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Title: Augsburg College Interim Catalog, 2002
Collection: Course Catalogs
Search Result: ......................2 Options ......................4 Visiting Students ................5 About This Catalog................. 5 Calendar ........................6 Interim Courses ...................7 Lifetime Sports ...................36 Interim Abroad .................. 38 Other Courses ...
Show more ......................2 Options ......................4 Visiting Students ................5 About This Catalog................. 5 Calendar ........................6 Interim Courses ...................7 Lifetime Sports ...................36 Interim Abroad .................. 38 Other Courses ...................39 Introduction Introduction to Interim The College follows a 4- 1-4 calendar, with fall and spring semesters of approximately 14 weeks separated by a four-week January Interim. Interim is intended to be a time for both students and faculty to employ styles of teaching and learning and to investigate questions and topics in places and ways not possible during the regular term. The College is changing its calendar next year to a 4-4 calendar so January Interim 2002 will be the last opportunity to take an Interim course. Freshmen are required to take an Interim course their first year. All other current students are expected to complete the two interims required for graduation. Interim is an opportunity for intense concentration on a single course of study. Since one Interim course equals a fulltime load, students should plan to spend the same amount of time in class and preparing for class as they would for a fourcourse load during fall or spring semesters. Students should be prepared for at least 40 class hours during the Interim and should anticipate the equivalent of the normal two hours of study for each class hour. Since the course length is only 3 112 weeks, attendance at every class is imperative. While it is expected that students will attend every class period, instructors will establish the precise attendance policy for their courses. Students can register for only one course credit during Interim. There is no tuition refund for a student who chooses not to enroll in an Interim course. Most Interim courses are graded traditionally on a 4.0 to 0.0 scale. Students generally have the option to register on a PassINo credit basis. A few Interim courses are graded only on the PIN system; this is indicated in the course description. Some courses are offered for either upper or lower division credit. Such Interim courses have two numbers listed and students must select which is most appropriate for their needs. Students registering for upper division credit should anticipate additional assignments and a more rigorous grading standard. Some courses, especially courses with travel requirements, have additional fees associated with them. These fees, although intended to be accurate, may change and students should check with the instructor to verify the final costs. Day school students (3.0 credits or more for fall) can take a total of 1.0 course credit. They may take two half-credit classes. They may also take a lifetime sport (zero credit). The lifetime sport is at no additional charge if they are full-time students (fall term). If less than full time, they will be charged. Weekend students can take 1.0 course credits in Interim as a cross registration and will be charged WEC tuition $1321 per course credit and a $25 technology fee. If they do so, they may petition to take an additional 1.0 course credit in Weekend College for winter trimester. Augsburg College, as afirmed in its mission, does not discriminate on the basis of race, color, creed, religion, national or ethnic origin, age, gender, sexual orientation, marital status, status with regard to public assistance, or disability in its education policies, admissions policies, scholarship and loan programs, athletic andlor school administered programs, except in those instances where religion is a bona fide occupational qualification. Augsburg College is committed to providing reasonable accommodations to its employees and its students. Any questions concerning Augsburg's compliance with federal or state regulations implementing equal access and opportunity can be directed to Betty Wade, afirmative action coordinator, Ofice of Human Resources, CB 79,Augsburg College, 221 1 Riverside Ave., Minneapolis, M N 55454. She can be reached by telephone, (612) 330-1023; or by e-mail, <wadeb@augsburg.edu>. Options International Interim-Students are invited to participate in the international Interim courses offered by the Upper Midwest Association for Intercultural Education (UMAIE) and other consortia. These course opportunities are listed on page 38. Some courses have early registration deadlines. Internships deadline-Friday, December 7. January Interim internships must be planned in advance. Students electing an internship must meet departmental requirements and present a signed internship-learning agreement plan to the Center for Service, Work, and Learning (1st floor Memorial) by the first day of Interim classes. The learning-agreement forms are available in the same office. Internships during Interim must involve full-time work placements for approximately four weeks. Assistance for planning internships is available in the Center for Service, Work, and Learning. Independent studylresearch or directed study-Students may elect a program of independent study (upper division 499) or directed study (lower division 299) for Interim. Faculty members are strongly discouraged from accepting responsibility for more than one independent study per Interim. Students choosing to pursue independent or directed study must: 1. Meet departmental requirements 2. Present to the registrar a copy of the proposed study plan approved by the supervising faculty member and the directedlindependent study registration form. These forms must be submitted by December 1. Appropriate study proposal and registration forms can be obtained in the Office of the Registrar. Interims at other schools-Augsburg students may enroll at any other 4-1-4 institution that offers a reciprocal Interim arrangement. Catalogs of these Interim programs are available in the registrar's office. Registration for Interims at the other ACTC colleges will be at Augsburg during the regular registration period. Most courses taught during the Interim at other 4-1-4 schools are accepted for credit by Augsburg, but may not necessarily be accepted as meeting Augsburg's general education requirements or major requirements. Visiting Students Augsburg College welcomes students from other 4- 1-4 schools for the January Interim without tuition charges, provided the student's home institution agrees not to charge tuition to Augsburg students for the January term. The waiver of tuition does not include special fees, housing, or board costs. Other students will be charged $1,844 for the Interim course plus a $25 technology fee. Students interested in registering for an Augsburg Interim should write to the Office of the Registrar for application forms or use the forms provided by the Interim office at their own school. There is an application processing fee of $25. Students are welcome to stay on campus but are not required to do so. Requests for Interim housing should be made to the Office of Residence Life. It should be noted that neither ACTC exchange students nor visiting students may register for 199,299,399, or 499 courses. About This Catalog The catalog lists courses by departments in alphabetical order. At the end of the book are listings of other courses not offered by Augsburg but recognized by the College for Interim credit. Students may also register for one of the lifetime sports listed at the end of the catalog. Courses that include travel are marked with an airplane. Interim Calendar 2002 November 13 to December 1 January 3 . . . . . . . . . . Interim registration ..........................First day of Interim Time I-9:00 a.m. (first day) Time 11-1:15 p.m January 4 . . . . . . . . . . . . . . Last . day to register or add a class January 7 . . . . . . . . . . . . . . . . . . . . . . .Last day to drop a class without notation on record January 16 ..................... Last day for determining grading option with registrar January 16 .........Last day for withdrawing from courses January 2 1. . . . . . . . . . . . . Martin Luther King Day-no class January 25. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Interim ends January 29. . . . . . . . . . . . . . . . . . . . . . . Spring semester begins February 1 . . . . . . . . . . . . . . . .Interim grades due to registrar The time, number, and length of meetings as well as the beginning time will be arranged the first day of class. The daily schedule for Interim is divided into two blocks of time: Time I: 8:00 to 11:45 a.m. (Note:on the first day, Time I classes will begin at 9:00 a.m.) Time 11: 1:15-5:00 p.m. Note: Martin Luther King Day-no class For More Information For more information contact Barbara Pappenfus in the Interim Office at 612-330-1 150. h f e Drawing ART 247-J Instructor: John McCaffrey A study of undraped figures for art students and non-art students. The figures will be depicted with a variety of drawing media. Students will study form, structure, skeletal and surface anatomy, proportion, rendering techniques, and composition. There will be a $45 fee to be paid on the first day of class Liberal Arts Perspective: Aesthetics Maximum Enrollment: 20 Tme: I Room: Old Main 17 /Topics: Watercolor Painting: Art of the French Table ART 300-J Instructor: Tara Christopherson A !r' Aim What Arles cafe seated Van Gogh on the yellow chair he immortalized? What Provencal traditions produced the inspiration for Cezanne's still life, Fruit Bowl, Glass and Apples? How did the region's pottery and glass artisans influence the dramatically modern Leger and Picasso? The wallpaper in Matisse's tableau, Harmony in Red-did it hang in his studio on the outskirts of Nice? And FragonardProvencal romantice, what perfumes from his native Grasse inspired his flower-filled paintings? In this course, students learn transparent watercolor techniques and experience the art of the French table by painting on location-subject matter, conversation, locations, and traditions that inspired masters. For more information, contact Prof. Tara Christopherson, 612-330-1232. Maximum Enrollment: 15 Marine Biology of the Florida Keys BIO 140-J BIO 340-J Instructor: William Capman dLm The Florida Keys provide an excellent site for study of natural history and ecology of marine, coastal, and sub-tropical communities. This class will spend about two weeks in Florida at the Newfound Harbor Marine Institute located on Big Pine Key. The institute offers laboratory facilities, oceangoing research platforms, housing, and a dining hall. Field trips to coral reefs (Looe Key National Park), tide pools, turtle grass flats, mangrove islands, and upland hammocks will be led by professional naturalists from the institute. Organisms and communities will be studied on site and in the laboratory. Research projects will be initiated shortly after arrival at the station in order to provide opportunities to gather data over a period of several days. Visits to Pennicamp State Park, Key West, and the Everglades will be included. Evaluation will be based on: BIO 140: (1) field and laboratory records, (2) personal journal, (3) quizzes at Marine Institute, and (4) final exam. Prerequisite for BIO 140: Any one of the following courses or their equivalents-BIO 101, 102,103,113, 114, or consent of instructor. BIO 340:(l)field and laboratory records, (2)personal journal, (3)quizzes at Marine Institute, (4)written report of the research project, and (5)final exam. Prerequisite for BIO 340: BIO 351 or BIO 481 or consent of the instructor. Estimated cost of the course: $2,500 (includes airfare, all ground transportation, housing, and meals while at the institute). Contact the instructor for details. Prerequisite: See Above Maximum Enrollment: 12 Time: II Room: Science 225 Rhe Biology of Aging BIO 185-J Instructor: Bob Herforth With the aging of the Baby Boom generation, interest in, and research on, the biological basis of the aging process has taken on an air of urgency, compared with an earlier more leisurely approach. This course surveys functional changes which occur in the body with age and diseases associated with aging, such as osteoporosis, Alzheimer's disease, and cardiovascular disease. The major theories that have been proposed to explain what causes aging will be presented, including findings on the cellular and genetic basis of aging. Attention will also be focused on the results of attempts to slow the aging process in experimental animals and humans. Prerequisite: None Liberal Arts Perspective: Natural World 2 Maximum Enrollment: 25 Time: I Room: Science 315 /personal Finance BUS 240-J Instructor: Ashok Kapoor This is an introductory course in personal financial planning. Students will be introduced to budgeting, credit, income taxes, insurance, real estate, investment and retirement planning. Evaluation: Quizzes and exams. Prerequisite: None Maximum Enrollment: 25 Time: II Room: Foss 43 Responding to the Challenge of Japan BUS 368-J Instructor: Steven LaFave This course provides an examination of current Japanese business practices using a cultural perspective. A multimedia approach will be employed involving film, television documentaries, radio speeches, and readings from current periodicals in addition to text materials. A seminar model will be used with substantial participation expected on the part of the students. Evaluation will be based on a paper, two 20minute sessions of seminar leadership, class participation, and mid-term and final examinations. This class should be of interest to anyone majoring or minoring in international business or any field of business administration, as well as anyone interested in Japan. Students who cannot attend every class should not enroll in this course. Prerequisite: Junior standing or consent of the instructor Liberal Arts Perspective: Intercultural Awareness I Maximum Enrollment: 25 Time: I Room: Old Main 29 Introduction to Polymer Chemistry and American Plastic CHM 104-J Instructor: Ron Fedie Previously there was the Stone Age, Iron Age, and Bronze Age. Now we live in the Age of Polymers (and Plastics). Without this innovative technology, life as we know it would be much different. The variety of polymer molecules and their properties make up many, diverse plastics and the variations are endless. Many items and materials in the areas of coatings, adhesives, leisure/sports equipment, building/construction, automobiles, furniture, clothes, medical supplies, cosmetics, and others that are used everyday come from different polymeric materials made from polymer molecules. In this course we will explore and discuss the world of polymer chemistry. Polyethylene is one of the most commonly used synthetic polymers in "plastic" wrap and trash bags. A common natural polymer, polyisoprene, is collected from the sap of rubber trees and tires, golf balls, and latex gloves are just some of the many uses. The class will focus on two books. One, American Plastic: A Cultural History, by Jeffrey Meikle, for the historical perspective of our world of polymers. Themes from the book, the different types of polymers used, and recent themes such as the recycling of plastics will be discussed. A second book, Giant Molecules, by Grosberg and Khokhlov, will help with the previously mentioned themes and give more depth to the broad world of polymers not covered in Meikle's book. There will be six lab periods in which some polymer molecules will be made and several of their interesting properties will be explored. Students will be graded on 25 group worksheets, six quizzes, six reflection papers, six lab periods, and an individual project and presentation. Prerequisite: Math Placement Group 2 Liberal Arts Perspective: Natural World 1 or 2 Maximum Enrollment: 22 Time: II Room: Science 315 States of Maiter (.50 Credit) CHM 114-J Instructor: Joan Kunz CHM 114 provides an overview of the main states of matter, examining the laws governing the behavior of gases, liquids, solids, colloids, and solutions. The course connects chemical theory and models of matter with real world behavior and application. CHM 114 is a required transitional course for students needing one year of general chemistry who enter at the CHM 105 level and intend to take CHM 116 in the spring. CHM 106 will not be offered in the spring of 2002; all students needing two semesters of general chemistry must take either CHM 1151116 or CHM 10511141116. Prerequisite: CHM 105 Time: I Room: Science 212 Introduction to Computer Science and Communications CSC 160-J Instructor: Charles Sheaffer This course introduces the major areas of computer science and computer communications. These areas are: algorithms, algorithm design, algorithm efficiency, hardware, logical circuit design, computer organization, software and operating systems, programming languages, operating systems, theory of computation, mathematical foundations of computer science, Turing machines, computer communications and the Internet, packet switching, Internet services, and operation. This course will consist of lecture/discussion times with frequent in-class lab exercises on the topics above. Grading will be based on examinations, labs, and homework. This is not a course in computer applications or how to use computers, although we may touch on these topics. Prerequisite: Math Placement Group 3 Maximum Enrollment: 25 Tune: I Room: Sverdrup 202 UNlX and C CSC 272-J Instructor: Karen Sutherland Study of UNIX operating system and the C programming language. It is assumed that the student has knowledge of programming methods and has done programming in some other language. Grading will be based on examinations and programming assignments. Prerequisite: CSC 170 or programming in some other language Maximum Enrollment: 20 Time: II Room: Sverdrup 202 School and Society EDC 480-J Instructor: Joe Erickson -l'l~iscrmrse will rxanainc. the rr~lcof schools and ducatinn in two cultures: the United States and Nicaragua. Participants will have an opportunity to see how these two contrasting cultures and social systems view the role of schools within their societies. Every system of learning has both opportunities and defects. Those in leadership roles within each system make choices about how to educate. The goal of the course is to enhance participants' understanding of the role of teaching and learning within a society, both in the formal elementary and secondary educational systems and in non-formal educational structures such as adult literacy campaigns. For more information, contact Prof. Joe Erickson, 612-330-1647. Prerequisite: Sophomore-standing education majors & completed PPST & admitted to the education department Liberal Arts Perspective: Social World 1 or 2 Graduation Skill Requirement: Writing (If taken in conjunction with EDC 200.) Time: WEClDay 1 Topics: Live Theatre Here and Abroad: The Best of Two Worllds ENG 282-2 Instructor: Ron Palosaari & Darcey Engen W f/F , ~ I London, an exciting city to visit, has the best live theatre in the world. MinneapolisISt. Paul is one of the best places for drama in America. We will spend 10 days enjoying London theatre, nightlife, and cultural opportunities. Then we will return and study Twin Cities theatre, which has its own strengths. Students will also be assigned several museums and art gallery visits, hear guest speakers that will include directors, actors, and stage managers. Our course will be especially good for those students who want to travel abroad but are looking for a shorter or less expensive trip. Any interested student, however will find this course a rich educational experience. For more information, contact Prof. Ron Palosaari, 612-330-1005, or Prof. Darcey Engen, 612-330-1549. Prerequisite: None Liberal Arts Perspective: Aesthetics Topics: Investigating the Victorian Thriller ENG 282-D ENG 482-D Instructor: Dallas Liddle This course will study the phenomenon in 19-century Britain of the popular novel of suspense, mystery, and terror. From Frankenstein early in the century to Dracula at its end, the nightmares imagined by novelists of Great Britain have continued to interest and horrify readers throughout the 20th century. Early in the century these tales were generally either "Gothic" (stories of horror and the supernatural set in Italy or Spain) or "Newgate" novels (true-crime stories about the lower classes). By the 1860's however, popular novelists including Charles Dickens, Mary Braddon, Eliza Wood, and Wilkie Collins were producing a stunningly successful series of works in which the action was set in the everyday world of the Victorian middle classes, and the villains (as one reviewer remarked) seemed like people the reader might meet at dinner. Often challenging and sometimes subversive, these novels drew intense public scrutiny by raising issues that the politer genre of domestic fiction could hardly hint at including gender roles and sexual transgression, class and race oppression, obsession and madness, and the dark sides of urban life, industrial poverty, and empire. We will read several of the best of these thrillers, at the same time actively investigating the culture that produced them. We will read original reviews and responses, including parodies, and learn about the context of newspaper and magazine journalism in which several of the novels appeared. While we investigate the power of the Gothic and Sensation genres for their original audiences, however, we will also work to determine why these novels have continued to appeal to successive generations of readers. Course grades will be based on class attendance and participation, two short papers, a group presentation, and a final exam. Upper-level students will read one additional novel, write a research-based paper on it, and share the results of their research with the class. Prerequisite: ENG 111 Liberal Arts Perspective: Western Heritage Maximum Enrollment: 25 Time: II Room: Foss 20 Topics in History: Minnesota History HIS 195-J Instructor: Bill Green This course will cover the early racial, ethnic, political, and economic history of Minnesota, focusing on the Ojibway and Dakota, the explorations of the French and British, the U.S. territorial era, and statehood. We also will look at how European immigration impacted Minnesota, and how the rise of various political movements influenced the governance of the state. Prerequisite: None Maximum Enrollment: 25 Time: I Room: Old Main 23 Dance (men only) (0.5 course credit) HPE 232-M Instructor: Carol Enke Theory and practice in teaching and performing American heritage and international folk dances. The majority of the course grade is based on dance practicals, a teaching assignment, and a written test. Maximum Enrollment: 12 Time: I- 1~,118,119,1110,1111,1114,1115,1116 Room: Melby Gym - center court Dance (women only) (0.5 course credit) HPE 232-W Instructor: Carol Enke Theory and practice in teaching and performing American heritage and international folk dances. The majority of the course grade is based on dance practicals, a teaching assignment, and a written test. Maximum Enrollment: 12 Time: I - 1~,118,119,1110,1111,1114,1115,1116 Room: Melby Gym - center court Instructional Materials & Methods in Health Education HPE 390-J Instructor: Eileen Uzarek This course will cover principles and methods of instruction applied to health education(5-12). Emphasis upon teachingllearning strategies and student assessment. Development and delivery of lessonslactivities is included. Students are evaluated by their peers and the instructor on their ability to create, deliver, and assess health education lessons in a "real"c1assroom. Evaluationlgrading is also based upon the completion of a "technology project:' resource file, and exam. Prerequisite: HPE 110 Maximum Enrollment: 25 Time: I Room: Melby 202 Sailing in the Virgin Islands HPE 455-J Instructor: Joyce Pfaff 1'1 e>m Designed for the beginning and intermediate sailor interested in the art and practice of sailboat cruising. The course will take the participant to a competent level of sailboat handling (anchoring, mooring, helming, and crewing). The student will live aboard a 43'-46' fixed-keel sailboat with five to six other people and will function as an active crew member. Actual on-the-water instruction will be the major part of the course. Sailing will include cruises to the various islands and cays in the British and American Virgin Islands. Snorkeling and wind surfing will be available on an optional basis. Some classes will be held in December prior to leaving for the Virgin Islands in January. The course cost is $3,500, which includes airfare for Augsburg day students and qualifying Interim exchange students. Others will have to pay regular Interim tuition in addition to this course cost in order to receive academic credit. PIN ONLY. Applications may be picked up from the office of Joyce I Pfaff, Melby Hall 121, Augsburg College. They must be turned in with deposit and appropriate signature before final acceptance is given. Prerequisites: Permission from Joyce Pfaff, health and physical education department, 612-330-1247; no smoking is allowed; basic swimming skills; Graduation Skill Requirement: Lifetime Sport, also one course credit upper division Maximum Enrollment: 10 ( A waiting list will be kept after the original 10 spots are filled) Introduction to Islam INS 225-J Instructor: Amin Kader This course is designed by a practicing Muslim to present his perception of Islam to non-Muslims. The course will cover the ideological foundations of Islam, its basic concepts and tenets, Islamic law (Shari'ah), Islamic economic and political systems, and Islamic patterns of life. There will also be discussions on the differences between the Islamic sects (Sunnis, Shi'its, Sufis, etc.). Some effort will be made to deal with the similarities and differences between Islam and both Christianity and Judaism. Students will also visit one of the mosques in the Twin Cities. Evaluation is based on two tests and a paper. Liberal Arts Perspective: Intercultural Awareness 1 Maximum Enrollment: 25 Time: I Room: Old Main 27 Paideia Seminars INS 255-J Instructor: Anne Kaufman Students will participate in a series of seminars following the Paideia seminar format as developed by Mortimer Adler and Paideia Associates. Students will also view selected films for seminar discussions; develop and lor hone skills of mature, intellectual talk; observe seminars conducted in a St. Paul public school; evaluate their own behaviors during seminars, and lead seminars. Students will be assessed on journal entries including evidence of seminar preparation, reflection, peer and self-evaluation, as well as a final summary paper. Graduation Skill Requirement: Critical Thinking Maximum Enrollment: 20 Time: I Room: Old Main 18 Topics: I've Been Working on the Railroad INS 268-J Instructor: Noel Petit An overview of the history, technology, economics, and future of railroading in the United States. Includes visits to rail and transportation facilities here in the Twin Cities as well as a rail trip to Chicago on Amtrak to experience intercity and commuter rail systems. Designed to give the student an understanding of the significance of this hidden part of the U.S. economy. The student will learn how significant Minnesota has been in the development of rail systems where we are going in this growing industry. We will have a special emphasis on the development of the towns of the Midwest. Students will complete four papers (one each week) and present their paper to the class (with multimedia images and videos) each week. Students will critique each presentation. Trip Fee: $300. Note: This fee will be placed on your student account when you register for this course. Prerequisites: Effective Writing English 111 Maximum Enrollment: 25 Liberal Arts Perspective: The City Graduation Skill Requirement: Speaking Time: I Room: Sverdrup 201 Work in the City Externship: Linking Education and the World of Work INS 298-K Instructors: Lois Olson & Lynda Olson This course introduces students to the nature of work, and its role and value to the individual and to society. Seminar format will focus on work as viewed by this generation and the requirements to succeed both now and in the future. A special emphasis will be on self-discovery learning activities, visits to Twin Cities businesses and community organizations, and discussions with panels of professionals. Students will be expected to research employment trends and career options, complete a portfolio of reflections, exercises and selfassessments, and give individual and group presentations. Students will also explore various organizations of the Twin Cities and understand their role and impact in a major metropolitan area. PIN grading only. Liberal Arts Perspective: The City Maximum Enrollment: 20 Time: II Room: Lindell 16 Native American Storytelling INS 332-J Instructor: Sophia Jacobsen The objective of this course is to study Native American storytelling from a cultural perspective. An appreciation of oral traditions will be emphasized and studied within the broader context of world mythologies. Students will learn how the art of storytelling is integral to story content. Liberal Arts Perspective: Aesthetics or Intercultural Awareness 1 Maximum Enrollment: 25 Time: II Room: Music 23 Topics: The Czech Republic: Social and Cultural Impact of the Emerging Free Market Economy INS 495-C Instruclor: Stu Stoller This intensive experience in contemporary Czech culture and society will allow you the opportunity to develop an appreciation for the many diverse cultures that intersect in Central Europe. Students will reflect critically on how their own life experiences have shaped their perspectives in the world, and how this differs from people in other countries. During week one, there will be excursions and field trips that will explore the environs of Olomouc and study the history, culture, art, and architecture of the Czech Republic. Week two will focus on the Czech Republic's recent membership of NATO. Students will study the roots of the divisions of modern Europe, the concerns of the Czech government as it approaches membership in the EU. The final week will concentrate on developing a capitalist enterprise in the excommunist world, looking at how models are succeeding, and how different sectors of Czech society are responding to the changes in social norms and values, which underlie these new economic initiatives. For more information contact Stu Stoller at 612- 330-1772 Applied Algebra MAT 105-J Instructor: Su Doree Concepts of linear, exponential, logarithmic, and other models with an emphasis of applications to the social and natural sciences, business, and everyday life. Prerequisite: Math Placement Group 2 Maximum Enrollment: 25 Time: I Room: Sverdrup 1 I ' Math of lnterest MAT 173-J Instructor: Nick Coult Learn how to determine the monthly payments on a house or car. Find out how much you need to be socking away now to have a million when you retire. Learn how annuities, perpetuities, and life insurance work, and more. Evaluation will be based on classroom participation, quizzes, and a final examination. Prerequisite: Math Placement Group 3 or consent of instructor Graduation Skill Requirement: Quantitative Reasoning Maximum Enrollment: 25 Time: I Room: Science 205 Math of lnterest MAT 173-K Instructor: Ken Kaminsky Learn how to determine the monthly payments on a house or car. Find out how much you need to be socking away now to have a million when you retire. Learn how annuities, perpetuities, and life insurance work, and more. Evaluation will be based on classroom participation, quizzes, and a final examination. Prerequisite: Math Placement Group 3 or consent of instructor Graduation Skill Requirement: Quantitative Reasoning Maximum Enrollment: 25 Time: I Room: Science 108 I Topics: Sounds and Sights of Europe w M U 5 179-J Instructors: Roberta Kagin & Gabe Gabrielsen d m\,/I ' I ' h i ~cnlirse provides an opl~nrtiir~ity t1-r visit sonw of tlw F Great Eurclpeau c~~ltural ccfilers that ~~rovidcd the impctits f i l l I development of cultural life in the New World. For more information you may call Prof. Roberta Kagin, 612-330-1273. Liberal Art Perspective: Aesthetics Maximum Enrollment: 15 Survey of Rock History and Musical Style, 1951-1971 MUS 204-J Instructor: Ned Kantar An introduction to the fundamentals of music and musicology as they occur within the context of rock's inception (1950s) and maturation (1960s) periods. This course will examine the historical background, musical content, and methods of selected artists and their work. Evaluation will be based on class participation, written assignments, exam, and a group project. For non-music majors. Liberal Arts Perspective: Aesthetics Maximum Enrollment: 25 Time: II Room: Music 3 . Skills of Music Theatre MUS 235-J THR 235-J Instructors: Sonja Thompson & Darcey Engen Music-theater exists in every culture, stemming from the basic human impulse to dance, sing, and express oneself. Come join theatre professor Darcey Engen and music professor Sonja Thompson as we explore this interdisciplinary art form, and assist you in developing your own performance skills. In addition to memorizing, analyzing, and performing your own scene from an opera, operetta, or a musical, you will also be introduced to music-theater from China, Japan, India, and other cultures. The course includes writing and research, class discussion and exercises, improvisation, and small and large group instruction. Performers of all levels are welcome, though some singing and acting ability is required. Interested students will be auditioned in December and appropriate material will be assigned. Course may be repeated with permission from the instructors. Liberal Arts Perspective: Aesthetics Maximum Enrollment: 30 Time: I Room: Sateren Auditorium Beginning Norwegian I NOR I l l - J Instructor: Becky Hegstad This course is for students with no previous background in Norwegian. It aims to develop basic skills in speaking, listening, reading, and writing as tools for communication and for understanding Norwegian culture. Classroom practice focuses on both presentation of vocabulary and structures and the use of the language in everyday contexts. Evaluation will be based on participation, daily assignments, quizzes, and a final exam. Liberal Arts Perspective: Intercultural Awareness 2 Maximum Enrollment: 25 Time: I Room: Old Main 26 The Philosophy of Socrates PHI 231-J Instructor: David Apolloni We shall examine the historical and intellectual background of Socrates and what our sources allow us to say about his person and teachings. We shall clarify and critically examine Socrates' key teachings: that virtue is a form of knowledge and that all virtues are somehow one; that evil is ignorance; whether or not virtue can be taught; that it is impossible for wrong doer to be happy; and that being a citizen requires obedience to the state's laws, even if that means accepting one's own death. There will be take-home written assignments and weekly quizzes. Prerequisite: None Liberal Arts Perspective: Western Heritage Maximum Enrollment: 25 Time: I Room: Old Main 13 Existentialism PHI 370-J Instructor: Bruce Reichenbach We begin with the philosophical background of Existentialism in Kierkegaard, Nietzsche, Husserl, and Heidegger. We then consider what it is to be beings-in-theworld by focusing on central themes such as freedom, absurdity, guilt, despair, paradox, risk, and the presence and absence of God in the philosophical and literary works of individuals like Sartre, Camus, Kafka, Beckett, and deBouvoir. Prerequisite: One prior course in Philosophy Maximum Enrollment: 25 Time: I Room: Music 22 Introduction to Space Science PHY 320-J Instructor: Ken Erickson This course provides a survey of Earth's space environment including solar, planetary, magnetospheric, ionospheric, and upper atmospheric physics (solar dynamics, magnetic storms, particle precipitation, aurora, and related topics). Evaluation will be based on two exams, class assignments, one research paper, and at least one class presentation. Prerequisite: Phy 245 or permission of instructor Maximum Enrollment: 15 Time: I Room: Sverdrup 206 Environmental and River Politics POL 241-J Instructor: Joe Underhill-Cady We live and work on the shores of the largest river in North America. It is the reason the Twin Cities are located where they are, and it continues to define the city, as human settlement here in turn has profoundly shaped the river ecosystem. Of late in cities across America there has been "a return to the river," and in this class we will be doing the same. The river stands as a remarkable symbol for the community, of continuity and change, of cycles and transformation, of the power and beauty of the natural world, and there is much to be learned from studying it. Using the Mississippi as the focus, this course looks at the changes in thinking about the relationship between humanity and the natural world, as the relationship has been expressed in literature, law, science, religion, political philosophy, and popular culture. Particular attention will be paid to legal and cultural conceptions of the natural world, including the ideas of property and ownership. We will explore the distinction between wilderness and civilization and the political function of the line dividing those two realms. We will cxplott. the ~bivorlhrt>ughthc cycs and cxpcrienccs c b f those whv have wr-rkerl ancl lived their lives along il, anrl through sitc visits to Incatio~lsalong thc river, speakers in class, nnd on the Internet. S!