business Administration—BUS The major in business administration prepares students for professional careers in business administration or for graduate studies. The two 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. Degree and Major Requirements Business Core Seven courses including: ACC 221 Introduction to Financial Accounting ACC 222 Introduction to Managerial Accounting BUS 242 Principles of Management or BUS 200 Exploring Business as a Vocation ECO 113 Principles of Microeconomics Financial Management FIN 331 MIS 260 Problem Solving for Business MKT 252 Principles of Marketing Note: All business majors are encouraged to take KEY 490 Vocation and the Meaning of Success to fulfill the Augsburg Core Curriculum Senior Keystone Requirement. (See course description under Augsburg Core Curriculum.) Specialization in Music Business (Day students only) Business Core* plus eight courses: MUS 105 The Music Business MUS/BUS 245 Arts Management and Concert Promotion MUS/BUS 399 Internship ECO 112 Principles of Macroeconomics One additional music business elective (1.0 credit taken at Augsburg or MSCM) 3 MUS credits or 2 MUS credits and 1 MUE credit, selected from: (2 credits must be in residence at Augsburg) Materials of Music I MUS 101 MUS 111 Aural Skills I MUS 102 Materials of Music II MUS 112 Aural Skills II MUS 130 Intro to Music and the Fine Arts Worlds of Music MUS 220 MUS 241 History of Jazz (other MUS courses as approved by adviser) *Music business majors may substitute BUS 254 in place of BUS 242 or 200. Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded 149 throughout the offered courses. The Quantitative (QR) graduation skill is met by completing two courses: MIS 260 (QF) and 1 of: BUS 264 or BUS 379 or COM 352 (QA). Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Specialization in Marketing (Weekend College students only) Business core plus five courses: ECO 112 Principles of Macroeconomics Statistical Literacy for Managers BUS 264 or BUS 379 Quantitative Methods for Business and Economics MKT 352 Marketing Research MKT 355 Marketing Communications or MKT 357 Advertising MKT 450 Marketing Management Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the business administration major, marketing specialization. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Combined Major in Business Administration and Economics Eleven courses including: ACC 221 Introduction to Financial Accounting ACC 222 Introduction to Managerial Accounting BUS 242 Principles of Management or BUS 200 Exploring Business as a Vocation MKT 252 Principles of Marketing BUS 379 Quantitative Methods for Business and Economics or FIN 331 Financial Management and one other upper division business administration, accounting, finance, MIS or marketing course. ECO 112 Principles of Macroeconomics ECO 113 Principles of Microeconomics Intermediate Macroeconomics ECO 312 ECO 313 Intermediate Microeconomics and one other upper division economics course Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the combined major in business administration and economics. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Minor in Business Administration Six courses including: ACC 221 and 222, BUS 242 or 200, ECO 112 or 113, FIN 331 or BUS 264 or 379, MKT 252. Other configurations may be permitted with the approval of the department chair. 150 Minor in Music Business Eight courses including: MUS 105, ECO 113, MIS 260, ACC 221, MUS/BUS 399, and one of the following: MUS/BUS 245, BUS 254, plus two additional music course credits beyond MUS 105 and MUS 399 (maximum of 1 credit in MUE and/or MUP courses). This minor is a collaborative program between the music and business departments. The 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. Business Administration Courses BUS 200 Exploring Business as a Vocation This course is intended to introduce you, the student, to the possibility of pursuing a career in business as a vocational calling. In this course you will be exposed to the key areas of business operations including: management, marketing, management information systems/ technology, finance, accounting, and international business. 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/MUS 245 Arts Management and Concert Promotion A study of the role of the artist manager in career development and the role of the arts administrator in the management of performing arts projects and organizations. Factors affecting trends and earnings, challenges within the industry, and differentiation between the for-profit and non-profit sectors are discussed. Emphasis is placed on developing a working vocabulary of industry topics and in benefiting from practical field experience. (Prereq.: BUS/MUS 105) 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 264 Statistical Literacy for Managers Critical thinking about statistics as evidence for management decisions. Analysis of business cases involving non-financial data. Focus on predicting, understanding, and managing variation: modeling, sampling, optimizing, etc. Reviews descriptive and inferential statistics. Uses spreadsheets for statistical analysis (trends and confidence intervals). Includes the generation and analysis of survey data. Uses Monte Carlo simulation in business forecasting. Focus on communicating results in a form that facilitates decisions by non-quantitative managers. Attention to alternate choices, sub-optimization, and unanticipated consequences. Optional topics include process control, six-sigma, data mining, and dashboard metrics. (Prereq.: MPG 3 and MIS 260 or equivalent. WEC and evening schedule: Additional evening sessions are required.) 151 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. (Prereq.: Pass CT assessment or GST 100) 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 or BUS 200) 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 (Prereq.: ECO 112 or 113, and BUS 242 or BUS 200 or MKT 252 and ENL 111 or 112 or HON 111) BUS 379 Quantitative Methods for Business and Economics How to read and interpret data to make better business decisions. Topics include descriptive statistics (emphasis on confounding and conditional reasoning) and statistical inference (confidence intervals and statistical significance). Software used is either Minitab or Excel. (Prereq.: MIS 260 and either MPG 3 or completion of MAT 171. WEC and evening schedule: Additional sessions are required, usually on a weekday evening.) 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 or BUS 200) 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. (Prereq.: ENL 111 or 112 or HON 111 and BUS 242 or 200; BUS 362 recommended.) BUS 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.: BUS 379. On demand) 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) 152 Internships and Independent Study Courses BUS 299 Directed Study BUS 399 Internship BUS 499 Independent Study/Research 153 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 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. 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 bachelor’s degree plus a master’s degree. Degree and Major Requirements Accounting Major Business Core Requirements Seven courses including: ACC 221 Introduction to Financial Accounting ACC 222 Introduction to Managerial Accounting BUS 242 Principles of Management or BUS 200 Exploring Business as a Vocation ECO 113 Principles of Microeconomics FIN 331 Financial Management MIS 260 Problem Solving for Business MKT 252 Principles of Marketing Required Accounting Courses Seven courses including: ECO 112 BUS 301 BUS 379 ACC 322 Principles of Macroeconomics Business Law Quantitative Methods for Business and Economics Accounting Theory and Practice I 154 ACC 323 Accounting Theory and Practice II ACC 324 Managerial Cost Accounting ACC 425 Advanced Accounting Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Note: All business majors are encouraged to take KEY 490 Vocation and the Meaning of Success to fulfill the Augsburg Core Curriculum Senior Keystone requirement. (See course description under Augsburg Core Curriculum.) 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 Audit and Management Consulting or ECO 318 Management Science and MIS 375 Management Information Systems in the Organization. Joint B.A. in Accounting and Master of Arts in Leadership A BA in accounting and an MA in leadership (MAL) can be earned in this five-year program designed for students who wish to qualify for CPA certification and obtain a master’s degree. By the end of the fifth year and successful completion of all requirements, the student receives both a BA in accounting and an MA in leadership and will have fulfilled the 150-hour requirement to qualify for the CPA certification. The MAL program offers a large number of courses on a weekend schedule. Please refer to the MAL program catalog for a complete list of course offerings. It is recommended that the students meet with an accounting adviser to create an effective plan for successful completion of the five-year program. Requirements: 1. Students must apply for admission to the MAL program at the end of their junior year. The application process includes: submission of a completed application form, three letters of recommendation (two from professors and one from an employer), a personal statement, an example of writing in an academic paper, a GPA of at least 3.30, and an interview with a three-person panel from the MAL program. 2. Students must also have faculty endorsement from the accounting program. 3. Students must complete at least one year of accounting work experience (either a job or internship) by the time they graduate from the MAL program. Program Coordinator: Stu Stoller Minor in Accounting Six courses including: ACC 221, 222; FIN 331 or ACC 324; ACC 322, 323 and one of the following: MIS 260, BUS 379, ECO 112, or 113. 155 This minor is recommended for majors in MIS and finance. Accounting Courses ACC 221 Introduction to Financial Accounting Introduction to business activities, basic concepts and fundamentals of accounting, the accounting cycle, and preparation of financial statements. ACC 222 Introduction to Managerial Accounting 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) 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 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 or BUS 200, BUS 379 or MAT 163 or 373, MKT 252, or consent of instructor) ACC 326 Tax Accounting The more common and important provisions of planning and compliance for income taxes. (Prereq.: ACC 221, FIN 331, ECO 112, 113, or consent of instructor) ACC 423 Auditing Internal and external auditing procedures. Emphasis on the CPA’s role to form the basis of opinion on a set of financial statements. (Prereq.: ACC 323 and ENL 111 or 112, or HON 111) 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 or BUS 200, BUS 379 or MAT 163 or 373, FIN 156 331, MIS 260 or 270, MKT 252, and ENL 111 or 112, or HON 111) 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 ACC 299 Directed Study ACC 399 Internship ACC 499 Independent Study/Research 157 Finance—FIN The finance major prepares students for professional careers in corporate finance and the financial services industry. Besides careers in the finance/accounting area in all businesses large and small, this major leads to careers in banking, brokerages, insurance, and investment banking. Courses focus on financial theory and practice, investments, accounting theory, money and banking, and international finance. Students are encouraged to complete an internship prior to graduation. Proficiency in the use of spreadsheets such as Excel is expected. Coursework provides a foundation for graduate school and professional career examinations such as the Chartered Financial Analyst (CFA), conducted by the CFA Institute. Degree and Major Requirements Finance Major Finance Core Requirements Seven courses including: ACC 221 Introduction to Financial Accounting ACC 222 Introduction to Managerial Accounting BUS 242 Principles of Management or BUS 200 Exploring Business as a Vocation ECO 113 Principles of Microeconomics FIN 331 Financial Management MIS 260 Problem Solving for Business MKT 252 Principles of Marketing Required Finance Courses Eight courses including: ECO 112 Principles of Macroeconomics BUS 301 Business Law BUS 379 Quantitative Methods for Business and Economics ACC 322 Accounting Theory and Practice I FIN 433 Financial Theory: Policy and Practice FIN 438 Investment Theory FIN 460 International Finance ECO 315 Money and Banking Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Note: Finance majors are encouraged to take KEY 490 Vocation and the Meaning of Success to fulfill the Augsburg Core Curriculum Senior Keystone requirement. (See course description under 158 Augsburg Core Curriculum.) Business Finance Certificate Program The Business Finance Certificate provides students with the knowledge needed to pursue positions in the banking or brokerage industry, provides basic background for Series 6, 7, 63 examinations and will partially meet requirements for the Level I CFA examination. It is designed for students who want to supplement a previously obtained bachelor’s degree or who are looking to enhance skills in their current job or to pursue a new career. The Business Finance Certificate is available to non-finance majors and is available through the Weekend College program. The certificate consists of six courses: ECO 112, ACC 221, FIN 331, 433, 438, and ECO 315. Students are required to be in math placement group 3. They must also have a background in computer skills (especially spreadsheets), or take MIS 260 before admission to the certificate program. Students must achieve a minimum 2.00 grade point average in all Business Finance Certificate courses. Finance Courses FIN 240 Personal Finance Introduction to personal financial planning and budgeting, credit management, income taxes, insurance, real estate, investments, retirement, and estate planning. (This course is typically offered online in the summer.) FIN 331 Financial Management This course includes financial statement analysis, risk and return, security valuation, capital budgeting, capital structure, and working capital management. (Prereq.: ECO 112 or ECO 113, ACC 221, and MPG 3. This course is also offered as an online option in summer.) FIN 433 Financial Theory: Policy and Practice 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.: FIN 331) FIN 438 Investment Theory 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. (Prereq.: FIN 331 and ENL 111 or 112 or HON 111) FIN 460 International Finance This course develops tools for practicing multinational financial management including currency exchange rates, risk, forecasting, spot and forward rates, hedging, international monetary and trade flows as represented in the accounting and macroeconomic identities for current account and trade deficits. This course extends the framework of financial management to include international transactions as well as ethical considerations. (Prereq.: FIN 331) 159 International Business—BUS The objective of the international business major is to prepare students for the increasingly competitive and interdependent international business world with which they must cope. It is absolutely necessary for American graduates to be fully informed about how to compete and do successful business outside the U.S. as well as in the U.S. market where much of their competition is from foreign firms. Students will learn about business transactions between and within countries, exchange rates, the laws and logistics of international trade, and investments made in foreign markets. Knowledge of other cultures is crucial to being a successful international business person. Besides your studies in business, finance, banking, and the like, you will also learn about different cultures and societies. A major in international business will lead you to exciting careers in a global context. Degree and Major Requirements International Business Major Business Core Requirements Seven courses including: ACC 221 Introduction to Financial Accounting ACC 222 Introduction to Managerial Accounting BUS 242 Principles of Management or BUS 200 Exploring Business as a Vocation ECO 113 Principles of Microeconomics FIN 331 Financial Management MIS 260 Problem Solving for Business MKT 252 Principles of Marketing Required International Business Courses Six courses including: ECO 112 Principles of Macroeconomics BUS 264 Statistical Literacy for Managers or BUS 379 Quantitative Methods for Business and Economics BUS 362 International Business International Management BUS 465 MKT 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). The language requirement may be waived for international students. Contact the international business coordinator for details on language equivalents or other configurations. Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the international business major. 160 Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Minor in International Business Six courses including: ECO 112 or 113; ACC 221; BUS 242 or 200 or MKT 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. International Business Courses BUS 362 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 (Prereq.: ECO 112 or 113, and BUS 242 or BUS 200 or MKT 252 and ENL 111 or 112 or HON 111) BUS 465 This course analyzes several factors influencing behavior in the workplace and the board room, including skills needed to manage across national borders. (Prereq.: ENL 111 or 112 or HON 111 and BUS 242 or 200. BUS 362 recommended). MKT 466 Examination of issues and activities unique to marketing in an international setting. Emphasis on adaptation of a marketing mix according to the international marketing environment. (Prereq.: MKT 252). 