~tdentswill t~avi.iln opportui~ity to explow thcir own inttresrs in tl~criver through i n d i v i d u a l projects, ranging rrom boat building, lo Inhlying at the Stutc Ct~pital,In rhe vnrinlrs Mississippi Honds, tn river wolcl~yand "green consumerism." There will bc o p p o r t u n i l i e s to work will1 Incrll river-relatctl groups 011 thasc projccts,'~h~.ou~liont thc coursc s ~ t ~ d e nwill t s he encousngctl to drcnm, and to worlc o t ~talcing that vision and ~ i ~ a k i nit gn i.e:~li~y, in building wip port lor n projccr, in netwnrlritls, in hilvinp, palicnce, in fclllnw ing rhrouph, in working hartl, R I I ~ at ! tlir enrl, 11;lving sornr~l~i~ig concrete to show for thtir effilrrs. T11esc pmjcc~s can h~ B j~rtjtntypcfor the f ~ ~ t ~pt ur ~ r s r ~nf i l a vnratiori lo cnntribute lo thc*jrworld in whntcvor wny one is celled to tic1 SO. Liberal Arts Perspective: Social World 1 or 2 Graduation Skill: Critical Thinking Maximum Enrollment: 25 Time: I Room: Old Main 25 Understanding Asian America: The Politics of Identity POL 282-J Instructor: Andrew Aoki This course focuses on Asian Pacific Americans (APAs) and thcir chilnging p o s i l i o n in Amcrican socie~y,Innking a t history ns ~ c l as l contcinpnr:lry ile\~cloymcnls. L l x n ~ i ~ i n c s Elnw hltAs hnvc hccn idcn~ificdhy olliers, ar~rlhow Asian An~cricar~s itlcntify thcrusrlvcs. Will Al+'ir fi~llnwa "'racial" pailern Isii~~ibr to Al'laicnnAmcricarts), or will they follow nn "eihnic" pattern (similar lo I'uropean Arnoricans)? Tc, what cxtcrit rrrill those not nf E u r o p c a n dcqccnt be sccn as part CII the mainstream rather than the margins? These questions are relevant not just for APA affairs, but also for the larger social changes that are sweeping America at the beginning of the Science and Religion J .9. -- 7 - REL 374-J Instructors: Larry Crockett & Mark Engebretson For somc in our sncicty, scie~lccir t l ~ driving c enainc ofa l)cttcr, inore scclrre l i f t i ~ n dthe hasis h r a philosopl-ty of life. I:or n~hers, scici~ura nrl irs assaciatecl ~cchnologieq,n long wit11 its inviratinn tn hecomc n glnbal wnrltlview, constilcitc a gl-nvc tlircal. Smne Cl~rislinnspart irulnsly iccl thrcntencrl by science. Tlris coarse will adclrcss ~ h c s rlnatters in two ways. Firs!, it will I~cginwiih a historica! nvcrview nS tlie relatioi~s bstwecn scicncc and tllc Chrisiinn f6~itll, empl~wsizills~lircc periods: he clrigins o f the Clrrisiian faith, thu clevcl~ipmentof "morlern" sciencc ant! ~~~cclianistic ~diilrrsal~liy, and thr recvilluat ion [tf scicncc anil natulnchirr Ihc 201h rcnt~rry.Scconci, it will stlldy systematically the wnrlctvictm of scicncc and religion to see how they compare. Class tilnc will hc tlivirlud ,lmnng a variety of artivitics including lectures, wliolc class tlisctrssicms, snlall Rruilp IU rorials, arrrl an oxtended simtr Intion cxercisu in dcvclnpirrg a space cillol~y,itlrawitig from thr ide;is rlcvclopcll in ihr coiirse. (hurse cv:tluatic~nwill I>c hnsurl un two sl~ortexams, participation in small group tutorials based on assigned readings, a group project presentation, and a major synthesis paper based on the group project and course materials. Prerequisite: Religion 111, 221, or 331 Liberal Arts Perspective: Christian Faith 2 or 3 Maximum Enrollment: 30 Time: II Room: Science 205 Topics: Heaven, Hell and the End of the World: Interpreting Biblical Apoca!yptic Liferature REL 490-J Instructor: Philip Quanbeck I 1 This course is a study of the apocalyptic literature of the Bible with emphasis on the book of Daniel in the Old Testament and the book of Revelation in the New Testament, as well as apocalyptic themes elsewhere in the New Testament, such as the letters of the Apostle Paul. The apocalyptic literature of the intertestamental period will also be examined. This course will also address the legacy of apocalyptic literature in the history of Christian thought and experience including an examination of contemporary apocalypticism. This will include the role of biblical apocalyptic imagery in art, literature, film, and popular culture. Coursework will include group presentations, two exegetical papers on biblical texts, and a final project. Prerequisite: Religion 111, 221, or 331 Liberal Arts Perspective: Christian Faith 1 or 3 Maximum Enrollment: 25 Time II Room: Old Main 25 Cultures of Violence SOC 290-J Instructor: James Vela-McConnell Street gangs and warfare. Police brutality and genocide. Domestic abuse and terrorism. What are the dynamics underlying these and other forms of violence? What do they have in common? How do they differ? This course takes violence in its many forms as a topic for sociological analysis and concludes with an examination of non-violent alternatives. With this in mind, we will compare different theoretical perspectives on violence, such as psychological, social psychological, and socio-cultural perspectives. The course will involve a combination of lecture and discussion based on readings and videos, debate of current issues in the field, and guest speakers from and field trips to local organizations dealing with problems of violence. Students will be expected to research, write about, and present on the sociological dimensions of a particular form of violence. In addition, there will be short reaction papers based on the readings, and classroom participation will be an important part of grading. This course has a lab fee of $25 payable the first day of class to the instructor. Prerequisite: None Maximum Enrollment: 25 Time: II Room: Old Main 13 Topics: The Sociology of Social Movements SOC 295-J Instructor: Lars Christiansen Scores of social movements have shaped and challenged the social, political, and economic institutions of the United States. Many of these protest movements seek to change the established social order; some seek its defense and preservation. This course offers the sociological study of social movements in the United States within the last two centuries. We will explore important question such as: Why do people engage in protests at certain times, while at other times reamin silent? Why are people willing to risk their lives to create social change? How do social movements form, and what causes their decline? Is the use of violence an effective means of establishing social change? We will address these and other crucial questions through a systematic study of several social movements including labor, civil rights, feminist, environmentalist, and anti-global capital movements. Prerequisite: Soc 121 or permission of professor. Maximum Enrollment: 25 Time: II Room: Old Main 29 Documentary Video SPC 347-J Instructor: Deb Redmond Documentary video is a video production course that integrates lecture and criticism with hands-on experience dealing with non-fiction subjects. Students will work in production teams, gaining experience in field production and editing. The production teams will produce a 30-minute documentary piece. Evaluation will be based upon student journals, critiques, and a paper. This course requires additional lab time for editing. Prerequisite: None Maximum Enrollment: 16 Time: I Room: Science 123 Exploring Human Services SWK 257-A SWK 257-B Instructors: Glenda Rooney & Francine Chakolis Experiential learning occurs as students volunteer 60 hours in a service agency or institution that they select. The placement must be approved by course faculty and supervised by agency staff. The course is designed to introduce the fields of practice in social work and to help students explore a possible major in social work or future career in the human services. The three-hour weekly seminar is devoted to discussions that assist students in integrating agency experiences and readings that explore the historical development of social welfare as an institution and the nature and value system of social work as a profession. Students will also examine and critique the manner in which social, economic, and political structures impact diverse groups in society. Students will focus on their own responsibilities in society, as well as examine their personal value system in relation to special concerns, such as poverty and the "isms." Detailed information will be sent to students at the close of Interim registration. Liberal Arts Perspective: The City Maximum Enrollment: 60, 2 sections Time: I Room: Foss 21 A and B Field Work I: Integrative Seminar SWK 307-A SWK 307-B Instructor: Curt Paulsen & Joe Clubb Junior social work majors are required to have 240 hours of supervised professional experience in a social work agency. This small group seminar supports the first 120 hours of this placement and is facilitated by the faculty member who serves as liaison to the student's practicum field agency. The course provides structure and process for students to integrate learning from their practicum and academic coursework focusing on generalist practice with individuals. Prerequisites: Candidacy status, SWK 301, and SWK 306 Maximum Enrollment: 12 Time: I Room: Murphy 111 Introduction to Dance (0.0 credit) THR 002-T HPE 002-T Instructor: Sandra Agustin With each session beginning with a rigorous physical warmup, this class offers an overview of various forms of dance, including modern, ballet, Asian, and Latin forms. Each class includes a rigorous physical warm-up, mixing yoga, pilates, and modern dance. Graduation Skill Requirement: Lifetime Sport Prerequisite: None Maximum Enrollment: 15 Time: 12:OO-1:00 M, T, W, Th, F Room: Sateren Auditorium Modern Dance/lmprovisation THR 004-J HPE 004-J Instructor: Sandra Agustin Students will learn various phases of movement incorporating floor exercise and will learn to travel through space using level, volume, and floor pattern, culminating in the creation of short, improvisational pieces. Graduation Skill Requirement: Lifetime Sport Prerequisite: THRIHPE 002 or instructor's permission. Maximum Enrollment: 15 Time: 1:OO-2:00 M, T, W, Th, F Room: Sateren Auditorium Skills of Music Theatre THR 235-JIMUS 235-J Instructors: Sonja Thompson & Darcey Engen See course information listed under MUS 235-J. Resources for Youth and Family Ministry Y FM 201-J Instructor: Nancy Going The Twin Cities are home to many youth and family organizations and parachurch ministries. This course in an unbelievable opportunity to visit many of them, and to get to know many of the creative people who have conceived and given shape to significant resources for the church. In addition, students will have hands-on opportunities to review and use the printed, music, media, and Web resources that are shaping ministry in the church today. Finally, students will learn a process for planning, and develop their presentation skills by providing leadership for a two-day retreat. Retreat costs: $30. We will pool transportation for site visits and the retreat. Prerequisite: REL 111, 221, or 331 Maximum Enrollment: 25 Time: II -January 3, 4, 7 - 11, 17, 18, 22, & end with retreat on January 23-24 from 9:00 a.m. on January 23 to 8:00 p.m. on January 24. Room: Sverdrup 1 Peer Ministry: Principles and Leadership YFM 232-J Instructor: Lyle Griner Students will be instructed to train college, high school, and junior high youth to serve as peer ministers in their congregations and communities. They will learn and practice communication skills, facilitate small groups, and learn the role of a listenerlhelper. Peer ministry integrates the act of caring and serving others within a Christian belief system. Prerequisite: REL 111, 221, or 331 Liberal Arts Perspective: Christian Faith 3 Maximum Enrollment: 15 Time: 9 a.m. - 11:30 a.m. on January 3,8, l0,22, & 24; and 9 a.m. - 5 p.m. on January 14, 15, 16 & 17 Room: Sivertsen Lifetime Sports The following activities are available to students during Interim, and students may register for these classes as well as for a regular course. These activities do not carry course credit but do meet the lifetime sports requirement for graduation. Lifetime Sport: Badminton/Pickleball HPE 002-B Instructor: Brian Ammann Practice and playing of badminton and pickleball. Grading: PIN only. Graduation Skill Requirement: Lifetime Sport Maximum Enrollment: 20 Time: 12:OO-1:00 M, T, W, Th, F Room: Melby Gym-northlsouth courts Lifetime Sport: Ultimate Frisbee HPE 002-F Instructor: Paul Grauer Practice and playing of ultimate frisbee. Grading: PIN only Graduation Skill Requirement: Lifetime Sport Maximum Enrollment: 20 Time: 12:OO-1:00 M, T, W, Th, F Room: Air Structure Lifetime Sport: Golf HPE 002-G Instructor: Brian Ammann Practice in the various shots used in the game of golf. Grading: PIN only Graduation Skill Requirement: Lifetime Sport Maximum Enrollment: 16 Time: 1:00-2:00 M, T, W, Th, F Room: Air Structure Introduction to Dance HPE 002-T/THR 002-T Instructor: Sandra Agustin See course information listed under THR 002-T. Graduation Skill Requirement: Lifetime Sport Maximum Enrollment: 15 Time: 12:OO-1:00 M, T, W, Th, F Room: Satern Auditorium Modern Dance/lmprovisation HPE 004-JTTHR 004-J Instructor: Sandra Agustin See course information listed under THR 004-J. Graduation Skill Requirement: Lifetime Sport Maximum Enrollment: 15 Time: 1:00-2:00 M, T, W, Th, F Room: Satern Auditorium Interim Abroad UMAIE SPP 201-J Augsburg is part of a consortium called UMAIE, Upper Midwest Association for Intercultural Education, that offers overseas learning experiences during the Interim. Further information about the following - courses can be obtained from Cynthia Truitt Lynch at the Center for Global Education, CB 307, Augsburg College, 221 1 Riverside Ave., Minneapolis, MN 55454,612-330-1650. These courses are offered on a PIN basis only and generally carry a lower division number. Africa e5 the Middle East African Stories: Philosophical Ideas in Literature Crossroads Africa: Arts and Culture in Morocco The Natural History of Tanzania Australia and the South Pacific Sustainable New Zealand: Ecology, Economy and Society Australia: The Economy and its Social Context Europe Introduction to Peace and Conflict Studies: The Northern Ireland Context The Czech Republic: Social and Cultural Impact of the Emerging Free Market Economy Tltr 13rrcqlish Srlrard nnrl l:rrt~riiy:A Cot?~parrrtiveStudy in Nirt', Id~*tlr), and Paris Frct~rhI,nri,vra,qc rrrtd Culrr~n~ ?t~~errnl?rli~rrr .'ipnrrisi~C n ~ r g i r g rrrlrri Ctrl/rri-cin Southern Spain Live Theatre In and Around London The Lost Generation: Americans in Paris Spain: The Influence of a National Culture on Organizational Practices Theatre in England Watercolor Painting: Art of the French Table The European Union in the 21st Century Latin America and the Caribbean School and Society . Other Interim Abroad Courses HECUA Development and Community in Bangladesh ACTC Peace and Conflict Resolution in Northern Ireland ACTC Creative Writing Workshop at Hamline: Transforming Genres Course will carry upper division English credit Instructor: David Mura David Mura will teach the ACTC 2002 advanced creative writing course at Hamline University. His topic will be "transforming genres." Mura, a poet, creative nonfiction writer, critic, playwright, and performance artist, will encourage students to write in one genre to explore shifting their work to another genre. The total class size will be limited to 2-3 recommended students from each college. Prerequisites: Eng 226, or other introductory creative writing course, and recommendation of the creative writing faculty. To apply for this course, contact Professors Cass Dalglish and Doug Green. Maximum Enrollment: Three student writers from each of the ACTC colleges. Other Courses These courses are offered by institutions or groups not connected with Augsburg College but have been approved for credit by the College. Most carry a tuition cost plus other expenses that are the responsibility of the student. They are offered only on a PIN basis. Inside Washington 2002: Academic seminars Politics and the Media Politics, Power, and the Presidency January 6-1 8, 2001 Pol 398-A(l.O Credit) January 2002 marks the end of President Bush's first year in office and the beginning of the race for the congressional midterm elections that may mean a party switch in the House or Senate. Much is also at stake at the state level as numerous gubernatorial races may determine who will run for president in 2004. Many retirements and new seats as a result of reapportionment and redistricting means that the political deck is being reshuffled. Who will be advantaged? What are the likely outcomes? What main forces will be at play? How will President Bush's policy agenda affect the political landscape and what role does the media play in the political and policy games of Washington, D.C.? Inside Washington 2002 is an exceptional opportunity for students to step into the fire of politics and gain a unique insight into these and many other issues. Through site visits, tours, briefings, and lectures, politicians, media personalities, policy makers, and scholars will take students on a behind-the-scenes journey through the halls of power. Don't miss this special opportunity to go inside Washington! The first week, "Politics and the Media:' will examine how the relationship between politicians and the media shapes political news. The second week, "Politics, Power, and the Presidency:' will explore the first year of the Bush Administration, and the influences that affect the public policy agenda of any new presidential administration. For further information about the program see Professor Hedblom in Memorial Hall 117A, call her at 330-1197, or email: hedblom@augsburg.edu.There are four scholarships available to cover registration and tuition costs based on priority in registration through the political science department.
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Title: Augsburg College Undergraduate Catalog, 1994-1996
Collection: Course Catalogs
Search Result: A Greeting from the President On behalf of the entire college community, I welcome you to Augsburg College. It is a pleasure to introduce the College to prospective students and to use this opportunity to welcome new and returning students. Augsburg has earned a reputation as an affordable...
Show more A Greeting from the President On behalf of the entire college community, I welcome you to Augsburg College. It is a pleasure to introduce the College to prospective students and to use this opportunity to welcome new and returning students. Augsburg has earned a reputation as an affordable, quality liberal arts college of the church. The mission of the College, its academic programs and its metropolitan location attract a wide variety of students, a diversity which is actively encouraged. Whether from a small town, a large city or another country, all students enjoy the sense of community here at Augsburg. The College continues to grow, building on a tradition of excellence in its programs, f a d t y , students and facilities. It is a place where community, national and world leaders meet to discuss issues and ideas. I invite you to become part of this tradition of excellence -Augsburg is an exciting and challenging place to prepare for your future. I look forward to meeting you on campus. Charles S. Anderson President - AUCSBURC LOLLECE 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 strong plurality of students are Lutheran, 18 percent represent other Protestant denominations and 21 percent represent the Roman Catholic Church. Accreditation -North Central Association of Colleges and Schools, National Council for Accreditation of Teacher Education. Approved by the American Chemical Society, Council on Social Work Education, National Association for Music Therapy, Inc., National Association of Schools of Music, and National League for Nursing. Member -Associated Colleges of the Twin Cities, Lutheran Education Council in North America, Minnesota Private College Council. Registered with the Minnesota Higher Education Coordinating Board, as described on page 11. Enrollment (1993-'94) - 2,964 students from 26 states and 26 nations. I Graduates - 11,839 undergraduates from 1870 through July 31,1993. StudentIFaculty Ratio - 13.84 to 1. Undergraduate class size averages 20-25. Campus - 16 major buildings. Major renovations in 1979-'80 with special emphasis on accessibility. Accessibility - Augsburg is now one of the most accessible campuses in the region. A skyway-tunnel-elevator system provides access to 10 major buildings without going outside. I Financial Aid -Over 90 percent of the students receive some form of financial aid from the College and many other sources. I Library -Over 175,000 items, access to over 7,000,000 through CLIC, the Twin Cities private college library consortium and Minitex, the regional library network. School Year - Semesters from September to May, 4-1-4 calendar, with January Interim. Two summer school sessions. Augsburg Weekend College -trimesters, September to June. Augsburg Graduate Program - trimesters, September to June. Majors -More than 40 majors in 22 departments. Off Campus Programs - Center for Global Education, Student Project for Amity Among Nations (SPAN), Higher Education Consortium for Urban Affairs (HECUA),International Business Program, Upper Midwest Association of Intercultural Education (UMAIE)and extensive cooperative education and internship programs. Athletic Affiliation - Minnesota Intercollegiate Athletic Conference (MIAC), and National Collegiate Athletic Association (NCAA), Division 111. I Policy - Augsburg College does not discriminate on the basis of race, creed, national or ethnic origin, age, gender, sexual preference, marital status or handicap as required by Title IX of the 1972 Educational Amendments or Section 504 of the Rehabilitation Act of 1973, as amended, in its admission policies, educational programs, activities and employment practices. A ugsburg College in - is grounded traditions - the traditions of its founders, of the church and of higher education in the liberal arts. From this framework springs a dynamic, challenging and evolving institution that rises to the challenges of today's - and tomorrow's changing world. Germany, in 1530. Augsburg opened in September, 1869, in Marshall, Wisconsin, and moved to Minneapolis in 1872. The first college stude,ntswere enrolled in 1874 and the first graduation was in 1879. Augsburg is committed to educating the whole person, encouraging and respecting diversity and serving the larger community. Through education, understanding and service, Augsburg faculty, staff and students can affect the future in positive ways. Early Leaders Establish a Direction The phrase, "Think globally, act locally" rings true at Augsburg. The College's location in the heart of the Twin Cities provides rich opportunities for experiential education, volunteer service, internships and cultural enrichment. In a sense, the cities are an extended campus for Augsburg students. Mission Statement Students who graduate from Augsburg are well prepared to make a difference in the world. They stand as testaments to the College motto, "Education for service," and to the Mission of the College: To developfuture leaders of service to the world by providing high quality educational opportunities which are based in the liberal arts and shaped by the faith and values of the Christian Church, by the context of a vital metropolitan setting, and by an intentionally diverse campus community. A College of the Church Augsburg was the first seminary founded by Norwegian Lutherans in America, named after the confession of faith presented by Lutherans in Augsburg, 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 over one hundred years. Education for Service Keeping the vision of the "non-elitist" college, Georg Sverdrup, Augsburg's second president (1876-1907),required students to get pre-ministerial experience in city congregations. Student involvement in the community gave early expression to the concept of Augsburg's motto, "Education for Service." In the 1890s, Augsburg leaders formed the Friends of Augsburg, later called the About Augsburg 7 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. But the college division was still important primarily as an attachment to the seminary. The Focus Changed This attitude began to change after World War I. In 1911, Georg Sverdrup, Jr., became President. He worked to develop college departments with an appeal to a broader range of students than just those intending to be ministers. Augsburg admitted women in 1922 under the leadership of Gerda Mortensen, Dean of Women. She spent the next 52 years at the College as a teacher and administrator. The College's mission assumed a double character -ministerial preparation together with a more general education for life in society. In 1937, Augsburg elected Bernhard Christensen, an erudite and scholarly teacher, to be president (19381962). His involvement in ecumenical and civic circles made Augsburg a more visible part of church and city life. After World War 11, Augsburg leaders made vigorous efforts to expand and improve academic offerings. Now the College was a larger part of the institution than the seminary, and received the most attention. Accreditation for the College Augsburg added departments essential to a liberal arts college, offering a modern college program based on general education requirements and elective majors. With curriculum change came a long effort to become accredited. The College reached full accreditation in 1954, although many alumni had entered graduate schools and teaching positions long before that time. A study in 1962 defined the College's mission as serving the good of society first and the interests of the Lutheran Free Church second. The Seminary moved to Luther Theological Seminary (now Luther Northwestern Seminary) in St. Paul in 1963. A College in the City President Oscar A. Anderson (19631980) continued Augsburg's emphasis on involvement with the city. He wanted to reach out to non-traditional student populations, ensuring educational opportunity for all people. During his years of leadership the College became a vital and integral part of the city. Also in these years, Augsbwg added the Music Hall,Mortensen Tower, Urness Tower, the College Center, Ice Arena and Murphy Place. Dr. Charles S. Anderson has led the College since 1980. He guides 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. Augsburg continues to grow under his leadership. Some of the accomplishments during his tenure include instituting three graduate degree programs, hosting national and international figures at College-sponsored forums and events, increased accessibility and the addition of the Foss Center for Worship, Drama and Communication. - About Augsburg 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. Augsburg is a quality liberal arts institution set in the heart of a great metropolitan center. There are now more than 11,800 Augsburg alumni. In a world that has changed much since those first days of the College, Augsburg still sends out graduates who make a difference where they live and work. CAMPUS LOCATION Augsburg's campus is located in the heart of the Twin Cities, surrounding Murphy Square, the first of 155 parks in Minneapolis, the "City of Lakes." The University of Minnesota West Bank campus and one of the city's largest medical centers - Riverside Medical Center - is adjacent to the campus, 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 recreation opportunities, are just minutes west and east via Interstate 94, which forms the southern border of the campus. (See map in back.) Convenient bus routes run throughout the city and connect with the suburbs. Reaching the Twin Cities is easy. Most airlines provide daily service to 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 tunnel/ramp/ skyway system connects the two tower dormitories, the fi;e buildings on the ~ u a d r i ~ lplus e , Music Hall, Murphy Place, and the Foss, Lobeck, Miles Center for Worship, Drama and Communication. Admissions Office -The central admissions office is located at 628 21st Avenue South and provides offices for the admissions staff and a reception area for prospective students and their parents. American Indian Support Program and Black Student Affairs Program Offices - Located at 620 21st Avenue South, these programs provide support services and information to American Indian and Black students. Anderson Hall -Named in honor of Oscar Anderson, president of Augsburg College from 1963 to 1980, this residence hall is the newest building on campus. Located at 2016 S. Eighth Street, Anderson Hall contains four types of living units and houses 192 men and women. (1993) Anderson-Nelson Athletic Field - The athletic field, located at 725 23rd Avenue South, is the playing and practice field of many of the Augsburg teams. An air supported dome covers the field during the winter months, allowing year-around use. Christensen Center - Center of nonacademic activity, with spacious lounges and recreational areas, dining areas, About Augsburg 9 bookstore and offices for student govemment and student publications. (1967) program and two admissions representatives. College Relations House - Located at 709 23rd Avenue South, provides offices for College Relations staff, who oversee public relations and publications for the College. Ice Arena -Two large skating areas for hockey, figure skating and recreational skating for Augsburg and the metropolitan community. (1974) Center for Global Education Located at 609 22nd Avenue South, provides offices for the Global Center staff and a resource room for those interested in global issues. It is also the office for the Coordinator of Academic Programs Abroad. Melby Hall -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, chapel services and general auditorium purposes. (1961) East Hall -Houses the Minnesota Minority Education Partnership (MMEP) and the Center for Atmospheric Space Sciences at 2429 S. Eighth Street. Foss, Lobeck, Miles Center for Worship, Drama and Communication Establishes a new "front door" for the College on Riverside Avenue. The Foss Center is named in recognition of the gifts of Julian and June Foss and was built with the additional support of many alumni and friends of the College. The TjornhomNelson Theater, Hoversten Chapel and the Amold Atrium are also housed in this complex, which provides space for the Campus Ministry program, drama and communication offices. Augsburg's computer lab, the Karen Housh Tutor Center and the John Evans Learning Laboratory are located in the lower level of this facility. (1988) The JeroyC. Carlson Alumni Center Named in 1991to honor Jeroy C. Carlson, senior development officer and former alumni director, upon his retirement from Augsburg. Located at 2124 S. 7th Street, the center houses the offices of Alumni/Parent Relations, the Augsburg Fund, Community Relations, the Hispanic/Latino support Mortensen Tower - Named in honor of Gerda Mortensen, dean of women from 1923 to 1964, has 104 one and two-bedroom apartments that house 312 upper-class students, plus conference rooms and spacious lounge areas. (1973) Music Hall - Contains a 217-seat recital hall, classroom facilities, two rehearsal halls, music libraries, practice studios and offices for the music faculty. (1978) Old Main -Home for the Modem Language and Art Departments, with classrooms used by other departments. Extensively remodeled in 1980, Old Main combines energy efficiency with architectural details from the past. It is included on the National Register of Historic Places. (1900) Science Hall ,- Houses classrooms, well-equipped laboratories, a mediumsized auditorium and faculty offices. In 1960 the Lisa Odland Observatory on the roof was completed. (1949) South Hall and Annex Houses -All are located in or near the campus area and provide additional housing accommodations for students, faculty and staff. Iu - About Augsburg George Sverdrup Library -Named in honor of Augsburg's fourth president, it contains reading rooms, seminar rooms, work rooms, an audio-visual center, the Augsburg archives, classrooms and faculty offices. (1955) Sverdrup-Oftedal Memorial Hall Named in honor of Augsburg's second and third presidents, it provides space for administrative and faculty offices. (1938) 2222 Murphy Place -Houses offices for Weekend College, Graduate and Special Programs, Cooperative Education and classroom space. (1964) Urness Tower -Named in honor of Mr. and Mrs. Andrew Umess, who have given several generous gifts to the College. The tower provides living quarters for 324 students. Each floor is a "floor unit," providing 36 residents, housed two to a room, with their own lounge, study and utility areas. (1967) W ASSOCIATED SUPPORT ORGANIZATIONS Augsburg College has a commitment to lifelong learning and to programs which increase both individual and group understanding and achievement. In addition to the programs listed below, the College is also home to Elderhostel and College of the Third Age programs. Inter-Race: 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 600 21st Avenue South. Minnesota Minority Education Partnership (MMEP) -The Minnesota Minority Education Partnership, Inc., is a non-profit membership organization that works closely with students, the communities of color and representatives from education, business, government and nonprofits to develop programs that help students of color succeed academically. By drawing on the talents and resources of others concerned with the success of students of color, MMEP creates collaborative, workable approaches to complex problems. MMEP believes that concentrating on the needs of students of color helps them move from thinking to doing, from wanting to having, and from dreaming to achieving. The MMEP office is located in East Hall. Nordic Center - The Nordic Center promotes interest in contemporary Norden, encourages the pursuit of Nordic studies and nurtures intercultural relations between the United States and the five Nordic nations of Denmark, Finland, Iceland, Norway and Sweden. The Nordic Center is located at 2400 Butler Place. Augsburg Youth and Family Institute - The Institute is designed to help churches better serve the changing needs of youth and families. The Institute at 2011 South Seventh Street offers academic programs at both undergraduate and graduate levels, as well as seminar/ workshops, a resource center and counseling senices. W POLICIES It is the policy of Augsburg College not to discriminate on the basis of race, creed, national or ethnic origins, age, gender, sexual preference, marital status or handicap as required by Title IX of the 1972 About Augsburg Ir Educational Amendments or Section 504 of the Rehabilitation Act of 1973, as amended, in its admissions policies, educational programs, activities and employment practices. Inquiries regarding compliance may be directed to the coordinators listed in the directory in the back of this catalog, or to the Director of the Minnesota Department of Human Rights, Bremer Tower, Seventh Place at Minnesota Street, St. Paul, MN 55101. The College and its faculty subscribe to the Statement of Principles on Academic Freedom as promulgated by the American Association of University Professors and the Association of American Colleges. ACCREDITATION AND MEMBERSHIPS Augsburg College is accredited by the North Central Association of Colleges and Schools and the National Council for the Accreditation of Teacher Education (Secondary and Elementary). Our programs are approved by the American Chemical Society, the Council on Social Work Education, National Association for Music Therapy, Inc., and the National League for Nursing. Augsburg College is an institutional member of the National Association of Schools of Music (NASM). We are a member of the Associated Colleges of the Twin Cities (ACTC), Lutheran Education Council in North America and Minnesota Private College Council. Augsburg College is registered with the Minnesota Higher Education Coordinating Board. Registration is not an endorsement of the institution. Registration does not mean that credits earned at the institution can be transferred to other institutions or that the quality of the educational programs will meet the standards of every student, educational institution or employer. For Freshmen - 14 Early Admission of Freshmen - 15 For Transfer Students - 15 For Former Students - 15 For Special Students - 15 International Student Services - 16 - ADMISSIONS A ugsburg College is looking for students with intelligence and character. We want people who can benefit from and contribute to their community, the College community and the community at large. Because firsthand appraisal of programs, facilities and academic atmosphere is valuable, freshman and transfer applicants are encouraged to visit the campus and meet with an Admissions Counselor. Arrangements may be made to meet with a member of the faculty and to attend classes when school is in session. Augsburg's admissions staff is ready to help students and parents with college planning. Call the Admissions Office any weekday between 8:00 a.m. and 430 p.m. - (612) 330-1001 or toll-free (800) 788-5678. We'll answer your questions and arrange a tour for you (including Saturday momings during the school year). Our office is on the northwest comer of Seventh Street and 21st Avenue South in Minneapolis. (Please call first.) Selection of students for Augsburg College is based upon careful consideration of each candidate's academic achievement, personal qualities and interests, participation in activities and employment, and potential for development as a student and as a graduate of Augsburg College. The College selects students on individual merit without regard to race, creed, disability, national or ethnic origin, sex or age. . . 1 FRESHMEN Application for Admission -Applicants should complete the application for admission and the essay and return them to the Admissions Office together with the non-refundable $20.00 application fee. Transcripts - An official transcript from the high school is required of freshman applicants. Freshman applicants who are still high school students at the time of application should have their most recent transcript sent, followed by a final transcript upon graduation. General Education Development scores (G.E.D.) may be presented instead of the high school transcript. Test Scores - Freshman applicants are required to submit results from the college entrance examination. The American College Test (ACT) is preferred. Results from SAT or PSAT are also accepted. It will suffice if test scores are recorded on the official high school transcript. Additional Information- If there is personal information that may have affected the applicant's previous academic performance, it may be included with the application or discussed personally with an Admissions Counselor. Academic recommendations may be required by the Admissions Committee before an admissions decision is made. On occasion, the Admissions Committee may also defer a decision on a candidate's admission until other information has been received. For example, more recent test scores, results of the present semester's course work, additional letters of recommendation or writing samples may be requested by the Committee. If any additional credentials are needed, the Admissions Office will inform the candidate. Notification of Admissions Decision Augsburg College uses a "rolling" admissions plan. Students are notified of the admissions decision, usually within two weeks after the application file is complete and has been evaluated by the Admissions Committee. Admissions Confirmation of Admission - Accepted students who are applying for financial aid are asked to make a $loo* tuition deposit within 30 days of their financial aid notification. Extensions may be requested in writing to the Director of Financial Aid. Accepted students who are not applying for financial aid are asked to make a $loo* tuition deposit. Those students who wish to live in College housing must also submit a $100 housing deposit. *Non-refundableafter May 1. Early Admission of Freshmen Students of exceptional ability who wish to accelerate their educational program may be granted admission to begin full-time work toward a degree following completion of their junior year or first semester of the senior year of high school. Applicants for early admission must complete the normal procedures for freshman applicants, submit two academic recommendations from the high school faculty and arrange a personal interview with the Director of Admissions. Students from Minnesota who are interested in the possibility of enrolling at Augsburg under the auspices of the Minnesota Post Secondary Enrollment Options Act should contact the Admissions Office for specific information. I TRANSFER STUDENTS Augsburg College welcomes students who wish to transfer after having completed work at other accredited colleges or universities. College credit is granted for liberal arts courses satisfactorily completed at accredited institutions. The College reserves the right not to grant credit for courses where it considers the work unsatisfactory, to grant provisional aedit for work taken at unaccredited institutions and to require that certain courses be taken at Augsburg. Augsburg College limits transfer course work from two-year colleges once a student has reached junior status. If all transfer work has been taken at a two-year college as a freshman or sophomore, a maximum of 17 Augsburg courses, or 96 quarter credits, will be accepted toward the number of Augsburg course credits required for the baccalaureate degree. A cumulative grade point average (GPA) of 2.0 (on a 4.0 scale) or better is required on previous college work. Admission to a major, as well as admission to the College, is sometimes necessary. Please check with the Admissions Office and departmental section of this catalog to see if admission to the major is necessary. I FORMER STUDENTS Students who have intempted attendance at Augsburg College without requesting a leave of absence and who wish to return must apply for re-admission through the Registrar's Office. Students who have attended any other institution(s) during the absence from Augsburg must have an official transcript sent from each institution to the Registrar's Office. Returning students do not pay the application fee. I SPECIAL STUDENTS (NON-DECREE) In some circumstances, people may be admitted as special students (non-degree) and granted the privilege of enrolling in courses for credit. Usually part-time l3 - Admissions students, they may subsequently become candidates for a degree by petitioning through the Registrar's Office. Students regularly enrolled at another college may take course work at Augsburg College as a special student (non-degree). A transcript must be sent to the Admissions Office by the student's home institution. An application form for special student (non-degree) status is available from the Admissions Office. Augsburg welcomes students from countries around the world. International students from more than 50 countries have attended Augsburg since 1954. Students should contact the Admissions Officefor an International Student Application and information on the application procedure. Applications must be received two months prior to the start of the semester: July 1for Fall, November 1for Spring. , For additional information, call (612) 330-1001, or 1-800-788-5678 (toll free), or write to: International Student Admissions Augsburg College 2211 Riverside Avenue Minneapolis MN 55454 College Costs Tuition and Fees - 1 Room and Board - 1 Special Fees - 18 Deposits and Payments - 19 1 Financial Policies Refunds - 20 I Financial Aid How and When to Apply - 21 Kinds of Aid I 1 a I .I I I I Merit Scholarships - 22 Gift Assistance - 23 Loan Assistance - 23 Student Employment - 24 Sponsored Scholarships - 25 X OUR LDUCATION A 11students 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, church, friends, foundations and endowment income. Audit Fee (for part-time students) per course However, the primary responsibility for paying for a college education rests on students and their families. Financial aid is intended to supplement those resources. Room Rent (includes telephone and basic service) The Board of Regents has approved the costs listed below for the 1994-'95 academic year. The Board reviews costs annually and makes changes as required. The College reserves the right to adjust charges should economic conditions necessitate. TUITION, FEES, ROOM AND BOARD Tuition (full-time enrollment) ..................$485.00 Full-time students may audit a course without charge. Part-time students taking Lifetime Sports are charged the audit rate for that course. .......... $2,234.00 (Room rates and housing options are available through the Office of Residence Life.) Full Board (19 meals a week) ......... $2,138.00 Other board plans are available as defined in the housing contract booklet available from the Office of Residence Life. Partial board (14 meals a week) Flex 5 point plan Fees ......... $2,076.00 .......... $1,890.00 ....................... $112.00 ..... $ 11,902.00 This rate applies to all full-time students attending in September, 1994. Students are considered full-time when they take three or more courses during the semester terms. The charge includes tuition, general fees, facility fees and admission to most Collegesupported events, concerts and lectures. The amount is payable in two equal installments at the beginning of each semester. Tuition (part-time enrollment) per one-credit course ....... $1,270.00 This rate applies to students taking fewer than three courses in a semester and/or an Interim only. Part-time students taking Lifetime Sports are charged the audit rate for that course. OTHER SPECIAL FEES (NON-REFUNDABLE) Fees Billed on Student Account ACTC Bus (full-time students only) ............... $12.00 Late Registration (per day after classes begin) ...........$25.00 Registration Change after first five days (cancelladd/ change/grade option, or combination at one time) .................. $5.00 Music Therapy Internship (one-half course credit) ...... $485.00 Private Music Lessons, per semester (14 lessons) ........ $270.00 Student Teaching (per course for full-time students) ........ $50.00 Student Teaching (per course for part-time students) ....... $100.00 Financial Information Is Study Abroad (in approved non-Augsburg programs) .... $193.00 Student Activity Fee ............. $100.00 Student Activity Fee (part-time students) .......... $50.00 Fees Payable by Check/Cash Application (new and/or special students) ............. $20.00 $128.00 Nursing Credit Validation Tests Nursing Comprehensive Exam .... $16.00 Nursing Name Pins ............... $5.00 Locker Rental (commuters) ........ $26.00 Student Parking Lot Permit - car ....................... $81.00 -motorcycle ................ $41.00 Transcript Fee (per copy after first, which is free) ........ $2.00 Special Examinations, Cap & Gown Costs (Schedule on file in Registrar's Ofice) .. BOOKS AND SUPPLIES These costs are estimated to be $500.00 per year. DEPOSITS Enrollment Deposit (non-refundable) ........ $100.00 Required of all new students after acceptance. The Enrollment Deposit is credited to the student's account only when his/her enrollment is terminated. Any net credit balance (after all charges and/or fines) will be refunded upon request of the student. For more information, contact the Admissions Office. Housing Damage Deposit ..... $100.00 Required of all resident students at the time of signing a contract, to reserve a housing assignment. This deposit is retained against damages and/or fines and is returned to the student account (less all charges for damages and/or fines) at the end of the occupancy period covered by the contract. New contracts may be terminated for Fall or Spring Term by following the conditions delineated in the housing contract. The resident will be responsible for all costs incurred due to late cancellation or lack of proper notification. If the new contract is cancelled prior to July 1for Fall Semester or January 1for Spring Semester, $50 will be forfeited from the $100 deposit as a service charge. The entire deposit will be forfeited if cancellation is after these dates. I PAYMENTS Semester Fees - Prior to the start of each semester a Statement of Estimated Charges showing basic charges and financial aid credits designated by the Student Financial Services Office is sent to the student from the Business Office. Payment Options - (1)Annual payments, due August 15 as billed; (2) Semester payments, due August 15 and January 15 as billed; (3) Payment Plan upon application and after College approval, a three-month plan is available each semester. Details are included with the Estimate of Charges letter; (4) 10-month Payment Plan -upon application, College approval, and payment of a $50 administrative fee, the annual charges may be paid in 10 equal installmentsbeginning June 15 and ending March 15. No finance charge will be assessed on accounts which are current. An application will be sent upon request. - Financial Information A finance charge is applied at a simple rate of 1percent per month on any account with an open balance of 30 days or more or on a 10-month payment plan in which payment is not current. Tuition is set on an annual basis, payable in two equal installments at the beginning of each semester. Registration is permitted only if the student's account for a previous term is paid in full. Augsburg College will not release academic student transcripts until all student accounts are paid in full or, in the case of student loan funds administered by the College (Perkins Student Loan and the Nursing Student Loan), are current according to established repayment schedules and the loan entrance and exit interviews have been completed. REFUNDS Students fill out Withdrawal from College forms available in the Advising Center or Registrar's Office. They must be filled out completely, signed and turned in to the Registrar's Office. Students who properly withdraw, change to part-time, are dismissed or are released from a housing contract will have their accounts adjusted for tuition and room (except for the minimum deduction of $100.00 to cover administrative costs) according to the following schedule: 100% - through the first five days of classes (less $100 administrative fee) 90% - from the 6th through 10th day of classes 80% - from the 11th through 15th day of classes 70% - from the 16th through 20th day of classes 60% - from the 2lst through 25th day of classes 50% - from the 26th day of classes through the mid-point of the term No refund will be made after the middle class day of the term. Board refunds are made on a proportionate basis. If a student is forced to withdraw due to illness or an accident, the refund will include the normal percentage plus onehalf of the percentage adjustment, upon submission of a report from the attending doctor stating the inability or inadvisability of continued e ~ o h e n t . Students who elect to omit an Interim or to graduate in December are not entitled to a refund of Interim tuition, room and board charges. Students who participate in an approved off-campus Interim are eligible to apply for a board refund and room sublease. Details and request forms are available in the Office of Student Life. All refunds of charges will be applied to the account of the student and all adjustments for aid, loans, fines and deposits, etc. will be made before eligibility for a cash refund is determined. REFUNDS FOR NEW STUDENTS FIRST TERM AT AUCSBURC Refunds will be calculated on a pro-rata basis (using federal government guidelines) for students attending Augsburg for the first time. The refund will be a portion of tuition, fees and expenses equal to the period of enrollment up to the 60 percent point in time of the period of enrollment. The federal statute guidelines and requirements for refunds are more stringent for Financial Information 21 first-term new students. Students may appeal refund decisions through the Petition Committee. Financing higher education could be the most significant investment a person or family makes in a lifetime. So, proper planning and wise choices are important, not only in choosing a college, but also in the methods used to pay for it. Augsburg College, through its Office of Student Financial Services, will help students and their families with both monetary and advisory assistance to protect access to a quality education in spite of increasing costs. Financial assistance awarded through Augsburg is a combination of scholarships, grants, loans and part-time work opportunities. The College cooperates with federal, state, church and private agencies in providing various aid programs. For the 1993-'94 academic year, nearly 9 out of 10 students at Augsburg received scholarships, grants, loans and part-time employment. The primary responsibility for financing a college education rests upon the student and family. Financial aid is intended to supplement student and family resources. The Free Application for Federal Student Aid (FAFSA) and the Augsburg Financial Aid Application help determine the amount of assistance for which a student is eligible. This analysis estimates the amount a student and family can be expected to provide for college expenses, taking into account such family financial factors as current income, assets, number of dependents, other educational expenses, debts, retirement needs and special considerations. HOW AND WHEN TO APPLY New Students - Regular Admission 1. Apply for admission to Augsburg College. No financial aid notification is made until the student has applied and been accepted for admission. 2. Obtain the Free Application for Federal Student Aid (FAFSA)from a high school or college financial aid office. Complete the application, enter the Augsburg College Code 002334, and send the application to the processing agency after January 1but before April 15 for priority consideration. 3. Complete the Augsburg Financial Aid application and submit it to Student Financial Services. 4. After Augsburg receives the analysis and you are accepted for admission, the' Financial Aid Committee will meet and review your eligibility for all the programs available. A letter will be sent to you detailing your financial aid. 5. Acceptance of this financial aid package is required within the deadline stated. If necessary, the appropriate loan forms and/or work applications will be sent to you. 6. Transfer students must submit a financial aid transcript from each postsecondary institution previously attended before financial aid will be offered. The financial aid transcript forms are available from the Admissions or Financial Aid offices. 7. All applicants (and parents of dependent students) are required to provide a copy of their most recent federal tax form. Returning Students Eligibility for assistance must be re- :L Financial lntormation established each academic year by filing the Augsburg Application for Financial Aid and the Renewal Free Application for Federal Student Aid (FAFSA). Renewal is based on the family's financial eligibility, the student's satisfactory academic progress and fund availability. KINDS OF AID A student applying for aid from Augsburg applies for assistance in general rather than for a specific scholarship or grant (except as noted). The various forms of aid available are listed here for information only. In addition to aid administered by Augsburg College, students are urged to investigate the possibility of scholarships, grants and loans that might be available in their own communities. It could be 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 meeting their requirements. In addition to these sources, some students are eligible for aid through Vocational Rehabilitation, Education Assistance for Veterans, Educational Assistance for Veterans' Children and other sources. Merit Scholarships President's Scholarships - President's Scholarships, which assure gift assistance equal to tuition, are awarded annually to the most academically qualified full-time freshmen students. These scholarships are awarded without regard to need. The awards are renewable for three years based on academic performance at Augsburg. Because this is a unified program, full tuition is assured; that is, the College guarantees the difference between non- Augsburg grants and scholarships (such as state scholarships, Pell grants, etc.) and full tuition. Special application is due February 15. Details are available from the Admissions Office. Transfer Scholarships - Transfer Scholarships up to $5,000 are available to full-time students in the day schedule who are direct transfers to Augsburg College following two years of full-time study at a community college or other approved twoyear college. Students must have maintained at least a 3.3 GPA on a 4.0 point scale. Scholarships are awarded without regard to need and will be renewed for a second year given satisfactory academic performance. Special application is due April 1.Details are available from the Admissions Office. Regents' Merit Scholarships -The Regents' Merit Scholarships are awarded to incoming full-time freshmen of high academic achievement. Depending on high school class rank or college entrance test score, Augsburg will award scholarships of $1,000 to $4,000 each, renewable each year, regardless of financial need. Performing Arts Scholarships -These recognize student excellence in music or theater. Students with talents in music (vocal and instrumental), acting, stage design or production are qualified for this $1,000 annual award. Selection is based on individual performance auditions, good academic standing and letters of recommendation. These scholarships are renewable as students maintain involvement with a co-curricular performance group. Hoversten Peace Scholarships Recognize students who have demonstrated a commitment to peace, service and community. Examples of involvement of recent scholarship recipients include Financial Information z! Amnesty International, Habitat for Humanity, community service and church activities. Lutheran Leader Scholarships These scholarships recognize incoming freshmen of high academic achievement with a demonstrated record of leadership within their congregations. Students eligible for the $1,000 annual renewable award are those who rank in the top 30 percent of their high school class and have the recommendation of their pastor. Paired Resources in Ministry and Education (PRIME) Awards - Augsburg College will match the first $500 a year of a student's scholarship or grant from a Lutheran congregation. The scholarship or grant check from the congregation must be received at Augsburg by October 1. Gift Assistance (Need Based) Augsburg Tuition Grants - Available to students who have shown academic potential and have financial need. A student's academic performance, financial need, and high school and community involvement are taken into consideration. Minnesota State Scholarships and Grants - Awarded by the state to Mimesota residents who have financial need. For 1993-'94, these ranged from $100 to $5,889. All applicants from Minnesota are expected to apply. Federal Supplemental Educational Opportunity Grants - A federal program administered by the College. To be eligible, a person must: (1) be a U.S. citizen or permanent resident; (2) have exceptional financial need as defined by the program; (3) be capable of maintaining satisfactory academic standing at the College; and (4) be accepted for admission. Federal Pell Grants - Federal Pell grants are awarded to students attending eligible institutions of higher education and are based on financial need as defined by program guidelines. The maximum grant eligibility for each student for 1994'95 was $2,300. Application is made by filing the FAFSA. Bureau of Indian AffairsITribal and State Indian Scholarships -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 of 1/4 degree Indian ancestry and be enrolled with a federally recognized tribe. Eligibility criteria for Augsburg American Indian Scholarships vary; contact the American Indian Support Program office. Indian grants supplement all other forms of financial aid. Questions may be directed to the American Indian Support Office or to your local BIA, Tribal or State Indian Education Office. Loan Assistance Federal Perkins Student Loan -A joint Augsburg College-federally funded program administered through the College for students who demonstrate financial eligibility. Loans are interest-free during your education. No interest accrues nor do payments have to be made on the principal at any time you are enrolled at least halftime. Simple interest of 5 percent and repayment of the principal (at the minimum of $40 a month) begin nine months after you leave school. Repayment may extend up to 10 years. The loan cames a teacher cancellation clause. The maximum which may be borrowed for undergraduate - Financial Information L4 study is $15,000 ($30,000 including graduate school). Federal Stafford Student Loans Subsidized and Unsubsidized Stafford Loan funds are obtained directly from a local lender or state agency in states which provide such programs. Subsidized Stafford Loans are need-based loans which the federal govenunent subsidizes by paying accrued interest while in school and during the grace period. Therefore, the borrower is not responsible for interest accrued while in school or during the sixmonth grace period. Interest begins accruing on the date of disbursement for the Unsubsidized Stafford Loan and the borrower is responsible for all interest. The borrower may choose to make payments while in school or may defer payments and allow interest to be capitalized (added to the balance of the loan). The interest rate for new borrowers through the Subsidized and Unsubsidized Stafford Loan is variable and changes annually based on the 91-day Treasury Bill. For students with existing loans, the interest rate will match the interest rate on their existing loans (7%,8%, 9% or S%/lO%). The following borrowing limits apply to the Stafford Loan program after July 1, 1994: Freshmen: $6,625 annually (Combined Subsidized & Unsubsidized Stafford) Sophomores: $7,500 annually (Combined Subsidized & Unsubsidized Stafford) Juniors/Seniors: $10,500 annually (Combined Subsidized and Unsubsidized Stafford) Aggregate maximum: $46,000 Federal Nursing Student Loan -A federal program with provisions similar to the Perkins Student Loan program, but restricted to applicants accepted or enrolled in our program leading to the baccalaureate degree in nursing. Recipients must have financial need and be registered at least half-time. The maximum loan is $4,000 per year. Federal Parent Loan Program (PLUS) - PLUS is a loan program to help parents meet college costs of their dependent childreri. Parents may borrow up to the cost of attendance (minus other aid). Repayment begins within 60 days of check disbursement at a variable interest rate not toexceed 10 perceni and a minimum payment of $50 per month. Application forms are available at Augsburg College or the lending institutions. Applications are normally filed with the bank or thrift institution with which your family has an account. The Student Educational Loan Fund (SELF) - SELF is administered through the Minnesota Higher Education Coordinating Board. Applications are available from the Office of Student Financial Services. Undergraduates may borrow up to $6,000 per year minus any other student loan indebtedness. Maximum undergraduate borrowing is $25,000. The minimum loan amount per year is $1,000. The interest rate is variable. Interest payments begin 90 days after the loan is disbursed and continue quarterly thereafter, while the student is enrolled. Principal payments b e p the 13th month after you leave school. There are no deferments. Student Employment Augsburg College provides work opportunities for students with proven Financial Information 2s financial need who are at least one-half time students. Assignment is made on the basis of need and potential competence in performing the duties assigned. Parttime work provided by the College is considered financial aid, just like scholarships, loans and grants. A maximum of 15 hours of on-campus employment per week is recommended. All on-campus work is governed by policies stipulated in the work contract issued to the student employee for each placement. Payment is made monthly by check to the student employee. Students should make application to both the Financial Aid and Personnel offices for work study positions. 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 some part-time work opportunities. Augsburg College, through generous gifts from alumni, faculty, staff and friends of the College, offers more than 175 sponsored scholarships. For more detailed information about sponsored scholarships, contact the Student Financial Services Office or your admissions counselor. Sponsored scholarships are available in the following categories: general scholarships, special scholarships, minority/ international student scholarships, and departmental scholarships. Social, Cultural, Recreational- 28 Fine Arts - 29 IntercollegiateAthletics - 29 Intramurals - 29 Student Affairs - 29 Academic Skills Enrichment - 29 Program for Students with Disabilities (CLASS) - 30 Support Programs - 30 American Indian - 30 Asian American - 31 Black Students - 31 Hispanic/Latino - 32 Career Services - 32 '1 ' I 1 Center for Counseling and Health Promotion - 32 Health Service - 33 Id First Year Experience - 33 , Student Activities - 33 International Programs - 33 I Food Service - 34 ( Residence Life Program - 35 (Housing) I I , '1 L Student Standards of Behavior, Complaints, Records - 36 2g 3TUDENT LIFE I bxperiences in the classroom are an important part of college life, but learning and development also occur in formal and informal activities of the College and the metropolitan area. Whether students are residents or commuters, the climate for leaming and living at Augsburg will add dimension to their education. Christian heritage, which will be the basis for the kind and quality of life that reaches beyond their years at Augsburg. 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. Through student government students secure a closer relationship with and better understanding of the administration and faculty, and provide input into the decisionmaking process at Augsburg. Student govemment also sponsors and directs student activities, protects student rights and provides the means for discussions and action on all issues pertaining to student life at Augsburg. Because our campus is comprised of individuals from many different religious and cultural backgrounds, our worship life is characterized by a similar diversity and richness of tradition. Bible studies, growth groups, outreach teams and community outreach opportunities, retreats, peace and justice forums, concerts and gatherings are examples of the wide variety of activities on campus. This ministry finds its most visible expression in chapel worship where students, faculty and staff gather each day to give thanks and hear the Gospel proclaimed by a number of speakers and musicians. Each Wednesday night students gather for Holy Communion. On Sundays, Trinity Lutheran worship services are held on campus, with many other churches within walking distance. We seek to develop a free and open environment where people are encouraged to use and discover the gfts 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 The College Pastor and Campus Ministry staff have offices in the Foss, Lobeck, Miles Center and are available for spiritual guidance, counseling, support or information. Student govemment is organized into the executive branch, the legislative branch and the judicial branch. Elections are held in the spring for the next year. Freshmen elect their representatives in the fall of their first year. Many kinds of involvement are possible -program planning, writing, editing or service opportunities.If you want to get involved, contact the president or vice president of the Student Body in their offices in the lower level of the Christensen Center. Throughout the year, a variety of social and cultural activities take place on campus as well as in the Twin Cities. These activities include dances, films, theme events, name entertainment and visiting personalities in various fields. The Christensen Center is the focus of Student Life leisure-time activity on campus. The Gameroom and Student Lounge, popular hang-outs, are located in the lower level. Many of the clubs that unite classroom and non-classroom related interests meet here. Student offices in this area include the College newspaper, the Augsburg Echo; the yearbook, The Augsburgian; Student Government and the Augsburg Student Activities Council. KCMR, a studentoperated non-profit radio station serving the needs of Augsburg and the surrounding Cedar-Riverside community, is located in Urness Tower. Students have many opportunitiesto 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 intemational 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 Deparbnent and have the opportunity to attend a series of on-campus v,&shops with visiting arts professionals. I 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. The Student Affairs Division is comprised of a variety of programs, services and activities dedicated to complementing and enhancing students' educational experience and the academic programs of Augsburg College. These programs, services and activities provide students with an enriched collegiate experience which celebrates our rich diversity of student needs and interests; attends to the social, cultural and career development of students; and enhances students' academic performance through direct intervention and environmental management. The following information provides a brief introduction to the major efforts of the Student Affairs Division. I ACADEMIC SKILLS ENRICHMENT INTERCOLLEGIATEATHLETICS Augsburg is affiliated with the Minnesota IntercollegiateAthletic Conference (MIAC) and is a member of the National Collegiate Athletic Association (NCAA) Division LII. Men annually compete in football, soccer, cross country, basketball, hockey, wrestling, baseball, tennis, track and field and golf. Women annually compete in volleyball, cross country, soccer, basketball, track and field, softball and tennis. The Academic Enrichment Program is designed to offer students study skills assistance so that they may achieve their best from their studying. The program includes four components: the Learning Center, the Tutor Center, the Learning Laboratory and the Center for Learning and Adaptive Student Services (CLASS). The Learning Center, located in Memorial Hall, Room 119 and Foss Center, Room 18, assists students in improving their skills in such areas as time management, 30 Student Life - notetaking, textbook reading and comprehension, test-taking, and concentration and memory improvement. Diagnostic testing is also available to assess skills in reading, vocabulary, spelling, study strategies and learning styles. The staff will assist students in developing effective and efficient study skills. The Karen M. Housh Tutor Center, located in Foss Center, Room 18, arranges for students to meet with tutors for content tutoring in most freshman and sophomorelevel courses. The Center also notifies students of tutoring labs available, as well as supplementary instruction sessions, in which tutors attend the classes and lead discussions after class on major concepts of the courses. The JohnEvans Learning Laboratory, located in Foss Center, Room 18, offers students the opportunity to improve skills in reading, writing and mathematics through the use of computer software. Tutors are available to demonstrate the uses of the software, and students are able to monitor their progress. W PROGRAM FOR STUDENTS WITH DISABILITIES (CLASS) The Center for Learning and Adaptive Student Services (CLASS) serves over 150 students and is recognized nationally as a leader in the field of educating students with diagnosed learning and physical disabilities. The CLASS program is a logical outgrowth of the College's commitment to provide a high quality liberal arts education for students with diverse backgrounds, experiences and preparation. Augsburg has a commitment to recruit, retain and graduate students with learning and physical disabilities who demonstrate the willingness and ability to participate in college-level learning. The staff includes three licensed learning disabilities specialists, a physical disabilities specialist, and an accommodationspecialist, who supervises work-study students and coordinates accommodation services for students. One-on-one meetings between students and specialists are the centerpiece of the program model. Accommodations include individualized academic support, advocacy with faculty and staff, special testing arrangements, taped textbooks, peer tutors, securing notetakers, access to and training on computers, and adaptive technology, such as a Braille printer, dictation and voice recognition software, and adaptive keyboard equipment. Modified and accessible dormitory rooms are available. During the 1980s Augsburg spent nearly one million dollars to make the campus accessible to persons with physical disabilities by constructing a skyway-tunnelelevator system that connects 10 major buildings. Augsburg has the oldest and most extensive learning disabilities program among the private colleges in Minnesota. For more information, please contact the CLASS office at 612/330-1053 to request a copy of the CLASS brochure and/or schedule an ~nformationalappointment with a specialist. W AMERICAN INDIAN SUPPORT PROGRAM The American Indian Support Program, located at 621 21st Avenue South, is a multifaceted office established in 1978 to recruit and retain American Indian students. It is a national model of success and continues to have one of the highest retention and graduation rates of Indian students in the state of Minnesota. Student Life Components of the program are as follows: American lndian Support Services: Assistance in admissions procedures, financial aid procedures including BIA, Tribal and Minnesota Indian State Scholarship applications, orientation and registration, course work selection, individual education plans, academic advising, career counseling, employment, community and professional referrals, internships, student housing and crisis intervention. It advises and supports the Intertribal Student Union (ITSU). Intertribal Student Union: ITSU serves as a peer support group for incoming and currently enrolled American Indian students. ITSU also organizes and cosponsors cultural events. Minnesota Indian Teacher Training Partnership:MNITTP is a cooperative effort between Augsburg College and the Minneapolis Public School District, intended to increase the number of American Indian teachers in the Minneapolis public schools. Funded by the Minnesota State Legislature in 1990, this project is designed as a special grant and loan forgiveness program. Students who are awarded state teaching licensure may then apply for loan forgiveness for each year the student teaches, one fifth of the loan will be forgiven. American lndian Studies Minor: An academic component encompassingthe range of American Indian contributions to North American culture. Courses offered include art, religion, history, literature, Ojibwe language and women's issues. For more information, contact Dr. Virginia Allery, 612/330-1385, or see course listings under Interdisciplinary Studies in the academic section of the catalog. Anishinabe Library Project: Over 1,000 books, a variety of journals and scholarly publications, research materials, American Indian magazines and newspapers and over 125VHS videos are housed in the Sverdrup Library and at the American Indian Support Program Office. The library project offers both a historical and contemporary perspective on the cultures of various tribal nations in the United States. H ASIAN AMERICAN SUPPORT PROGRAM The Asian American Support Program was created in 1992 to recruit and retain Asian American students and to enhance the quihty of their total experience while at Augsburg College. The program seeks to create opportunitieswhere Asian American students can be involved in and contribute to all aspects of academic and student life. The Program provides assistance in the admissions and financial aid application procedures, orientation, registration and course work selection, career development, academic and non-academic difficulties, and employment and placement referrals. The Asian American Association is affiliated with the Support Program. The Association carries out various activities during the acadeinic year to increase the network of friendship and support for Asian American and other students at Augsburg. BLACK STUDENT SUPPORT PROGRAM The Black Student Affairs Office (BSA) is committed to enhancing the education and personal development of students of African descent, and to promote cultural and historical awareness, academic achievement and social interaction. BSA sponsors 31 - 32 Student Life events and activities, such as celebrating Martin Luther King's birthday, Afrikana History Month, the Each One Reach One mentoring program and Augsburg Black Alumni Council gatherings. The Pan-Afrikan Student Union (PASU) provides support to students, including a schedule of social and cultural activities. The headquarters is in the BSA Office, as is the Pan-Afrikan Center. HISPANIC/LATINO SUPPORT PROGRAM The Hispanic/Latino Support Program offers students individualized attention in many areas, including academic support, counseling and advocacy. Students find assistance in: admissions and financial aid procedures, orientation and registration, academic planning, career counseling, housing, internships and employment and placement referrals. The program advises the Latino Student Association and supports academic, social, cultural events, and other activities that improve the academic and personal development of Hispanic/Latino students and provides awareness of the unique aspects of the Hispanic culture. CAREER SERVICES The Career Services Department is committed to assisting all students with their career planning. This process is an important part of a student's development while attending college. To aid students in this process, Career Services offers students the opportunity to actively participate in career seminars, career assessments, oneon-one counseling, self-paced computer career planning modules, and use of the Alumni Resource Network for informational interviews. S e ~ c eare s available to all students, but some programs are sponsored especially for seniors. Seniors are encouraged to attend one of three annual job fairs with recruiters representing business, education or nonprofit and government sectors. There is also an annual graduate and professional school fair for seniors to explore educational options after graduation. CENTER FOR COUNSELING AND HEALTH PROMOTION Counseling Counseling provides a supportive environment where students have many opportunitiesto gain self-awareness through personal exploration with the assistance of trained, experienced counselors. Counselors serve as advocates providing support and assistance with direction. Services include individual counseling, group counseling, psychological testing, assessment and referral, workshops, and consultation and outreach. Through the relationship with a skilled counselor, a student may discuss personal issues such as stress, depression, roommate problems, intimacy and sexuality, drug use, family problems, motivation, transitions, breaking away from family, self-image, difficult decisions, eating concerns, etc. Counseling is an educational process in which students learn to think objectively about themselves and learn methods of understanding themselves and others. Professional counseling can make a substantial contribution to the educational experiences of the student by providing the opportunity for increased self-understanding and personal growth. Student Life 3: Health Promotion Health Promotion offers a wide spectrum of activities and events that increase awareness of health issues and assist students in adapting new behaviors for a healthier lifestyle. Health Promotion also works with various campus agencies to foster positive change within the campus environment. Professional staff offer private consultations, individual assessments and group workshops to accommodate the needs of all students. Topics include varied health issues such as fitness, nutrition, weight management, stress reduction, alcohol and other drug use, sexuality, etc. Students interested in health issues can combine learning and practice through involvement with Health Promotion services. Academic and practicurn opportunities are also available to students from a variety of academic disciplines. HEALTH SERVICE Riverside University Family Practice Clinic serves as the Augsburg College Health Service and is a family practice residency clinic affiliated with the University of Minnesota. The clinic is located one block from campus at 2615 Franklin Avenue South. Office visits for illness and injury are free for all Augsburg students. Students must check family health insurance coverage to determine if they are included. If not, contact the Vice President for Student Affairs Office for information regarding student health insurance. FIRST YEAR EXPERIENCE PROGRAM (FYE) The FYE program assists students in their first Augsburg registration, provides orientation events before classes begin, and also includes a seminar series. FYE reflects the College's commitment to a meaningful introduction to college for our students - an enriching beginning for a college career. To provide focus for this introduction, the ME seminar is centered on a series of themes. These themes are reflected in and expanded upon in readings, discussions and other activities. Diversity, tradition, change, ways of knowing and what it means to be an educated person are all themes associated with the program. STUDENT ACTIVITIES The Student Activities program creates opportunities for students to enhance their leadership skills through active involve ment in developing events, activities and organizations which serve the student community. Hundreds of major programming effortsand targeted activities for specific student interests are generated through these efforts and make Augsburg a dynamic and enjoyable interactive environment. INTERNATIONAL PROGRAMS The International Student Services Office focuses on the needs of international students. It also serves as a resource for those interested in international events and global issues. International Students -International students receive assistance in meeting their educational objectives through advising on academic concerns, immigration and visa problems, financial matters, practical matters (taxes, insurance, housing, daycare) and personal concern. New international students participate in an orientation program before the beginning of the term which provides 14 Student Life practical information on housing, banking, using local transportatiod and course registration. Students also learn about the U.S. educational system and adjusting to life at Augsburg. Study Abroad -An increasing number of Augsburg students are taking advantage of the opportunity to gain academic credit for an overseas experience. Through study abroad students may meet with grassroots women's organizations in Mexico, work in a small business or artisan program in Kenya, examine Scandinavian perspectives on world peace in Norway, or thrill to the sounds of "The Magic Flute" at the Viennese state opera house. Study abroad provides opportmities to develop critical thinking skills, strengthen language competencies, further career paths, experience different cultures and gain knowledge about the increasingly interdependent world. Students interested in studying offcampus receive advice on selecting programs which best fit their academic, career and personal objectives. Assistance is given with program application, course registration, financing and travel arrangements. Orientation and re-entry programs are offered to assist students in integrating the experience abroad into their course work and personal lives. The deadline for application is December 15 for off-campus study the following year. All students in good academic standing at Augsburg may apply for permission to study off-campus. The cost for many programs is equivalent to full tuition, room and board for a semester on-campus. Financial aid is granted on the same basis as on-campus study. Students normally receive the same number of course credits abroad as they would if studying on-campus. Courses abroad can fulfill major, distribution/ general education and graduation requirements when approved by academic advisers and the Study Abroad Adviser before departure. Augsburg Community -The International Programs Office works to utilize the cross-culturalperspectives of its intemational students and students with experience overseas to educate the college community on world issues. This is done through faculty, staff and student development programs which include activities sponsored by the Cross-Cultural Club and the International House, forums on world issues sponsored by the Global Community and Amnesty International student groups, and seminars focusing on issues of cross-cultural communication for faculty and staff. FOOD SERVICE The Commons -Situated on the top floor of the Christensen Center, this is the main food service facility for students, faculty and staff. %s pleasant, spacious room features small table units for easy conversation and overlooks the College Quadrangle and Murphy Square. The portions are generous and modestly priced. Students on board plan who live in residence halls eat their meals in the Commons. Murphy's - Located on the ground floor of the Christensen Center, Murphy's features grill items, pizza, soups and salads, desserts and beverages. - Augsburg provides a variety of board Student Life plan options for those living in College houses or nearby apartments. RESIDENCE LIFE PROGRAM Augsburg recognizes the importance of the residence experience during the college years. Research indicates that students who live on campus will be more likely to complete their college degree successfully. Augsburg provides a diverse and dynamic residence program which fosters the development of community, and supports and enhances the academic experience. Live-in staff assist students by providing social and educational programming, facilitating conflict resolutions and assisting in emergencies. Each complex contains 24hour study rooms, computer services, laundry and vending services and access to security staff. Augsburg expects all freshmen and sophomores, not living at home, to live in college-operated housing. Housing for married students and students with families is available. Students rent a room at the beginning of the Fall term for the entire academic school year. New students receive room assignments the summer before they arrive at Augsburg. Upper-class students make housing arrangementsin the Spring. All resident students must sign room and board contracts. Freshmen and transfer students are urged to make the tuition deposit by June 1 in order to secure housing. Students who deposit after June 1will be provided housing only if space is available. All students living on campus must pay a $100 deposit when they sign the housing contract. The fee is credited to the student's account when he or she moves out. The College houses approximately 700 students in residence hall rooms, apartments, floor houses, and townhouses. A wide variety of options are available, including single rooms. Urness Tower -All new students and some upper-class students live in Urness Tower. This 11-story high-rise houses 324 students. Each floor is considered a house unit providing 36 students (two to a room), with their own lounge, study and utility areas. In Urness Tower, rooms are furnished with a bed, dresser, desk and chair. Linens are not provided. Mortensen Tower -This building is a 13-story high-rise apartment building. It contains 104 onebedroom and twobedroom apartments to accommodate 312 upper-class students. Mortensen Tower is carpeted, air conditioned and contains kitchen units. It is otherwise unfurnished. Anderson Hall - Opened in Fall 1993, this is the newest residence hall. It contains four types of living units: two-bedroom apartments, two-room suites, floor houses and townhouses. This residence houses 192 men and women. All rooms are furnished with beds, dressers and desks. It is equipped with telephones, cable TV and computer hook-ups. Special Interest Housing -Students may submit proposals in the Spring for a program which allows them to live as a group with a special educational contract. Examples of programs include Campus Ministry, healthy living options and international floors. 