161 Management—BUS The major in management prepares the student for a wide variety of careers in supervision and senior management. Peter Drucker once commented that effective management is probably the main resource of developed countries and the most needed resource of developing ones. The role of a manager is to guide the organization and its employees toward the accomplishment of goals. The skills developed in the study of this major are applicable in businesses of any size and in both the for-profit and non-profit sectors. In addition to the general business core courses, students take courses in human resources, strategy, international management, project management and/or quantitative methods of management. Degree and Major Requirements Management Major Business Core Requirements Seven courses including: ACC 221 Introduction to Financial Accounting ACC 222 Introduction to Managerial Accounting BUS 242 Principles of Management or BUS 200 Exploring Business as a Vocation ECO 113 Principles of Microeconomics FIN 331 Financial Management MKT 252 Principles of Marketing MIS 260 Problem Solving for Business Required Management Courses: Six courses including: ECO 112 Principles of Macroeconomics BUS 264 Statistical Literacy for Managers or BUS 379 Quantitative Methods for Business and Economics BUS 340 Human Resource Management BUS 440 Strategic Management International Management BUS 465 MIS 376 Project Management or ECO 318Management Science Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the management major. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Business Management Certificate Program 162 The Business Management Certificate Program is designed for students who want to add to a current degree, update previously learned skills, change or explore a new career, or increase their value in the job market. It is available through the Weekend College program. Students may begin by completing the Business Management Certificate Program and continue on to complete a bachelor’s degree in management. The certificate consists of five courses: BUS 242, 340, 440, 465, and one of the following: BUS 254, MIS 376, or ECO 318. Management Courses 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 or 200). 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 or BUS 200). 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. (Prereq.: ENL 111 or 112 or HON 111 and BUS 242 or 200. BUS 362 recommended). 163 Management Information Systems—MIS The major in management information systems prepares students for professional careers in information systems such as application developer, business systems analyst, IT consultant, or project manager. 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 develop new systems. MIS is an extensive major (16 courses) and includes courses from computer science, mathematics, economics, business, accounting, finance, and marketing as well as from MIS. Degree and Major Requirements Management Information Systems Major Business Core Requirements Seven courses including: ACC 221 Introduction to Financial Accounting ACC 222 Introduction to Managerial Accounting BUS 242 Principles of Management or BUS 200 Exploring Business as a Vocation ECO 113 Principles of Microeconomics FIN 331 Financial Management MIS 260 Problem Solving for Business Principles of Marketing MKT 252 Required MIS Courses Six courses including: BUS 264 Statistical Literacy for Managers or BUS 379 Quantitative Methods for Business and Economics MIS 270 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 Three required supporting courses: CSC 160 Introduction to Computer Science CSC 170 Structured Programming or CSC 240 Introduction to Networking and Communications MAT 171 Discrete Math for Computing Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. 164 Note: All business majors are encouraged to take KEY 490 Vocation and the Meaning of Success to fulfill the Augsburg Core Curriculum Senior Keystone Requirement. (See course description under Augsburg Core Curriculum.) Minor in MIS Six courses including: MIS 260, ACC 221, MIS 375, ECO 113, BUS 242 or 200 or MKT 252, and MIS 376 or ECO 318. Information Technology Certificate The Information Technology (IT) Certificate program is comprised of six courses, which are part of the Management Information Systems (MIS) degree program. Non-degree seeking students can complete these six courses to earn the certificate. The certificate is available through the Weekend College program. Students who do not have a degree are eligible to go on with their studies to complete the bachelor’s degree in MIS. The six certificate courses are: MIS 260, 270, 375, 376, CSC 160 and CSC 240. Students can vary the order of courses taken. However, MIS 260 should be the first MIS course, and CSC 160 should be the first CSC course taken. Students are required to meet a math proficiency level of MPG 3 prior to entering this program. MIS Courses MIS 260 Problem Solving 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 270 Data Management for Business Introduces the concepts of data modeling, database structures, and relational databases. (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 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 components in a technology architecture. (Prereq.: BUS 242 or BUS 200 or MKT 252, ENL 111 or 112 or HON 111, and pass CT assessment or GST 100) MIS 376 Project Management 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.: MIS 260) MIS 475 Systems Analysis and Design 165 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 260, 270, and 375) MIS 476 Information Systems Projects Skills developed in previous courses are used to complete an actual project of systems analysis and design. (Prereq.: MIS 260, 270, 375, 376, and 475) 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 Internship MIS 299 Directed Study MIS 399 Internship MIS 499 Independent Study/Research 166 Marketing—MKT The 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. Augsburg’s metropolitan location makes it easy for marketing students to complete marketing plans, research studies, and other projects for leading Twin Cities companies and not-for-profit organizations. Degree and Major Requirements Marketing Major Business Core Requirements Seven courses including: ACC 221 Introduction to Financial Accounting ACC 222 Introduction to Managerial Accounting BUS 242 Principles of Management or BUS 200 Exploring Business as a Vocation ECO 113 Principles of Microeconomics FIN 331 Financial Management Problem Solving for Business MIS 260 MKT 252 Principles of Marketing Required Marketing Courses Eight courses including: ECO 112 Principles of Macroeconomics BUS 264 Statistical Literacy for Managers or BUS 379 Quantitative Methods for Business and Economics BUS 301 Business Law MKT 352 Marketing Research and Analysis MKT 450 Marketing Management MKT 466 International Marketing Consumer Behavior MKT 350 or MKT 354 Sales Management MKT 355 Marketing Communications or MKT 357 Advertising Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Note: All business majors are encouraged to take KEY 490 Vocation and the Meaning of Success 167 to fulfill the Augsburg Core Curriculum Senior Keystone requirement. (See course description under Augsburg Core Curriculum.) Minor in Marketing Five courses including: MKT 252, MKT 355 or MKT 357, MKT 352, and two additional marketing courses. This minor is recommended for anyone who wishes to further their knowledge of the marketing field. Marketing Courses MKT 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. MKT 350 Consumer Behavior Consumer behavior theories and principles as they apply to the consumer decision-making process. Impact of attitudes, values, personality, and motivation on individual decision processes. Analysis of cultural, ethnic, social class, family, and purchase situation influences. Application to everyday purchasing situations. (Prereq.: MKT 252 or consent of instructor) MKT 352 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 or 264, or consent of instructor. For non-business majors: An alternative to BUS 379 is another introductory statistics course with consent of instructor. Augsburg statistics courses that will automatically fulfill the BUS 264 or 379 prerequisite for non-business majors are MAT 163, SOC 362, or PSY 215.) MKT 354 Sales Management 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 355 Marketing Communications 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. MKT 357 Advertising Introduction to print, broadcast, and Web-based advertising and promotion as important elements in modern marketing and communications. Note: Either MKT 355 or 357 can be taken for graduation credit, but not both. 168 MKT 450 Marketing Management 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, ENL 111 or 112 or HON 111, and pass CT assessment or GST 100, or consent of instructor) MKT 466 International Marketing Examination of issues and activities unique to marketing in an international setting. Emphasis on adaptation of a marketing mix according to the international marketing environment. (Prereq.: MKT 252) MKT 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: MKT 199 Internship MKT 299 Directed Study MKT 399 Internship MKT 499 Independent Study/Research 169 Chemistry—CHM Chemistry 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 benefit the entire world. 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. Augsburg’s chemistry department is approved by the American Chemical Society (ACS) and offers a chemistry major that meets the chemistry background required by many fields. Consonant with these ideals, 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, as well as professional goals other than 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 Joan C. Kunz (Chair), Ron L. Fedie, Vivian Feng, Arlin E. Gyberg, David R. Hanson, David Hays, Sandra L. Olmsted, Michael Wentzel Degree and Major Requirements Bachelor of Arts Major in Chemistry CHM 115, 116 General Chemistry I, II or CHM 105, 106 Principles of Chemistry I, II 170 CHM 351, 352 CHM 353 CHM 361 CHM 363 CHM 491 Organic Chemistry I, II Quantitative Analytical Chemistry Physical Chemistry I Physical Chemistry Laboratory I Chemistry Seminar (four semesters) One course in biochemistry and one additional course from: CHM 364 CHM 367 CHM 464 CHM 481 CHM 482 CHM 470 Physical Chemistry II Properties of Polymers Advanced Organic Chemistry Advanced Analytical Chemistry Advanced Inorganic Chemistry Principles of Medicinal Chemistry Also required: PHY 121, 122 General Physics I, II MAT 145, 146 Calculus I, II Because upper division courses have mathematics and physics prerequisites, students should plan to take MAT 145, 146 in the first 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-Professional Students Pre-medical students should plan to take at least three courses (and usually more) in biology. Other pre-health and pre-professional students (physician assistant, pharmacy, engineering, etc.—see pre-professional program listings in the Academic Information section) should consult the chemistry department for assistance in course planning early in their college careers. Bachelor of Science American Chemical Society Approved Major CHM 115, 116 General Chemistry I, II or CHM 105, 106 Principles of Chemistry I, II CHM 351, 352 Organic Chemistry I, II CHM 353 Quantitative Analytical Chemistry CHM 361, 363 Physical Chemistry and Laboratory I CHM 364, 365 Physical Chemistry and Laboratory II CHM 464 Advanced Organic Chemistry CHM 481 Advanced Analytical Chemistry CHM 482 Advanced Inorganic Chemistry One course in biochemistry One course from: CHM 367 Properties of Polymers 171 CHM 470 CHM 495 Principles of Medicinal Chemistry Topics in Chemistry Also required are: CHM 491 Chemistry Seminar (four semesters) MAT 145, 146, 245 Calculus I, II, III General Physics I, II (should be taken in sophomore year) PHY 121, 122 Recommended: Modern Physics, additional mathematics, research experience, and computer proficiency. General Education Accommodation BS chemistry majors are allowed a two-course reduction in the general education program. See Graduation Requirements modification section of this catalog. Graduation Skills The Critical Thinking (CT), Quantitative Reasoning (QR), and Writing (W) graduation skills are embedded throughout the chemistry major for both BA and BS degrees. ENL 111 should be taken in the first year. The Speaking (S) skill is met through COM 115 (or COM 111) and further developed in upper division chemistry courses. Departmental Honors Full ACS major; GPA of 3.50 in chemistry, mathematics, and physics and 3.0 over-all; one course or summer of approved research; participation in seminar. Minor Five courses that must include: CHM 105, 106 or CHM 115, 116, CHM 353, and any two other chemistry courses above 300. At least one of the 300-level courses must be taken at Augsburg. 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. Chemistry Courses 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. SCI 110 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 three-hour laboratory. QF course. Prereq.: MPG 3) SCI 111 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) 172 CHM 102 Chemistry for Changing Times Designed for the liberal arts student. Emphasis is upon developing basic chemistry concepts using examples primarily from inorganic chemistry. Does not count toward a chemistry major or minor. CHM 102 includes a laboratory experience. (Prereq.: MPG 2) CHM 105 Principles of Chemistry I Topics in this course include an introduction to matter, chemical change, chemical reactions, chemical bonding and energetics. The sequence, CHM 105, 106, is designed for students who have not studied chemistry in high school. 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 3. Fall) CHM 106 Principles of Chemistry II CHM 106 is a continuation of CHM 105 with emphasis upon equilibrium, kinetics, and the chemistry of the elements. (Three hours of lecture, one three-hour laboratory. QF course. 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. QF course. Prereq.: high school chemistry, MPG 4. 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. QF course. Prereq.: CHM 115. Spring) CHM 351, 352 Organic Chemistry I, II Important classes of organic compounds with special emphasis on mechanisms and multistep synthesis. Descriptive material is correlated by means of modern theories of chemical bonds, energy relationships, and reaction mechanisms. (Three one-hour lectures, one fourhour 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. QA course. 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; pass CT assessment or GST 100. Fall) CHM 363 Physical Chemistry Laboratory I (.5 course) 173 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. (Two two-hour lab periods. Prereq.: CHM 361 or concurrent registration, and ENL 111 or 112 or HON 111. Fall) CHM 364 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 one-hour lectures. Prereq.: CHM 361. Spring) CHM 365 Physical Chemistry Laboratory II (.5 course) CHM 365 is to be taken the second semester and involves experiments relating to CHM 364. (One four-hour lab period. 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, alternate years) 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. 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.: CHM 352. A course in biochemistry is recommended. Spring, alternate years) 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 hours of lecture, one four-and-one-half hour laboratory. Prereq.: CHM 353, 361 or consent of instructor. Spring) CHM 482 Advanced Inorganic Chemistry Study of inorganic substances and their reactions using electrostatic and molecular orbital models. Reactivity and bonding in coordination, cluster, and organometallic compounds are considered. The laboratory consists of preparations using a variety of techniques. (Three one-hour lectures, one three-hour laboratory. Prereq.: CHM 352, 361 or consent of instructor. Spring) 174 CHM 491 Chemistry Seminar (.0 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 inorganic, 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 Internship CHM 299 Directed Study CHM 399 Internship CHM 499 Independent Study/Research (Prereq.: junior or senior standing). 