3! - l6 Student Life STUDENT STANDARDS OF BEHAVIOR, COMPLAINTS, RECORDS The C O 1 l e ~ a statement of standards for student behavior and has provided for due process in matters of disciplinary action, grievances and grade appeal. The College operates in compliance with the Family Rights and Privacy Act. Students have the right to inspect certain official records, files and data which pertain to them and which are maintained in the Officeof the and the Placement Office, and to challenge inaccurate or misleading information. Persons seeking additional information on these topics should contact the Vice President for Student Affairs Office. General Information - 3, Degrees Offered - 38 Academic Calendar - sa , Computer Resources - 39 Academic Advising Center - 39 I Academic Organ'mtion and Programs Divisions and Departments - 40 Majors and Minors - 40 Teaching Licensure - 42 Pre-Professional Programs - 42 Honors Program - 43 Inter-Institutional Programs - 44 Study Abroad - 45 Experiential Education - 48 Weekend College -50 Graduate Programs - . Other Programs - 51 Academic Policies and Procedures - 5 Registration- 51 Withdrawal from College - 52 Leave of Absence - 52 General Education Curriculum - 53 Quick Check Summary of Graduation Requirements - 53 Graduation Requirements - 55 Students Entering 1993 and After Students Who Entered Prior to 1993 Students Entering Under Distributio Curriculum Requirements - 64 Skills Component - 57 Liberal Arts Perspectives - 58 Rationale for Perspectives - 63 Evaluation and Grading - 66 Assessment of Previous Learning Program - 68 Academic Progress, Probation and Dismissal - 70 Four Year Assurance Program - 71 - ACADEMIC INFORMATION A ugsburg College constructs its curriculum upon the premise that students must be educated as fully human persons -intellectually, spiritually and physically. To act effectively, human beings must have a broad grasp of the of the world from which they have come as well as the world in which live. providing courses in the humanities, natural sciences and social sciences, the general education curriculum introduces students to the breadth and complexity of knowledge and culture. Required courses in religion are designed to acquaint students with the Christian tradition and encourage them to reflect upon the importance and meaning of spirituality in their lives. Recreation courses offer students the opportunity to develop skills for participation in exercise and sporting activities. Students choose from over 40 major areas of study to gain a depth of knowledge in a discipline and to prepare for a career or further study. Thus, through a balance of curricular activities supported by full programs in student life and religious life, an Augsburg College education strives to educate its students in a real world for the real world. DECREES OFFERED Augsburg offers the Bachelor of Arts, the Bachelor of Music and the Bachelor of Science undergraduate degrees. Augsburg also offers the Master of Arts in Leadership, the Master of Arts in Education-Leadership and the Master of Social Work graduate degrees. ACADEMIC CALENDAR Augsburg follows the 4-1-4 calendar, with Fall and Spring semesters of approximately 14 weeks separated by a 4-week January Interim. Full-time students normally take four course credits each semester and one course during Interim. A maximum of three course credits can be earned in the two annual summer sessions, one of four weeks and one of six weeks. fiecalendar is coordinated with of the four other colleges of the Associated CoU,ges of the Twin Cities, so students can t&e courses on another during the regular term. (SeeRegistration on page 51 and Calendars on page 269 and 270.) January Interim is~&cularly intended to be a time for both students and faculty to employ different styles of teaching and learning and to investigate questions and topics in places and ways not possible during the regular term. The Interim catalog, published in the fall of each year, is distributed to all students and is available by contacting the Interim Office. In addition to classes offered on campus, Augsburg offers a variety of travel opportunitieswithin the United States and abroad. Augsburg offers two Summer School sessions. The Summer School catalog is published in the winter of each year, is distributed to all students, and is available by contading the Summer School Office. Augsburg Weekend College and Graduate Programs follow a trimester calendar (see Augsburg Weekend College and Graduate Programs, pages 50 and 51). FACULTY The heart of any educational institution is its faculty. Augsburg College is particularly proud of the excellence and commitment of its professors. ~ o sfaculty t hold the dodorate or other terminal degree and all consider teaching to be the focus of their activity. Faculty are involved in social, professional and a variety of research activities, but see these activities as supporting their teaching. They are actively involved in an exciting faculty development program which introduces them to current thought in many fields but especially in teaching techniques and theories. Augsburg's size and small classes encourage its tradition of close involvement between professors and students. Faculty act as academic advisers and participate regularly in campus activities. Every freshman is assigned a First Year Experience (FYE) adviser and, later, chooses a major adviser. In this close interaction, faculty act as both mentors and models for students. tapes and films, and supplies media equipment free of charge for instructional use. Audio and video tape duplication within the limits set by copyright law is available. Fees are charged for the production of transparencies and posters as well as for lamination. The Center supplies television sets, VCRs, video cameras, video editing, tape recorders, microphones, slide, overhead, filmstrip, opaque and movie projectors as well as screens and carts. Film bibliographies and advice on materials selection are available. Facilities for classes in broadcasting are located in the Center. I COMPUTER RESOURCES I LIBRARY AND AUDIO-VISUAL SERVICES A relaxed atmosphere, a helpful staff and friendly student library assistants make the library a favorite place to study and do research. The main library houses over 175,000 books, journals, records and microforms. Music, chemistry and art history slide libraries are located within departmental areas. A se~ce-orientedstaff provides students with assistance to meet diverse information needs including instruction in the use of the library, reference service and guidance in pursuing research. Students have access to a wide variety of local, regional, national and international databases. Arrangements are made for access by students with physical limitations and special needs. Students have access via a computerized online catalog and daily courier service to all the library holdings of the seven private liberal arts colleges of the Twin Cities and the James J. Hill Reference Library. The Library Audio-Visual Center houses a large collection of sound recordings, video The recent completion of a new computer classroom and lab in the Foss Center was an important addition to the growing list of computer resources accessible to Augsburg students and faculty. Computing clusters -located in the residence halls, the Foss Center computer lab, the Library and the Science Building are connected via a campus-wide network that offers a full range of network services. Students also have 24-hour access seven days a week to more than 30 computers in the Mortensen/Umess study lounge. Augsburg College, a member of the National Science Foundation's Internet since 1990, is connected to hundreds of universities and other institutions in the U.S. and around the world. Internet access and a renewed focus on educational technology is allowing Augsburg to integrate these electronic resources into many different areas of the learning process. I ACADEMIC ADVISING CENTER The Academic Advising Center advises transfer students and students with undeclared majors, provides information on - Academic lntormation matters of general education, administers and tracks all entry level skills assessments, interprets catalog and graduation skills requirements, and advises both students who have been placed on academic probation and re-entering suspended students regarding GPA requirements. The Center also coordinates summer advising for the orientation program and provides in-service training and development for f a d t y advisers. DIVISIONS AND DEPARTMENTS The College curriculum is offered by 22 departments which are grouped into four divisions for administrative and instructional purposes. Humanities -Catherine Nicholl (Chair).Art, English, Modern Languages, Philosophy, Religion, Speech, Communication, Theatre Arts, College Librarians. Natural Science and Mathematics Mark Engebretson (Chair).Biology, Chemistry, Mathematics, Computer Science, Physics. Social and Behavioral Sciences Richard Nelson (Chair).Business Administration, Accounting, Economics, History, Management Information Systems (MIS), Political Science, Psychology, Sociology. Professional Studies -Vincent Peters (Chair).Education, Health and Physical Education, Music, Nursing, Social Work. MAJORSAND MINORS Majors, or concentrations of study, may be within one department, within one division or cross academic disciplines. Some students decide on a major or majors before they enter college. Others test a variety of disciplines before deciding. Normally a major should be elected by the end of the fourth semester and earlier in some disciplines. Details of majors and minors are in the course description section. Unless otherwise indicated, majors are part of the Bachelor of Arts degree. Students may contact the Registrar about creating a unique major. Accounting General Accounting Managerial Accounting Public Accounting Art Art History Studio Art Biology Business Administration Business Administration/Economics Business Administration/Finance Business Administration/Intemational Business Business Administration/Management Business Administration/Marketing Chemistry (B.A. or B.S.) Communication General CommunicationStudies Mass Communications Organizational Communication Computer Science (B.A. or B.S.) East and Southeast Asian Studies' Economics Applied Economics Economics Economics/Business Administration Education Kindergarten-Elementary Secondary (non-major, licensure only) Engineering2 Academic lntormatlon - English Health Education History International Relations Management Information Systems Mathematics Applied Mathematics Mathematics Metro-Urban Studies Modem Languages' French German Norwegian Spanish Music Music (B.A.) Music Education (B.M.) Music Performance (B.M.) Music Therapy (B.S.) Nordic Area Studies Nursing (B.S. -Weekend College only) Philosophy Physical Education Physics (B.A. or B.S.) Space Physics (B.S.) Political Science Psychology Religion Russian, Central and East European Area Studies Social Science Social Work (B.S.) Sociology Speech Theatre Arts Transdisciplinary Women's Studies Accounting American Indian Studies Art Art History Studio Art Biology Business Administration Chemistry Communication Computer Science East and Southeast Asian Studies Economics English Health Education History International Business International Relations Linguistics Management Information Systems Mathematics Metro-Urban Studies Modern Languages ' French German Norwegian Spanish Music Nordic Area Studies Philosophy Physical Education Physics Political Science Psychology Religion Social Welfare Sociology Russian, Central and East European Area Studies' Special Education Speech Theatre Arts Theatre Arts Theatre History and Criticism Women's Studies It is possible for students to complete other majors through the Associated Colleges of the Twin Cities (ACTC). - Academic lntormation 'L Students who wish to complete a major offered at one of the other ACTC colleges must apply through the Augsburg Registrar's Office. Cooperative Program of the Associated Colleges of the Twin Cities and agreements with the University of Minnesota. It is possible for students to take beginning1 intermediate/advanced courses not available at consortium colleges in Arabic, Chinese,Hebrew, Japanese, Russian, and other infrequently taught languages. Students register directly with the ACTC ofice. *Dualdegree programs with the University of Minnesota Institute of Technology, Washington University School o f Engineering and Applied Science and Michigan Technological University. W OTHER STUDY PROGRAMS Teaching Licensure Teaching Licensure programs are offered at Augsburg in KindergartenElementary Education and the following fields in Secondary Education: EnglishLanguage Arts, French, German, Health, Life Science, Mathematics, Physical Science (Chemistry or Physics), Science (grades 5-91, Social Studies, Spanish, Speech, Theatre Arts, and in the special areas of Art (K-121, Band (K-12) and Classroom Music (grades 5-12), Orchestra (K-12) and Classroom Music (grades 5-12), Vocal and Classroom Music (K-9), Vocal and Classroom Music (grades 5-12), and Physical Education (K-12). Students planning to teach on the secondary level have advisers both in the Education Department and the area of their academic major($ Pre-Professional Programs Students who plan to enter the fields of law, medicine, dentistry, the ministry, veterinary science, pharmacy or engineering can profit from a liberal arts education at Augsburg. It is recommended that requirements for admission to graduate schools or seminaries be reviewed and the course of study at Augsburg planned accordingly. A faculty adviser is available in each field to assist students in their planning. Students who want to plan a pre-professional program should contact the Assistant to the Dean for Academic Advising early in their freshman year to arrange for help from the appropriate faculty adviser. Pre-Dentistry - These courses are recommended to fulfill the minimum requirements of the School of Dentistry at the University of Minnesota: ENG, two courses; BIO 113,114; PHY 121,122; CHM 115,116 (or 105,106), 351,352; MAT 124; PSY 105. Requirements at other universities may vary. Pre-Engineering-This program provides a course of study which enables students to complete introductory core requirements in mathematics, science and the liberal arts necessary for engineering. Some students in the program choose to transfer after two years to an institution granting degrees in engineering, while others elect to participate in a dual degree program. Augsburg College has cooperative arrangements with three universities to allow the student to earn a Bachelor of Arts degree from Augsburg College and an engineering degree from either the University of Minnesota Institute of Technology, Minneapolis; Washington University School of Engineering and Applied Science, St. Louis, Missouri, or Michigan Technological University, Houghton, Michigan. The dual degree programs afford students the opportunity to combine a strong background in the liberal arts, including an elected major, with the study of engineering. Academic Information 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 the course POL 170 (Law in the United States) to help determine their interest in law. Pre-law students should major in a discipline of their own choosing and will satisfy most law school entrance requirements with a record of solid achievement in the liberal arts. Pre-Medicine-Many medical schools are encouraging a liberal arts education to prepare for study in medicine. At Augsburg, the Biology and Chemistry Departments have majors which can fulfill the academic requirements for pre-medical students. Both require CHM 115,116 (or 105,106),MAT 145,146;and PHY 121,122. The chemistry major also requires CHM 353,361, one advanced course, seminar and two or more biology courses. The biology major also requires BIO 113,114,201,491 and at least one from each of five groups (BIO 367,386,471), (BIO 355,474), (BIO 351, 353,473), (BIO 361,440), (BIO476,481) with BIO 353 and 355 especially recommended for medical school. Designed to meet the University of Minnesota ( M i m e apolis) requirements, both programs also encourage courses in the behavioral sciences and humanities, including psychology and sociology. The University of Minnesota (Minneapolis)requires two years of English. Requirements at other medical schools may vary. Students are encouraged to consult with their faculty adviser early in the freshman year. Pre-Occupational Therapy, PrePhysician's Assistant and Pre-Physical Therapy - Course work in preparation for these training programs should be discussed with a faculty member in the Biology Department. Pre-Pharmacy -Augsburg has a program designed to fulfill minimum requirements of the College of Pharmacy at the University of Minnesota: BIO 113,114; CHM 115,116,351,352; ECO 112 or 113; ENG 111and a second course; MAT 145, 146; PHY 121,122; electives from hurnanities, literature and the arts to fulfill the semester hour requirements. Requirements at other universities may vary. Pre-Seminary -A student may enter a theological seminary with any of several different majors, such as history, philose phy, English, psychology, sociology or religion. Recommended preparation includes REL 111,221; at least two semesters of history (WesternCivilization);one or more courses in the history of philosophy and Greek in the junior and/or senior year. Pre-Veterinary Medicine -To meet minimum requirements of the College of Veterinary Medicine at the University of Minnesota, these courses are recommended: ENG, two courses; MAT 145; public speaking, one course; CHM 115,116 (or 105, 106),351,352,353; BIO 113,114; PHY 121, 122; economics, one course; two courses in art, literature, music, humanities, theatre, or Upper Division modem languages; and anthropology, economics, geography, history, political science, psychology or sociology courses to fulfill the rest of the curriculum requirements. Requirements at other universities may vary. Honors Program The Honors Program is designed to challenge and encourage the most academically distinguished students at Augsburg. The program combines academic and cultural components with social activities. Members of the program normally enter as freshmen, with opportunities for transfers - 4: 14 Academic Information and others. Students graduate from the Honors Program upon successful completion of the program, which is noted on the transcript and which provides a n advantage for both employment and graduate school application. During the freshman and sophomore years, students take a four course honors sequence that satisfies four Perspectives. They also participate in a Monday Forum program that affords an opportunity to hear outside speakers, assess films, and pursue course sequence topics in greater depth. The First-Year Experience (FYE) is also integrated into the freshman sequence. During the junior and senior years, students take four mini-seminars (one full course credit upon completion),one each semester and participate in a six week Monday Forum program each term. Seniors take a Senior Seminar during Interim, which satisfies a Perspective requirement, and are obliged to complete an approved Honors project. Some seniors satisfy this requirement by serving on the Augsburg Honors Review, a yearly journal which publishes outstanding student papers. Requirements center on full participation in the program and the maintenance of at least a 3.3 GPA the freshman year, a 3.4 the sophomore year, and a 3.5 the last two years. Please direct enquiries to Dr. Joan Griffin, Director of Freshman and Sophomore Honors, or Dr. Larry Crockett, Director of Junior and Senior Honors. INTER-INSTITUTIONAL PROGRAMS Augsburg cooperates with other colleges and institutions in the Twin Cities area on several programs. Library and Media Center -Through CLIC, the Twin Cities private colleges library consortium, and MINITEX, the regional library network, the Augsburg community has access to over 5,000,000 volumes. Associated Colleges of the Twin Cities (ACTC) -Full-time weekday students at Augsburg and the St. Paul colleges and universities of Hamline, Macalester, St. Catherine and St. Thomas may elect a course each semester at one of the other campuses. No additional fee is required for such an exchange, except for private instruction in music and some independent studies. See Independent Study for additional details. Students may elect to participate in the cooperative program to gain new perspectives, to get better acquainted with the other schools or to undertake a specific course or major not offered on the home campus. The colleges have coordinated calendars. The Interim term may also be taken on another campus. A regularly scheduled bus shuttles students between the campuses. Augsburg College also cooperates with other colleges in planning study opportunities for the January Interim. Higher Education Consortium for Urban Affairs (HECUA) -Augsburg, in cooperation with 17 other colleges and universities in Minnesota, Wisconsin, Iowa and South Dakota, develops and offers offcampus study semesters in Scandinavia, South and Central America and the Twin Cities. All HECUA programs are interdisciplinary and address the critical issues associated with social change, inequality and the human community. The consortium also facilitates innovative curricular endeavors, an interchange and sharing among faculty, cooperative research, international and experiential education and conferences on planning and metro-urban studies. Academic Information 4! Chemical Dependency Program -A cooperative effort between Augsburg College and Minneapolis Community College in downtown Minneapolis has resulted in the establishment of a four-year program in social work, sociology or psychology with a chemical dependency specialty. The program is designed to train specialists to help professional people in dealing with chemical dependency problems. Courses are taken on both campuses. Air Force ROTC -Augsburg students may participate in the Air Force ROTC program at the University of St. Thomas under the ACTC consortium agreement. Students are eligible to compete for two and three year AFROTC scholarships. For more information, contact the Office of the Registrar. Note: A maximum of one full Augsburg course credit of military science studies may apply toward the total credits required for graduation. Additional military science credits beyond the one credit allowed will be classified as non-degree credits. Naval ROTC -Augsburg students may participate in the Naval ROTC program at the University of Minnesota under an agreement between Augsburg, the University of Minnesota, and the program. For more mformation, contact the Office of the Registrar. Note: A maximum of one full Augsburg course credit of military science studies may apply toward the total credits required for graduation. Additional military science credits beyond the one credit allowed will be classified as non-degree credits. OPPORTUNITIES FOR STUDY ABROAD An increasing number of Augsburg students are taking advantage of the opportunity to gain academic credit for an overseas experience. Through study abroad, students may find themselves exploring the ancient Mayan ruins in Mexico, meeting with women's groups in Namibia, examining Scandinavianperspectives on world peace or hilling to the sounds of music at a Viennese opera house. International Study at Augsburg College is intended to motivate students to act responsibly and effectively in society by expanding their awareness of other cultures, deepening their understanding of the human condition on a global scale, and helping them to understand the connections between social justice and global interdependence. Eligibility and Application All students in good academic standing (a minimum GPA of 2.5) at Augsburg may apply for permission to study off-campus. Although foreign language skills are an asset to students studying abroad, they are not required. Since it takes some time to prepare for studying abroad, students should start planning during their freshman and sophomore years. Students must apply by December 15 for study off-campus for the next academic year. Costs and Financial Aid The cost of many programs is equivalent to full tuition, room and board for a semester on-campus. Financial aid is granted on the same basis as on-campus study. Cost estifnates are drawn up to assist the Financial Aid Office in awarding aid to students studying overseas. Academic Requirements and Credit Study abroad is an integral part of several majors at Augsburg, but will add an international dimension to any academic - Academic 16 Information program. Students majoring in a variety of disciplines, from the natural sciences and mathematics to the humanities, are among those who study abroad each year. Students normally receive the same number of course credits abroad as they would if studying oncampus. Courses abroad can fulfill major, distribution/general education and graduation requirements when approved by academic advisers and department chairs before departure. A sample of study programs is highlighted below. For information on these or other programs overseas, contact the Coordinator of Academic Programs Abroad. Also see the International Studies section of the Department and Programs section of this catalog for full course descriptions of the programs listed below. The Center for Global Education The Center for Global Education facilitates cross-cultural learning experiences which prepare people to think more critically about global issues and to work toward a more just and sustainable world. The Center's programs explore a diversity of viewpoints and are grounded in the perspectives of the poor and of others struggling for justice and human dignity. The Center's study programs are conducted in Mexico, Namibia, Norway and Switzerland. Students experience three distinct types of living situations, which include living with other participants in a community house, spending several days in a rural setting and several weeks living with host families. They also travel together on two-week seminars -in Mexico to Central America, in Namibia to South Africa, and in Switzerland to Italy and Germany. The cost of these programs is equivalent to full tuition, room and board for one semester on campus plus airfare. Augsburg College/OstFold, Norway Semester or Academic Year Augsburg, in cooperation with the University of North Dakota and the city of Moss, offers this semester or year-long exchange program in Moss, Norway. Students are taught in English. Courses offered may meet perspectives for general education requirements, or count as electives in communication, international business and Nordic Area Studies. Students live with host families on the island of Jeby. Application deadline: April 15. Women and Development: Latin American Perspectives - Fall This program explores the experience of women in Latin America, focusing on their roles in economic development, social change strategies, and the connections women are drawing among issues of gender, race, class and global economics. The course offers credit in areas such as religion, political science and Spanish. Application deadline: April 1. Social Policy and Human Services in Latin America - Fall This program introduces students to the central issues currently facing Latin America by focusing on new models of political organizing, popular education and human services. Credit may be earned in social work, sociology, education, political science and Spanish. Application deadline: Apnl 1. Southern Africa Societies in Transition - Fall This intensive progrim of study and travel is designed to introduce participants to the central issues facing Southern Africa. Namibia is a nation that has recently gained independence and is making a transition Academic Information 43 from colonialism to independence. Students will explore the complex political, social and economic dynamics of building a new nation. Credit may be earned in history, political science and religion. Internships are available with development agencies. Application deadline: April 15. Contemporary Issues in Mexico and Central America - Spring This program examines the history of political change, the dynamics of social justice and the role of the church in Latin America. Students explore the importance of community and the role of U.S. citizens in social and political change. Credit may be earned in areas such as history, religion and Spanish. Application deadline: October 15. International Development and Human Rights in Latin America - Spring This program focuses on the themes of international development and human . rights. It includes coursework in human rights, international development, Hispanic literature and Spanish composition and conversation. Credit may be earned in Spanish, Latin American studies, international relations, political science, economics, peace studies, anthropology and pre-law studies. Internships in human rights organizations are available. Application deadline: October 15. Women and Development: A Southern Africa Perspective - Spring This intensive study and travel program is designed to introduce participants to the central issues facing Southern Africa, with emphasis on the experience of women. The program introduces students to the struggle of women in Southern Africa, to the history of their role in society, and to the situation that exists for women in Africa. Students may earn credit in political science, religion and sociology. Internships are available with agencies providing special services to women. Application deadline: October 15 Global Issues and World Churches Summer This intensive program of study and travel is designed to introduce participants to the workings of international nongovernmental organizations, especially ecumenical church agencies. The program will focus on justice issues (international responses to the challenges of humans rights, refugees and relief, and social and economic development); peace issues (international responses to conflict);and the integrity of creation (international responses to environmental and ecological travel). The Higher Education Consortium for Urban Affairs (HECUA) Augsburg, in consortium with other colleges and universities, offers programs through HECUA in three different full semester programs in Norway, Ecuador or Colombia. AU programs emphasize the impact of the social change and cross-cultural factors on the human community. HECUA programs emphasize intense language experience, internships and field trips. For more information on international HECUA programs, see the listings under International Studies, and for non-international programs, see Metro-Urban Studies under Interdisciplinary Studies. Scandinavian Urban Studies Term: Norway - Fall This interdisciplinary program focuses on contemporary Scandinavian society, culture and language, and the development '8 Academic Information of cities, urban problem solving and urban life. Local, regional, and international field study and site visits in Copenhagen, Stockholm, Helsinki, and the former Soviet Union, will provide comparative perspectives on welfare states and global politics. Application deadline: March 15. Community Internships in Latin America: Ecuador - Fall or Spring This interdisciplinaryprogram enables the student to combine intense involvement in a community-based organization with study of the community development process and increasing language skills. Students study philosophical and ideological perspectives of a variety of community agencies or groups working with or for low-income and other disenfranchised populations in Latin America. Application deadlines: November 1for Spring Term and March 15 for Fall Term. Literature, Ideology and Society in Latin America: Colombia or Ecuador - Spring This interdisciplinary program focuses on development and social change in Latin America through the study of ideology, as reflected in literature, the arts and the ways in which ideologies shape perceptions of social realities. Application deadline: November 1. Student Teaching Abroad Selected Education Department students may participate in the International Student Teaching Abroad program coordinated through Moorhead State University or the University of Minnesota, Morris. Students have options for student teaching in dozens of countries through the International Independent School Network. Students who teach abroad will also do part of their student teaching under direct Augsburg faculty supervision. For additional information, contact the Education Department. Interim Abroad Each January, 25 to 30 courses are offered around the world by Augsburg professors and through the Upper Midwest Association for International Education (UMAIE).Course registration is held during the Spring and Fall terms for the following January. Application deadline: October 25. EXPERIENTIAL EDUCATION PROCRAMS Through Internships, Cooperative Education and Community Service, Augsburg students integrate and expand their liberal arts education by embracing the worlds of work and service. Each work or community service placement is closely related to a student's major, course work or career interest. Augsburg's Internship, Cooperative Education and Community Service programs link employers, community organizations and the academic program in a way that enriches and expands a student's educational experience and personal development. An underlying assumption is that a liberal arts education is an effective preparation for careers and citizenship. The integration of "knowing and doing" adds breadth and depth to the liberal arts curriculum and assists students in making more informed academic, career and personal decisions. The College's metropolitan location makes possible a wide range of opportunities. Students have gained valuable learning experiences in small and midsize companies, large corporations, non-profit organizations, schools, government agencies and community-based organizations. Academic Information 4 Academic Internships An academic internship is a carefully planned work-based learning experience where a student focuses on specific academic and individual learning objectives. A learning agreement plan, negotiated with a faculty supervisor and work supervisor, outlining the internship objectives, strategies and evaluation methods is required. An academic internship is approved, supervised and evaluated by a faculty member in the department in which the student wishes to earn the Internship credit. Upper Division Internships are numbered 399 and Lower Division Internships are numbered 199. Registration for Internships consists of the following steps: 1.Obtain the Internship registration permission form from the Internship and Cooperative Education Office and secure the signatures of the faculty supervisor and Director of Internships and Cooperative Education. 2. Register for a 199 or 399 Internship during the registration period. The signed permission form must be turned in at the time of registration. (Students may preregister without a placement secured, but a suitable internship must be found by the end of the registration or drop/add period.) 