175 Clinical Laboratory Science—CLS Clinical laboratory scientists perform complex biological, microbiological, and chemical tests on patient samples. They also use, maintain, and troubleshoot sophisticated laboratory equipment in the performance of diagnostic tests. The clinical laboratory scientist analyzes these test results and discusses them with the medical staff. He/she also possesses the skills required for molecular diagnostic tests based on DNA and RNA technologies. In addition, the clinical laboratory scientist will find opportunities in test development, experimental design, administration, and education. The curriculum requires a minimum of six semesters on campus to complete the prerequisite curriculum. Students spend an additional 12 months of clinical education in a hospital-sponsored, accredited program during their senior year. A Bachelor of Science degree is awarded at the satisfactory completion of all required course work. Admission to the clinical laboratory science major is on a competitive basis. Students apply for admission to the clinical laboratory science program early in the fall semester of the academic year just prior to the beginning of their professional studies, typically in the junior year. Formal acceptance into the hospital-sponsored program is based on the submission of an application for admission to the major, personal recommendations, review of academic performance, and interview with the Program Admission Committee. A minimum grade point average of 2.75 overall as well as in science and mathematics courses is strongly recommended. Acceptance into the hospital program is not guaranteed by the College. The hospital program affiliated with Augsburg is the Fairview Health Services. The program is accredited by the National Accrediting Agency for Clinical Laboratory Sciences (NAACLS), 8410 W. Bryn Mawr, Suite 670, Chicago, IL 60631; 773-714-8880. During the clinical component in an accredited hospital program, students will register for 12.25 credits. The clinical phase routinely begins in June with anticipated graduation the following spring. Graduates of the program are eligible to sit for certification examinations offered by national certification agencies. Hospital affiliates of Augsburg College: Fairview Health Services Fairview Lakes Medical Center Fairview Northland Regional Medical Center Fairview Red Wing Medical Center Fairview-Ridges Hospital Fairview-Southdale Hospital UMMC, Fairview-Riverside UMMC, Fairview-University Generalized four-year academic plan for clinical laboratory science (CLS) majors To complete the program in four years, students must: • achieve MPG 3 or 4 • qualify for ENL 111 • score above 45 on the critical thinking exam • not require ENL 217/218 • meet graduation skills requirements within the major and supporting courses • satisfy the Engaging Minneapolis requirement with BIO 151/152 176 Graduation skills in Critical Thinking (CT) and Writing (W) are embedded throughout the offered courses and are met by completing the major. The graduation skill in Speaking (S) is met by completing COM 111 or COM 115. Consult your department chair or academic adviser for requirements for meeting the Quantitative Reasoning (QR) graduation skill. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Bachelor of Science in Clinical Laboratory Science–CLS Required Courses BIO 151 Introductory Biology Evolution, Ecology, and Diversity BIO 152 Introductory Cellular Biology BIO 253 BIO 355 Genetics Biochemistry BIO 369 BIO 473 Animal Physiology BIO 476 Microbiology BIO 486 Immunology CLS 400 Introduction to CLS CLS 405 Body Fluids CLS 410 Clinical Hematology/Hemostasis CLS 415 Clinical Immunology CLS 420 Immunohematology CLS 425 Clinical Chemistry CLS 430 Clinical Microbiology CLS 433 Virology/Mycology/Parsitology CLS 435 Molecular Diagnostics CLS 440 Laboratory Management and Education CLS 445 Research Design and Methods CLS 450 Applied Clinical Chemistry CLS 455 Applied Hematology/Hemostasis CLS 460 Applied Immunology CLS 465 Applied Immunohematology CLS 470 Applied Clinical Microbiology Advanced Applications in CLS CLS 475 CLS 480 Advanced Topics in CLS CLS 485 Advanced Studies in CLS Clinical Rotations BIO 490 Biology Keystone or SCI 490 Integrated Keystone Required Supporting Courses for Bachelor of Science CHM 105/106 Principles of Chemistry or CHM 115/116 General Chemistry CHM 351/352 Organic Chemistry MAT 163 Introductory Statistics or MAT 164 Biostatistics 177 or MAT 248 COM 115 or COM 111 Biostatistics Scientific and Technical Public Speaking Public Speaking To enroll in courses that require BIO 253 as a prerequisite, students must earn an average grade of 2.0 in BIO 151, 152, and 253. A grade of 2.0 or above is required for all supporting courses, upper division biology courses, and CLS courses applied to the major. Courses required for the major must be traditionally graded. Students must meet all College graduation requirements including general education, grade point, College residency, and total credits. Clinical Laboratory Science Courses CLS 400 Introduction to Clinical Laboratory Science Course is designed to provide the CLS student with the basic laboratory skills required for the laboratory component of the curriculum. This course will also provide teamwork, leadership, and interpersonal skills needed by healthcare professionals. Current issues in CLS will also be covered including ethics, government regulations, and concepts of total testing process. (Prereq.: CHM 353; BIO 355 and 476; and admission to the CLS program) CLS 405 Body Fluids Covers concepts related to the formation, distribution, and function of body fluids and their chemical, physical, and cellular composition in health and disease. Laboratory focus is on performance, interpretation, and correlation of results. (Prereq.: CHM 352; BIO 355 and 473; and admission to the CLS program) CLS 410 Clinical Hematology/Hemostasis Course is designed to provide the CLS student with the basic knowledge of hematology/ hemostasis. Cellular components of the blood in normal and diseased states, hemostasis principles, laboratory testing, interpretation, and the correlation of results will be covered. Laboratory component will focus on specimen preparation red cell, white cell, and platelet identification and enumeration, both microscopically and electronically. (Prereq.: CHM 352; BIO 355, 476, and 486; and admission to the CLS program) CLS 415 Clinical Immunology Course in the application of immunologic and serologic techniques used for the specific diagnosis of immunodeficiency diseases, malignancies of the immune system, autoimmune disorders, hypersensitivity states, and infection by specific microbial pathogens. Laboratory sessions offer exercises in methods for detection of antigens and antibodies in patient specimens. (Prereq.: CHM 352; BIO 476 and 486; and admission to the CLS program) CLS 420 Immunohematology Course covers aspects of the Blood Group Systems, antibody screening, compatibility testing, blood donor service, selection of donors, blood drawing, storage, preservation, components, records, and regulations for blood banks. The laboratory section includes performance of blood bank procedures, donor processing, compatibility testing, antibody screening and identification. (Prereq.: BIO 355, 369, and 486; and admission to the CLS program) 178 CLS 425 Clinical Chemistry The focus of the course is on the physiology of body analytes and the organ systems, with an emphasis on the corresponding clinical laboratory procedures and human disease states. Discussion will include the clinical correlations of the analytical procedures data with the diseases. The laboratory section covers skills necessary to the performance of clinical chemistry test procedures. (Prereq.: CHM 352; BIO 369 and 476; and admission to the CLS program) CLS 430 Clinical Microbiology Course includes the study of bacteria, rickettsiae, chlamydia, and mycoplasma as they relate to diseases in humans. Topics include clinical signs and symptoms of the disease process, specimen collection and processing, modes of transmission, and methods of identification. In the laboratory component, students will process specimens from various body locations. Emphasis will be placed on isolation with identification, selection of appropriate antibiotic therapy, quality assurance, and safety. (Prereq.: CHM 353; BIO 369, 476 and Immunology; and admission to the CLS program) CLS 433 Virology, Mycology, and Parasitology Study of viruses, fungi, and parasites as they relate to diseases in humans. Topics include clinical signs and symptoms of the disease process, specimen collection and processing, modes of transmission, and methods of identification. Laboratory emphasis focuses on isolation and identification, quality assurance, and safety. (Prereq.: CHM 353; BIO 369, 479 and 486; and admission to the CLS program) CLS 435 Molecular Diagnostics A course on the composition, structure, function and characteristics of DNA. Emphasis will be placed on clinical laboratory methods used to isolate, amplify, manipulate, and analyze DNA sequences in order to integrate theory and practice. (Prereq.: CHM 353; BIO 336, 473, 476 and 486; and admission to the CLS program) CLS 440 Laboratory Management and Education Course is designed to introduce the clinical laboratory science student to the principles of laboratory administration. The seminar-format course will focus on human resource management, operations management, and educational methodologies appropriate for the supervisor and laboratory manager (Prereq.: admission to the CLS program) CLS 445 Research Design and Methods The course applies scientific method to clinical laboratory research problems, systematic applications of hypothesis formation and decision making through research design principles. Research proposal writing and the process of institutional review board approval and informed consent will also be covered. (Prereq.: MAT 163 and admission to the CLS program) CLS 450 Applied Clinical Chemistry Rotation with daily lecture which applies the principles of clinical chemistry in the clinical laboratory. The course is designed to utilize and build upon theoretical and applied knowledge acquired in the previous didactic courses (CLS 400, 425) and apply it to the 179 performance of analytical procedures and management of the clinical chemistry laboratory. (Prereq.: admission to the CLS program and CLS 400 and 425) CLS 455 Applied Clinical Hematology/Hemostasis Rotation with daily lecture which extends the learning to the clinical hematology, hemostasis, and body fluids laboratories. Students will gain experience processing and analyzing patient specimens with a wide variety of complex procedures and instruments. Students will also expand their identification and diagnostic skills on microscopic analysis of hematology and body fluid specimens. (Prereq.: admission to the CLS program and CLS 400, 405, and 410) CLS 460 Applied Immunology Rotation with daily lecture which applies concepts and techniques learned in CLS 415. Using patient specimens, students will gain experience in the clinical immunological techniques, methods, and management of antigen-antibody reactions and identify the relationship to diseased states. The rotation also includes the fundamentals of HLA testing and Flow Cytometry techniques with interpretation of results. (Prereq.: admission to the CLS program and CLS 400 and 415) CLS 465 Applied Immunohematology Rotation with daily lecture which extends the concepts and skills learned in CLS 420 to the blood bank setting for the performance of antibody identification techniques, hemolytic disease problems, quality assurance management, solving of patients’ blood compatibility problems, apheresis, and cell therapy. (Prereq.: admission to the CLS program and CLS 420) CLS 470 Applied Clinical Microbiology Rotation with daily lecture which applies the principles of CLS 430. Student will process a variety of patient specimens in the microbiology laboratory and gain experience with a wide variety of state-of-the-art procedures and equipment for the isolation and identification of pathogenic bacteria, fungi protozoa, helminthes, and viruses. (Prereq.: admission to the CLS program and CLS 430 and 433) CLS 475 Advanced Applications in CLS Selected study in one aspect of the practice of clinical laboratory science, such as ancillary biology, cytogenetics, outreach clinics, or industry. Rotation and lecture included. (Prereq.: admission to the CLS program and enrollment in applied courses) CLS 480 Advanced Topics in CLS This course will cover, at an advanced level, the major areas of the clinical laboratory. Topics will also include information on new directions in laboratory testing with an emphasis placed on its impact on current laboratory practice and outcomes assessment. (Prereq.: admission to the CLS program and CLS 405, 410, 415, 420, 425, 430, 433, 435, and 440) CLS 485 Advanced Studies in CLS A capstone research project required for satisfactory completion of the CLS program. Student will complete a research project under the supervision of a mentor. Course culminates in a major paper and presentation. Area of emphasis will be in one of the 180 specialty or subspecialty areas included in the clinical laboratory practice. (Prereq.: admission to the CLS program and senior standing) CLS 499 Independent Study in CLS Individual reading or research under the guidance of a CLS instructor. (Prereq.: admission to the CLS program; repeatable for maximum of one credit) 181 Communication Studies—COM Our discipline is grounded in rhetorical and scientific principles and is guided by the need to make communicative choices that are artful, ethical, and effective. Students who major in communication studies are concerned with interpersonal relationships, mass media, public advocacy and social influence, group and organizational dynamics, and intercultural dimensions of communication. 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. Communication Studies Faculty Deborah Redmond (Chair), Kristen Chamberlain, Wes Ellenwood, Robert Groven, Daniel Hanson, David Lapakko, Emanuelle Wessels Degree and Major Requirements Bachelor of Arts Communication Studies Major Twelve courses overall—eight required core courses and four courses within one of eight emphases. For transfer students, at least six of these courses must be taken at Augsburg. Required of all communication studies majors: COM 111 Public Speaking or COM 112 Contest Public Speaking Interpersonal Communication COM 254 COM 280 Introduction to Communication Studies COM 351 Argumentation COM 352 Persuasion COM 355 Small Group Communication COM 321 Business and Professional Speaking or COM 329 Intercultural Communication COM 490 Senior Keystone Professional Communication Emphasis This emphasis is intended for students interested in studying communication from an artistic and humanities perspective. It is appropriate for career interests such as communication graduate school, other professional graduate programs (e.g. law school), rhetorical criticism, political communication and being a professional trainer, communication consultant, professional speaker, or speechwriter. Four additional electives from the following: COM 321 (required), COM 329, 345, 405, 399, 499; THR 350; BUS 242, 301; ENL 220; POL 326, 342, 370; PSY 271, 325; SOC 362, 363 Organizational Communication Emphasis Appropriate for: business-related careers such as professional manager, sales, management consulting, technical consulting, internal communications, organizational or industrial consulting, 182 human systems analyst or designer, and also graduate programs in organizational studies. Four additional electives from the following: COM 345 (required), COM 321, 329, 356, 399, 405, 480, 495, 499; BUS 242, 340; PSY 271, 325, 373; SOC 265, 349, 375 Supervisory Management Emphasis Appropriate for students seeking management careers. Four additional electives from: BUS 242 or 440 (required); COM 321, 329, 356, 399, 405, 480, 495, 499; BUS 340; ENL 223; MIS 260; PSY 373; SOC 349 Human Relations Emphasis Appropriate for students pursuing the study of how organizations manage their internal structure and personnel. People who work in this area deal with such issues as discrimination, work rules, employee relations, etc. Four additional electives from: BUS 340 (required); COM 321, 329, 345, 356, 399, 405, 495; PSY 373, 385; SOC 265, 349, 375 Marketing Communication Emphasis Courses in this emphasis focus on the communication aspects of the marketing-communication mix. This emphasis is particularly helpful for students interested in an organizational role in marketing communication. Four additional electives from: MKT 252 (required); COM 120, 321, 329, 356, 399, 405, 480, 495, MKT 352, 355, 357, 450; POL 342 Public Relations and Advertising Emphasis Courses are designed to prepare students for the growing fields of public relations and crisis management, as well as advertising and promotional communication. An internship in public relations, advertising, or a related field is required. Four additional electives from: ENL 227 (required); COM 120, 321, 329, 345, 356, 399, 405, 480, 495; ART 132, 224, 225; BUS 242, 379; MKT 252, 355, 357; PSY 373; SOC 349, POL 342 Mass Communication and Journalism Emphasis Courses are designed to prepare students for entry into television, film, journalism, e-media (both performance and production), media criticism and policy, or graduate school in mass communication or journalism. Four electives from the following: ENL 227 (required); COM 120, 243, 247, 321, 329, 348, 399, 495, 499: ART 132, 215, 224, 225, 315, 330, 340; ENL 226, 228, 241, 324, 327, 427; POL 342; THR 232, 233, 325, 350, 360; BUS 254, ENL 328 Graduate Study Emphasis Courses in this emphasis would be especially helpful for students planning to do graduate work in such fields as communication studies, education, or law. Four electives from the following: SOC 362 or ENL 420 (required); COM 120, 321, 329, 356, 405, 495, 499; PHI 230; POL 483; PSY 215, 315; SOC 363, 375 For All Eight Emphases We encourage all majors to participate in Augsburg’s interscholastic forensics program. Students should be aware that the tournament season is essentially from October through mid-March, and 183 should plan schedules accordingly. All Day majors should plan to include at least one internship (COM 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. The Critical Thinking (CT) and Speaking (S) graduation skills are embedded throughout the offered courses and are met by completing the major. The graduation skills in Quantitative Reasoning (QR) and Writing (W) are met by completing the following courses: QR/QFA: GST 200, MAT 145, MAT 146, or PHI 230; OR a QF: PSY 215, MAT 129, 163, or 173; AND a: QA: COM 352 (NOTE for Mass Communication only, COM 352 or ENL 327) W: COM 351 and any 200 level writing course in English Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Communication Arts/Literature Teacher Licensure Major 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 2.50 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. Departmental Honors Departmental Honors is designed to encourage overall excellence as well as outstanding achievement on a specific project of special interest to the student. Departmental Honors students must maintain a 3.50 GPA in the major and a 3.00 GPA overall, and, as part of their major program, complete a substantial independent project of honors quality (COM 499 registration). Honors candidates should meet with their departmental adviser prior to their senior year to develop a proposal for the honors project. Communication Studies Minor Six courses including: COM 111 Public Speaking or COM 112 Contest Public Speaking or COM 115 Scientific and Technical Speaking COM 254 Interpersonal Communication COM 280 Introduction to Communication Studies COM 120 Mass Media and Popular Culture or COM 243 Studio Production or POL 342 Mass Communication in Society COM 351 Argumentation or COM 352 Persuasion COM 355 Small Group Communication 184 or COM 345 Organizational Communication Film Major The Augsburg film major reflects our belief that students are transformed through a wellrounded curriculum that encourages creativity, critical analysis and inquiry, ethical considerations, and an understanding of the synergy between theory and practice. The major explores the tension between art and commerce through dialogues with film industry members, internship and mentorship opportunities, film symposia, and our Film Artist series. Students will gain experience in scripting, directing, editing, and acting for both 16mm film and digital. Students will be introduced to the study of film theory, criticism, and culture. Students are encouraged to double major or to seek minors in related fields such as art, English, theatre, philosophy, communication studies, women’s studies, and American Indian studies, to name a few. Film Faculty Deb Redmond (Program Director), Michael Burden, Robert Cowgill, Cass Dalglish, Wesley Ellenwood, Darcey Engen, Doug Green, Martha Johnson, Elise Marubbio Required of all Film Majors: Six Core Courses FLM 216 Film Production I ENL 241 Intro to Cinema Arts ENL 371 History of Cinema FLM 420 Issues in Contemporary Cinema COM 247 Documentary THR 232 Acting or THR 233 Acting for Camera Five electives (three must be upper division) must be chosen from the three defined tracks below in consultation with your adviser who is designated by the program director. Note that not all elective courses are offered every year, so alternatives within the track may have to be chosen. Film majors should fulfill the Senior Keystone requirement in either the English Department or Art Department. Track #1 Production: This track is designed for students interested in producing films/videos. Electives include: FLM 312 Film Production II, COM 243 Studio Production, COM 348 Digital Video Production, FLM 499 Independent Study, Art 132 Photography, ART 215 Design for New Media I, ART 315 Design for New Media II, ART 340 Digital Imaging, ENL 228 Broadcast and Online Journalism, MUS 130 Intro to Music and the Fine Arts, PHY 119 Physics for the Fine Arts, THR 328 Stage Design, THR/FLM 230 Scenic Painting for State and Film Track #2 Performance: This track is designed for students interested in acting and directing. Electives include: THR 233 Acting for the Camera, THR/ENL 325 Playwriting, THR 366 Stage Direction, THR 328 Theatrical Design, THR 360 Interpretive Reading, THR 350 Voice for Stage and Screen,THR 499 Independent Study, ENL/FLM 328 Screenwriting, PHY 119 Physics for the Fine Arts Track #3 Theory and Culture: This track is designed for students interested in analysis of film, film genres, and cultural context. Electives include: COM 120 Mass Media and Popular Culture, ENL 221 Expository Writing about the Arts and Popular Culture, ENL 228 Broadcast and Online Journalism, ENL 240 Introduction to Literary Study, ENL 430 Advanced Studies in Theory and 185 Method, FLM 499, AIS 364 Indigenous Filmmakers, AIS 264 American Indians in Cinema, AIS 208/ 408 Native American Women and Film, ART 240 Art History, PHI 260 Philosophy and the Arts, PHI 120 Ethics, PHY 119 Physics for the Fine Arts, SPA 248 Spanish and Latin American Culture through Film, REL 309 Religion at the Movies Graduation Skills The Critical Thinking (CT), Speaking (S), and Writing (W) graduation skills are embedded throughout the offered courses and are met by completing the major. The graduation skill in Quantitative Reasoning (QR) is met by completing the following courses: QR/QFA is satisfied by GST 200, MAT 145, MAT 146, PHI 230, or PHY 119 Film Minor Six courses including: ENL 241 FLM/THR 216 THR 232 or THR 233 COM 243 FLM/THR 420 Introduction to Cinema Art Film Production I Acting Acting for Camera Studio Production Issues in Contemporary Cinema Plus one of the following: AIS 364 Indigenous Filmmakers COM 247 Documentary COM 348 Digital Video Production ENL 328 Screenwriting THR 230 Scenic Painting for Stage and Film THR 328 Stage Design THR 366 Stage Direction Note: For transfer students, at least three of these six courses must be courses offered at Augsburg. Prospective minors must obtain prior approval from a film faculty adviser. Communication Courses COM 111 Public Speaking The course focuses on speech preparation, organization, audience analysis, style, listening, and overcoming speech fright. (Note: Students may take only one of either COM 111, COM 112, or COM 115 for credit. Fall, spring) COM 112 Contest Public Speaking Theory and practice of preparing speeches for delivery in formal and contest situations. Students are expected to attend three interscholastic speech tournaments and compete in at least two of the following: informative speaking, persuasive speaking, speaking to entertain, and/or communication analysis. (Note: Students may take only one of either COM 111, COM 112, or COM 115 for credit. Fall) COM 115 Scientific and Technical Public Speaking 186 An introduction to public speaking for students majoring in scientific or technical fields. Includes the same foundational material as introduction to public speaking, including delivery, argumentation, persuasion, and audience analysis. This material is then applied to specific contexts common in technical fields, with special attention to distinguishing expert or lay audiences and the use of technical vocabulary and notation systems. (Note: Students may take only one of either COM 111, COM 112, or COM 115 for credit.) COM 120 Mass Media and Popular Culture This course is a survey of the mass media in popular culture. Students will examine the different types of mass media and will gain an understanding of what popular culture is and why it is important. The course examines the importance of media criticism and the impact that media have had on culture and society. Students are encouraged to think critically about media and media consumption. FLM 216 Film Production I This course demonstrates the basics of 16mm filmmaking. The student will make short films that demonstrate the art and process of shooting in B/W. COM 243 Studio Production Introduction to video production with an emphasis on creative concept development, scriptwriting, directing, and producing for video. (Fall) COM 247 Documentary A video production course that integrates lecture and criticism with hands-on experience dealing with nonfiction subjects. COM 254 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. (Spring) COM 280 Introduction to Communication Studies An introductory survey course designed to acquaint students with the world of ideas that serves as the foundation for the field of communication studies. (Fall) FLM 312 Film Production II The focus of this course builds on the lessons learned in FLM/THR 216 and adds the study of color photography and sound design. Through exercises and assignments the student will develop skills in scripting, shooting, and editing short films. (Prereq.: FLM 216) COM 321 Business and Professional 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 interviewing and sales presentations, in order to hone students’ speaking skills. (Prereq.: COM 111 or 115) COM 329 Intercultural Communication 187 This course explores cultural differences and their implications for communication, including differences in values, norms, social interaction, and code systems. (Spring: alternate years) COM 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. COM 348 Digital Video Production 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.: COM 243 or 247) COM 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.: COM 111 or 115 or consent of instructor; ENL 111 or 112 or HON 111; and pass CT assessment or GST 100. Fall) COM 352 Persuasion Examination of the process of influence in a variety of social contexts, paying special attention to the psychological aspects of persuasion. (Prereq.: MPG 3; COM 111, 112, or 115 or consent of instructor; and a Quantitative Foundations course. Please see full list of prerequisites in Records and Registration. Spring) COM 355 Small Group Communication A study of group dynamics and leadership with emphasis on decision making, leadership styles, and conflict management. (Spring) COM 356 Advanced Interpersonal Communication This course explores theories and concepts from communication studies related to our understanding of self, other, relationships, and what it means to lead a compassionate life. As such, it provides students with an opportunity to probe deeper into theories and concepts introduced in COM 254 Interpersonal Communication. (Prereq.: COM 254 or consent of instructor) FLM 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. COM 405 Nonverbal Communication This course focuses on the nonverbal elements of communication. Nonverbal communication encompasses all communication except the spoken word. In order to fully explore the functions of nonverbal communication in everyday life, students will conduct a research project that looks at nonverbal communication in depth. (Prereq: COM 280) COM 480 Public Relations/Promotional Communication 188 Public relations in the modern world of communication, marketing, and business. An overview of public relations as a career and a survey of basic promotional communication in profit and nonprofit organizations. (Evenings) COM 490 Communication Studies Keystone: Critical Conversations about Communication and Vocation A synthesis of communication theories and application of those theories to each student’s sense of vocation. This course satisfies the keystone requirement. COM 495 Communication Topics Selected topics in communication with emphasis on the use of primary sources and methodology of research. Internships and Independent Study Courses COM 199 Internship COM 299 Directed Study COM 399 Internship COM 499 Independent Study/Research FLM 399 Internship FLM 499 Independent Study/Research Electives See department listings for the following approved electives: ART 132 ART 224 ART 225 ART 330 BUS 242 BUS 340 BUS 379 BUS 440 CSC 160 ENL 226 ENL 227 ENL 228 ENL 241 ENL 327 ENL 328 ENL 430 MKT 252 MKT 352 MKT 355 MKT 450 PHI 230 189 POL 342 POL 375 PSY 215 PSY 315 PSY 325 PSY 371 PSY 373 PSY 385 SOC 231 SOC 265 SOC 349 SOC 362 SOC 363 SOC 375 THR 230 THR 232 THR 350 190 Computer Science—CSC The Department of Computer Science at Augsburg strives to give students a sound theoretical and practical foundation in computer science. We offer both a BA and a BS major. The coursework provides students a strong foundation in computer science, with emphasis on concepts rather than applications. We encourage students to strengthen their coursework by electing an internship, undergraduate research experience 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. Computer Science Faculty Noel Petit (Chair), Larry Crockett, Erik Steinmetz, Shana Watters Degree and Major Requirements Bachelor of Arts Computer Science Major Twelve courses including: CSC 160 CSC 170 CSC 210 CSC 240 CSC 320 CSC 345 CSC 385 CSC 450 CSC 451 MAT 114 MAT 171 or MAT 145 Introduction to Computer Science and Communication Introduction to Programming Data Structures Introduction to Networking and Communications Algorithms Principles of Computer Organization Introduction to Formal Logic and Computation Theory Programming Languages and Compilers I Programming Languages and Compilers II Precalculus (or MPG 4) Discrete Mathematics for Computing (recommended) Calculus I And two electives from: CSC courses above 200 PHY 261 Electronics Systems Analysis and Design MIS 475 MAT 355 Numerical Mathematics At least one elective must be an upper division course. The Critical Thinking (CT), Quantitative Reasoning (QR) and Writing (W) graduation skills are embedded throughout the offered courses and are met by completing the major. The Speaking (S) graduation skill is met by: a) COM 111 or 115 (115 recommended), or b) A sequence of courses and presentations approved in consultation with the computer science department. Consult your academic adviser for details. 191 Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Bachelor of Science Computer Science Major Sixteen courses including: CSC 160 CSC 170 CSC 210 CSC 240 CSC 320 CSC 345 CSC 385 CSC 450 CSC 451 MAT 145 MAT 146 Introduction to Computer Science and Communication Introduction to Programming Data Structures Introduction to Networking and Communications Algorithms Principles of Computer Organization Introduction to Formal Logic and Computation Theory Programming Languages and Compilers I Programming Languages and Compilers II Calculus I Calculus II Two courses from: MAT 245 MAT 246 MAT 247 MAT 271 Calculus III Linear Algebra Modeling and Differential Equations Discrete Mathematical Structures (recommended) And three electives from: CSC courses above 200 PHY 261 Electronics MIS 475 Systems Analysis and Design MAT 355 Numerical Mathematics At least two electives must be upper division courses. The Critical Thinking (CT), Quantitative Reasoning (QR) and Writing (W) graduation skills are embedded throughout the offered courses and are met by completing the major. The Speaking (S) graduation skill is met by: a) COM 111 or 115 (COM 115 recommended), or b) A sequence of courses and presentations approved in consultation with the computer science department. Consult your academic adviser for details. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. 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, six from economics, and 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. 192 Coordinators Jeanne Boeh, Department of Economics, and Noel Petit, Department of Computer Science Major in Computational Economics Thirteen courses including: MAT 145 Calculus I Introduction to Computer Science and Communication CSC 160 CSC 170 Introduction to Programming Data Structures CSC 210 Introduction to Networking and Communications CSC 240 or CSC 320 Algorithms or CSC 352 Database Management and Design CSC 345 Principles of Computer Organization Principles of Macroeconomics ECO 112 ECO 113 Principles of Microeconomics ECO 312 Intermediate Macroeconomics ECO 313 Intermediate Microeconomics ECO 318 Management Science ECO 315 Money and Banking or EC0 415 Managerial Economics CSC 499 Independent Study or ECO 499 Independent Study The Speaking (S), Critical Thinking (CT), Quantitative Reasoning (QR) and Writing (W) graduation skills are embedded throughout the offered courses and are met by completing the major. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. 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 seven courses from computer science, six from philosophy, and 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, and Noel Petit, Department of Computer Science Major in Computational Philosophy Fourteen courses including: MAT 171 or MAT 145 CSC 160 CSC 170 CSC 210 Discrete Mathematics for Computing Calculus I Introduction to Computer Science and Communication Introduction to Programming Data Structures 193 CSC 320 Algorithms CSC 373 Symbolic Programming and Artificial Intelligence CSC 385 Introduction to Formal Logic and Computation Theory History of Philosophy I: Ancient Greek Philosophy PHI 241 PHI 242 History of Philosophy II: Medieval and Renaissance Philosophy PHI 343 History of Philosophy III: Early Modern and 19th Century Philosophy PHI 344 History of Philosophy IV: 20th Century Philosophy Philosophy of Science PHI 365 PHI 410 Topics in Philosophy or CSC 495 Advanced Topics in Computer Science One upper division elective in philosophy The Speaking (S), Critical Thinking (CT), Quantitative Reasoning (QR) and Writing (W) graduation skills are embedded throughout the offered courses and are met by completing the major. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Departmental Honors GPA of 3.50 in computer science major courses, GPA of 3.10 overall, and an independent study project. Computer Science Minor Six courses including CSC 160, 170, 210, 345, one additional upper division computer science course, and one of MAT 171 or MAT 145. A course must be completed with a grade of 2.0 or higher to be counted as completing a major requirement. A course must also be completed with a grade of 2.0 or higher to count as a prerequisite for a subsequent computer science course. Computer Science Courses CSC 160 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, the Internet, and programming. (Prereq.: MPG 3, recommend concurrent registration with MAT 171 or complete CSC 160 prior to taking MAT 171) CSC 170 Introduction to Programming A study of problem-solving, algorithm development, and programming using a high-level programming language. (Three hours of lecture, one-and-one-half hours of lab. Prereq.: CSC 160 and MPG 3, pass CT assessment or GST 100; MAT 171 recommended) CSC 210 Data Structures Data structures such as linked lists, stacks, and queues; recursion. (Three hours of lecture, one-and-one-half hours of lab. Prereq.: CSC 170, MPG 4, and one of MAT 145 or MAT 171; pass CT assessment or GST 100) CSC 240 Introduction to Networking and Communications Principles and methods of data communications, information theory, distributed processing 194 systems, network protocols and security, standards, network management, and general computer interfacing. (Prereq.: CSC 160 and MPG 3) 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) 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 classes P and NP, NP-complete problems, and intractable problems. (Prereq.: CSC 210, MPG 4, and one of MAT 145 or MAT 171; pass CT assessment or GST 100) CSC 345 Principles of Computer Organization An introduction to computer architecture, binary representation of data, processors, instruction sets, and assembly language programming. (Prereq.: CSC 210 and MPG 4) 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 353 Database Architecture and Design An introduction to the physical design and tuning of database systems. Topics include data storage, indexing, query processing, and transaction processing with a focus on the relation database. Advanced topics include security, other types of databases (e.g., distributed databases, client-server architectures, object-oriented), emerging technologies, and applications. (Prereq.: CSC 210; CSC 352 recommended) CSC 373 Symbolic Programming and Artificial Intelligence An introduction to programming in functional, symbolic languages, such as Lisp or Scheme. A study of the foundation algorithms used in the field of artifical intelligence. Applications to selected problems from artificial intelligence. (Prereq.: CSC 210 and pass CT assessment or GST 100) CSC 385 Formal Logic and Computation Theory An introduction to sentential and first-order logic including logical connectives, proof theory, and quantification. Formal models of computation including finite state automata, pushdown automata, and Turing machines. Incompleteness and uncomputability. (Prereq.: CSC 210 and one of MAT 145 or MAT 171) CSC 431 Introduction to AI Robotics Robot components, robotic paradigms, mobile robots, task planning, sensing, sensor fusion, basic control concepts. (Prereq.: CSC 210 and ENL 111 or 112 or HON 111) CSC 440 Advanced Networking and Operating Systems 195 Network management; client/server databases and workstations; TCP/IP 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 240 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 345 or concurrent registration, CSC 385 or concurrent registration, CSC 320, and ENL 111 or 112 or HON 111) 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 CSC  385) CSC 457 Computer Graphics A study of the foundational algorithms required for computer graphics. Topics include geometric algorithms, geometric modeling, graphics techniques, graphical user interfaces, human-centered software development, computer animation, virtual environments and 3D immersive rendering. (Prereq.: CSC 210, MPG 4) 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 Internship P/N grading only. CSC 299 Directed Study CSC 399 Internship P/N grading only. CSC 499 Independent Study/Research 196 Economics—ECO The 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 six majors. The economics major and the applied economics majors lead to careers in the business world or government. The Mathematical Economics major is designed for students who intend to attend graduate school in economics or another quantitative field such as finance or operations research. It is also intended to serve students who would like to work in quantitative fields immediately upon graduation, e.g., research analysts or actuaries. Computational economics provides a liberal arts entry into the field of computer science. The combined economics/ business administration major allows students great flexibility in order to explore both fields. Finally, the teaching major in political science/economics 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 information 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. Augsburg offers degrees in economics, applied economics, business and economics, computational economics, and economics and political science (education majors only.) For the economics and applied economics majors, the capstone experience is Economics 490 Research Methods in Econometrics. Students in other majors should consult their adviser for other alternatives. Internships are recommended. Students must consult with the department chair and the internship office before registering for academic credit. Note: Transfer students must complete at least three upper division economics courses for a major and two for a minor. Transfer classes must have been completed in the last 10 years with at least a 2.0 grade. Economics Faculty Jeanne Boeh (Chair), Kevin Bowman, Keith Gilsdorf, Stella Hofrenning, Edward Lotterman, Bernard Walley Degree and Major Requirements Major in Economics, B.A. 197 Economics Core: ECO 112 Principles of Macroeconomics ECO 113 Principles of Microeconomics Intermediate Macroeconomics ECO 312 ECO 313 Intermediate Microeconomics Research Methods in Econometrics ECO 490 and three other upper division economics courses Supporting Classes Statistics Class: BUS 379 Quantitative Methods for Business and Economics or MAT 163 Introductory Statistics Mathematics Class: MAT 114 Precalculus or MAT 145, 146 Calculus I and II Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Major in Applied Economics B.A. ECO 112 Principles of Macroeconomics ECO 113 Principles of Microeconomics ECO 312 Intermediate Macroeconomics or ECO 315 Money and Banking ECO 313 Intermediate Microeconomics ECO 490 Research Methods in Econometrics ECO 360 International Economics ECO 318 Management Science or ECO 415 Managerial Economics ECO 350 Labor Economics ECO 399 Internship Program or ECO 499 Independent Study BUS 379 Quantitative Methods for Business and Economics or MAT 163 Introductory Statistics ENL 223 Writing for Business and the Professions PHI 120 Ethics or PHI 125 Ethics and Human Identity Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Major in Computational Economics,B.A. See Computer Science. 198 Combined Major in Economics and Business Administration, B.A. Five economics courses: ECO 112 Principles of Macroeconomics Principles of Microeconomics ECO 113 ECO 312 Intermediate Macroeconomics Intermediate Microeconomics ECO 313 and one other upper division economics course. Six accounting/business administration/MIS courses: ACC 221 Introduction to Financial Accounting ACC 222 Introduction to Managerial Accounting BUS 242 Principles of Management MKT 252 Principles of Marketing Financial Management FIN 331 or BUS 379 Quantitative Methods for Business and Economics and one other upper division business course. Major in Mathematical Economics, B.S. Eight economics courses: Eco 112 Principles of Macroeconomics Eco 113 Principles of Microeconomics Eco 312 Intermediate Macroeconomics Eco 313 Intermediate Microeconomics Eco 490 Research Methods in Economics 2 Upper Division Economics Courses Seven mathematics courses: MAT 145 Calculus I MAT 146 Calculus II MAT 3737 and 374 Probability and Statistics I & II MAT 245 Calculus III MAT 246 Linear Algebra MAT 324 Analysis or MAT 369 Modeling and Differential Equations in the Biological and Physical Sciences or MAT 377 Operations Research Recommended Courses: CSC 160 Introduction to Computer Science and Communication and CSC 170 Introduction to Programming Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Consult your department chair or academic adviser for requirements for meeting the Quantitative Reasoning (QR) graduation skill. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. 199 Teacher 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. Teaching Major in Political Science and Economics See Political Science. Departmental Honors GPA of 3.50 in the major and 3.00 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. 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. Economics Courses ECO 110 Economics of Urban Issues This course studies the economic implications of many problems facing a metro-urban environment especially in the areas of education, housing, and transportation and is designed for those students who do not plan to major in economics, business administration, or MIS On demand) 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. ECO 112 and 113 may be taken in either order. (Prereq.: MPG 3) 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 3) ECO 311 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 On Demand) ECO 312 Intermediate 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. 200 (Prereq.: ECO 112 and ENL 111 or 112 or HON 111. Fall) ECO 313 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 and pass CT assessment or GST 100. Spring semester and winter trimester) 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/Spring semesters and winter trimester) 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: Every three years) ECO 318 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 such as transportation, marketing, portfolio selection, environmental protection, the shortest route, and inventory models. (Prereq.: ECO 113, MPG 3. Fall semester and winter trimester) ECO 350 Labor Economics Analysis of labor markets, labor as a factor of production, determination of collective bargaining, labor legislation, and effects upon society. (Prereq.: ECO 113. Fall: alternate years) 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 This course applies economic principles to the management and utilization of society’s environmental resources. It analyzes the role of externalities and the public policy approaches designed to address those market failures, including command/control and incentive-based strategies. Policy issues examined include air and water pollution, global environmental issues like ozone depletion and global warming, and environmental policy for developing countries. (Prereq.: ECO 113. Fall: alternate years) ECO 370 International Economic Development This course studies the major factors that affect the economic standard of living in the developing world. It examines such issues as poverty and income inequality, population 201 growth, education and health of society, agricultural production, environmental externalities, and the role of international trade and foreign assistance. (Prereq.: ECO 112 or ECO 113. Spring: alternate years) 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.: BUS 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 or ECO 313 and MATH 145 or a calculus class approved by course instructor.) ECO 490 Research Methods in Econometrics This course provides an introduction to the application of statistical models and methods to economic problems. Emphasis is on use of econometric software to analyze data and to test hypotheses. This course satisfies the keystone requirement. (Prereq.: ECO 112 and ECO 113, and ENL 111 or 112 or HON 111) 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 Internship (P/N Grading only.) ECO 299 Directed Study ECO 399 Internship (Prereq.: 50% of the major or consent of instructor. P/N grading only.) ECO 499 Independent Study/Research 202 Education—ECE, EED, ESE, EDU, SPE The 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-6); secondary (grades 5-12) in communication arts/literature, health, mathematics, and social studies; grades 9-12 in life science, chemistry, and physics; grades 5-8 in general science; and K-12 specialist licenses in visual arts, physical education, music, and special education: EBD and LD. (Note: special education: EBD and LD are available in WEC only.) Optional endorsements for an elementary license include preprimary, middle school mathematics, middle school science, middle school social studies, or middle school communication arts/literature. The K-12 Reading Licensure endorsement is also available at the graduate level to already licensed teachers. Degree and/or licensure programs are available in both weekday and weekend/evening formats. Weekend College degree and licensure programs are limited to elementary, secondary communication arts/literature and social studies, and K-12 visual arts and special education. 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 fieldwork and student teaching are available on a weekend or weekday late afternoon/evening schedule. Fieldwork and student teaching must be completed during regular weekday hours. All students must have some time available each term for field experiences. A graduate level licensure option is available in weekend/evening format to those already holding a BA degree. Graduate courses taken for licensure can be applied to a Master of Arts degree in education. Contact the Education Department or the Adult and Graduate Admissions Office for information. Students in all degree and/or licensure programs must apply for acceptance into the education department prior to beginning 300-400 level courses. All students are required to take the Minnesota Teacher License Exam (MTLE) in Basic Skills—Reading, Writing, and Math—prior to beginning 300400 level courses. Additional 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 appropriate exams prior to recommendation for licensure: MTLE, Principles of Learning and Teaching Test, and one or more subject matter tests. The education department offers non-licensure 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 assigned 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 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 203 Twin Cities area under direct Augsburg faculty supervision. Note: Major changes in Minnesota elementary teacher licensure will be implemented in fall 2010. No one may be licensed under programs described in catalogs prior to 2010. Students who entered the College under earlier catalogs must comply with the requirements of the new licensure programs. Education Faculty Lynn Lindow (Chair), Elizabeth Ankeny, Chris Brown, Joseph Erickson, Jeanine Gregoire, Ann Grugel, Gretchen Irvine, Anne Kaufman, Gregory Krueger, Susan O’Connor, Vicki Olson, Donna Patterson, Ron Petrich, Linda Stevens, Diane Vodicka, Dana Wagner, Barbara West 204 Elementary Education—EED/EDC Elementary Major and Licensure Requirements Elementary education majors are required to complete the following non-major and major courses. To be licensed they must also complete a student teaching experience. Degree-seeking students follow the Bachelor of Science Liberal Arts Foundation requirements. Non-departmental core courses (requirements subject to change—see Education Department for most current list): ENL 111 HPE 115 Effective Writing Chemical Dependency (.5) Math sequence for non-math specialty students MPG 3: MAT 137 Math for Elementary Teachers I (required) MAT 138 Math for Elementary Teachers II (required) Science sequence for non-science specialty students Option A is for weekday students who do not have college-level science courses in their background. SCI 110 Natural Science I SCI 111 Natural Science II Option B is for weekday, weekend, and/or transfer students with at least one college level science course accepted in transfer or for weekday students who have already started this sequence. PHY 103 Conceptual Physics or EED 203 Elementary Education Physical Science (summer school only; does not fulfill general education requirement) and EED 200 Elementary Education Earth Science (summer school only; does not fulfill general education requirement) and BIO 102 The Biological World Major Courses Foundations Block I EDC 200 Orientation to Education in an Urban Setting EDC 210 Diversity in the Schools (.5) and EDC 211 Minnesota American Indians (.5) or EDC 206 Diversity/Minnesota American Indians EDC 220 Educational Technology (.5) EED 225 Foundations of Literacy Foundations Block II (courses from this point and on require admissions to the department) EDC 310 Learning and Development Methods Block I 205 EED 311 EED 312 EED 325 EED 326 EED 386 K-6 Methods: Health (.25) K-6 Methods: Physical Education (.25) K-6 Literacy Methods Structured Field Experience (0 credit) K-6 Children’ Literature (.5) Methods Block II EED 341 EED 342 EED 350 EED 360 EED 370 EED 380 EED 336 K-6 Methods: Visual Arts (.25) K-6 Methods: Music (.25) K-6 Methods: Mathematics K-6 Methods: Science K-6 Methods: Social Studies/Thematic Studies (.5) Kindergarten Methods (.5) Advanced Literacy Methods (.5) Capstone Block EDC 410 EDC 490 Learners with Special Needs School and Society Student Teaching Block EED 481, 483, 485 Student Teaching (2.0-3.0). Student teaching is required for licensure. Students with an elementary major who do not complete student teaching can graduate through the elementary education non-licensure major. Middle School Specialty Area (endorsements optional for elementary license) Communication Arts Specialty ENL 220 Intermediate Expository Writing ENL 240 Introduction to Literary Study COM 254, 329 or 351 or 355 EED 331 Middle School Writing Methods (.5) ESE 300 Reading and Writing in the Student Teaching Content Area ESE 350 5-12 Methods: Adolescent Literature/Media Literacy Student Teaching Social Studies Specialty POL 121 American Government and Politics HIS 120, 121 or 122 US History ECO 113 Microeconomics Choose 1: HIS 103: HIS 104; PSY 105; SOC 121; ANT 141 ESE 220 Human Geography ESE 300 Reading and Writing in the Student Teaching Content Area ESE 311 Middle School Methods: Social Studies (.5) Student Teaching Math Specialty MPG 4 or MAT 114 Precalculus 206 MAT 145 Calculus I MAT 163 Introductory Statistics or MAT 248 Biostatistics MAT 252 Exploring Geometry MAT 271 Discrete Mathematics MAT 287 History of Mathematics ESE 300 Reading and Writing in the Content Area ESE 331 Middle School Methods: Mathematics (.5) Student Teaching Science Specialty CHM 105 Principles of Chemistry I or CHM 115 General Chemistry I Principles of Chemistry II CHM 106 or CHM 116 General Chemistry II BIO 121 Human Biology BIO 102 Biological World PHY 116 Introduction to Physics SCI 106 Meteorology Geology (take elsewhere — see Education Department for suggestions) ESE 300 Reading and Writing in the Content Area ESE 341 Middle School Methods: Science (.5) Student Teaching Preprimary Teaching License (3-, 4-, and 5-year-olds) Requirement: Must have elementary teaching license Child Development (Prereq.: PSY 105) PSY 250 SOC 231 Family Systems (Day) or SPE 440 Parent and Professional Planning (WEC) ECE 345/545 Foundations of Preprimary Education ECE 346/546 Learning Environments for Preprimary-aged Children ECE 347/547 Immersion and teaching competence ECE 488, 489 Student Teaching for seven weeks in preprimary or Kindergarten, then 7 weeks in a grade (1-6) A minimum GPA of 2.50 overall, 2.50 in the major, 2.00 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 teaching, is the maximum allowed within the elementary education major requirements. Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. A graduate-level elementary licensure option is available through Weekend College. Licensure is obtained through a combination of graduate and undergraduate credits. The graduate credits can be used toward the MAE degree. Contact the Education Department or the Adult and Graduate Admissions Office for information. 207 Secondary Education—ESE/EDC It 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, life science, chemistry, communication arts/literature, health, mathematics, music, physical education, physics, social studies, and grades 5-8 general science. 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: bachelor’s degree, academic major in an approved teaching area, and completion of an approved licensure program. Consult with your subject matter adviser for Graduation Skills requirements in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W). Non-departmental requirements ENL 111 HPE 115 Effective Writing Chemical Dependency (.5) Program Requirements Foundations Block I EDC 200 Orientation to Education in an Urban Setting EDC 210 Diversity in the Schools (.5) and EDC 211 MN American Indians (.5) or EDC 206 Diversity/MN American Indians EDC 220 Educational Technology (.5) Foundations Block II (Courses from this point and on require admission to the education department.) EDC 310 Learning and Development Methods Block I ESE 300 ESE 325 Reading/Writing in the Content Area Creating Learning Environments Methods Block II ESE 3XX K-12 or 5-12 Special Methods in Licensure Area Capstone Block EDC 410 EDC 490 Learners with Special Needs School and Society Student Teaching Block ESE 481, 483, 485 Student Teaching (2.0-3.0) A minimum GPA of 2.50 overall, 2.50 in education, 2.50 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. 208 Art, Music, and Physical Education Licensure (K-12) Students preparing for licensure in one of these areas follow the secondary education 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 three to 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, music, and physical education teacher education programs lead to licensure for grades K-12. Students may no longer license in a minor field of study. A graduate level licensure option is available through Weekend College. Licensure is obtained through a combination of graduate and undergraduate credits. Contact the Education Department or the Undergraduate and Graduate Admissions Offices for information. Education Core Courses—EDC EDC 199 Internship 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. Urban fieldwork experience required. This course meets Engaging Minneapolis requirements. (Prereq.: ENL 111 or 112 or HON 111, sophomore standing) EDC 206 Diversity/Minnesota American Indians This course will examine human diversity and human relations. It will provide an awareness and critical analysis of how prejudice, discrimination, and stereotypes impact us personally, as well as how these elements impact our schools and communities. Also addressed in this course is the Minnesota Standard of Effective Practice 3.G: Understand the cultural content, worldview, and concepts that comprise Minnesota-based American Indian tribal government, history, language, and culture. (WEC and summer only) 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 211 Minnesota American Indians (.5 course) An overview of cultural content, worldview, and concepts that comprise Minnesota-based American Indian tribal government, history, language, and culture. 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 and computer-based materials for teaching/learning situations. Computer training will be included in this course. EDC 310 Learning and Development in an Educational Setting 209 A survey of educational psychology topics as applied to teaching and learning. Special emphasis is placed on classroom applications. Fieldwork experience. (Prereq.: MTLE and admission to department) EDC 399 Internship EDC 410 Learners with Special Needs The study of students with disability, special needs, and giftedness. Emphasis on techniques and resources to help all students achieve maximum outcomes, and special focus on needs of urban students. Fieldwork experience required. (Prereq.: MTLE and admission to department or special permission of instructor) EDC 490 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. This course meets the senior keystone requirement. (Prereq.: MTLE and admission to department) Elementary Education—EED EED 199 Internship EED 200 Elementary Education Earth Science (summer, only) This course is designed to provide hands-on investigations that model modern inquiry learning and teaching strategies. It meets the basic earth science subject matter standards for initial licensure. This is a content intensive course. Plan to spend much time outside of class reading and completing assignments. EED 203 Elementary Education Physical Science (Summer only) Students will participate in hands-on experiments to explore properties of and changes in matter; position, motion, and force; light, heat, electricity, and magnetism; and kinds of ways to transfer energy. Taking the physical concepts learned, students will develop demonstrations and lessons for K-5 classrooms. Assessment is based on written assignments, a technology project, lessons/demonstrations, and classroom participation. (Prereq: students must be elementary education majors — this course does NOT meet the Science Lab graduation requirement. Summer only) EED 299 Directed Study EED 311 K-6 Methods: Health (.25 course) Examination and preparation of materials and resources for health at the kindergarten and elementary levels. (Prereq.: MTLE and admission to department) EED 312 K-6 Methods: Physical Education (.25 course) Examination and preparation of materials and resources for physical education at the kindergarten and elementary levels. (Prereq.: MTLE and admission to department) EED 225 Foundations of Literacy An initiation into the study of K-6 elementary literacy instruction, which focuses on the 210 fundamentals of linguistics and literacy development in children with special attention to English language learners. This course aims in particular to develop students’ base knowledge as the prerequisite for all upper level courses in literacy. EED 325 K-6 Literacy Methods Continued instruction in and discussion of literacy K-6 instruction, development, and assessment. This course aims to investigate research and practices involved in K-6 literacy instruction by examining the competing theories regarding literacy, the research findings that give support to these theories, and a range of practical approaches to teach literacy in an elementary setting. (Prereq.: MTLE, admission to the department, and successful completion of EED 225. Students must be registered concurrently for EED 326.) EED 326 Structured Field Experience (0 credit) Observation, analysis, and preparation of assessment tools and literacy materials for K-6 students in an elementary classroom setting. (Prereq.: MTLE, admission to the department, and successful completion of EED 225. Students must be registered concurrently for EED 325.) EED 331 Middle School Writing Methods (.5) This course will focus on writing strategies and processes appropriate to middle level students. Emphasis will include the writing process, types of writing, and integrated writing across the curriculum. This course is required for students seeking elementary licensure with a communication arts/literature specialty. (Prereq.: MTLE and admission to department) EED 336 Advanced Literacy Methods (.5) The focus of this course is on formal and informal assessment tools, response to intervention, and differentiated instruction in a K-6 literacy setting. (Prereq.: MTLE, admission to the department, and successful completion of EED 225 and EED 325.) EED 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.: MTLE and admission to department) EED 342 K-6: Methods: Music (.25 course) Examination and preparation of materials and resources for music at the kindergarten and elementary levels. (Prereq.: MTLE 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 required. (Prereq.: MTLE and admission to department. MPG3. MAT 137 recommended) EED 360 K-6 Methods: Science Examination and preparation of materials and resources for science at the kindergarten and elementary levels. Fieldwork experience required. (Prereq.: MTLE and admission to department) EED 370 K-6 Methods: Social Studies/Thematic Studies (.5 course) 211 Examination and preparation of materials and resources for social studies and thematic teaching at the kindergarten and elementary levels. (Prereq.: MTLE and admission to department.) EED 380 Kindergarten Methods (.5 course) Study and use of a variety of techniques and resources for teaching kindergarten. Fieldwork experience required. (Prereq.: MTLE and admission to department) EED 386 Children’s Literature (.5 course) This course focuses on the study of literature for children and young adolescents. It includes wide reading across the genres represented in children’s literature, to evaluate the quality of the literature read, exploring children’s response to literature, and using children’s literature in teaching and learning. EED 399 Internship EED 481, 483, 485 Student Teaching Two to three courses of full-time, supervised classroom experience. Required for licensure. Successful completion of student teaching occurs upon satisfactory completion of degree program and program portfolio. Meets Augsburg Experience requirement. (Prereq.: MTLE and admission to department) Secondary Education—ESE ESE 199 Internship ESE 220 Introduction to Human Geography This course is designed as an introduction to the principal concepts, approaches, and perspectives of the study of geography through the examination of world geographic patterns and processes. Major topics include population distribution; cultural characteristics and cultural landscapes; political integration and disintegration; economic land use; settlements and urbanization. This course will meet the Minnesota Standards of Effective Practice in Geography for middle school and high school social studies license. ESE 299 Directed Study ESE 300 Reading/Writing 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. (Prereq.: MTLE and admission to department. Note: Students seeking the 5-12 communication arts/literature license do must take this course.) 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 in social studies is taught as ESE 311 Middle School Methods: Social Studies (.5 course). Fieldwork experience required. (Prereq.: MTLE and admission to department) ESE 325 Creating Learning Environments 212 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 required. (Prereq.: MTLE and admission to department. Note: Students seeking 5-12 Health and K-12 PE licenses do not need to take this course.) 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 in mathematics taught concurrently as ESE 331 Middle School Methods: Mathematics (.5 course). Fieldwork experience required. (Prereq.: MTLE 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 reguired in science taught concurrently as ESE 341 Middle School Methods: Science (.5 course). Fieldwork experience required. (Prereq.: MTLE 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. Also required for elementary concentration in communication arts/literature. Fieldwork experience required. (Prereq.: MTLE and admission to department) 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.: MTLE 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 required. (Prereq.: MTLE 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 required. (Prereq.: MTLE and admission to department) ESE 399 Internship ESE 481, Student Teaching 483, 485 Two to three courses of full-time, supervised student teaching required for licensure. Secondary licenses require two courses. K-12 licenses require two to three. Successful completion of student teaching occurs upon satisfactory completion of licensure program and program portfolio. Meets Augsburg Experience requirement. (Prereq.: MTLE and admission to department) 213 Special Education: Emotional/Behavioral Disabilities and/or Special Education: Learning Disabilities—SPE The special education EBD and LD majors are available only through Weekend College; ideally, to people who are currently in schools working with students with these labels. These majors lead to Minnesota teaching licensure in special education with a specialty in emotional/behavioral disabilities and/or learning disabilities. Courses labeled SPE are to be taken during the final year of coursework while students are working in an EBD or LD setting. Variations on this ideal are possible; see the Education Department for more information. A graduate level licensure option is available through Weekend College. Licensure is obtained through a combination of graduate and undergraduate credits. Required Non-major Courses: HPE 115 ENL 111 Chemical Dependency (.5) Effective Writing Required Education Courses for EBD: EDC 200 Orientation to Education in an Urban Setting EDC 210 Diversity in the Schools (.5) and EDC 211 Minnesota American Indians (.5) or EDC 206 Diversity/Minnesota American Indians EDC 220 Educational Technology (.5) EDC 310 Learning and Development EDC 410 Learners with Special Needs EED 225 Foundations of Literacy K-6 Literacy Methods EED 325 EED 350 K-6 Methods: Math EED 360 K-6 Methods: Science SPE 315 Critical Issues Seminar (.5) SPE 400 Teaching Students with Emotional and Behavior Disabilities and Learning Disabilities SPE 410 Implementing Assessment Strategies SPE 420 Planning, Design, and Delivery SPE 430 Instructional and Behavioral Practices SPE 490 Parent and Professional Planning SPE 481, 483, 485, 487 Student Teaching Graduation Skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major.Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Required Education Courses for LD: 214 All courses for the EBD major, with the exception of SPE 430, plus: SPE 424 Etiology and Origins of Learning Disabilities SPE 434 Teaching Content Areas to Students with Learning Disabilities SPE 315 Critical Issues Seminar (.5 course) The purpose of this course is to discuss critical issues in the field, create a final portfolio synthesizing your coursework and experience, and prepare for student teaching. (Prereq.: MTLE and admission to department) 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.: MTLE and admission to the department) SPE 410 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.: MTLE and admission to the department) SPE 420 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.: MTLE and admission to the department) SPE 424 Etiology and Origins of Learning Disabilities This course will focus on the history and context of learning disabilities (LD). This includes an in-depth look at the origin of learning disabilities, as well as various theoretical models (sociological, biological, psychological, cognitive, and behavioral) applied to understanding learning disabilities. The course will also provide a critique of current philosophical positions in the field. Students will also acquire knowledge related to accessing information relevant to the field of learning disabilities. (Prereq.: MTLE and admission to department) SPE 430 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.: MTLE and admission to the department) SPE 434 Teaching Content Areas to Students with Learning Disabilities This course will teach students to identify, adapt, and implement developmentally appropriate instruction that support the learning of students identified as having learning disabilities. The course will specifically focus on the areas of reading, writing, listening comprehension, math, reasoning, and problem-solving skills. There will be a strong focus 215 on the modifications involved in these areas and the planning process involved. (Prereq.: MTLE and admission to department) SPE 490 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. This course along with SPE 315 meets the senior keystone requirement in the core curriculum. (Prereq.: MTLE, admission to department, and ENL 111 or 112 or HON 111) SPE 481, 483, 485, 487 Student Teaching Two to three courses of full-time, supervised student teaching required for licensure. Student teaching occurs during the last year of coursework within an internship context. Meets Augsburg Experience requirement. (Prereq.: MTLE and admission to department) Special Education Minor 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. This minor is available through the weekday program. Required courses: EDC 410 EDU 491 SOC 231 PSY 105 Learners with Special Needs Practicum and Seminar in Special Education Family Systems: A Cross-Cultural Perspective Principles of Psychology Choose one from the following: PSY 250 PSY 251 PSY 252 Child Development Adolescent and Young Adult Aging and Adulthood 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 Assessment Interested students should contact the director of special education at the outset of coursework. EDC 410 Learners with Special Needs (see EDC course descriptions) 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 director about a placement prior to registering for the course. (Prereq.: completion of all 216 other courses in special education minor or consent of instructor. Open to all.) 217 Engineering Augsburg 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 College of Science and Engineering, 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. Contact Jeff Johnson, Physics Department, 612-330-1070. University of Minnesota The College of Science and Engineering and Augsburg cooperative arrangement provides for two dual degree engineering programs: Bachelor of Arts/Bachelor of Engineering (BA/BE) 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 College of Science and Engineering. 