3. A learning agreement (forms are available from the Internship and Cooperative Education office) must be negotiated with the faculty member responsible for grading the experience and the work supervisor. The completed original is turned in to the Internship and Cooperative Education Office, with copies made for the faculty, supervisor and student. Internships are available in all majors and can be taken during a semester (or Weekend College trimester), Interim or summer session. For extension of an Internship beyond one term see Evaluation and Grading on page 66. A maximum of four courses of Internship may count toward the total courses required for the degree. Cooperative Education Cooperative Education is a college supported and monitored, paid, worklearning experience that is closely related to a student's major or career objective. The goal is to combine theory with practice in work or servicebased settings. Students also earn money to help defray educational costs while gaining important on-the-job experience. Job placements typically are part-time during the academic year and/or full-time summer. Co-op jobs are flexible and can begin and end anytme. Co-op Ed is not credited in and of itself, but a non-credit Cooperative Education transcript entry is available during the academic terms the student is employed. Co-op Ed students are encouraged to complete at least one Internship for credit in conjunction with their Cooperative Education participation. Co-op Ed is available to Augsburg students who have completed their freshman year and are in good academic standing. Service-Learning Augsburg's Service-Learningprogram combines respoke to human needs in the community with a conscious awareness and understanding of issues, reflection and educational growth. Augsburg students learn from and about the community and society in which they live by participating in orientation sessions, direct servicelearning activities and seminars or class discussions. - Academic Intormation Through direct service, such as volunteering at a homeless shelter, tutoring, building housing for low income people or working with environmental groups, students engage in a dynamic and interactive educational approach which employs reciprocal learning between the student(s) and the community. Service Learning includes course-imbedded community service, tutoring, internships, cooperative education and a wide range of volunteer options. The Service-LearningProgram works with community organizations and organizes specific projects to enhance student involvement and also assists with and supports the integration of servicelearning into departmental courses. The program works closely with the student directed Augsburg LINK program and campus ministry. WEEKEND COLLEGE Augsburg Weekend College provides an educational alternative for adult students who work or have other commitments during the week. It is a means by which men and women may earn a college degree, complete a second major or pursue a personal interest or skill. Weekend College classes meet on alternate weekends. There are three trimester terms during the early September through June academic year. Students may take from one to four classes each term. Although the Augsburg Weekend College program involves the same courses as the day school program, the curriculum is limited to selected liberal arts courses and the following majors: Accounting, Business Administration (specializationsin finance, international business, management and marketing), Communication (concentrations in general communication, organizational communication and mass communication), Computer Science, Economics, Elementary and Secondary Education, English, Management Information Systems, Nursing, Psychology, Religion and Social Work. 1 GRADUATE PROGRAMS Augsburg College offers three graduate degree programs: the Master of Arts in Leadership, the Master of Arts in Education-Leadership and the Master of Social Work. Designed for working adults, the Augsburg Graduate Program operates on alternate Saturdays and alternate Thursday evenings. There are three trimester terms during the early September through June academic year. The Master of Arts in Leadership program is based on the subject matter and approaches of the traditional liberal arts. This cross-disciplinaryprogram directs its academic content and pedagogical approaches at situations, issues and problems relevant to organizational leaders. Augsburg's program recognizes that today's leaders need broad-spectrum abilities to provide them with a more comprehensive understandinn ., of their world. The Master of Arts in EducationLeadership program values the role that good educators play in the lives of students, and operates from the belief that educators need to exercise leadership within the workplace without relinquishing the role of teacher. The program promotes leadership as a process, promotes productivity within and beyond the organization and works toward progress. The Master of Social Work at Augsburg offers two concentrations: Family Practice and Program Development, Policy and Academic Information Administration. In the Family Practice concentration, students concentrate on empowering the family nurturing systems from a developmental and holistic perspective. Milda K. Hedblom, Canadian Program Coordinator. The Program Development, Policy and Administration concentration has been developed in response to the growing demand for creative leadership and administration of policies and services that respond to human need. Augsburg College has a commitment to lifelong learning and is host to both Elderhostel and College of the Third Age programs. For more information, contact the Academic Dean's office. Both concentrations are founded on the assumptions that analysis of complex social issues and solutions must be based on solid research, and that the world is interdependent in all areas, including human needs and the services to address them. These programs bring working adults to the campus. They are complemented by the College's Cooperative Education Program (begun in 1984) that places Augsburg students into paid work experiences. OTHER PROGRAMS Continuing Education Program Augsburg College offers selected courses through Continuing Education. Inquiries should be addressed to the Office of the Associate Dean for Academic Affairs. Canadian Program The Canadian Program was inaugurated in 1985with 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. Elderhostel and College of the Third Age REGISTRATION A student must be registered for a course to receive credit for it. Full-time students normally register for four course credits per semester and one course during Interim. Students registered for three or more course credits in a semester are classified as full-time students. To register for more than 4.5 course credits, students must contact the Registrar's office to petition the Committee on Student Standing for permission. Although a student may register up to five days after the semester begins, registration is encouraged at the regularly scheduled time. Special fees are charged for late registration. Special fees also are charged for cancelling or adding courses or changing grading option after the first five days of a semester. A joint class schedule is published each Spring by the Associated Colleges of the Twin Cities, listing courses and their location at the five colleges for the following academic year. As some courses are offered only in alternate years, students should also consult with Departmental advisers when planning their academic program. Separate catalogs of courses are published by the Interim Office, Summer -5' - Academic Information iz School Office, Weekend College Office and Graduate Program Office for those sessions at Augsburg, listing registration times and procedures. Specific information on registration and help with registration on another campus are available from these offices: Office of the Registrar -Science Hall 114, for Fall and Spring Terms Interim Office -Memorial Hall 230 Summer School Office -2222 Murphy Place Weekend College Office -2222 because this may result in a failing grade on their official academic record. Cancellation of courses or withdrawal from College must be completed in the Office of the Registrar. A Leave of Absence/Withdrawal from College form may be obtained in the Advising Center or in the Office of the Registrar. Withdrawal from College cannot occur during final examination week unless a petition is approved by the Student Standing Committee. Withdrawal from College and any consequential adjustments in accounts are effective as of the date the Withdrawal from College form is returned to the Office of the Registrar. Murphy Place Graduate Program Office -2222 Murphy Place Pre-Registration Freshmen and transfer students may pre-register during summer for courses in the Fall. All currently enrolled students may pre-register during the Fall for the Spring term and during the Spring for the Fall term. Class Confirmation All students must confirm their registration with a signature and final payment arrangements prior to the start of classes. Students who do not confirm their registration before the first day of classes (unless special arrangements have been made) will lose all classes. They may register and confirm during the first five days, but special late fees are assessed and added to their account. Withdrawal from College Students are urged not to abandon courses for which they are registered Leave of Absence Students may request a Leave of Absence for academic or personal reasons. A Leave of Absence/Withdrawal from College form must be picked up in the Advising Center or the Office of the Registrar. It must be signed by Advising Center staff or authorized representative. The completed form must be submitted to the Office of the Registrar. A leave of absence may be granted for one term or one academic year. If an extension is needed, an updated Leave of Absence form must be submitted to the Office of the Registrar prior to the expiration of the previous leave of absence period or an application for readmission will be required. A student on leave of absence is responsible for keeping the Office of the Registrar informed of his or her mailing address. All deadlines for financial aid and housing must be observed by the returning student. A leave of absence does not defer payment of loans or extend incomplete course deadlines. :(sluaua~!nba~ OZ"""' ('yy.0) a3wuuojrad >!snyy ' - ' - ' ' ' ('yy.0) uo!+e:,npg 3!snn asaqloj Aldde Aeu j!pam ~ a p u w l )uop '1 PI-............ ( y g ) Oqquno3~y -enpe~601 ~ o p d qua~aJ!nbal6 u ! ~ o l l o ~ :suogda3xa % u y i o ~ ~ o j aql alaldwo3 lsnu 'Â£661 '1 henuel aq+ q q ! ~' ~ u a q e d a pauo liue laye (q!pa~>a l o u JO p~ q l ! 6u!~alua) ~ â¬1 ut!q+aroux ON u! aq lieu1 sasmo:, quapnls JapueJl Jo!uas pue ~o!un!IIV sasmo:, uqraluI aq Jsnu OML 8quosear aageq!quenb q asmo:, aug 8 q e a d s u! asmo:, auo - m u ) uo!s!a!a . 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Of these: Complete courses that fulfill the following Perspective Requirements: Two Christian Faith perspectives (One Christian Faith perspective for transfer students entering with 24 or more course credits) One City perspective 11 must be Upper Division (numbered 300 or above) Two must be Interim courses One Western Heritage perspective No more than 13 courses may be in any one department, with the following exceptions: Accounting (B.A. ) . . . . . . . . . . . . . .14 Music Education (B.M) . . . . . . . . . .17 Music Performance (B.M.) . . . . . . .20 Music Therapy (B.S.) . . . . . . . . . . . .17 Social Work (B.S.) . . . . . . . . . . . . . . .15 One Social World perspective Other maximums are described on page 57. Completion of a major. Maintain minimum grade point average. One Human Identity perspective One Aesthetic perspective One Intercultural perspective Two Language perspectives, in other than your native language One Natural World perspective Complete courses that fulfill the following Graduation Skills with a minimum grade of 2.0 or P. (These requirements may be met with courses in the major or perspectives.) One course with a writing component within the major One course with a critical thinking component One course in speaking One course in quantitative reasoning GRADUATION REQUIREMENTS The responsibility for seeing that all degree requirements are satisfied rests with the student. Academic Advisers, Department Chairpersons, the Assistant to the Dean for Academic Advising and the Registrar are available for counsel and assistance in program planning. Students who enter an academic program with a baccalaureate or higher degree should contact the Registrar's Office about specific requirements for a second baccalaureate degree or for the equivalent of a major. Each student must apply for graduation. Students should apply at the start of their last academic year to confirm remaining graduation requirements. Application forms are available in the Registrar's Office. All degree and course requirements must be completed and verified in the Registrar's office prior to the anticipated date of graduation (there may be no incompletes or open courses on the academic record). See the separate section on Graduation with Distinction to learn about requirements for these honors, page 71. Degree requirements include completion of a minimum number of credits, a major, the First Year Experience (FYE), a minimum GPA, residence, and general education courses. Because the College is in transition during the change from Distribution to Perspective graduation requirements, the minimum number of credits required may vary depending on date of matriculation, as follows: Students Entering After January1, 1993, Under Perspectives Curriculum Requirements For Graduation: 1. Completion of 33 course credits At least 11course credits must be Upper Division, numbered in the 300s and 400s. Not more than 13 course credits may be in one department, except in certain approved majors: Accounting (B.A.) - 14; Music Education (B.M.) - 17; Music Performance (B.M.) -20; Music Therapy (B.S.) - 17; and Social Work (B.S.) - 15. The course total must include two Interims for students whose complete academic work is at Augsburg. For transfer students, the course total must include one less Interim course than the number of years at Augsburg (but no more than two Interim courses are required). This is calculated on each transfer student's evaluation of transfer credits. No more than these maximums may be applied toward the 33 total course credits required: two Interim courses; two courses by independent/directed study; four courses of internship; and eight course credits with a grade of Pass (P). Nontraditional grading (P) also has these limits: two in the major except Elementary Education (two in the major plus student teaching) and Nursing (no PIN grading is permitted); one in the minor if approved by the department chairperson. Interim courses taken that are not counted among the credit total for graduation requirements (extra interim courses) may still be counted for meeting perspective or graduation skills requirements. 2. Completion of a Major - Requirements for each major are listed under the departmental headings. 3. First Year Experience (FYE) - All students who enter the College as freshmen in the weekday schedule program must complete satisfactorily the FYE Fall Orientation and Seminar. See the program - Academic Information section on the First Year Experience for a full description. 4. Grade Point Average -2.0 for most majors. A grade point average of 2.0 is required over all courses taken and specifically in all courses which apply toward the major. Some majors, licensure and certification require higher grades in each course or a higher grade point average. (For example, see licensure in education, music education, music performance, music therapy, nursing, social work.) See the departmental section for details. 5. Residence - The last year of fulltime study or equivalent (no less than 7 of the last 9 credits) must be completed at Augsburg or within an approved ACTC exchange program. No less than a total of 9 credits are to be taken at Augsburg College. Contact the Registrar if an official interpretation is needed. Students Entering Prior to January1, 1993, Under Perspectives Curriculum Requirements For Graduation: 1. Completion of 34 course credits At least 11course credits must be Upper Division, numbered in the 300s and 400s. Not more than 13 may be in one department, except in certain approved majors 14 (Accounting)for the Bachelor of Arts degree, 17 (Music Education) or 20 (Music Performance) for the Bachelor of Music degree, 15 for the Bachelor of Science (Social Work), and 18 for the Bachelor of Science (Music Therapy) or Bachelor of Science (Nursing) degree. The course total must include two Interims for students whose complete academic work is at Augsburg. For transfer students, the course total must include one less Interim course than the number of years at Augsburg (but no more than two Interim courses are required). This is calculated on each trans- fer student's evaluation of transfer credits. No more than these maximums may be applied toward the 34 total course credits required: three Interim courses; two courses by independent/directed study; four courses of internship; and eight course credits with a grade of Pass (P). Nontraditional grading (P) also has these limits: two in the major except Elementary Education (two in the major plus student teaching) and Nursing (no P/N grading is permitted); one in the minor if approved by the department chairperson. Interim courses taken that are not counted among the credit total for graduation requirements (extra interim courses) may still fulfill perspective or graduation skills requirements. 2. Completion of a Major -Requirements for each major are listed under the departmental headings. 3. First Year Experience (FYE) -All students who enter the College as freshmen in the weekday schedule program must complete satisfactorily the FYE Fall Orientation and Seminar. See the program section on the First Year Experience for a full description. 4. Grade Point Average - 2.0 for most majors. A grade point average of 2.0 is required over all courses taken and specifically in all courses which apply toward the major. Some majors, licensure and certification require higher grades in each course or a higher grade point average. (For example, see licensure in education, music education, music performance, music therapy, nursing, social work.) See the departmental section for detalls. 5. Residence - The last year of fulltime study or equivalent (no less than 7 of the last 9 credits) must be completed at Augsburg or within an approved ACTC Academic Information exchange program. No less than a total of 9 credits are to be taken at Augsburg College. Contact the Registrar if an official interpretation is needed. Note: Students completing under Distribution Curriculum Requirements, go to page 64. A definition of students who fall under the Distribution Curriculum or prior catalog requirements is on page 64. SKILLS COMPONENT Entry Level Skills Requirements The entry level skills tests are inventory assessments in: Reading Word processing Writing Mathematics Critical thinking Placement in writing courses, math courses and critical thinking courses is determined by the assessments. (See page 68.) Freshmen (all students entering Augsburg with fewer than seven college credit courses) and Sophomore Transfer Students: Take entry level skills assessments and satisfy requirements. If skill levels are deficient, students will be enrolled in the appropriate course or advised on preparation for retaking the respective tests. Students are required to take the assessments before registering for the second term and to have demonstrated removal of deficiencies by the end of their first year at Augsburg. Effective Writing or its equivalent is required. Students who do not satisfy the entry level skill in writing will be required to take ENG 101Developmental Writing before ENG 111Effective Writing. Fresh- men should complete the writing requirement before the beginning of their Sophomore year. Those with demonstrated word processing skills; e.g. recent verifiable work experience, are exempt from the word processing inventory. Students who have college credit for a critical thinking or logic course are exempt from the critical thinking inventory. Freshman and Sophomore transfer students will be required to satisfy all the graduation skill course requirements. Juniorand Senior Transfer Students Transfer students who enter as juniors and seniors in 1993-'94 or after are exempt from word processing, reading, critical thinking and quantitative assessments. Those who have not taken the ENG 111Effective Writing course must take the entry level test in writing. If they do not achieve exemption from the writing requirement, they must take ENG 111 Effective Writing at Augsburg. Junior and Senior transfers (who enter 1994'95 or after) are required to satisfy all the graduation skill course requirements, except that only the writing component course within the major is required. Math Requirement In order to graduate, students must take the Math Placement exam and achieve a score placing them in Group I11 (college algebra skills). Students with an acceptable transfer mathematics course will have their placement level determined by the Registrar's Office. Students who have passed the College Board Advanced Placement Exam should consult the 57 - Academic Information Mathematics Department. Math placement is indicated on the Evaluation of Transfer Credit form for students who have transfer courses in college-level math. All students are required to have their Math Placement Group determined. The exam is given during college registration sessions and at other announced times during the year. Students needing to advance their Math Placement Group may take the appropriate MAT course or study on their own and retest. Additional information about the Math Placement Exam is available from the Director of Testing in the Academic Dean's Office. Please note that all students majoring in Accounting, Business, Economics, Elementary Education, and Management Information Systems and all students under the current General Education Perspective Curriculum Requirements must attain a t least Math Placement Group 111. In addition, many courses have Math Placement Group requirements. In particular, MIS 379,479; CSC 170,210; SOC 362; PHY 103; all MAT courses; and all courses with a Graduation Skill Component in Quantitative Reasoning have at least Math Placement Group I11 as a prerequisite. In addition, MIS 175 and introductory Physics courses have at least Math Placement Group I1 as a prerequisite. Students should refer to the course descriptions to check the Math Placement Group prerequisites for courses that they are interested in taking. Graduation Level Skills General Education includes enhancement of certain skills during the years in college. Skills related to writing, critical thinking, speaking and quantitative reasoning are deliberate components of certain courses. Completion of the requisite courses with a miriimum grade of 2.0 or P is required for graduation. Students are required to have two courses with writing components (at least one within the major) and one course each with critical thinking, speaking and quantitative reasoning components. These courses can simultaneously satisfy skill requirements and graduation requirements for the major or general education perspectives. Lifetime Sports Demonstrated proficiency in two different Lifetime Sports is required. Lifetime sports are no-credit courses and are not included in the 35,34, or 33 course credit requirement. W LIBERAL ARTS PERSPECTIVES The General Education Liberal Arts Perspectives have the primary goal of providing the basis for beginning to understand what it means to be a human being at this time. The goals of the Perspectives are achieved through a variety of courses which have been approved as meeting the criteria established for each Perspective. Although courses approved for each Perspective meet the General Education requirements, not every course meets all the goals of each Perspective. Students will choose from a list of courses meeting the Liberal Arts Perspectives, available from the Office of the Registrar. These choices are controlled by the following policies: 1. A student will choose a minimum of one course from each required perspective category. 2. No single course cim fulfill the requirements in two or more categories. 3. No student will be permitted to count more than three courses from Academic Information the same department in meeting perspective requirements. 4. No student may count more than one course from the same department in meeting the requirements of any single perspective emphasis area except: Up to three courses in religion may be used to meet the perspective, "The Character and Mission of Augsburg College: The Christian Faith." Up to two courses in a year-long sequence (biology, chemistry or physics) may be used to meet the perspective, "The Natural World." Up to two courses of the same foreign language may be used to meet part of the perspective, "Intercultural Awareness." THE EIGHT PERSPECTIVE REQUIREMENTS Christian Faith (CF 1, 2 and 3) Emphasizes the college's affiliation with the Lutheran Church. Area 1 is biblical studies, Area 2 covers Christian theology and area 3 includes the study of values or religions outside the Christian faith. Three course credits are required to meet this Perspective except for the following: Transfer students entering with 14-23 course credits will be required to take two courses in the Christian Faith Perspective while registered at Augsburg. Transfer students entering with 24 or more course credits will be required to take one course in the Christian Faith Perspective while registered at Augsburg. The City (C) This Perspective emphasizes the College's location in the heart of a metro- politan area, and its mission of education for service. One course credit or experience is required to meet this Perspective. Western Heritage (WH 1 and 2) Reflection on western themes from politics, art, literature and other disciplines that have shaped our own society. Two course credits from different departments are required to meet this Perspective. One course is required to meet this Perspective for transfer students entering with 14 or more course credits. Human Identity (HI) An opportunity for self discovery and the study of what it means to be a person. One course credit is required to meet this Perspective. Aesthetics (A) Emphasizes creativity, beauty and selfexpression, and how these enhance the human experience. One course credit is required to meet this Perspective. Social World (SW 1 and 2) The study of social, economic or political systems and how individuals exist within society. One course must focus on current theories.and methods of a social science. Two course credits from different deparbnents are required to meet this Perspective. One course is required to meet this Perspective for transfer students entering with 14 or more course credits. InterculturalAwareness (IA 1) The study of a specific, non-Western culture and how that culture has shaped the world. One course credit is required to meet this part of the Intercultural Awareness Perspective. 59 60 Academic Information (IA 2 and 3) Study of a modem language other than the native tongue. Up to two course credits of a beginning language or one at your placement level is required. Students with previous language study should contact an admissions counselor or the Registrar's Office for placement information. Students whose native language is not English should contact their admissions counselor or the Registrar's Office. Natural World (NW 1 and 2) The study of the self in relation to the physical world. One course must cover the scientific method through laboratory experience. The other reflects history of science, the difference between science and technology and the importance of symbols. Biology, chemistry, physics and other natural sciences may satisfy this requirement. Two course credits from different departments are required to meet this Perspective unless a two-year sequence is taken. One course is required to meet this Perspective for transfer students entering with 14 or more course credits. THE EIGHT PERSPECTIVES: EXPLANATION Perspective: The Character and Mission of Augsburg College: The Christian Faith This Perspective focuses on Augsburg as a College of the Evangelical Lutheran Church in America. As a college of the Church, Augsburg accepts as a basis for its educational program the doctrines of the Christian faith as revealed in Scripture and the creeds affirmed by the Lutheran Church. It consciously affirms that all students should reflect upon the Christian Scriptures, theological concepts, ethical values, their own faith and values, and religious concepts outside of the Christian faith as part of becoming educated. From this perspective, students should gain an understanding of and critically reflect on: 1. The Bible (for example, its origins, structures, content or interpretation). 2. Christian theological and religious concepts and their own religious beliefs. 3. Religious concepts and practices found in religious traditions outside the Christian faith. 4. Their own and others' values, their relation to Christian values, the possible grounds for these values, how these values might be critiqued and defended and the role values play in the issues that confront our society. Perspective: The Character and Mission of Augsburg College: The City This Perspective focuses on the College's location in the heart of a metropolitan area. From this Perspective, students should gain an understanding of and critically reflect upon the city with its diverse populations, cultural, governmental and economic institutions, and opportunities and challenges. In addition, students should experience the community and should explore opportunities for service in the community. This requirement must be covered either by specific courses, by internship and education experiences or by designated or college approved non-credit experiences (such as volunteer service or college programs). Experiences that satisfy the requirement must be accompanied by seminars related to the experience. Academic Information Perspective: Western Heritage Perspective: Aesthetics This Perspective is intended to help students critically examine themes (found, for example, in literature, philosophy and the arts) and events that have historically shaped Western civilization. Attention should be paid to the contributions of and to critiques of Western thought by women and ethnic minorities. Aesthetic creations convey fundamental insights and values, express beauty and enhance life. This Perspective focuses on aesthetic qualities in artistic expressions by oneself and others. From this Perspective, students should gain an understanding of and critically reflect on: 1. Central ideas, texts or works of art that historically have been significant for Western society and the relation of these to present world views. From this Perspective, students should gain an understanding of and critically reflect on: 1. Forms of artistic expression. 2. Historical development and variation in aesthetic taste and performance across cultures and how different cultures have expressed themselves through various aesthetic forms. 3. Different theories of aesthetics. 2. Specific historical themes, trends, events and persons and their roles in shaping both the past and the present. 4. Their own creation or performance of a work of art. 3. Historical and literary methods of ascertawg and conveying the past. Perspective: The Social World This Perspective is intended to help students view themselves as persons, men and women with unique abilities, values, beliefs, experiences and behaviors. This Perspective is intended to help students learn to identify, examine and critique social, economic or political systems: to understand how and why such systems develop, to see the connections among these systems and to use this knowledge as a participant in society. From this Perspective, students should gain an understanding of and critically reflect on: From this Perspective, students should gain an understanding of and critically reflect on: 1.Methods and approaches that attempt to explain how individual persons think, feel and act. 1.The characteristics and dynamics of human organization at the group and societal level. 2. Scientific or humanistic interpretations of their own development as persons. 2. Current theories and methods for understanding social, political or economic systems. Perspective: Human Identity 3. Questions of faith, ethics and moral choice in their personal and professional lives. 4. Factors involved in physical and mental health. 3. The historical development of selected social, economic or political structures. 4. The relationship between various social, political or economic systems and 61 'L Academic Information the student's own responsibilities in society. 5. The ways that social, economic or political structures differ across cultures and affect diverse groups in society. Perspective: Intercultural Awareness This Perspective is intended to comple ment the Western Heritage Perspective by expanding students' awareness of other cultures. One course is required in which students critically reflect upon ways their own cultural biases operate when confronting other cultures. They should become better able to communicate with persons of other cultural backgrounds partially by being introduced to a specific culture other than European or mainstream North American cultures. In addition, students are to gain entry into another culture by learning to speak and read a language other than their native language. For this part of the Perspective, students are required to have demonstrated proficiency in a modern language or American Sign Language for hearing students. The modem language requirement will be determined by assessing previous experience and subsequent placement: Modem Language Course Placement Experience or Requirement College level - none (0-2 semesters in High School) 111,112 College level - 111 (3-4 semesters in High School) 112 College level - 112 (4-6 semesters in High School) 211 College level -211 (7 semesters in High School) 212 College level -212 (8 or more semesters in High School) No course required Students who are required to complete two semesters of modern language must complete the requirement with sequential courses in the same language. Hearing students who have demonstration compe tence in American Sign Language by passing an approved course sequence will have fulfilled IA-2 and IA-3 Perspectives. Perspective: The Natural World This Perspective is intended to help students understand themselves in relation to the physical world. Their active role as observers, explorers and moral agents will be emphasized. Sufficient technical training in scientific knowledge, concepts and methods will be provided to equip students for critical and intelligent participation in public debates on technical issues. From this Perspective, students should gain an understanding of and critically reflect on: 1. Selected aspects of the natural world. 2. The characteristics, strengths and limitations of science and the scientific method, and the complex relations between data and theories, at least in part through practical laboratory experience. 3. The history of science, its relations to other historical/social development and the variety of ways persons and civilizations have approached the natural world. 4. The relations and differences between science and theology; the mutual influences of technology, values, and the natural/ physical environment; the limits imposed on humans by the natural environment and the interconnectednessof all living systems. 5. The importance of symbol systems such as mathematics in attempting to describe, classlfy and model objects and events. Academic Information H THE EIGHT PERSPECTIVES: RATIONALE The Augsburg faculty has designed a cohesive academic program incorporating general education, major courses, supporting courses and elective courses leading to the bachelor's degree. The core of the Augsburg curriculum is found in the liberal arts as expressed in the General Education component of the college curriculum. Augsburg, in its Mission Statement, declares the College exists "To develop future leaders of service to the world by providing high quality educational opportunities which are based in the liberal arts and shaped by the faith and values of the Christian church, by the context of a vital metropolitan setting, and by an intentionally diverse campus community." One way which the College seeks consciously to realize this Mission is through its General Education curriculum, which Augsburg has divided under two headings: liberal arts perspectives and skills. The term "perspective" assumes that not only are we engaged in the search for truth, but that this requires the searcher to consider questions from a variety of viewpoints, each of which has something valuable to contribute to the whole. These perspectives are not strictly identified with traditional disciplines, but are understood in ways which encourage multi-disciplinary reflections on the questions at issue. They combine concerns about content with those of process and approach, directed ultimately to making the student a more effective learner and participant in society. The following requirements reflect the way in which Augsburg has chosen to view the liberal arts. Two of the four features of the Mission Statement are embodied in the General Education Perspectives: "The Character and Mission of Augsburg College: The Christian Faith and the City." These Perspectives emphasize that the College's affiliation with the Lutheran Church, its insistence on the value of knowing the approach which derives from the Christian roots of the College and its location in the city, deserve special consideration in Augsburg's educational program. The third feature - that Augsburg is a liberal arts institution - is also emphasized in the other General Education Perspectives. Certain dimensions of human life -of what it is to be human - form the core of the required liberal arts experience. These overall perspectives on what it is to be human can themselves be studied from the vantage points of the various academic disciplines. Students need to learn about themselves, about what it is to be a person. Hence, the Perspective on Human Identity. But the person exists in both a social community and a natural world. Hence, the importance of the Perspectives on the Social World and the Natural World. Because the way in which we understand ourselves derives largely from our Western heritage, students need to learn about and reflect on significant aspects of this heritage. Thus, the Perspective on the Western Heritage. At the same time, to focus on the West alone would be ethnocentric: We live in a global society. Hence the Perspective on Inter-Cultural Awareness. Attention to moral values is found not only in the Perspective on the Character and Mission of the College: the Christian Faith, but throughout the other perspectives as well. The Perspective on Aesthetic Values enables students to focus upon - 6: 54 Academic Information aesthetic works created by themselves or others, which convey fundamental insights, express beauty and enhance life. Finally, the Mission Statement emphasizes that we are concerned with academic excellence. This has a number of features, including the way we teach all the courses in General Education. Beyond this, academic excellence presupposes that students have the requisite skills to do college-level work. The General Education Requirements are couched in a context which pays attention to the skills of both incoming and graduating students. Entrylevel skill requirements in a number of critical areas, including reading, writing, mathematics and critical thinking, will be assessed and help given to students who need it. Graduation-level skills are also emphasized, so that students not only maintain but develop their skills during their Augsburg experience. The General Education Requirements provide a coherent way to address the Mission of Augsburg College. They are not the only way, neither do they guarantee that students who graduate from Augsburg possess the desired knowledge and character traits. What they do is provide a coherent description of the context in which we liberally educate students, a clear statement of expected outcomes and an opportunity for students to see and understand the complexity of what it is to be human and Christian in an urban setting. STUDENTS ENTERING UNDER DISTRIBUTION CURRICULUM Former Students Former Augsburg students, readmitted to complete a degree, have a choice between using the catalog in effect when they first enrolled, if possible, or using the catalog in effect at the point of readmission provided that they have been away from college for at least one calendar year. Regular Students Enrolled Before June,1991 Students enrolled before June, 1991, have a choice of using all graduation requirements in effect when first enrolled or changing to the graduation requirements in effect beginning in September 1991. No combination of requirements may be made. Students Entering Augsburg September, 1991, or Later Students entering under the following classifications will follow the Distribution Requirements as outlined below. Transfer students who entered in 1991-1992 as sophomores, juniors or seniors; Those entering in 1992-1993classified as juniors or seniors; Those entering in 1993-1994 classified as seniors. All other students entering Augsburg September, 1991, or later will follow the requirements listed in the section titled "The Augsburg General Education Curriculum" (see page 55). REQUIREMENTS FOR GRADUATION DISTRIBUTION CURRICULUM 1. Completion of 35 course credits At least 11course credits must be Upper Division, numbered in the 300s and 400s. Not more than 13 may be in one department, except in certain approved majors 14 (Accounting) for the Bachelor of Arts degree, 17 (Music Education) or 20 (Music Performance) for the Bachelor of Music degree, 15 for the Bachelor of Science (Social Work), and 18 for the Bachelor of Academic Information 6: Science (Music Therapy) or Bachelor of Science (Nursing) degree. The course total must include three Interims for students whose complete academic work is at Augsburg. For transfer students, the credit total must include one less Interim course than the number of years at Augsburg. This is calculated on each transfer student's evaluation of transfer credits. No more than these maximums may be applied toward the 35 total course credits required: two courses by independent/ directed study; four courses of internship; and eight course credits with a grade of Pass (P). Non-traditional grading (7)also has these limits: two in the major except Elementary Education (two in the major plus student teaching) and Nursing (no P/ N grading is permitted); one in the minor if approved by the department chairperson. 2. Completion of a Major -Requirements for each major are listed under the departmental headings. 3. First Year Experience (FYE) -All students who enter the College as freshmen in the weekday schedule program must complete satisfactorily the ME Fall Orientation and Seminar. See the program section on the First Year Experience for a full description. 4. Grade Point Average -2.0 for most majors. A grade point average of 2.0 is required over all courses taken and specifically in all courses which apply toward the major. Some majors, licensure and certification require higher grades in each course or a higher grade point average. (For example, see licensure in education, music education, music performance, music therapy, nursing, social work.) See the departmental section for details. 5. Residence - The last year of fulltime study or equivalent (no less than 7 of the last 9 credits) must be completed at Augsburg or within an approved ACTC exchange program. No less than a total of 9 credits are to be taken at Augsburg College. Contact the Registrar if an official interpretation is needed. Writing A course in writing (English 111) or certification of demonstrated proficiency by the Department of English. Exemption tests are given during the summer and fall orientation periods and periodically throughout the year. Liberal Arts An approved course from each of these seven areas: Mathematics/Physics Psychology/Sociology Chemistry/Biology Economics/Political Science English/Speech, Communication History/Philosophy and Theatre Arts (devoted to the study of literature) Art/Music A list of approved courses is available from advisers and the Registrar's Office. Modem Languages Two courses (111and 112) of one language at Augsburg. Students who place above the 111level of a language will take one additional course at placement level in that language or two courses (111 and 112) of another language. International students should consult with the Registrar. Religion Three approved courses in religion, of which not more than one may be an Inte* course, are required. The number - Academic Information of religion courses required for graduation is adjusted for transfer students. Transfer students should check their Evaluation of Transfer Credit form, or consult the Registrar's Office. Urban Concerns or Women's Studies or Minority Studies One course. Courses approved to meet this requirement are published each term. Information is available at the Registrar's Office. Lifetime Sports Demonstrated proficiency in two different lifetime sports is required. Lifetime sports are no-credit courses and are not included in the 35-course requirement. EXPLANATION OF GRADES Student achievement in courses is measured primarily by final examinations. Shorter tests, written papers, oral reports and other types of evaluation also are used. Most courses are offered with grading options -traditional grading on a 4.0 to 0.0 scale or the Pass/No Credit system, in which P means a grade of 2.0 or better and N means no credit and a grade of less than 2.0. PassINo Credit Students who choose the P/N option are cautioned: In order to receive a grade of P, a student must achieve at least a grade of 2.0. Some graduate and professional schools do not look favorably on a large number of P-graded courses, or rank each as a "C". P-graded courses do not count toward the requirement that 14 traditionally graded course credits be earned at Augsburg in order to be considered for graduation with distinction. Transfer students should be especially aware of this requirement. See P/N limitations under Graduation Requirements, pages 55 and 56. Certain courses have restrictions and are offered on one grading system only (i.e. Lifetime Sports are graded only PIN). In courses where there is a choice, students will be graded on the traditional system unless they indicate on their registration that they wish to use the P/N grading option. Any changes in choice of grading system must be made according to dates published each term. A fee is charged for any changes after the first five days of classes. Number Grades Number grades are used with these definitions: 4.0 3.5 3.0 2.5 2.0 Achieves highest standards of excellence Achieves above basic course standards 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 N (No credit) are not computed in the grade point average. Academic lntormation An incomplete grade (I) may be given only in the case of extreme emergency. To receive an incomplete grade, a student must receive permission of the instructor of the course; must file a form stating the reasons for the request, the work required to complete the course, the plan and date for completing the work, and comments from the instructor; and must gain the approval of the Registrar. If permission is granted, the necessary work must be completed in enough time to allow evaluation of the work by the instructor and filing of a grade before the final day of the following semester. If the work is not completed by that date, the grade for the course becomes a 0.0. Internships, Independent Studies and Directed Studies may sometimes last longer than one term. When this is the case, they must be completed by the grading deadlines within one year from the beginning of the first term of registration. A grade of X is given by the instructor to indicate that the study is extended. It is expected that students given X extensions will continue to communicate with their instructors and demonstrate that satisfactory progress is being maintained. A final grade will be issued at the end of the term in which the work is completed and evaluated (but not longer than one year). An instructor reserves the discretion of not giving an X where satisfactory progress is not demonstrated. A course in which a grade of 0,0.5,1.0, 1.5, or N has been received may be repeated for credit. Courses in which higher grades have been earned may not be repeated for aedit and a grade, but may be audited. All courses taken and grades earned each term remain on the academic record. Only the credits and grades earned the second time, for legitimately repeated courses, are counted toward graduation and in the grade point average. A course is given a grade of W when it is dropped after the deadline for dropping classes without a notation on the record. Auditing Courses Students who wish to take courses without aedit or grade may do so by registering for Audit (V). Full-time students may audit a course without charge. The charge for part-time students is listed under College Costs in the Financing Your Education section on page 18. 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 (Withdrawn). Grade Point Average The grade point average (GPA) is based on final grades for all work at Augsburg. It does not include credit and grade points for work transferred from other colleges. Courses taken on the P/N grading option are recorded, but not computed in the GPA. The formula for computing the GPA is: GPA = Total grade points divided by number of courses taken.* *Courses with 0 to 4 grade assigned Classification Students are classified in August and at the end of the Fall and Interim terms. 6; Academic Information Sophomores - Seven courses completed. Juniors - 16 courses completed. Seniors - 24 courses completed. International Baccalaureate Program (IB) Courses earned from the International Baccalaureate Program will be considered by the College for advanced placement and appropriate credit. Departmental guidelines are available at the Registrar's Office. ASSESSMENT OF PREVIOUS LEARNING (APL) PROGRAM Augsburg College recognizes that learning can and does take place in many life situations. Some of this learning may be appropriate for credit recognition within the disciplines that compose the academic program of a liberal arts college. The APL program (Assessment of Previous Learning) at Augsburg provides a means by which a student's previous learning, other than that which is transferred from another accredited institution, may be presented for examination for possible credit toward the completion of a baccalaureate degree. Not all learning from life experience, however, is appropriate for aedit recognition at a liberal arts college. Such learning must meet two essential criteria: 1)it is relevant to course work in a field of study within the Augsburg liberal arts cumculum 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. f i e following is a brief description of each of these means of assessment: Advanced Placement Program Test (AP) - Advanced placement in courses beyond the beginning level is granted to students with scores of 3,4 and 5 on the CEEB Advanced Placement Program Test. Additional credit or placement is at the discretion of the department. Inquiries should be addressed to the Office of the Registrar. The College Level Examination Program (CLEP) -This is a series of standardized tests which have been developed by the College Board and are offered to students for a small fee at regional testing centers. (The regional testing center for this area is the University of Minnesota.) Students who score at or above the 65th percentile on a subject examination may receive academic credit for that subject at Augsburg College. Additional information about CLEP tests is available from the Office of the Registrar. Departmental Comprehensive Exams - These are available for students to use in obtaining credit for previous learning if the following conditions are met: There is a departmental instrument available for the subject area in question. There is a faculty member designated by the department to administer the exam. The Registrar approves the student's request to take the exam. Credit for departmental exams is available on a pass/ no credit basis only, and there is a charge per exam of $485.00 for a full course aedit. The Credit Assessment Program (CAP) - This is a aedit assessment alternative in which a faculty committee completes a credit evaluation of a learning portfolio submitted by the student. The faculty committee is composed of the Registrais Office representative and two faculty members from fields of study Academic Information 6! directly related to the student's previous learning. Informational meetings and consultation are provided for students who wish to prepare a portfolio of previous learning for credit assessment. This may include a personal meeting with the CAP committee. In completing the evaluation of a student's previous learning, the CAP committee applies the following criteria: There is documentable evidence of a cognitive component in the previous learing experience that involved prescribed and/or systematic study of content material found within liberal arts course work. The learning has been objectively verified by individuals in addition to the presenting student. The learning lends itself to both qualitative and quantitative measurement. The learning relates well to the student's educational goals. The learning and skills involved are current and could be used at the present time. Students may apply for the credit assessment process after completing at least four courses of academic work at Augsburg College with a cumulative Augsburg GPA of at least 2.5. It is strongly recommended that the process not be used when four or fewer courses remain for graduation. There is an application deposit to initiate the credit assessment process, and a charge for each semester credit applied to the student's transcript if credit is approved. Transcript credit will be granted on the basis of semester credits, and the total number of credits granted will be divided by four to determine the number of course credits applied to graduation. These credits will be recorded with the course number of CAP 2xx. Application of this credit toward distribution requirements, Upper Division, and academic majors and minors may be subsequently addressed by the departments involved in response to a formal request by the student. Maximum Credit Accepted for Previous Learning -While Augsburg College recognizes the validity of learning that takes place outside the traditional classroom, this learning must be placed in the context of formal study in campus-based liberal arts courses. Therefore, Augsburg places a maximum of eight courses (about one-fourth of a baccalau'Ieate degree) on transcript credit that is obtained through previous experiential learning. In compiling the eight courses of credit for previous experiential learning, the student may use any combination of the four assessment processes available in the APL program: AP exams, CLEP exams, departmental comprehensive exams and credit granted through CAP Committee assessment. English as a Second Language (ESL) Program Students who declare a language other than English to be their primary language, or who are citizens of another country, must take the ESL placement test in conjunction with the English writing placement test at orientation. Students' placement in ESL, ENG 101Developmental Writing or ENG 111Effective Writing will be determined by their scores on the Michigan test (80-100 range for exemption from ESL) and by a writing sample. Near the end of each term of the English as a Second Language course, an objective test will be administered to all students in the class. The score on this test and the grade earned in the class will determine - Academic Information 'O whether additional ESL course work is required. Usually a score of 80 to 100 and a course grade of 3.5 or 4.0 will fulfill the student's ESL requirement. If students do not meet the ESL requirement, they will remain in ENG 2171 218 until they meet the criteria stated above. Academic credit toward the degree will normally be granted for no more than two courses. Students who fulfill the ESL requirement, by examination or by course completion, have completed the modem language requirement for graduation. ACADEMIC PROGRESS, PROBATION AND DISMISSAL The College requires that students maintain the following cumulative grade point averages (GPA): Freshman -A student who has taken fewer than seven courses with a cumulative GPA of 1.6 or higher Sophomore -A student who has taken fewer than 16 courses with a cumulative GPA of 1.7 or higher Junior-A student who has taken fewer than 24 courses with a cumulative GPA of 1.9 or higher Senior - A student who has taken 24 or more courses with a cumulative GPA of 2.0 or higher. It should be noted that a minimum GPA of 2.0 is required for graduation with certain majors requiring a higher minimum GPA. Students whose academic achievement falls below these guidelines will either be placed on scholastic probation at the end of the term or will be continued on probation or will be dismissed from the College. In addition, a freshman who receives two zero grades or a sophomore who receives three zero grades will be considered for probation or dismissal. However, dismissal from the College is not automatic. Each case is reviewed by the Committee on Student Standing. Evidence of the student's commitment to academic progress is the major consideration in deciding whether or not to dismiss a student. Students who have a poor academic record may be strongly advised to withdraw before the end of a term. Those on probation who voluntarily withdraw from the College, as well as those who are dismissed, must have special permission to re-enroll. Students may be removed from probation when the cumulative GPA reaches the minimum levels stated above. Students placed on probation as freshmen for having earned two zero grades may be removed from probation if their classification changes to sophomore, if they have not earned additional zero grades, and if their cumulative GPA reaches 1.7. Students placed on probation as sophomores for having earned three zero grades may be removed from probation if their classification changes to junior and their cumulative GPA reaches 1.9. The College reserves the right to dismiss any student who does not meet the guidelines stated above. Once a student is dismissed, he or she may appeal the decision within 10 days to the Committee on Student Standing. Dean's List The Dean's List, compiled after each semester, lists students whose grade point average for a semester is 3.5 or Academic Information better. Students must be full-time students (a minimum equivalent of three full course credits for a weekday schedule student or two equivalent full course credits for a Weekend College student), graded on the traditional grading system, with no incompletes in courses offered for credit. Lf permission is given by the student, an announcement is sent to the hometown newspaper of each student on the Dean's List. Graduation with Distinction Graduation with distinction is determined as follows: Summa cum laude - 3.8 to 4.0 cumulative GPA Magna cum laude -3.6 up to but not including 3.8 cumulative GPA Cum laude -3.3 up to but not including 3.6 cumulative GPA To quallfy for graduation with distinction, transfer students must have completed two years (14 traditionally graded course credits) of work at Augsburg. Veterans of Military Service Augsburg is approved by the State Approving Agency for Veterans Education. Veterans should consult with the Office of the Registrar about completion of the enrollment certificate and the forwarding of other information to the Veterans Administration. Veterans will need to meet the requirements of the Veterans Administration regarding repayment of educational assistance funds received. W FOUR YEAR ASSURANCE PROGRAM This program applies to students who enter the Day School schedule as full-time freshmen in the fall of 1994 and thereafter. New freshmen are assured that they will be able to graduate,in four years -if they maintain continuous full-time enrollment for four years, maintain a 2.0 GPA and follow advising guidelines - or they will receive the needed remaining courses free of additional tuition. A few professional majors are excluded from this program. Contact the Academic Advising Center in Memorial Hall for details. 7' - LOURSE VESCRIPTIONS WITH MAJOR AND '4 A s 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 Parts: the academic disciplines. The knowledge of individual disciplines is subdivided into courses which make it more accessible to students. These courses can be arranged in various ways to construct majors, to create the substance of a broad general education and to give students the opportunity to study areas of particular individual interest. Descriptions of courses are arranged by departments and programs. These descriptions offer a brief summary of the subject matter to aid students in planning a program. A syllabus containing a more detailed explanation of content, approach and requirements for a particular course can be obtained from the instructor. Department entries also contain a narrative discussion of the educational philosophy of each department, its goals and its place in the College's program. A listing of requirements for individual majors and minors follows the narrative. Class Schedule Courses listed are subject to change. In general, classes are offered FaU and/or Spring terms unless otherwise indicated. The Schedule of Classes published by the Associated Colleges of the Twin Cities (ACTC) each spring lists offerings and locations for Fall and Spring terms. Since some courses are offered in alternate years, it is important that the student review major requirements and course offerings with an adviser to ensure that all requirements can be met. Descriptions and schedulesfor courses offeredin January Interim, Summer School, Augsburg Weekend College and the Master of Arts in leadership, Master of Arts in Education-Leadershipand the Master of sSocial Work are published in separate Credits A full course is offered for one credit. A few fractional courses, for one-half or onequarter credit, are offered in the Division of Professional Studies. Unless noted, all courses are one course credit. A full course has the approximate value of four semester credits or six quarter hours. Most courses meet for three 60-minute periods or two 90minute periods a week, in addition to laboratories. Numbering Courses numbered below 300 are Lower Division courses. Courses numbered 300 and above are classified as Upper Division. In general, courses in the 100s are primarily for freshmen, 200s for sophomores, 300s for juniors, and 400s for seniors. Prerequisites Courses that must be taken before enrolling in a higher level course are listed in the course description. A student may enroll in a course when a prerequisite has not been fulfilled if thereis prior approval by the professor teaching the course and the academic adviser. ACCOUNTING See listing under Business Administration, Accounting and Management Information Systems. AMERICAN lNDIAN STUDIES See listing under InterdisciplinaryStudies. A rt is important as a field of study for our time. &survival as a culture may very well depend on whether we are able to create order and beauty in the design and function of communities. Realizing this, we have made design and sensitivity to all aspects of visual experience central to the art program at Augsburg. A liberal arts college like Augsburg is an ideal setting for the study of art because it provides a constant possibility for the interaction of ideas, disciplines and attitudes. At Augsburg, art study is further enhanced by associations with a sigruficant number of art galleries and museums in the Twin Cities area. Giving and receiving visual messages is so much a part of everyday life that it is often taken for granted. At the same time, however, the interchange of visual ideas is frequently misunderstood. The task of the artist, art teacher and art historian is to celebrate visual experience through a variety of media and art examples. In short, the visual arts teach us how to see. Cooperative Education and Internships in studio art and art history provide onthe-job, supervised, evaluated experiences which contribute to the student's overall education and development. Primary goals include improvement of art and museum skills, production and creative strategies. Because of the College's commitment to the liberal arts, the visual arts, as taught at Augsburg, draw ideas and inspiration from all disciplines. Art as a human activity does involve manual skill, although to become broadly sigruficant it should interact with the content available in other fields, such as language, history, drama, music, literature, philosophy, theology, business, physical education and science. Hundreds of specific careers exist in the general area of art, such as teaching in public schools and colleges, ceramics, interior design, photography, film and video work, painting, gallery and museum work and design. Augsburg Art Department graduates have worked in many of these fields. Art Faculty Kristin Anderson (Chair), Lynn Bollrnan, Robert Friederichsen, Norman Holen, Philip Thompson 'O Art Studio Art Major Majors are required to begin their programs with the Studio Arts Foundations: ART 102 Design ART 107 Drawing One course in two dimensional art from: ART 118 Painting I or ART 223 Printmaking I or ART 225 Communication Design I or ART 360 Watercolor Painting One course in three-dimensional art from: ART 221 Sculpture I or ART 250 Ceramics I Five additional studio arts courses ART 240 Art History Survey And two additional art history courses Art History Major Eight art history courses including: ART 240 Art History Survey ART 388 19th and 20th Century Art Two studio courses from: ART 102 Design or ART 107 Drawing ART 118 Painting or ART 221 Sculpture Honors Majors GPA-of 3.5 in the major, general growth and development and/or special projects such as senior exhibition and research. Application should be made to the Deparfment Chair before the last term of the senior year. Studio Art Minor Teaching Licensure Major The State of Minnesota has specific licensing requirements for teachers which may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Education Department to identify current Minnesota teacher licensure requirements. Five courses including ART 240, ART 107 and three additional studio courses. 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. STUDIO ART FOUNDATIONS Note: All studio courses require work outside of class sessions. ART 102 Design A study of design as the unifying foundation for the visual arts. T w e and three-dimensional projects demonstrating the use of the basic design elements and principles. ART 107 Drawing Drawing in graphite pen&, pen and pastel pencils. Subjects include stilllife, figures, building interiors and exteriors and experimentalwork. Art STUDIO ART ART 100, 300 Special Topics Occasional courses dealing with subjects not usually offered by the Department. ART 106 Calligraphy Introduction and practice of calligraphic writing and designing with emphasis on the broad-edged pen. ART 118 Painting I Introduction to painting media and technique in acrylic and oil. ART 132 Photography The camera used as a tool for visual creativity, expression and communication with attention to black and white photographic processes. Students need access to a 35 mm, single lens reflex camera. Materials will cost approximately $175-200. (Fall) ART 199 Internship A work-based learning experience in which a student, faculty member, and site supervisor design a learning agreement which enables the student to consider art as a major and/or explore career alternatives. Students must consult with the Department and Internship Office before registering for academic credit. ART 221 Sculpture I An introduction to sculpture. Choice of media: clay, welded steel and bronze, plaster and plexiglass. Learn to model, carve, cast, weld and assemble the respective media. ART 223 Print Making I An introduction to traditional and experimental media and methods of printing. Intaglio, relief, stencil and mono methods are explored. ART 225 Communication Design I An introduction to the principles and techniques of graphic design. Students will develop visual communication skills working with typography, symbols, logos and illustration. ART 250 Ceramics I An introduction to the making of pottery with an emphasis on handbuilding and glazing. ART 290 Tribal Arts and Culture The rich heritage of indigenous cultures is explored through the visual arts, particularly within the United States. Other content includes poetry, dance, mythology, ritual, religion and drama of many American Indian tribes. Students will produce various art projects in weaving, basketmaking, pottery, jewelry, sculpture or prints. ART 299 Directed Study Independent Study for Lower Division credit. 7; - - Art ART 306 Calligraphy II Advanced work in calligraphic media and design. ART 330 ART 351 Communication Design II An advanced study of graphic design using various techniques and tools, including the computer, to create visual communications for the print medium. (Prereq.: ART 225. Spring) Ceramics II Advanced work in ceramics with an emphasis on throwing or handbuilding and a continuation of glazing. (Prereq.: ART 250) ART 355 Painting II Advanced study of painting. (Prereq.: ART 118) ART 360 Watercolor Painting Design concepts using descriptive and experimental techniques in bansparent watercolor. ART 368 Print Making II Advanced work with color and composition in various media, including silk-screen, etching and woodcut, including Japanese woodcut technique. (Prereq.: ART 223) ART 399 Internship A work-based learning experience in which a student, faculty member and site supervisor design a learning agreement which links the ideas and methods of art to the opportunities found in the placement. Students must consult with the Department and Internship Office before registering for academic credit. ART 478 Sculpture II Advanced work in sculpture. Choice of media: clay, welded steel and bronze, plaster and plexiglass. (Prereq.: ART 221) ART 499 Independent Study Advanced study in area of the student's choice, intended for senior art majors. ART HISTORY ART 240 Art History Survey A survey of art of the Western world from preliistoric to modem times. Includes reading, research, viewing of slides and visits to museums. Note: Thefollowing courses are offered intermittently, usually two or three sections a year. ART 352 Women and Art A study of the creative role of women in the visual arts, including the fine arts, the "traditional" arts and the work of Native American women. Art 7! ART 382 Scandinavian Arts The visual arts in Scandinavia from the Stone Age to the present, including architecture, folk arts, painting, sculpture and design. ART 385 Prehistoric and Ancient Art The art of the Ice Age through the Roman period to the 4th century A.D. ART 386 Medieval Art Early Christian through late Gothic and proto-Renaissance painting, sculpture and architecture in Europe. ART 387 Renaissance and Baroque Art European painting, sculpture and architecture, from the 14th through the 18th centuries. ART 388 19th and 20th Century Art European painting, sculpture and architecture from Neoclassicism through the present. ART 389 American Art A study of early colonial through contemporary American art, architecture and folk arts. See listing under East and Southeast Asian Studies. - DIOLOGY '" UEPARTMENT - BIO B iology is the study of life and it is natural that we, as contemplative living creatures, seek a deeper understanding of the living world that envelops us. This search has led to the realization that the earth is filled with an enormous variety of living organisms. Since humans are a part of the biological world, an understanding of the basic biological processes common to all organisms, as well as those features which are unique to humans, is essential to attain self-understanding and to provide a basis for wise decisions. Another significant insight that has emerged from the study of life is that even the simplest organisms are incredibly complex and a complete understanding of even one of these has, as yet, eluded the grasp of biologists. This is true even though some organisms have been subjected to years of intensive scrutiny. Biology will thus continue to be a fertile field for research for many years to come. Still, an enormous amount of knowledge regarding living organisms has accumulated over the years. In recent decades great strides have been made in understanding important biological processes, particularly those at the cellular and molecular levels. Biological research has also provided some extremely important benefits to humans. Most advances in medicine, veterinary medicine, agriculture and food science have depended on the findings of basic biological research. Because the biological world reveals such variety, complexity and knowledge, an undergraduate major in biology needs to be broadly based. Because a complete understanding of biological systems depends on applications of the principles of physics and chemistry, a firm background in the physical sciences is also important for biologists. For many, an undergraduate major in biology serves primarily as a basis for further study. In past years Augsburg graduates have gone on to further studies in professional schools such as medicine, veterinary medicine and dentistry. Others have entered graduate programs in the life sciences, leading to careers in areas such as college or university teaching, basic and applied research, and public or environmental health. Other graduates have embarked directly after graduation on a variety of careers, including high school teaching and laboratory technology. Biology Faculty Esther McLaughlin (Chair), Mary K. Chelberg, Robert Herforth, Dale Pederson, Ralph Sulerud Major Nine courses including: BIO 113 General Biology BIO 114 General Biology BIO 201 Introductory Cellular Biology and at least one from each of the five following groups: A. Molecular and Cellular: BIO 367 Biochemistry BIO 471 Advanced Cellular and Molecular Biology B. Cellular to Organismal: BIO 355 Genetics BIO 474 Developmental Biology C. Organismic/Animals: BIO 351 Invertebrate Zoology BIO 353 Comparative Vertebrate Zoology BIO 473 Animal Physiology D. Organismic/Plants: BIO 361 Plant Biology BIO 440 Plant Physiology Biology E. Environmental: BIO 476 Microbiology BIO 481 Ecology The ninth course may be BIO 203 Principles of Nutrition or any Upper Division biology course, including an Interim course. BIO 491 Seminar (non-credit) is required of all juniors and seniors. Required Supporting Courses CHM 105 Principles of Chemistry or CHM 115 General Chemistry CHM 106 Principles of Chemistry or CHM 116 General Chemistry CHM 223 Elementary Organic Chemistry PHY 116 Introduction to Physics Math Placement Group IV Graduate and Professional Training Students who intend to enter graduate school or professions such as medicine, dentistry or veterinary medicine should consult with the Biology Department as schools vary in their admission requirements. These may include CHM 351/352 instead of CHM 223, PHY 121/122 instead of PHY 116, and MAT 145/146 or one year of calculus. Training as a physician's assistant, physical therapist or occupational therapist requires specific coursework which should be discussed with a member of the Biology Department. Cooperative Education Honors Major GPA of 3.5 in biology and 3.0 overall, active participation in seminar, one course of approved Independent Study with an oral defense of the research report. Application should be made no later than the first term of the senior year. The Department works with the Cooperative Education Office in identifying and defining Co-op Ed experiences in laboratories and other settings in the Twin Cities. Students interested should consult with the Biology Department Cooperative Education Coordinator. Minor Teaching Licensure Major Five courses, including BIO 113,114 and three Upper Division courses; CHM 115,116 (or CHM 105,106). The State of Minnesota has specific licensing requirements for teachers which may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Education Department to identify current Minnesota teacher licensure requirements. 81 - 32 Biology BIO 101 Human Biology Basic biological concepts from an anthropocentricpoint of view: what makes a human just another member of the biotic fold? Do humans have a niche in the ecosystem? What influence do humans have on the environment? What influence does the environment, especially the urban environment, have on humans? (Three hours lecture. A student may not receive credit for both BIO 101 and 103. Does not apply to the major or minor. Fall) BIO 102 The Biological World The basic concepts of biology pertaining to both plants and animals are emphasized. The nature of science and the approach used by scientists to gather and analyze data and propose and test theories are considered. (Three hours lecture, three hours laboratory. Does not apply to the major or minor. Fall) BIO 103 Human Anatomy and Physiology A professional course in the structure and function of the human body. (Three hours lecture, three hours laboratory. A student may not receive credit for both BIO 101 and 103. Does not apply to the major or minor. Fall) BIO 105 Biology and Society A consideration of the biological basis of some of the problems facing society, such as toxic pollutants in air, water and soil, genetic engineering, AIDS, genetic diseases and counseling, extinction, wilderness ethics, global warming, cancer, hunger, drugs, biodiversity. (Three hours lecture. Does not apply to the major or minor. Spring) BIO 113, 114 General Biology A comprehensive introduction to biological science for biology and other science majors. The course includes an introduction to cellular biology, genetics, developmental biology, evolutionary mechanisms, anatomy, physiology, ecology and phylogenetic relationships of organisms. Must be taken in sequence except by permission of instructor. (Three hours lecture, four hours laboratory. Fall: 113; Spring: 114) BIO 199 lnternshi~ A work-based experience in which a student, faculty member and site supervisor design a learning agreement which,enablesthe student to consider biology as a major and/or explore career alternatives. Students must consult with the Department and Internship Office before registering. (Prereq.: BIO 114) BIO 201 Introductory Cellular Biology An introduction to function and structure in the basic unit of life, the cell. A variety of methods are employed, including microscopy, cell culture and various separation and analytical techniques. (Three hours lecture, four hours laboratory. Prereq.: BIO 114. Spring) BIO 203 Principles of Nutrition A study of the six classes of nutrients and their digestion, absorption, transport, metabolism, interaction, storage and excretion. A special effort will be made to differentiatefact from fiction in this controversial biological field. (Threehours lecture. Prereq.: BIO 114. Spring) BIO 299 Directed Study Independent Study for Lower Division credit. BIO 351 Invertebrate Zoology A study of the invertebrate groups stressing classification,morphology, behavior, life history and phylogeny. (Three hours lecture, four hours laboratory. Prereq.: BIO 114. Fall: alternate years) BIO 353 Comparative Vertebrate Zoology A comparative study dealing with the classification, organ system structure and function, and evolution of the vertebrates. (Three hours lecture, four hours laboratory. Prereq.: BIO 114. Spring) BIO 355 Genetics The principles of heredity with emphasis on recent advances in human genetics. Laboratory work stresses Drosophila genetics. (Three hours lecture, four hours laboratory. Prereq.: BIO 201. Fall) BIO 361 Plant Biology A survey of the major groups of algae, fungi and plants, including the study of structure, physiology, life histories and phylogeny. (Three hours lecture, four hours laboratory. Prereq.: BIO 114. Spring) BIO 367 Biochemistry An introductory consideration of proteins, carbohydrates, lipids and nucleic acids including intermediate metabolism. (Three hours lecture. Prereq.: BIO 201, CHM 223 or 352 or consent of instructor. Fall) Internship A work-based experience in which a student, faculty member and site supervisor design a learning agreement which links the ideas and methods of biology to the opportunities found in the placement. Students must consult with the Department and Internship office before registering. (Prereq.: BIO 201) BIO 440 Plant Physiology A consideration of the process involved in photosynthesis, respiration, growth, development and water relationships in plants including the relationships of these processes to structure and life histories. (Three hours lecture, four hours laboratory. Prereq.: BIO 201 and CHM 223 or 352. Fall: alternate years) BIO 471 Advanced Cellular and Molecular Biology An examination of the molecular organization of the cell, including the nature and function of organelles, chemical communication, growth and division, cytoskeleton and motility, the cell surface and gene expression. - Biology ~4 (Three hours lecture, four hours laboratory. Prereq.: BIO 201 and CHM 223 or 352. Spring) BIO 473 Animal Physiology A study of animal function with emphasis on the vertebrates. Topics include digestion, respiration, circulation, excretion, movement and sensory perception as well as the neural and hormonal control of these functions. (Three hours lecture, four hours laboratory. Prereq.: BIO 201; CHM 106 or 116; PHY 116 or 122, or consent of instructor. Fall) BIO 474 Developmental Biology A consideration of the physiological and morphological changes which occur during development, with emphasis on the vertebrate animals. Experimental and descriptive studies are included in the laboratory. Embryonic development, malignancy, aging and regeneration are discussed. (Three hours lecture, four hours laboratory. Prereq.: BIO 201. Spring) BIO 476 BIO 481 Microbiology An introduction to the study of microorganisms with emphasis on bacteria and viruses. Environmental, industrial and medical issues are discussed, with particular attention paid to human pathogens. (Three hours lecture, four hour laboratory. Prereq.: BIO 201. Fall) Ecology A survey of representativebiological communities; the study of reciprocal relationsh$s between organisms and their environments. (Threehours lecture, four hours laboratory, some Saturday field trips. Prereq.: BIO 114. Spring) BIO 491 Seminar (.O course) A weekly meeting of biology majors. Active participation by juniors and seniors is required, including an oral presentation by seniors. Guest speakers are often invited. A noncredit requirement for the major. (Spring) BIO 499 Independent Study Individual laboratory, field, or library research under the direction of an instructor. Intended for biology majors who are juniors or seniors. (Prereq.: BIO 201 and previous arrangement with instructor.) DEPARTMENT OF