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 College of Science and Engineering may be completed during the second semester of the junior year at Augsburg. Bachelor of Arts/Master of Engineering (BA/ME) 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 College of Science and Engineering. The curriculum is the same as the BA/BE 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 curriculum. The number of such courses varies by IT department and area of emphasis within a department. Application for admission into the BA/ME 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 College of Science and Engineering staff regarding courses that should be taken during the senior year at Augsburg. Participants in the BA/ME program are not guaranteed admission to the College of Science and Engineering. Michigan Technological University 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. 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. 218 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. 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. Degree and Major Requirements Minimum course requirements for admission to the dual-degree or three-two programs: CHM 115 CHM 116 CSC 170 ENL 111 PHY 121 PHY 122 General Chemistry General Chemistry Structured Programming Effective Writing General Physics I General Physics II Four mathematics courses are required: MAT 145 Calculus I MAT 146 Calculus II MAT 245 Calculus III MAT 369 Modeling and Differential Equations or PHY 327 Special Functions of Mathematical Physics 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 first year. Students interested in chemical engineering also should take CHM 351, 352. 219 English—ENL 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 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. Students majoring in English have the opportunity to choose one of four concentrations: Literature, Language and Theory; Media Writing; Creative Writing; and Secondary Licensure in Communication Arts/Literature. 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 Language Learners (ELL) students, or tutoring in the writing lab. 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 John Schmit (Chair), Stephan Clark, Robert Cowgill, Cass Dalglish, Suzanne Donsky, Douglas Green, John Harkness, Colin Irvine, Dan Jorgensen, Dallas Liddle, Kathryn Swanson, Mzenga Wanyama, Cary Waterman, Susan Williams Degree and Major Requirements Choosing a Concentration The English Literature, Language, and Theory concentration provides students various approaches to the life-enhancing study of the written word and visual text. Spotlight courses focus on specific authors, genres, or themes, and provoke discovery of new literary experiences. Courses in African American, Native American, Asian American, and post colonial literatures reconfigure the nature of traditional literary studies. Survey courses in English, American, and world literatures are organized by historical periods and provide a classically structured framework of study. Courses in literary theory demand the intense and intellectually challenging engagement of text, culture, and self. While some of our courses foreground theoretical approaches to literature and deeply examine race, class, and gender in the consideration of their subject matter, all of our courses infuse these concerns into their engagement with primary works of fiction, poetry, creative non-fiction, film, and drama. 220 All literature classes involve students in dynamic and enjoyable literary examination, and are taught by professors who love teaching and who love literature. Our classes develop and demand the skills of aesthetic receptivity, perceptive and critical reading, open and clear speaking, and analytical and engaging writing — skills of the educated and employable citizen. The literature, language, and theory concentration offers courses of study cross-listed with American Indian Studies, Art, Communication Studies, Film, Theatre Arts, and Women’s Studies. The English Writing concentration is for students who intend to develop professional skills in either creative or media writing. Over the course of their study, students will master terminology; understand historical, legal, and ethical issues relevant to the field; and study the works of established writers and professionals. The writing major emphasizes expanding competencies in observation, research, and analysis that enable writers to gather material from a variety of sources and perspectives for their work. Writing majors will understand the interdisciplinary demands inherent in creative and media writing (including issues of design) and will enhance their appreciation of the aesthetic possibilities inherent in the writing life. Writing courses are taught by dedicated professors who are practicing writers themselves. The writing concentration offers courses of study cross-listed with Art, Communication Studies, and Theatre Arts. The Communication Arts/Literature Teacher Licensure major is for students who seek to be licensed to teach in Minnesota in communication arts/literature. Students are encouraged to take courses toward their major during the first and sophomore years, and to apply for the education licensure program no later than the spring of their junior year. Students in both programs 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. Should licensure not be possible, graduation can be achieved through an English major, which requires at least two additional, specific courses, or through a communication studies major. Graduation Skills Graduation Skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. The Quantitative Reasoning (QR) graduation skill is met by completing the following courses: Concentrations in English Literature, Language, and Theory; English Writing; Creative Writing: QR/QFA: GST 200 or PHY 119; OR a QF: one of CHM 106, CHM 115, CHM 116, HON 220, MAT 114, MAT 129, MAT 137, MAT 138, MAT 145, MAT 146, MAT 163, MAT 173, PHY 103, PHY 106, or SCI 110; AND completion of either a:QA: ENL 327 Concentration in Media Writing: QR:--QF: one of CHM 106, CHM 115, CHM 116, HON 220, MAT 114, MAT 129, MAT 137, MAT 138, MAT 145, MAT 146, MAT 163, MAT 173, PHY 103, PHY 106, or SCI 110; AND completion of: QA: ENL 327 Communication Arts/Literature Teacher Licensure: QR:--QF: one of CHM 106, CHM 115, CHM 116, HON 220, MAT 114, MAT 129, MAT 137, MAT 138, MAT 145, MAT 146, MAT 163, MAT 173, PHY 103, PHY 106, or SCI 110; AND completion of: 221 QA: COM 352 Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Major Requirements English Literature, Language, and Theory Concentration The concentration requires nine courses above ENL 111, or HON 111, or ENL 112. Students must take at least two 200-level literature courses as prerequisites for upper division courses in English, as well as either ENL 220 or ENL 221. No more than two 200-level literature courses may count for the major. Students must take at least five 300-level courses, with one each in British literature, American literature, and world literature. Majors must take at least one 400-level course with concurrent enrollment in ENL 490 English Keystone. Any 300-level course serves as a prerequisite for the 400-level. Minor in English Literature, Language, and Theory Five courses above ENL 111, or HON 111, or ENL 112 are required. One course must be ENL 220 or ENL 221; the remaining four must be literature, language, and theory courses, three of which must be upper division courses. English Writing Concentration Students must take 10 or 11 courses above ENL 111, or HON 111, or ENL 112, including three literature, language, and theory courses. At least one of these must be at the 300-level or higher. Creative Writing Emphasis Two introductory writing courses at the 200-level: ENL 226 (required) and either ENL 220 or 221. And a 300 level writing sequence: Either Fiction I and Fiction II (ENL 320 and 321), or Poetry I and Poetry II (ENL 322 and 323). And one elective from the following: ENL 227; ENL 228; ENL 320 or ENL 322; ENL 324; ENL/FLM 328; ENL/THR 325; an approved ACTC creative writing course; or an internship.And ENL 420, the keystone writing course. An additional art class is required, either Web Design I (ART 215) or Graphic Design (ART 225). Media Writing Emphasis Two introductory courses are required: Either ENL 227 or 228; and Either ENL 220 or 221. Also required, ENL 327 Quantitative Journalism; and two additional courses from the following: ENL 226, 227, 228, ENL 324; ENL/FLM 328; ENL/THR 325; an approved ACTC writing/reporting course; or an internship. And ENL 427, the Keystone Advanced Studies in Media Ethics and Theory. Additional art classes are required: Web Design I (ART 215) and Graphic Design (ART 225). Minor in Writing A minor with an open emphasis requires five writing courses above ENL 111, or HON 111, or ENL 112, including at least one course from the 200-level and two from the 300-level. A minor with a creative emphasis requires five writing courses above ENL 111, or HON 111, or ENL 112 and must include ENL 226, and at least three upper division creative writing courses, two of 222 which must be a 300 two-course writing sequence. A minor with a media emphasis requires six courses above ENL 111, or HON 111, or ENL 112, and must include ENL 227 or 228, ENL 427, one design course, and three upper division media writing courses. Communication Arts/Literature Teacher Licensure Major Prerequisite: ENL 111, or HON 111, or ENL 112 Major Requirements (eight courses in English): ENL 220 Intermediate Expository Writing ENL 240 Introduction to Literary Study Contemporary Post-Colonial Fiction ENL 365 ENL 380 Introduction to the English Language Internship in Teaching Writing ENL 396 And three upper-division ENL Literature courses, one each in British, American, and world literature. Experiential Requirement (no credit) One college-level experience required in forensics, debate, newspaper, literary journal, or related activity (subject to departmental approval). Additional Courses (outside the English Department): COM 112 Contest Public Speaking COM 243 Studio Production COM 254 Interpersonal Communication COM 352 Persuasion Special Methods (two courses) ESE 350 5-12 Methods: Literature and Reading ESE 351 5-12 Methods: Speaking and Listening (.5 course) ESE 352 5-12 Methods: Media Literacy (.5 course) Additional ESE and EDC courses are required for licensure. They include EDC 200, 210, 211, 220, 310; ESE 325, 350, 351, 352; EDC 410, 490; student teaching. In addition to consulting your designated ENL adviser, contact an education department adviser for information about education courses. Departmental Honors GPA of 3.50 in the major and 3.00 overall; submit proposal to department chair by early October in senior year for department approval. Submit and defend paper before faculty committee. Honors project may receive independent study credit (refer to departmental guidelines). Other Requirements 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 BA 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. 223 The English Placement Test 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 need to develop competence in composition skills—such as stating and supporting a thesis, organizing clearly, and constructing paragraphs and sentences—are required to enroll in Developmental Writing (ENL 101) where they receive more individual instruction than is possible in Effective Writing (ENL 111). These students must pass Developmental Writing (ENL 101) with a grade of P, 2.0, or higher before enrolling in Effective Writing (ENL 111). Note: Students should register for ENL 101 during the first semester of attendance if possible. ENL 111, 112, or HON 111 should be completed, if possible, during the first year. Students in Developmental Writing (ENL 101), Effective Writing (ENL 111), HON 111, or ENL 112 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 ENL 101 or 111 and does not receive a grade of 2.0 or higher, will receive a grade of 0.0. English Courses Service Courses The department offers these service courses for students as required by a placement test. Note: First day attendance in all writing courses is mandatory for a student to hold his/her place in the course. ENL 101 Developmental Writing A preparatory course for ENL 111 Effective Writing, this course is required of students identified by the English Placement Test as needing additional preparation in composition. Students receive course credit, but this course does not fulfill the graduation requirement in writing. The minimum passing grade for this course is 2.0. ENL 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. HON 111 Effective Writing for Liberating Letters This course takes a problem-based, process-oriented approach to expository writing. Attention is given to choosing, organizing, and developing topics; thinking critically; reading closely; and revising carefully for clarity and style. The minimum passing grade is 2.0. ENL 112 Advanced Effective Writing Advanced Effective Writing follows the same purposes and procedures as ENL 111; placement is determined by a writing sample submitted by students upon entry to the College. The minimum passing grade is 2.0. 224 ENL 217/218 English for Language Learners Understanding spoken American English, speaking, reading college-level materials, and writing are the skills emphasized in these two courses. Testing determines placement in these courses; and testing, as well as course performance, determines whether the ELL requirement is met. Students continue in ELL until the requirement is completed but can receive credit for only two courses. Literature, Language, and Theory Courses The 200-level courses in the literature, language, and theory track of the English major develop foundational competencies in reading and interpreting literary texts, and provide opportunities for diverse literary discovery. These courses require ENL 111, or HON 111, or ENL 112 as a prerequisite or co-requisite. ENL 240 Introduction to Literary Study This course develops students’ critical and analytical skills in reading and appreciating all kinds of literary texts and genres, including poetry, fiction, and drama. Emphasis is placed on learning fundamental terms and concepts that serve future literary inquiry and enjoyment. Required for communication arts/literature teacher licensure major. (Prereq or co-req.: ENL 111, or HON 111, or ENL 112) ENL 241 Introduction to Cinema Arts An investigation of the cinematic qualities, theoretical principles, and technical and aesthetic evolution of the film medium. Includes the viewing and analysis of both feature length and short films, illustrating the international development of film form and selected aesthetic movements. (Prereq or co-req.: ENL 111, or HON 111, or ENL 112) ENL 250 American Voices American Literature is made up of many voices that are distinct from one another in any number of ways. This course foregrounds those voices that are usually identified by dint of ethnic rubrics. In each iteration, a specific ethnic literature such as Hispanic, Asian American, or Jewish Literature will be emphasized. Check the departmental web page for further information or contact the instructor. (Prereq.: ENL 111, or HON 111, or ENL 112) ENL 251 Introduction to African-American Literature This course introduces students to the foundations, development, and production of modern African-American literature from its origins in the 18th century to the present. It explores various literary genres, representative authors, epochal texts, and literary and ideological movements that have contributed to the shaping of the African American literary tradition. (Prereq or co-req.: ENL 111, or Hon 111, or ENL 112) ENL 255 American Indian Literature American Indian literature offers a survey of contemporary American Indian writing, including