BUSINESS ADMINISTRATION, 0 ur mission is to -prepare - students for professional careers in business or for graduate studies. This preparation involves a curriculum which 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 which 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 Amin Kader (Chair, Accounting and International Business Coordinator),John C. Cemto (Management Coordinator), Fekri Meziou (Marketing Coordinator), Milo Schield (MIS Coordinator),Thomas Morgan (Finance Coordinator), Diane F. Busico, Steven J. LaFave, Lori L. Lohrnan, Magdalena M. Paleczny-Zapp, Kathy Schwalbe and Stuart M. Stoller. Within the Business Administration major there are four specializations: Marketing, Management, Finance and International Business. Within the Accounting major there are three specializations: General Accounting, Public Accounting and Managerial Accounting. Graduation Requirements To graduate without intentionally taking courses in excess of the minimal number required (see page 55), students must avoid taking too many electives or exceeding the 13-courselimit per academic department. Courses designated as ACC, BUS and MIS are considered as being in the same academic department. Taking extra electives, or choosing a particular combination of major and minor may require students to complete more than the minimum number of credits required for graduation. Transfer Students Transfer students must complete at least four of the Upper Division courses required in the major at Augsburg or obtain an exemption from the Department. Advising Majors The Department of Business, Accounting and MIS offers four majors: Business Administration (BUS), Accounting (ACC), Management Information Systems (MIS), and a combined major in Business and Economics. Specializations Students who plan to major in Business, Accounting or MIS are strongly encouraged to select a departmental adviser who teaches in their major. This should be done by the end of the sophomore year at the latest. In addition to advising, departmental faculty can counsel majors on their careers, assist majors in obtaining intemships or jobs, and provide letters of 85 - Business Administration recommendation for prospective employers or graduate programs. Internships Students are strongly encouraged to work with the Cooperative Education and Department faculty to obtain an Internship (BUS/ACC/MIS 399) during their junior or T he major in Business Administration prepares students for professional careers in business administration or for graduate studies. The four specializations within this major share a common business core. This common core provides students with a broad foundation so they can readily adapt to internal changes in interests and goals and to external changes in circumstances and opportunities. Business Core 10 courses including: ECO 112 Principles of Macroeconomics ECO 113 Principles of Miaoeconomics MIS 175 Principles of Computing for Business ACC 221 Principles of Accounting I ACC 222 Principles of Accounting I1 BUS 242 Principles of Management BUS 252 Principles of Marketing MIS 379 Quantitative Methods for Business and Economics BUS 301 Business Law BUS 331 Financial Management senior year. Although an Internship may count against the 13-course limit, students may petition for an exception. An Internship may satisfy the perspective on the City. Internships can provide students with experience that may be v~luablein competing for jobs after graduationyour adviser on this matter. Specialization in Marketing Business core plus 3 courses: BUS 352 Marketing Research and Analysis BUS 355 Marketing Communications or BUS 357 Advertising BUS 450 Marketing Management Specialization in Management Business core plus 4 courses: BUS 340 Human Resource Management BUS 440 Operations Management BUS 465 International Management MIS 376 Project ~ a n a ~ e m e n t or ECO 318 Management Science Specialization in Finance Business core plus 4 courses: ACC 322 Accounting Theory and Practice I BUS 433 Financial Theory: Policy and Practice BUS 438 Investment Theory and one of the following: ECO 311 Public Finance ECO 312 Intermediate Maaoeconomics ECO 313 Intermediate Microeconomics ECO 315 Money and Banking MIS 479 Intermediate Quantitative Methods for Business and Economics Specialization in International Business Business core plus 4 courses: BUS 362 International Business BUS 465 International Management BUS 466 International Marketing and one additional Upper Division course in either International Business or International Economics. I , GPA of 3.3 in the major and 3.1 overall ?nior thesis and comprehensive oral .m in the major field of concentration. Interested juniors or seniors should conta~ the Department Chair. Minor in Business Administration 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. Six courses including: ECO 112 or ECO 113, ACC 221 and 222, BUS 242 and 252, BUS 331 or MIS 379. Combined Major in Business Administration and Economics Six courses including: ECO 112 or ECO 113, ACC 221, BUS 242 or BUS 252, and three Upper Division courses in International Business (or one Upper Division course in International Economics i ~in i ~ ~ and two upper~ i ~courses international ~ ~ ~ i ~ ~ ~ This minor is automatically completed while completing a major in Accounting or MIS. Minor in International Business 11 courses including: ECO 112 Principles of Macroeconomics ECO 113 of ECO 312 Intermediate Macroeconomics ECO 313 Intermediate Microeconomics and one other Upper Division Economics course ACC 221 Principles of Accounting I ACC 222 Principles of Accounting I1 BUS 242 Principles of Management BUS 252 Principles of Marketing MIS 379 Quantitative Methods for Business and Economics or BUS 331 Financial Management and one other Upper Division Business Administration, Accounting or MIS course BUS 199 Students should consult the area coordinator concerning acceptable altematives in International Economics. Internship Lower Division Internship 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. Business Administration BUS 252 Principles of Marketing Principles of basic policy and strategy issues in marketing. Legal, ethical, competitive, behavioral, economic and technological factors as they affect product, promotion, marketing channel and pricing decisions. BUS 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 299 Directed Study Independent Study for Lower Division credit BUS 301 Business Law Legal rules relating to contracts, agency, negotiable instruments, property and business organizations under the Uniform Commercial Code. BUS 302 Business Ethics Examines individual choices in business using various ethical standards. Reviews critical thinking skills in relation to moral reasoning. Analyzes and evaluates various business practices and policies. Emphasizes conceptual precision in thinking, writing andspeaking (&ereq.: BUS 301 or PHI 120 or PHI 125, or Junior/Senior standing) BUS 331 Financial Management Theory of acquisition, allocation and management of funds within the firm. Sources and uses of long- and short-term funds, cost of capital, capital budgeting, leverage, dividend policy and related topics. (Prereq.: ECO 113, ACC 222) BUS 340 Human Resource Management Personnel function in business, acquisition and utilization of human resources; desirable working relationships; effective integration of the worker with the goals of the firm and society. (Prereq.: BUS 242) BUS 352 Marketing Research and Analysis Research process as an aid to decision-making in marketing management; research methodology; marketing research results; evaluation of the effectiveness of research in marketing. (Prereq.: BUS 252,379, ECO 113, or consent of instructor) BUS 355 Marketing Communications Integration of advertising, public relations, sales promotion and personal selling into a coherent promotion mix. Emphasis is placed on the design and evaluation of marketing communications programs. (Prereq.: BUS 252) Note: Either 355 or 357 can be taken for graduation credit but not both. BUS 357 Advertising An introduction to print and broadcast advertising and promotion as important elements in modem marketing and communications. Note: Either 355 or 357 can be taken for graduation credit, but not both. Business Administration BUS 362 International Business Introduction to the problems and possibilities of doing business in an intemational context. Appreciation of the perspective required for successful planning and management of any enterprise operating abroad is emphasized by foreseeing both the opportunities and the difficulties inherent in intemational business. (Prereq.: ECO 112 or 113, and BUS 242 or 252, or consent of instructor. Spring) BUS 364 Contemporary East-West Relations An analysis of the conditions and motivations for East-West trade, economic and industrial cooperation. The commercial policies will be explained, including the changes in the organization of foreign trade in the organization of foreign trade in Eastern Europe and Russia. The effectsof GATT, the World Bank, IMF, and EEC on East-West relations will be examined. (Prereq.: ECO 112 or 113) BUS 368 Responding to the Challenge of Japan An examination of current Japanese business practices using a cultural perspective. A multimedia approach will be employed, involving film, television documentaries, and readings from current periodicals in addition to text materials. A seminar model will be used with substantial participation expected on the part of students. (Prereq.:junior standing or consent of instructor) BUS 399 Internship Program A student may receive course credits through an internship program which is applicable to graduationbut not to the major. This program will afford the student the opportunity to spend one full term working with some organization. In addition, the student will write a report on his/her activities. (Prereq.: consent of instructor) BUS 433 Financial Theory: Policy and Practice A system's approach to financial structure and policy. Emphasis on decision making, presentation through literature, readings, lectures and case material. (Prereq.: BUS 331) BUS 438 Investment Theory Appraisal of the risk/retum relationships of various types of securities from the viewpoint of both individual and institutional investors. Extensive coverage of capital markets and portfolio management. (Prereq.: all core courses or consent of instructor) BUS 439 Risk Management and Insurance Analyzes exposure to accidental loss - its identification, measurement and evaluation. Reviews techniques for loss prevention and control. Surveys primary types of insurance. (Prereq.: BUS 331 and MIS 379) BUS 440 Operations Management Concepts and principles related to the management of operating functions. Taught from a managerial viewpoint with examples from various industries and sectors. (Prereq.: BUS 242) 89 90 Business Administration BUS 450 Marketing Management Integration of marketing with other business functions; marketing management and decision-making, planning marketing programs, channels of distribution, pricing, product selling promotion policies. (Prereq.: BUS 352 and either BUS 355 or 357) BUS 465 International Management To provide the student with a private sector manager's perspective on the influence of national and international institutions on the multinational corporation and on the strategies, sbuctures, practices and effects of the national corporation in the world today. (Prereq.: BUS 242. BUS 362 is recommended) BUS 466 International Marketing This course examines those issues and activities unique to marketing in an international setting. Emphasis is also placed on adaptation of a marketing mix according to the international marketing environment. (Prereq.: BUS 252,362) BUS 495 Topics Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and current national and international business problems and policies. (Prereq.: consent of instructor) BUS 499 Independent Study The student may earn Independent Study credits through individually supervised projects designed to afford him/her the opportunity to analyze some topic or issue in depth. (Prereq.: consent of instructor) ACCOUNTING - ACC T ACC 221 Principles of Accounting I he major in accounting - prepares ACC 222 Principles of Accounting I1 students for professional careers in a wide MIS 379 Quantitative Methods for variety of accounting-related positions. Business and Economics This major has two tracks: General BUS 301 Business Law Accounting and Professional Accounting. BUS 331 Financial Management The General Accounting specialization is 4 -2E-35adequate for a wide variety of positions. Practice I The Professional Accounting track includes ACC 323 Accounting Theory and two specializations: public accounting and Practice I1 managerial accounting. The public accountACC 324 Managerial Cost Accounting ing specialization is recommended for ACC 425 Advanced Accounting positions with CPA firms. The managerial accounting specialization is recommended (It is recommended that students take for positions with large or rapidly-growing the courses in the sequence given above.) companies. Specialization in General Accounting The two professional specializations No additional courses required. relate to two professional designations: the - CPA and the CMA. A Certified Public Accountant (CPA) focuses on external reporting; a Certified Management Accountant (CMA) focuses on internal reporting. The public accounting specialization includes the materials emphasized on the CPA exam; the managerial specialization includes the materials emphasized on the CMA exam. Both the CPA and CMA designation have an experience requirement in addition to passing the national exam. Under the rules of the Minnesota State Board of Accountancy, Accounting majors in the Public Accounting specialization are qualified to sit for the CPA examination during their last semester. Accounting Core 14 courses including: ECO 112 Principles of Macroeconomics ECO 113 Principles of Microeconomics MIS 175 Principles of Computing for Business BUS 242 Principles of Management BUS 252 Principles of Marketing Specialization in Public Accounting Accounting Core (14 courses) plus ACC 326 Tax Accounting and 423 Auditing. Specialization in Managerial Accounting Accounting Core (14 courses) plus ACC 424 Internal and Operational Audit and MIS 375 Management Information Systems in the Organization. Honors Major GPA of 3.5 in the major and 3.1 overall; a senior thesis and comprehensive oral exam in the major field of concentration. Interested juniors or seniors should contact the Department Chair. Minor in Accounting Six courses including: ACC 221,222, BUS 331 or ACC 324, ACC 322,323 and one of the following: MIS 175,379, ECO 112 or 113. This minor is recommended for majors in MIS and Finance. Accounting ACC 199 Internship Lower Division Internship ACC 221 Principles of Accounting I Introduction to business activities, basic concepts and fundamentals of accounting, the accounting cycle and preparation of financial statements. ACC 222 Principles of Accounting II A continuation of 221. Introduction to business activities, accounting for corporations. Basic concepts and fundamentals of managerial accounting, planning and controlling processes, decision-making and behavioral considerations. (Prereq.: ACC 221) ACC 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 322. An analysis of financial accounting with emphasis on accounting theory pertaining to financial statements, income concepts, valuation concepts, FASB statements and other relevant issues as applied to liabilities and stockholders' equity. (Prereq.:ACC 322) ACC 324 Managerial Cost Accounting Accounting tools for heavy manufacturing systems as well as for managerial decision making. Planning, budgeting, standard cost systems, as well as other quantitative and behavioral topics. (Prereq.: ACC 221,222, BUS 242,252, MIS 379, or consent of instructor) ACC 326 Tax Accounting The more common and important provisions of planning and compliance for income taxes. (Prereq.: ACC 221, BUS 331, ECO 112,113, or consent of instructor) ACC 399 Internship Program A student may receive course credits through an internship program which is applicable to graduation but not to the major. This program will afford the student the opportunity to spend one full term working with some organization.In addition, the student will write a report on his/her activities. (Prereq.:consent of instructor) Accounting 93 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) ACC 424 Internal and Operational Audit Integrating the business arts of accounting, finance, management, marketing and MIS to incorporate and learn the techniques of internal and operation auditing. Also integrated are the professional skills of oral and written communications, problem-solving in an unstructured environment and team projects. (Prereq.: ECO 113, ACC 221,222, BUS 242,252, 331, MIS 175,379) 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) ACC 499 Independent Study The student may earn Independent Study credits through individually supervised projects designed to afford him/her the opportunity to analyze some topic or issue in depth. (Prereq.: consent of instructor) v4 IVIANAGEMENT INFORMATION 3YSTEMS - MIS T he major in Management Information Systems prepares students for professional careers in information systems. MIS studies information systems as both a resource and a tool for decision-making. Students learn to analyze and evaluate existing systems and to design and program new systems. MIS is an extensive major (16 courses) and includes courses from Computer Science, Mathematics, Economics, Business and Accounting, as well as from MIS. Management Information Systems Major 16 courses including: A. Six courses in Economics, Business and Accounting: ECO 113 Principles of Microeconomics BUS 242 Principles of Management BUS 252 Principles of Marketing BUS 331 Financial Management ACC 221 Principles of Accounting I ACC 222 Principles of Accounting I1 B. Three courses in Mathematics and Computer Science: CSC 170 Structured Programming MAT 121 Finite Mathematics or MAT 171 Discrete Mathematics and one of the following: ' CSC 210 Data Structures CSC 270 FORTRAN CSC 271 COBOL CSC 272 UNIX and C C. Seven courses in MIS: MIS 175 Principles of Computing for Business or CSC 160 Introduction to Computing and Communications MIS 370 Advanced Computing for Business, Accounting, Economics and MIS or CSC 352 Data Base Management and Design MIS 375 Management Information Systems in the Organization MIS 379 Quantitative Methods for Business and Economics MIS 475 Systems Analysis and Design MIS 476 Information Systems Projects and one of the following; MIS 376 Project Management MIS 479 Advanced Quantitative Methods for Business and Economics ECO 318 Management Science CSC 340 Introduction to Networking and Communications Honors Major GPA of 3.5 in the major and 3.1 overall; a senior thesis and comprehensive oral exam in the major field of concent~ation. Interested juniors or seniors should contact the Department Chair. Minor in MIS Seven courses including: MIS 175 or CSC 160, ACC 221, BUS 242 or BUS 252, MIS 370 or CSC 352, MIS 375, ECO 113 and one of the following: MIS 376, 475,479 or ECO 318 Mathematics Placement Croup (MPC) Requirements MIS 175,370,379,479, CSC 170,210 and all 100 level Math courses have Placement Group requirements. Since all majors in Business, Economics and MIS must take MIS 379, they all must have at least MPG 111. MIS 95 - MIS 175 Principles of Computing for Business An introduction to microcomputer-based information systems. Introduction to business applications, operating systems, computer hardware and languages. Strong emphasis on spreadsheets (basic commands, functions, graphics and database.) Lesser emphasis on database. Emphasis on concepts and relation to business. (To test out of MIS 175, pass either a ' comprehensive exam or MIS 370.) (Prereq.: MPG I1 or a Pass in MAT 103.) MIS 199 Internship Lower Division Internship (see MIS 399). 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 299 Directed Study Independent study for Lower Division credit (see MIS 499). MIS 370 Advanced Computing for Business An investigation of p~ogrammablesystems using personal computers. Examine basic algorithms and associated flow charts. Apply these concepts by programming various applications (spreadsheets, word and database) and application-oriented languages such as Visual Basic. (Prereq.: MPG I11 or a Pass in MAT 105. Also, MIS 175 or CSC 170, or, with permission of instructor, extensive experience with spreadsheets and personal computers. Fall) MIS 375 Management Information Systems in the Organization Use of a systems approach in analyzing the role of information systems in organizations. Analyze various kinds of information systems in terms of their computer components and their benefits to staff and management. Introduction to a CASE tool such as Excelerator. (Prereq.: ACC 221, BUS 242 or 252, and one computer course such as MIS 175,370, CSC 160 or 170. Recommended: ECO 113, ACC 221, BUS 242, MIS 379, BUS 331. Spring) MIS 376 Project Management Develops project management skills needed to define, plan, lead, monitor, and complete projects. Combines theories, techniques, group activities, and computer tools such as Microsoft Project. Emphasizes technical and communications skills needed to manage inevitable changes and problems associated with project management. (Prereq.: ACC 221, BUS 242, MIS 175 or 370.) MIS 379 Quantitative Methods for Business and Economics An introduction to quantitative reasoning to assist students in reading and interpreting data. Topics include descriptive measures, probability, sampling distributions, estimation and hypothesis testing. Emphasis on their use in applied problems in business and economics. Computer software may be used to analyze survey data. (Prereq.: MIS 175 and either Math Placement Group I11 or a grade of at least 2.0 in MAT 104) MIS 399 Internship Program A student may receive credit through an internship program which is applicable to graduation but not to the major. This program will afford the student the opportunity to spend one full term working with an organization. In addition, the students prepare a written report on the activities involved. (Prereq.: consent of instructor) MIS 475 Systems Analysis and Design Identify the necessary steps of systems analysis and design. Investigate various representations for information, processes and relationships. Utilize analytical tools such as data flow diagrams and CASE tools such as Excelerator. Complete a rudimentary systems design. (Prereq.: MIS 375. Fall) MIS 476 Information Systems Projects Using skills developed in MIS 375 and 475, generate a complete and extensive project of systems analysis and design. (Prereq.: MIS 475. Spring) MIS 479 Intermediate Quantitative Methods for Business and Economics Utilize computer packages relevant to statistical analysis. Areas of interest include statistical descriptions, analysis of variance and statistical inference plus linear models, queuing models and Monte Carlo simulations. (Prereq.: MIS 379. Fall) MIS 499 Independent Study The student may earn Independent Study credits through individually supervised projects designed to provide an opportunity to analyze a topic in depth. (Prereq.: consent of instructor) c hemistry is the science of the changes in matter, examining those changes and working toward an understanding of them. Correlating the results of physics and opening the vistas of molecular biology, chemistry has been described as the central science because matter includes the entire physical world such as the things we use, the food we eat and even ourselves. *To provide an afmosphere 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. Chemists as scientists must be well versed in the science of chemistry, knowledgeable in fact and theory for solving scientific problems, and capable of providing a public understanding of their work including potential problems as well as benefits. *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. Chemists as people must be broadly educated in order to understand themselves and their society. The liberal arts core of religion, humanities, the arts and the social sciences is imperative if a chemist is to be truly human and therefore truly scientific. The Department is on the List of Approved Schools of the American chemical Society (ACS) and offers a chemisty major which meets the chemistry background required by many fields. Consonant with these ideas, the Department of Chemistry has established the following objectives to help its students develop into mature scientists: *To provide a course of study of sufficient rigor and depth to enable our graduates who complete our ACS chemistry major to compete successfully with their peers of similar ability in graduate school or research positions. *To provide programs of study for professional goals in addition to the traditional positions as chemists. *To encourage students to take a broad view of their education and to seriously study areas outside of the sciences. Chemistry Faculty Earl R. Alton (Chair), Arlin E. Gyberg, Joan C. Kunz, Sandra L. Olrnsted 0 . BACHELOR OF ARTS Graduation Major in Chemistry CHM 105,106 Principles of Chemistry or CHM 115,116 General Chemistry CHM 351 Organic Chemistry CHM 352 Organic Chemistry CHM 353 Quantitative Analytical Chemistry CHM 361 Physical Chemistry CHM 363 Physical Chemistry Laboratory CHM 491 Chemistry Seminar and one additional course from: CHM 364 Physical Chemistry CHM 464 Advanced Organic Chemistry - Chemistry CHM 481 Advanced Analytical Chemistry CHM 482 Advanced Inorganic Chemistry CHM 483 Quantum Chemistry BIO 367 Biochemistry Also required: PHY 121,122 General Physics I, II MAT 145,146 AUGMENT Mathematics I & I1 or one year of calculus Because Upper Division courses have mathematics and physics prerequisites, students should plan to take MAT 145,146 in the freshman year and PHY 121,122 in the sophomore year. Teaching Licensure in Physical Science The State of Minnesota has specific licensing requirements for teachers which may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Education Department to identdy current Minnesota teacher licensure requirements. Pre-Medical Chemistry Major The same as the Graduation Major. In addition, medical schools expect at least two courses (and usually more) in biology. Students should consult members of the Chemistry Department for assistance in planning a course program early in their college career. BACHELOR OF SCIENCE American Chemical Society Approved Major 12 courses including: CHM 105,106 Principles of Chemistry or CHM 115,116 General Chemistry CHM 351,352 Organic Chemistry CHM 353 Quantitative Analytical Chemistry CHM 361,363 Physical Chemistry and Laboratory CHM 364,365 Physical Chemistry and Laboratory CHM 464 Advanced Organic Chemistry CHM 481 Advanced Analytical Chemistry CHM 482 Advanced Inorganic Chemistry CHM 483 Quantum Chemistry CHM 491 Chemistry Seminar MAT 145,146 AUGMENT Mathematics I & I1 or one year of calculus MAT 245 Mathematical Structures and Reasoning I or approved math course PHY 121,122 General Physics I, I1 (should be taken in sophomore year) Recommended: Modem Physics, additional mathematics, research experience, reading ability in German and computer proficiency. Honors Major Full ACS major; GPA of 3.5 in chemistry, mathematics and physics, 3.0 overall; one course or summer of approved , research; participation in seminar. Minor Five courses which must include: CHM 105,106 or CHM 115,116, CHM 353, and two other Chemistry courses from: CHM 223, CHM 351,352, CHM 361, or BIO 367 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 CHM 105 Principles of Chemistry Topics in this course include an introduction to matter, chemical change, chemical reactions, chemical bonding, energetics and equilibrium. The sequence, CHM 105,106, is designed for students who have not studied chemistry in high school or who are less confident about their background in chemistry. Students may go into CHM 351 or 353 from CHM 106 and major in chemistry. (Three one-hour lectures, one three-hour laboratory. Prereq.: MPG 11. Fall) CHM 106 Principles of Chemistry CHM 106 is a continuation of CHM 105 with more emphasis upon equilibrium and the chemistry of the elements. (Three onehour lectures, one threehour laboratory. Prereq.: CHM 105, MPG III. Spring) CHM 115 General Chemistry An intensive course for pre-medical students and future chemists. Includes chemical equations and calculations, energetics, and bonding theory with examples from inorganic chemistry. (Three one-hour lectures, one three-hour laboratory. Prereq.: high school chemistry, MPG 111. Fall ) CHM 116 General Chemistry A continuation of Chemistry 115. Emphasis on equilibrium and solution chemistry including kinetics and electrochemistry. (Three one-hour lectures, one threehour laboratory. Prereq.: 115. Spring) CHM 199 Internship A work-based learning experience at the sophomore chemistry level in which a student, faculty member and site supervisor design a learning agreement which links the ideas and methods of chemistry with the opportunitiesinherent in the placement. Participatim in a mcurrent I seminar is expected. Prior to the b e w i n g of the ~ I BJregistrzrtim, interested students must consult with the departmental Internship Coordinator and the Internship Office regarding requirements and permission to register. CHM 223 Elementary Organic Chemistry This onesemester course is designed for students whose professional goals require a survey of organic chemistry. Topics covered will include synthesis, properties and reactions of selected aliphatic and aromatic compounds. This course will not count toward a Chemistry major, nor will credit be given for this course if CHM 351,352 is taken, nor does it fulfill the prerequisite requirement for CHM 352, nor does it meet Biochemistry requirements for other programs. (Prereq.: CHM 106 or 116. Three onehour lectures, one three-hour laboratory. Spring) CHM 299 Directed Study Independent Study for Lower Division credit/sophomore standing. Students interested in directed study projects should contact a faculty member in the Chemistry Department. - Chemistry CHM 351,352 Organic Chemistry Important classes of organic compounds with special emphasis on mechanisms and multi-step synthesis. Descriptive material is correlated by means of modern theories of chemical bonds, energy relations and reaction mechanism. (Three one-hour lectures, one four-hour laboratory. Prereq.: CHM 106 or 116. Fall: CHM 351; Spring; CHM 352) CHM 353 Quantitative Analytical Chemistry Covers gravimetric and volumetric analysis and solution equilibrium in detail and gives an introduction to electrochemical and spectrophotometric techniques of analysis. The laboratory involves quantitative analysis of a variety of samples, and includes trace analysis. (Three hours of lecture, one four-hour laboratory. Prereq.: CHM 106 or 116. MPG 111. Fall) CHM 361 Physical Chemistry The basic theoretical concepts of chemistry; thermodynamics, kinetics and quantum chemistry. (Three one-hour lectures. Prereq.: CHM 106 or 116; MAT 145,146; PHY 121,122. Fall) CHM 363 Physical Chemistry Laboratory (.5 course) Physical c h e m i s e ~ a b o r a t ointroduces j students to techniques of data collection and experimental application of concepts presented in Physical Chemistry lecture. CHM 363 is to be taken in the fall and involves experiments related to CHM 361. (One four-and-onehalf hour laboratory. Prereq.: CHM 361 or concurrent registration.) CHM 364 Physical Chemistry Applications of concepts studied in CHM 361 to areas of solutions, phase equilibria, electrolytes, molecular structure and electrochemistry. (Three one-hour lectures. Prereq.: CHM 361. Spring) CHM 365 Physical Chemistry Laboratory (.5 course) CHM 365 is to be taken the second semester and involves experiments relating to CHM 364. (One four one-and-onehalf hour laboratory. Prereq.: CHM 364 or concurrent registration. Spring) CHM 399 Internship A work-based learning experience at the junior-senior chemistry level in which a student, faculty member and site supervisor design a learning agreement which links the ideas and methods of chemistry with the opportunities inherent in the placement. Participation in a concurrent seminar is expected. Prior to the beginning of the term/registration, interested students must consult with the departmental Internship Coordinator and the Internship Office regarding requirements and permission to register. CHM 464 Advanced Organic Chemistry Organized around the problems of identifying organic compounds in the laboratory. Lecture topics include structure-spectra correlationsfor IR, UV, NMR and mass spectroscopy; use of the literature (including Beilstein); and further study of organic reactions. (Three one-hour lectures, six hours of laboratory. Prereq.: CHM 352,353,361 or consent of instruc- Chemistry tor. Some reading knowledge of German recommended. Fall) CHM 481 Advanced Analytical Chemistry Emphasis upon advanced equilibrium theory and principles of atomic and molecular spectroscopy as applied to analytical methods as well as chromatographic and electroanalytical techniques of analysis. (Three o n e hour lectures, one four-and-onehalf hour laboratory. Prereq.: CHM 353, 361 or consent of instructor. Spring) CHM 482 Advanced Inorganic Chemistry Correlation of inorganic reactions using the electrostatic, valence bond, and molecular orbital models. Coordination chemistry is discussed in terms of ligand field theory. The laboratory involves preparations of inorganic compounds using a variety of techniques. (Three onehour lectures, one three-hour laboratory. Prereq.: CHM 352,361 or consent of instructor. Fall ) CHM 483 Quantum Chemistry Presents quantum theory in terms of Schrodinger'swave equation and uses the equation to solve the problems of the harmonic oscillator and the hydrogen atom. Approximate solutions are introduced and used to develop molecular orbital theory for molecules. Includes commutators, electron spin, angular momentum and group theory. (Three onehour lectures. Prereq.: CHM 364 or consent of instructor. Spring) CHM 491 Chemistry Seminar (.O course) This seminar, which has no course credit, is a weekly meeting of chemistry majors under the direction of the Augsburg Chemistry Society. Juniors and seniors are expected to participate, with seniors presenting papers. Outside visitors are also invited to participate. CHM 497 Introduction to Chemistry Research Chemistry majors planning research careers need research experience before graduation which may be obtained by working on a summer research project (not counted as a course) or by research participation during the academic year (which may be counted as a course). Cooperative Education is an excellent opportunity to be involved in industrial research projects. (Prereq.: junior or senior standing) CHM 499 Independent Study Chemistry majors who are interested in non-laboratory research such as theoretical or historical chemistry may pursue their interest via Independent Study. (Prereq.: junior or senior standing) See listing under Speech/Communication and Theatre Arts. -1' " LOMPUTER 3CIENCE - CSC T he Augsburg Computer Science ~e~artmentstrives to give students a sound theoretical and practical foundation in computer science. We offer both a B.A. and a B.S. major. The computer science curriculum places emphasis on networks, communications and the use of computers as an information access tool. The course work provides students a strong base in computer science, with emphasis on concepts rather than on applications. We encourage students to strengthen their course work by electing an Internship or Cooperative Education experience. Our location in the Twin Cities provides us an excellent resource of such experiences for students, and allows them to add practical applications to their education. and two courses, at least one of which is upper division, from: PHY 261 Electronics CSC 270 FORTRAN CSC 271 COBOL CSC 272 UNIX and C CSC 352 Data Base Management and Design CSC 399 Internship CSC 440 Advanced Networking and Communications CSC 445 Operating Systems and Computer Architecture CSC 450 Principles of Programming Languages CSC 495 Advanced Topics in Computer Science (may be repeated once) CSC 499 Independent Study Computer Science Faculty Larry Ragland (Chair), Larry Crockett, Noel Petit BACHELOR OF ARTS Computer Science Major 11 courses including: CSC 160 Introduction to Computing and Communications CSC 170 Structured Programming CSC 210 Data Structures CSC 320 Algorithms CSC 330 Theory of Computation CSC 340 Introduction to Networking and Communications CSC 345 Principles of Computer Organization CSC 495 Advanced Topics in Computer Science (may be repeated) MAT 145 Augment Mathematics I BACHELOR OF SCIENCE Computer Science Major 15 courses including: CSC 160 Introduction to Computing and Communications CSC 170 Structured Programming CSC 210 Data Structures CSC 320 Algorithms CSC 330 Theory of Computation CSC 340 Introduction to Networking and Communications CSC 345 Principles of Computer Organization CSC 440 Advanced Networking and Communications CSC 495 Advanced Topics in Computer Science MAT 145 Augment Mathematics I MAT 146 Augment Mathematics I1 MAT 245 Mathematical Structures and Reasoning I MAT 246 Mathematical Structures and Reasoning II Computer Science 1 and two courses, at least one of which is upper division, from: PHY 261 Electronics CSC 270 FORTRAN CSC 271 COBOL CSC 272 UND( and C CSC 352 Data Base Management and Design CSC 399 Internship CSC 445 Operating Systems and Computer Architecture CSC 450 Principles of Programming Languages CSC 495 Advanced Topics in Computer Science (may be repeated) CSC 499 Independent Study CSC 145 CSC 160 Honors Major GPA of 3.5 in computer science and mathematics, GPA of 3.1 overall, and an independent study project. Minor Six courses including CSC 160,170,210, 345, MAT 145, and one Upper Division Computer Science course. Computing for the Liberal Arts An introduction to computers, programming, and computer applications, as well as some of the social and philosophical issues associated with computers. Primarily for students in non-science areas. Does not apply toward a computer science major or minor. Introduction to Computing and Communications. Basic computer applicationsusing word processing, spreadsheets and databases; files and disks; using the computer as an information accessing tool through remote access to the library; use of e-mail, Internet, news, and information services; simple programming. (Prereq.: MPG 111) CSC 170 CSC 210 Structured Programming An introduction to problem-solving, algorithm development and programming using Pascal. (Prereq.: MAT 114 or MAT 122 or BUS 279 or MPG Iv) Data Structures Data structures such as linked lists, stacks and queues; recursion; objects, classes and methods. (Prereq.: CSC 170) CSC 270 FORTRAN Study of the FORTRAN programming language. It is assumed that the student has a knowledge of programming methods and has done programming in some other language. (Prereq.: CSC 170 or another course with a study of a programming language) - Computer Science CSC 271 COBOL Study of the COBOL programming language. It is assumed that the student has a knowledge of programming methods and has done programming in some other language. (Prereq.: CSC 170 or another course with a study of a programming language) CSC 272 UNIX and C Study of UNIX operating system and the C programming language. It is assumed that the student has a knowledge of programming methods and has done programming in some other language. (Prereq.: CSC 170 or another course with a study of a programming language) CSC 320 Algorithms A systematic study of algorithms and their complexity, including searching and sorting algorithms, mathematical algorithms, scheduling algorithms, and tree and graph traversal algorithms. The limitations of algorithms, the classes P and NP, NP-complete problems and intractable problems. (Prereq.: CSC 210 and MAT 145) CSC 330 Theory of Computation Basic theoretical principles embodied in formal languages, automata and computability. Topics include regular and context-free languages, finite automata, Turing machines, the halting problem and unsolvability. (Prereq.: CSC 170 or 345; MAT 145) CSC 340 Introduction to Networking and Communications Principles and methods of data communications, information theory, distributed processing systems, network protocols and security, standards, network management and general computer interfacing. (Prereq.: csc 345) CSC 345 CSC 352 Principles of Computer Organization An introduction to computer architecture, processors, operating systems, instruction sets and assembly language programming. (Prereq.: CSC 160) Database Management and Design Structure of database management systems, query facilities, file organization and security, and the development of database systems. (Prereq.: CSC 210) CSC 399 Internship A work-based learning experience in which a