non-fiction, fiction, poetry, and drama. The course explores the richness and diversity of American Indian literature and the ways in which literature reflects and illuminates American Indian culture and traditions. The course emphasizes close readings of literature and public speaking skills through in-class presentation and small group discussion. Course cross-lists with American Indian Studies. (Prereq or co-req.: ENL 111, or HON 111, or ENL 112) 225 Spotlight Courses Offered Alternating Terms (Content for each will vary by term—check online course descriptions) ENL 260 Authors A chance to investigate closely an author of significant influence in various cultural contexts. Course subjects may include “Shakespeare on Page, Stage, and Screen,” “Tolkien’s Life, Times, and Works,” “The Cinema of Orson Welles,” “Mark Twain in the 20th Century,” and others. Check the departmental Web page for the title of a given section. (Prereq or co-req: ENL 111, or HON 111, or ENL 112) ENL 270 Themes This course traces a specific theme through changing historical, literary, and cultural contexts. Course subjects may include “The Heroic Journey,” “Literature and Landscape,” “Utopian Visions,” and others. Check the departmental webpage for the title of a given section. (Prereq or co-req: ENL 111, or HON 111, or ENL 112) ENL 280 Genres Students will consider literary and cultural developments that fix generic conventions and ways authors subvert or challenge those conventions. Course subjects may include “History of Mystery Fiction,” “The Short Story,” “Sports and Literature,” “Victorian Thrillers,” “The Musical on Stage and Screen,” and others. Check the departmental webpage for the title of a given section. (Prereq or co-req.: ENL 111, or HON 111, or ENL 112) ENL 290 Explorations in Language and Theory An introductory course in applied literary or language theory. Course subjects may include “Cinema and Sexuality,” “Strategies in Reading the Novel,” “Challenging the Gaze,” “Language and Society,” and others. Check the departmental webpage for the title of a given section. (Prereq or co-req: ENL 111, or HON 111, or ENL 112) The 300-level courses in the literature track in English concentrate on primary texts in historical and cultural contexts. These courses ask students to practice interpreting literary texts by employing techniques, terminology, and research methods of the discipline, resulting in effective and substantive expository writing about the subject. Unless otherwise indicated, students must take ENL 220 or 221 (see writing courses), or one 200-level literature, language, or theory course, or gain consent of the instructor as a prerequisite. British Literature ENL 330 Shakespeare Study of the bard’s major plays — comedies, histories, tragedies, and romances — for their literary, dramatic, and cultural significance. (Prereq.: ENL 220 or 221, or a 200-level literature, language, or theory course or THR 250, or consent of instructor.) ENL 332 Renaissance and Reformation A survey of 14th- to 17th-century British literature, with attention to its European contexts. Begins with the Reformation of the 14th century and Canterbury Tales and ends with the 226 Puritan Revolution and Paradise Lost. Themes include “the enchantment of evil”; the hero as lover and courtier; utopian dreams and the literature of conquest; the writer as politician; and the challenges to religious certainty in a post-Ptolemaic universe. Major writers include Marlowe, Spenser, Shakespeare, More, and Donne. (Prereq.: ENL 220 or 221 or one 200level literature, language, or theory course, or consent of instructor.) ENL 333 British and American Literature of the 17th and 18th Centuries: Strange Shores British and American writers of this period are surveyed, with attention to the historical, intellectual, and social influences of the major literary movements on both sides of the Atlantic. (Prereq.: ENL 220 or 221 or one 200-level literature, language, or theory course, or consent of instructor.) ENL 334 British Literature: Reason and Romanticism This class investigates the literary texts now called Romanticism within the history and culture of late 18th- and early 19th-century Britain. The famous “big six” poets (Blake, Coleridge, Wordsworth, Byron, Shelley, Keats) will be studied in the context of poetic predecessors and influences (Burns, Cowper, Smith) and contemporary talents in other genres, including Austen, Wollstonecraft, and Scott. (Prereq.: ENL 220 or 221, or one 200level literature, language, or theory course, or consent of instructor.) ENL 336 British literature: The Age of Victoria If America was the world’s cultural and political leader in the 20th century, Britain was the leader of the 19th century. Students will study the literature and culture of Queen Victoria’s England and her empire from the 1830s through 1914 in all four major genres of poetry, fiction, drama, and essay. (Prereq.: ENL 220 or 221 or one 200-level literature, language, or theory course, or consent of instructor.) ENL 337 The British Novel: Love and Learn This course traces two great structuring ideas—the love-plot and the education-plot—in the rise and development of the British novel in the 18th and 19th centuries. The course spans 150 years of literary history, while studying and critiquing the ways literary theorists and historians have explained and theorized British fiction. Authors surveyed include Defoe, Richardson, Austen, Trollope, Bronte, Eliot, and others. (Prereq.: ENL 220 or 221 or one 200-level literature, language, or theory course, or consent of instructor.) ENL 338 Readings in British and Commonwealth Drama A variable survey of drama in English by British and Commonwealth playwrights, organized historically and/or thematically. Sample topics include “Mysteries and Moralities,” “London Onstage,” “The Empire Strikes Back,” and “What Is My Nation?” Readings range from the Middle Ages to the present. THR 250 satisfies the prerequisite for this course. (Prereq.: ENL 220 or 221 or one 200-level literature course or THR 250, or consent of instructor.) ENL 339 Modern British and Irish Writers Writers of the first half of the 20th century are surveyed, with attention paid to their contribution to modernism, experimentation, and literary form. Virginia Woolf, William Butler Yeats, James Joyce, Henry Green, D.H. Lawrence, Samuel Becket, and Muriel Spark are among the authors surveyed. (Prereq.: ENL 220 or 221 or one 200-level literature, language, or theory course, or consent of instructor.) 227 American Literature ENL 350 Readings in African-American Literature This course offers a chance to look in depth at authors, themes, historical influences, and theoretical issues surrounding both classical and emerging minority literature. The course’s focus varies. A specific ethnic literature or a specific writer may be emphasized; at other times topics that cross the boundaries of minority literatures will be examined. Check the departmental web page for a given section’s emphasis. (Prereq.: ENL 220 or 221 or one 200-level literature, language, or theory course, or consent of instructor.) ENL 351 19th Century American Literature Covers the intellectual and social environment that affected the writers of the period. Many different genres—slave narratives, romances, tall tales, epic poetry—are considered. Douglass, Jacobs, Thoreau, Melville, Hawthorne, Twain, Emerson, Dickinson, James, and Wharton are among the authors surveyed. (Prereq.: ENL 220 or 221 or one 200-level literature, language, or theory course, or consent of instructor.) ENL 352 American Literature from 1900 to 1945 Naturalism, the rise of modernism, the development of social protest literature, significant movements such as the Harlem Renaissance, and other major developments of the period are charted. Cather, Dreiser, Elliot, Fitzgerald, Faulkner, Hemingway, Hughes, and Hurston are among the writers considered. (Prereq.: ENL 220 or 221 or one 200-level literature, language, or theory course, or consent of instructor.) ENL 353 American Literature from 1945 to the Present Writers surveyed include O’Connor, Bellow, Baraka, Baldwin, Ellison, Erdrich, Roth, Pynchon, Oates, Kingston, Mailer, Williams, Wideman, Morrison, as well as contemporary fiction writers represented by the Best American Short Stories anthologies. (Prereq.: ENL 220 or 221 or one 200-level literature, language, or theory course, or consent of instructor.) ENL 354 Contemporary American Poetry A survey of the work of poets who have come into prominence since mid-20th century as represented in the anthology Contemporary American Poetry. Attention will be given to younger and/or less prominent poets represented in the Best American Poetry series. (Prereq.: ENL 220 or 221 or one 200-level literature, language, or theory course, or consent of instructor.) ENL/AIS 355 Themes in American Indian Literature The course is structured around a number of writers working within a particular theme such as “Native Voices of Minnesota,” “Voices from the Southwest,” “Poetics and Politics of Native Writing,” “Women and Power in Native Literature, ““Urban-Reservation: Homing,” and “American Indian Film-Literature Adaptation.” Students focus on primary texts, comparing and contrasting theme, voice, aesthetic, or cultural emphasis as it shifts or arises across the group of texts. Course cross-lists with American Indian studies. (Prereq.: ENL 220 or 221 or one 200-level literature, language, or theory course, or consent of instructor.) 228 ENL 358 Readings in American Drama A variable survey of American drama from the early 20th century to the present, organized historically and/or thematically. Sample topics include “American Families,” “Blacks and Whites,” and “Sex and Self on the American Stage.” Readings range from O’Neill and Treadwell to Shanley and Parks. (Prereq.: ENL 220 or 221 or one 200-level literature course or THR 250, or consent of instructor.) World Literature in Translation ENL 360 The Classical Tradition A study of the major works of Greek and Roman literature, including Homer, Aeschylus, Sophocles, Virgil, through Dante. Works are studied with reference to their mythological foundations, their cultural background, their influence on later literature, and their enduring relevance. (Prereq.: ENL 220 or 221 or one 200-level literature, language, or theory course, or consent of instructor.) ENL 361 The Medieval World A survey of medieval literature from the collapse of the Roman Empire to the 14th century, this course emphasizes themes of cultural collision and synthesis: pagans — both classical and “barbarian” — and Christians; Islam and Christendom. Attention is paid to heroic traditions (myth, epic, saga, romance, hagiography); the literature of courtly and profane love; and visions of heaven and hell. (Prereq.: ENL 220 or 221 or one 200-level literature, language, or theory course, or consent of instructor.) ENL 362 Renaissance to Modern Literature Study of masterpieces of literature, chiefly European, from the Renaissance to the modern period, including such authors as Moliere, Cervantes, Rabelais, Voltaire, and Ibsen. (Prereq.: ENL 220 or 221 or one 200-level literature, language, or theory course, or consent of instructor.) ENL 365 Contemporary Post-Colonial Fiction This examination of contemporary world fiction includes work by authors from Latin America, Africa, Asia, and the Middle East, and fiction written by indigenous authors worldwide. The course explores novels in relation to language, culture, and gender in an age of globalization and fragmented nationalisms, considering fictions in their literary, cultural, and social contexts. Cross-listed with Women’s Studies. Required for communication arts/literature teacher licensure major. (Prereq.: ENL 220 or 221 or one 200level literature, language, or theory course, or consent of instructor.) ENL 367 Women and Fiction The course studies novels and short stories by women across cultures. Emphasis on the conditions that have affected women’s writing (including race and class), the reflection of women’s unique experience in their writing, and the ways in which women writers have contributed to and modified the Western literary heritage. This course is cross-listed with Women’s Studies. (Prereq.: ENL 220 or 221 or one 200-level literature, language, or theory course, or consent of instructor.) 229 ENL 368 Readings in World Drama A variable survey of drama in translation from around the world, organized historically and/ or thematically. Sample topics include “Classical Theaters,” “Spanish and Latin American Drama from the Renaissance to the Present,” “Social Issues in Contemporary World Drama.” (Prereq.: ENL 220 or 221 or one 200-level literature course or THR 250, or consent of instructor.) Language, Media, and Theory ENL 371 History of Cinema A chronological survey of the development of cinema from the inception of the moving image in the late 19th century through the emergence of film as one of the most important popular art forms of the 20th century. Emphasis will be placed on important international cinematic artistic movements, such as Italian neo-realism and the French New Wave, on cultural contexts that influenced the reception of film art, and on technological advancements that altered the medium and influenced both narrative and documentary filmmakers. (Prereq.: ENL 220 or 221 or one 200-level literature, language, or theory course, or consent of instructor.) ENL 380 Introduction to the English Language A structural and historical overview of theoretical and social issues concerning the English language, including theories of language acquisition. Required for the communication arts/ literature licensure major. (Prereq.: ENL 220 or 221 or one 200-level literature, language, or theory course, or consent of instructor.) ENL 385 Language and Power Students will consider both spoken and written examples of language as a means of establishing, maintaining, or revoking power. They will also pay attention to gender differences in the use of language and analyze ways in which speakers and writers can both create and revise reality via the language they use. (Prereq.: ENL 220 or 221 or one 200-level literature, language, or theory course, or consent of instructor.) ENL 394 Composition Theory and Practice Students will examine composition as a relatively new field of study, one in which research in such areas as cognition, language acquisition, gender differences in language, and code switching are relevant. Using both spoken and written language, students will apply various theoretical positions to the language they and others use to communicate in a range of linguistic tasks. Recommended for licensure and potential graduate students. (Prereq.: ENL 220 or 221 or one 200-level literature, language, or theory course, or consent of instructor.) The 400-level literature, language, and theory courses emphasize scholarship, criticism, and theory, and ask students to write and speak professionally about literary texts. Any 300-level literature course or consent of the instructor serve as a prerequisite for the 400-level. One 400-level course must fulfill the keystone requirement. ENL 410 Advanced Studies in Literature Potential course subjects include “The Beats,” “American Indian Writers Speak,” “The 230 Unteachable Novel,” “Studies in the American Romance,” “Black and White and Red All Over: Film Noir, Communism, and Race,” and others. Check the departmental webpage for the subject of a specific term, and get a complete course description in the English Department. (Prereq.: Any 300-level literature course or consent of instructor) ENL 430 Advanced Studies in Language, Theory, and Method Through a focus on particular issues and problems in literary studies, this course engages students in a variety of past and current critical theories. Possible course topics include “Is There a Gay Literature?” “Realism Reconsidered,” “Cognition, Meaning, and Interpretation,” “Eco-criticism and the Nature of Reading,” “Readings in Theory,” and others. Check the departmental webpage for the subject of a specific term, and get a complete course description in the English Department. (Prereq.: Any 300-level literature course or consent of instructor) Writing Courses Note: First day attendance in all writing courses is mandatory for a student to hold his/her place in the course. ENL 220 Intermediate Expository Writing This course builds on the practices and methods of Effective Writing. Its workshop format stresses style and organization, the process of revision, self and peer evaluation, and the relationship between reading and writing. Required for the communication arts/literature teacher licensure major. (Prereq.: ENL 111, or HON 111, or ENL 112) ENL 221 Expository Writing about the Arts and Popular Culture A variant of English 220, this course also builds on the methods of Effective Writing, but in this version students work on content related to subjects in the world of art and literature. Particularly aimed at art, theatre arts, and film majors. (Prereq.: ENL 111, or HON 111, or ENL 112) ENL 223 Writing for Business and the Professions This practical course is designed to improve writing skills for those entering business and professional careers. (Prereq.: ENL 111, or HON 111, or ENL 112) ENL 226 Introduction 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.: ENL 111, or HON 111, or ENL 112) ENL 227 Journalism An introductory newswriting course with an emphasis on writing for the print media. Students consider how to recognize news, gather and verify facts, and write those facts into a news story. (Prereq.: ENL 111, or HON 111, or ENL 112) ENL 228 Broadcast and On