student, faculty member, and site supervisor design a learning agreement which links the ideas and methods of computer science to the opportunities found in the placement. Students must consult with the Computer Science Department and Internship Office before registering for academic credit. CSC 440 Advanced Networking and Communications Network management; client/se~erdatabases and workstations; TCP/IP, IPX, Appletalk networks. (Prereq.: CSC 340) Computer Science CSC 445 Operating Systems and Computer Architecture 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 345) CSC 450 Principles of Programming Languages Principles that govern the design and implementation of programming languages. Topics include programming language syntax and semantics, parsing, compilers, interpreters, data structures, control structures and the run-time environment. (Prereq.: CSC 210) 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 when the topics vary. (Prereq.: consent of instructor) CSC 499 Independent Study Topics defined through consultation between student and Department. - EASTAND SOUTHEASTASIANSTUDIES A major in East Asian Studies is offered through Augsburg and the other Associated Colleges of the Twin Cities (ACTC). This is an inter-college, interdepartmental program which is available as a result of the cooperation and crossregistration possibilities among Augsburg College, Hamline University, Macalester College, The College of St. Catherine and the University of St. Thomas. The program pools the resources and expertise within the five institutions. This major enables students to acquire a broad knowledge of Japan, China and other East Asian nations and to gain a functional knowledge of the language of one country. Career opportunities for those who attain a liberal arts degree in East Asian Studies are diverse. Majors have the opportunity to be involved in government service, international business, journalism, language instruction, Asian arts and intercultural communication. The major provides a foundation for graduate work in various fields such as anthropology, economics, history, international relations, business, law, political science, sociology and theatre. This major is also recommended for those interested in education and work with social and recreational agencies. East and Southeast Asian Studies Faculty Martha Johnson, Director courses, two of which must be Upper Division (strongly recommended that one of these be a history course on China or Japan); and an East Asian Studies Seminar. A term of study abroad and the completion of a minor in a discipline are strongly recommended. Study abroad opportunities for the semester or a year are available in Hong Kong, Japan, Korea and the People's Republic of China. Study abroad strengthens the East Asian studies major by offering a cross-cultural experience in the country of specialization. Language Courses Elementary and intermediate courses in Chinese are offered at Hamline University. Elementary and intermediate courses in Japanese are offered at Macalester College and the University of St. Thomas. There is a contractual arrangement with the University of Minnesota to take Chinese or Japanese languages (without extra tuition charges); see campus adviser. Non-majors are also eligible to take the Chinese and Japanese language courses. Minor in East Asian Studies Five courses, no more than two of which may be in the language. A minor in East Asian studies provides exposure to an area of East Asia which would complement other disciplines. Minor in East a'nd Southeast Asian Studies Major in East Asian Studies The requirements for the major consist of nine courses. Courses in the major must be approved by the campus adviser, and are distributed as follows: four courses in an East Asian language; four additional A minor in East and Southeast Asian Studies is an area of concentration at Augsburg College that does not include a language component. It is designed to be useful for a variety of careers when combined with other majors. East and Southeast Asian btudies - Five courses including one from: PHI 355 Oriental Philosophy REL 356 History of Religions SOC 336 Introduction to Cultural Anthropology and one course from: HIS 474 The World and the West POL 351 Topics in Communist/Post Communist Systems POL 363 Foreign Policy: China and Russia and one course from: HIS 226 Asian and Asian-American Women in Public Life HIS 399 Internship HIS 495 Seminar Recommended: HIS 104 The Modem Non-Western World Note: Interim courses or new courses related to the East and Southeast Asian Studies Program may be substituted when appropriate, with the consent of the campus adviser. Faculty advising is recommended at all stages of the major to plan a coherent and effective program. Each campus has a member on the ACTC East Asian Studies committee who can assist students. The current advisers are: Augsburg College -Khin Khin Jensen 330-1193, Hamline University -Richard Kagan 641-2433, Macalester -Yue-him Tam 696-6262, St. Catherine -Martha Hardesty 690-6189, St. Thomas -Robert Werner 962-5565. Approved Augsburg College courses for the East Asian Studies Program (consult program director for ACTC listing of approved courses): BUS 368 Responding to the Challenge of Japan HIS 104 The Modem Non-Western World PHI 355 Oriental Philosophy POL 363 Foreign Policy: China and Russia REL 356 History of Religions THR 245 Introduction to Asian American Theatre - tCONOMlCS DEPARTMENT - ECO T he Economics Department at Augsburg offers s t u d e k a program which stresses a strong theoretical background, quantitative analysis and an emphasis on both national and international issues. Students who graduate with a major in the Economics Department are well prepared to continue their education in a variety of fields or to work successfully in the business world and government because of the strong liberal arts emphasis within the major. Currently, three Economics majors are offered to students. The Economics major is designed primarily for students who are planning graduate or advanced professional studies. The Applied Economics major generally leads to careers in the business world or government. Finally, the combined Economics/Business Administration major is designed for those who wish to have more flexibility in planning their program of study. As graduates, students will face a world in constant change. Students have to prepare themselves to take advantage of whatever opportunities become available. The study of Economics provides a firm foundation for confronting change because it presents a disciplined way to analyze and to make choices. Some reasons for studying economics are: economics deals with current problems; economics is a successful and prestigious social science; economics employs theoretical models and the scientific method; an economics major prepares students for community leadership; and an economics major leads to a great diversity of career opportunities. These include careers in business, law, teaching, journalism, politics, banking and finance, service in government, educational administration, both private and public international service and industrial relations. A degree in Economics may prove to be a valuable credential. We encourage students who major in economics to learn to be somebody rather than to simply learn to do something. Students are also able to combine an economics major with other disciplines such as business administration, international relations, mathematics, computer science, management information systems (MIS), political science, history and Nordic Area Studies. Internships are available and highly recommended. Students must consult with the Department chair and the Internship office before registering for academic credit. Economics Faculty Satya P. Gupta (Chair), Jeanne Boeh, Edward Sabella. Maior in Economics ECO 112 Principles of Macroeconomics ECO 113 Principles of Microeconomics ECO 312 Intermediate Maaoeconomics ECO 313 Intermediate Microeconomics ECO 414 Welfare Economics and three other Upper Division Economics courses: MIS 175 Principles of Computing for Business MIS 379 Quantitative Methods for Business and Economics MAT 114 Elementary Functions or MAT 121 Finite Mathematics or MAT 122 Calculus for the Social and Behavioral Sciences Economics 1( The complete calculus sequence is very strongly recommended for those planning graduate study in Economics. Computer courses are also strongly recommended. BUS 331 Financial Management or MIS 379 Quantitative Methods for Business and Economics and one other Upper Division Business course Major in Applied Economics ECO 112 Principles of Macroeconomics ECO 113 Principles of Microeconomics ECO 311 Public Finance or ECO 312 Intermediate Macroeconomics or ECO 315 Money and Banking ECO 313 Intermediate Microeconomics ECO 360 International Economics ECO 318 Management Science or ECO 415 Managerial Economics ECO 413 Labor Economics ECO 399 Internship Program or ECO 499 Independent Study MIS 175 Principles of Computing for Business MIS 379 Quantitative Methods for Business and Economics ENG 223 Writing for Business and the Professions PHI 120 Ethics or PHI 125 Ethics and Human Identity Combined Major in Economics and Business Administration Five Economics courses including: ECO 112 Principles of Macroeconomics ECO 113 Principles of Microeconomics ECO 312 Intermediate Macroeconomics ECO 313 Intermediate Microeconomics And one other Upper Division Economics course and six Accounting/Business Adrninistration/MIS courses including: ACC 221 Principles of Accounting I ACC 222 Principles of Accounting I1 BUS 242 Principles of Management BUS 252 Principles of Marketing Teaching Licensure Major The State of Minnesota has specific licensing requirements for teachers which may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Education Department to identify current Minnesota teacher licensure requirements. Honors Major GPA of 3.5 in the major and 3.0 overall; a senior thesis and compre-hensive 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 on consultation with the Department. 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. In addition to the courses listed on the following pages, these topics have been offered under ECO 295,495 Topics: Consumer Economics, Research Methods for Economics and Business, Advanced Economic Theory, Decision-Making with Finite Markov Chains and Soviet Economy. lo Economics ECO 110 Economics of Urban Issues Study of economic implications of many problems facing a metro-urban environment. Some of the topics to be discussed are fundamental microeconomic tools introduced to facilitate discussion of various topics, e.g. crime prevention, education, discrimination. (This is a basic course designed for those students who do not plan to major in Economics or Business Administration or MIS). ECO 112 Principles of Macroeconomics An introduction to macroeconomics: national income analysis, monetary and fiscal policy, international trade. Application of elementary economic theory to current economic problems. May be taken independently of ECO 113 or 110. ECO 112 and 113may be taken in either order. (Prereq.: MPG 11) 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 independentlyof ECO 110 or 112. ECO 112 and 113may be taken in either order. (Prereq.: MPG 11) ECO 199 Internship A work-based learning experience in which a student, faculty member, and site supervisor design a learning agreement which enables the student to consider Economics as a major and/or explore career alternatives. ECO 219 History of Economic Thought A chronological study of the major economic thinkers in the political, economic, philosophical and social settings of the time. Emphasis will be on tracing long-term secular trends in economic thinking in an attempt to provide a framework for understanding and analyzing current social problems. Major topics may include ancient, medieval, mercantilist, classical, socialist/utopian and contemporary economic thought. (Prereq.: ECO 112 or 113) ECO 295 Topics Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and current national and international economics problems and policies. ECO 299 Directed Study Independent Study for Lower Division credit. ECO 311 Public Finance Analysis of the principles of taxation and public expenditures; the impact of fiscal policy on economic activity; debt policy and its economic implications. (Prereq.: ECO 113. Fall) Economics 11 ECO 312 lntermediate Macroeconomics Determinants of national income, employment and price level analyzed via macromodels. Attention paid to areas of monetary-fiscal policy, growth and the role of expectations. (Prereq.: ECO 112. Fall, Spring) ECO 313 lntermediate Microeconomics Theory of resource allocation, analysis of consumer behavior, firm and industry; the pricing of factors of production and income distribution; introduction to welfare economics. (Prereq.: ECO 113) ECO 315 Money and Banking Functioning of the monetary and banking systems, particularly commercial banks, the Federal Reserve System and its role in relation to aggregate economic activity. Emphasis placed on monetary theory and policy. (Prereq.: ECO 112) 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) ECO 318 Management Science Provides a sound conceptual understanding of the modem techniques of management science to prepare students to make better business and economic decisions. Emphasis is on applications, which are taken from the areas of transportation, marketing, portfolio selection, environmental protection, the shortest route, inventory models, information systems, etc. (Prereq.: ECO 113, MPG 111) 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) ECO 399 Internship Program A work-based leaming experience in which a student, faculty member, and site supervisor design a learning agreement which links the ideas and methods of Economics to the opportunities found in the placement. (Prereq.: 50 percent completion of major or consent of instructor) ECO 41 3 Labor Economics Analysis of labor markets; labor as a factor of production; determination of wage collective bargaining; labor legislation and effects upon society. (Prereq.: ECO 313. Spring: alternate years) ECO 414 Welfare Economics Basic concepts and propositions; Pareto optimality, economic efficiency of alternative market structures; social welfare functions; normative concepts of economic theory. (Prereq.: ECO 313. Spring: alternate years) 'f Economics ECO 415 Managerial Economics Integrates economic theory and corresponding practices in business. Among the topics considered are theories and practices in forecasting, estimation of demand and cost functions, price and non-price competition, production and cost considerations, and an analysis of economic problems of relevance to management. (Prereq.: MIS 379, ECO 313. Spring) ECO 416 Mathematical Economics Mathematical economics with emphasis on the application of mathematical tools to the areas of micro and macro economic theory. (Prereq.: ECO 312,313, MAT 122) ECO 495 Topics Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and current national and international economic problems and policies. ECO 499 Independent Study The student may earn Independent Study credits through individually supervised projects designed to afford hirn/her the opportunity to analyze some topic or issue in depth. LDUCATION DEPARTMENT - EDE, s tudents interested in attaining teacher licensure or developing a background in education as a base for advanced study in other careers will find opportunities in the Department of Education. Professional education combines the study of theory with practice, and field experiences are an essential part of the course offerings. The location of Augsburg College is particularly advantageous for field experiences because of the wide variety of public, private and special schools in the Twin Cities. Classroom teaching is the career that first comes to mind for graduates of teacher education programs. Augsburg graduates are found in many classrooms within the Twin Cities area. In addition, they provide educational services in classrooms across the nation and abroad. The teacher education program coupled with the liberal arts program serves as a solid base for graduate education. Some teaching fields require graduate work beyond the initial license in either elementary or secondary education. However, not all graduates choose to teach in school settings. Teacher education graduates are also found in business, working in management, sales, production and service areas. As of April 1,1988, all persons are required to take the PPST (a set of basic competency tests prescribed by the Kindergarten-Elementary Major and Licensure Requirements: EDU 265 Orientation to Education in an Urban Setting and Field Experience EDS, EDU Minnesota Board of Teaching) in reading, writing skills and mathematics prior to beginning Upper Division courses. All students must apply for acceptance into the Education Department. Any Education course grade below 2.0 must be retaken. Licensure in Kindergarten-Elementary Education is available both through Day School and Weekend College. Selected secondary education programs are also available in Weekend College. Student Teaching Abroad Selected Education Department students may participate in an International Student Teaching Abroad program. Students have options for student teaching in dozens of countries through the international and American School network. Those interested in further information should contact the Education Department. Students who student teach abroad will do part of their student teaching in the Metro area under direct Augsburg faculty supervision. Education Faculty Rich Germundsen (Chair), Virginia Allery, Mary Ann Bayless, Bruce Drewlow, Mary Endorf, Joseph Erickson, Ann Fleener, Ethelind Garetz, Gretchen Irvine, Marie McNeff, Mildred Mueller, Vicki Olson EDU 341 Media Technology EDE 351 Techniques of Teaching Reading EDE 352 Creating Learning Environments: Kindergarten Elementary and Field Experience l4 Elementary Education - EDE 381 Kindergarten-Elementary Curriculm: Art, Music EDE 382 Kindergarten-Elementary Curriculum: Mathematics EDE 383 Kindergarten-Elementary Curridum: Physical Education EDE 384 Kindergarten-Elementary Curriculum: Social Studies, Thematic Studies EDE 386 Kindergarten-Elementary Curriculum: Children's Literature EDE 387 Kindergarten-Elementary Curridum: Language Arts EDE 388 Human Relations EDE 481,482,483 student hi^^ K-6 EDE 484 Student Teaching K-6 (optional) HPE 115 Health and Chemical Dependency Education PHY 103 HPE 116 Health Concepts for Educators SWK 260 Humans Developing PHY 103 Conceptual Physics or MAT 131 Mathematics for the Liberal Arts EDS 377 Mathematics Methods and an academic minor If students also desire kindergarten licensure, EDE 375 Discovery Learning in the World of Kindergarten is also required. A GPA of 2.5 overall and 2.5 in the major and grades of P in student teaching courses is required for licensure, as well as minimum grades of 2.0 in all Education courses. The criteria for acceptance into the Department Licensure are available in the Education Department. Conceptual Physics (See Physics Department for course description.) EDU 120 EDE 199 Learning in an Urban Setting This course provides an opportunity for students to serve as tutors in urban educational environments. Students will be trained to understand the importance of multicultural, gender fair education for all ages and to understand the need to address a diversity of learning styles in urban educational settings. Internship A work-based learning experience in which a student, faculty member and site supervisor design a learning agreement which enables the student to explore education as a major and/or consider its career is expected. Students alternatives. Participation in a concurrent se*ar must consult with the departmental Internship Coordinator before registering for academic credit. Seminar participation required. EDU 265 Orientation to Education in an Urban Setting and Field Experience hvestigates various aspects of the teaching profession, with opportunity for in-school work. Open to all students. (Prereq.: sophomore standing and ENG 111) EDU 282 Introduction to Special Education (See Special Education for course description.) Elementary Education EDE 295 Topics in Education Study of selected topics in education that are not treated extensively through current course offerings. Specific topics will be announced. EDE 299 Directed Study Lower Division independent study. EDU 341 Media Technology (.5 course) Psychological and philosophical dimensions of communication through the use of instructional technology. Selection, preparation, and evaluation of effective audievisual m&erks for teaching/leaming situations. Computer training will be included in this course. (Prereq.: PPST) EDE 351 Techniques of Teaching Reading The study and utilization of a variety of teaching techniques and resources in reading, including the diagnosis and correction of reading difficulties. (Prereq.: PPST) EDE 352 Creating Learning Environments: Kindergarten-Elementaryand Field Experience The study of strategies and methods of teaching and learning in the contexts of educational, psychological and sociological theories. (Prereq.: PPST) EDU 370 Classroom Management (.5 course) A class for Elementary and Secondary education students. The content of this course includes theories, issues and strategies of classroom manage ment techniques. It is designed to empower future teachers with insights and strategies that will enable them to create positive learning environments that will enhance achievement and build self esteem in their students. (Prereq.: PPST. Spring) EDU 371 Teaching the Individual Learner (.5 course) A class for Elementary and Secondary students designed to address the educational needs of a diverse student body. Includes strategies for teaching special education students in the regular classroom as well as teaching the student at risk. Students are encouraged to take EDS 282 Introduction to Special Education prior to registering for this course. (Prereq.: PPST. Fall) EDE 375 Discovery Learning in the World of Kindergarten (.5 course) Study and utilization of a variety of techniques and resources for teaching kindergarten. (Prereq.: PPST) EDE 381 Kindergarten-Elementary Curriculum: Art, Music (.5 course) Examination and preparation of materials and resources for art and music taught at the kindergarten and elementary levels. Laboratory experiences. (Prereq.: PPST) EDE 382 Kindergarten-Elementary Curriculum: Mathematics (.5 course) Examination and preparation of materials and resources for mathematics lo Elementary Education - at the kindergarten and elementary levels. Laboratory experiences. (Prereq.: PPST) EDE 383 Kindergarten-Elementary Curriculum: Physical Education, Health Examination and preparation of materials and resources for physical education and health at the kindergarten and elementary levels. Laboratory experiences. (Prereq.: PPST) EDE 384 Kindergarten-Elementary Curriculum: Social Studies, Thematic Studies (.5 course) Examination and preparation of materials and resources for social studies and thematic teaching at the kindergarten and elementary levels. Laboratory experiences. (Prereq.: PPST) EDE 386 Kindergarten-Elementary Curriculum: Children's Literature (.5 course) Examination and preparation of materials and resources for children's literature at the kindergarten and elementary levels. Laboratory experiences. (Prereq.: PPST) EDE 387 Kindergarten-ElementaryCurriculum: Language Arts (.5 course) Examination and preparation of materials and r,esources for language arts at the kindergarten and elementary levels. Laboratory experiences. (Prereq.: PPST, EDU 265) EDU 388 Human Relations (.5 course) Emphasis on the study of values, of communication techniques, and of the major minority groups in Minnesota for the development of interpersonal relations skills applicable to teaching and other professional vocations. Open to all. (P/N grading only) EDE 399 Internship A work-based learning experience in which a student, f a d t y member and site supervisor design a learning agreement which links the ideas and methods of education to the opportunities found in the placement. Participation in a concurrent seminar is expected. Students must consult with the Department and the Internship Office before registering. EDE 478 School and Society (See Secondary Education for course description.) EDE 481,482,483,484 Student Teaching K-6 and Seminar Observing and teaching at the kindergarten and elementary levels under the supervision of college and elementary school personnel. Membership in one of the professional teacher organizationsis required. Students must apply to student teach at least three months prior to enrolling for the courses. A full term of student teaching is required for all students pursuing an initial license. (Prereq.: All K-Elementary course work satisfactorily completed and admission into the Education Department Licensure program.) EDE 491 Pradicum and Seminar in Special Education (See Special Education for course description) Secondary Education EDE 495 Topics in Education (.5 course) Study of selected topics in education that are not treated extensively through current course offerings. Specific topics will be announced. EDE 498 Independent Study (.5 course) Study of specific areas in education as determined by candidate seeking licensure in a teaching area. May be taken more than once for credit (by permission). EDE 499 Independent Study Opportunity for advanced and specialized research projects not otherwise provided for in the Department curriculum. A projected program must be outlined and approved by the Kindergarten-Elementary education faculty. 1 t is the responsibility of each student to meet all specific requirements of the Education Department. Secondary Education students are expected to consult with Education faculty regarding state requirements for teacher licensure, in addition to conferring with the student's major field adviser. Licensure Requirements in the state of Minnesota for teaching in secondary schools are met through the Augsburg College Education Department Licensure program: Baccalaureate degree; academic major in an approved teaching area; and the following courses: EDU 210 Learning and Developing in an Educational Setting EDU 265 Orientation to Education in an Urban Setting and Field Experience EDU 341 Media Technology EDS 350 Reading in the Content Areas EDS 354 Creating Learning Environments: Secondary Field Experience EDU 388 Human Relations EDS 478 School and Society EDS 481,482,483 Student Teaching EDS 484 Student Teaching Seminar (for Art, Music, and Physical Education teaching majors) HPE 114 Health Safety Education (or equivalent) HPE 115 Health and Chemical Dependency Education HPE 116 Health Concepts for Educators Methods course in major/minor areas GPA of 2.5 overall, 2.5 in Education, 2.5 in academic major and P in student teaching required. All required EDU/EDS courses must have a grade of 2.0 or higher. Application for and acceptance into the Augsburg Licensure Program required. Criteria for admission to the program are available in the Education Department. '1 Secondary Education Art, Music and Physical Education Licensure A person preparing for licensure in one of these areas follows the secondary education program even though he or she plans to teach at the elementary school level. A person with a major in one of these special areas will take four courses in student teaching and do some student teaching at both the secondary and elementary levels. In addition to 354, the art major will register for 361,362; the physical education major for 365; and the music major for 355. Art and physical education teacher education programs lead to licensure for grades K-12. Music teacher education programs lead to licensure in the following areas: 1) Band (K-12) and classroom music (5-12); 2) Orchestra (K-12) and classroom EDU 120 music (5-12); 3) Vocal and classroom music (K-9); or 4) Vocal and classroom music (512). Modern Language Licensure For modern language teachers (French, German, Spanish), see Modem Language Department for information on the required competency exams. Teaching in the Minor Field Minnesota State Rule provides for restricted teaching in selected fields in which a person has received a minor. Students must be accepted into the Education Department Licensure Program, take the minor subject area methods course, and student teach in the minor area to receive licensure or be recommended for an endorsement by Augsburg College. Learning in an Urban Setting (See Elementary Education for course description.) EDS 199 Internship A work-based learning experience in which a student, faculty member and site supervisor design a learning agreement which enables the student to explore education as a major and/or consider its career alternatives. Participation in a concurrent seminar is expected. Students must consult with the departmental Internship Coordinator before registering for academic credit. Seminar participation required. EDU 210 Learning and Development in an Educational Setting A survey of educational psychology topics as applied to teaching and learning. Special emphasis is placed on classroom applications. PSY 105 Principles of Psychology is strongly recommended. EDU 265 Orientation to Education in an Urban Setting and Field Experience Investigates various aspects of the teaching profession, with opportunity for in-school work. Open to all students. (Prereq.: sophomore standing and ENG 111) Secondan, Education EDS 282 Introduction t o Special Education (See Special Education for course description.) EDS 295 Topics i n Education Study of selected topics in education that are not treated extensively through current course offerings. Specific topics will be announced. EDS 299 Directed Study Independent Study for Lower Division credit. EDU 341 Media Technology (-5 course) (See Elementary Education for course description) EDS 350 Reading i n the Content Areas (.5 course) The study and utilization of a variety of techniques and resources to assist students in teaching reading through the content areas. Major: Required for Secondary Education. Upper Division. (Prereq.: P E T ) EDS 354 Creating Learning Environments: Secondary and Field Experience The mastery of theories and their application for teaching in learning settings. Laboratory experiences. (Prereq.: PPST) EDS 355 Music Methods (K-12) Trends and issues in music education. The development of music skills and teaching procedures for school music K-12. Workshops and laboratory experience. (Prereq.: EDS 354 and PPST. Spring) EDS 356, 357, 358 Music Methods: Brass and Percussion, Woodwinds, Strings (.5 course each) Study and application of instructional methods, materials and techniques. Courses offered on two-year cycle. Even year: Woodwinds. Odd year: Brass and Percussion, Strings. (Prereq.: PPST. Fall) EDS 361 Art Methods (Elementary and Junior High School) Procedures, materials and issues relating to the teaching of art in the elementary, middle and junior high schools. For art teaching majors only. (Prereq.: EDS 354 and PPST. Fall) EDS 362 Art Methods (Senior High School) (.5 course) Procedures, materials and issues relating to the teaching of art in the senior high school. (To be taken concurrently with 361. Prereq.: EDS 354 and PPST. Fall) EDS 364 English Methods Materials and methods suitable for students in secondary schools. Emphasis on the preparation of lesson and unit plans. Some teaching experience in a local high school. The study of adolescent literature is included. (Prereq.: EDS 354 and PET. Joint day school and WEC. Fall) HPE 365 Physical Education Methods (K-12) (.5 course) (See Health and Physical Education Department for course description. Prereq.: P E T ) 11 - Secondary Education EDS 366 Modern Language Methods (.5 course) World language learning theory. The theory and practice of world language teaching. (Prereq.: EDS 354 and PPST. Consult with the Modem Language Department. Joint day school and WEC. Fall) EDU 370 Classroom Management (.5 course) A class for Elementary and Secondary Education students. The content of this course includes theories, issues and strategies of classroom management techniques. (Prereq.: PET. Spring) EDU 371 Teaching the Individual Learner (.5 course) (See Elementary Education for course description. Prereq.: PPST) EDS 374 Natural Science Methods (.5 course) Course structures, goals, and procedures in science education. Consideration of ability levels of students. Survey and assessment of classroom textbooks and materials. Development of a file of teaching materials and references. Consult with the Education Department. (Prereq.: EDS 354 and PET. Joint day school and WEC. Fall) EDS 375 Social Studies Methods (.S course) Introduction to the teaching of social sciences and history in secondary school classrooms. Emphasis on instructional strategies and cumculum development. Consult with the Education Department. (Prereq.: EDS 354 and PET. Joint day school and WEC. Winter: WEC) EDS 376 Speech and Theatre Arts Methods (.5 course) The teaching of basic speech, interpretative reading, discussion and theatre, and directing of cmxn-ricular speech and theatre activities. (Prereq.: EDS 354 and PPST. Spring) EDS 377 Mathematics Methods (.5 course) Study of the basic techniques and materials for teaching secondary school mathematics, and the consideration of trends and issues in mathematics education. Consult with the Education Department. (Prereq.: EDS 354 and PET. Spring) EDU 388 Human Relations (.5 course) (See Elementary Education for course description.) EDS 399 Internship A work-based learning experience in which a student, faculty member and site supervisor design a learning agreement which links the ideas and methods of education with the opportunities inherent in the placement. Participation in a concurrent seminar is expected. Prior to the beginning of the term/registration, interested students should consult with the departmental Internship Coordinator regarding requirements and permission to register. Students are encouraged to seek an appropriate placement site by registering with the Internship and Cooperative Education Office. S~ecialEducation EDS 478 School and Society Emphasis on points of view about the role of school in modem society and final theoretical preparation to approach student teaching. (Prereq.: senior standing, EDU 265 and P E T ) EDS 481,482,483,484 Student Teaching and Seminar Obsenring and directing learning at the secondary level under supemision of college and secondary school personnel. Three courses required of all 712 licensure majors. Four courses required of K-12 Art, Music, and Physical Education licensure majors and of double majors. (Prereq.: completion of all education coursework and admission to the Department.) EDS 495 Topics in Education Study of selected topics in education that are not treated extensively through current course offerings. Specific topics will be announced. EDS 498 Independent Study (.5 course) Study of specific areas in education as determined by candidate seeking licensure in a teaching area. May be taken more than once for credit (by permission). EDS 499 Independent Study Opportunity for advanced and specialized research projects not otherwise provided for in the Departmental cumculum. A projected program must be outlined which meets the approval of education faculty. See Department listing for a description of the following approved electiue: HPE 410 Administration and Supervision of the School Health Program (See Health and Physical Education Department for course description. Prereq.: PPST) Minor Minimum of six courses: EDU 282 Introduction to Special Education EDE 491 Practicum and Seminar in Special Education PSY 351 Developmental Psychology: Child PSY 357 Behavior Analysis One course chosen from: HPE 354 Physiology of Exercise MUS 110 Interim Course PSY 362 Behavior Disorders SWK 340 Interim Course and one course chosen from: PSY 352 Developmental Psychology: Adolescent and Young Adult PSY 359 Psychological Assessment EDS 388 Human Relations LIN 289 Introduction to Linguistics Recommended as an additional course: BIO 103 Human Anatomy and Physiology 12 zZ Special Education EDU 110 Introduction to Deafness and Language of Deaf People Introduction to issues related to deafness and the modes of cornmunication used by deaf people. Through lectures, guest speakers, videotapes, reading and field trips, we examine the language, education, social and political aspects, and cultural issues within the deaf community. (Odd years) EDU 282 Introduction to Special Education Introduction to the field of special education. An examination of the nature, causes and educational interventions for such exceptionalities as mental retardation, physical disability, hearing and vision impairment, learning disabilities, behavior disorders and giftedness. (Fall) EDU 491 Practicurn and Seminar in Special Education A supervised field placement in a facility for an exceptional population plus on-campus seminar. (Students planning to take this course should consult with the Special Education Coordinator about a placement prior to registering for the course. Prereq.: completion of special courses for Special Education minor or consent of instructor. Spring) A ugsburg College has cooperative arrangements with three universities to allow the student to earn a Bachelor of Arts degree from Augsburg College and an engineering degree from either the University of Minnesota Institute of Technology, Minneapolis; Washington University School of Engineering and Applied Science, St. Louis, Missouri; or Michigan Technological University, Houghton, Michigan. Because of the special requirements and opportunities of these programs, early consultation with the Augsburg Engineering Adviser is necessary. Applications for these programs require the recommendation of the Augsburg Engineering Adviser. Engineering Adviser Stuart Anderson University of Minnesota The Institute of Technology and Augsburg cooperative arrangement provides for two dual degree engineering programs: Bachelor of Arts/Bachelor of Engineering (B.A. / B.E.) enables students to receive a Bachelor of Arts degree from Augsburg College and a Bachelor of Engineering degree from the University of Minnesota. The program typically involves three years at Augsburg and two years at the Institute of Technology. Students may apply for the program after completing the sophomore year. At that time, they will be informed of their status in the program and any further conditions necessary for final acceptance into the program. Formal application to the Institute of Technology may be completed during the second semester of the junior year at Augsburg. Bachelor of ArtsIMaster of Engineering (B.A. / M.E.) enables students to receive a Bachelor of Arts degree from Augsburg College and a Master of Engineering degree from the University of Minnesota. This program involves four years at Augsburg and, typically, two years at the Institute of Technology. The curriculum is the same as the B.A./ B.E. 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 B.A./M.E. program should be initiated during the second semester of the junior year at Augsburg. Formal application for the program may be completed during the senior year. Those admitted will receive special counseling from the Institute of Technology staff regarding courses that should be taken during the senior year at Augsburg. Participants in the B.A./M.E. program are not guaranteed admission to the Institute of Technology. Washington University (Three Year Plan) Michigan Technological University (Dual Degree Plan) These two programs enable students to receive a Bachelor of Arts degree from Augsburg and a Bachelor of Engineering degree from Washington University School of Engineering and AppEed Science or Michigan Technological University in a five-year period. 24 Engineering 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 will complete course requirements, have the requisite cumulative grade point average and are recommended by the Engineering Adviser of Augsburg College. Minimum course requirements for admission to the Dual Degree or ThreeTwo Programs: CHM 115 General Chemistry CHM 116 General Chemistry CSC 170 Structured Programming ENG 111 Effective Writing PHY 121 General Physics I Students are also encouraged to explore PHY 122 General Physics II Four Mathematics courses from A or B: opportunities for graduate work at A. Washington University and Michigan Technological University. Further informa- MAT 145 AUGMENT I tion on these and other graduate programs MAT 146 AUGMENT II is available from the Augsburg Engineering MAT 245 Mathematical Structures and Reasoning I Adviser. MAT 247 Mathematical Structures and Financial Aid: Students receiving Reasoning II financial aid who are participants in these B. (For WEC students. See WEC catalog for dual degree programs will be encouraged course descriptions.) to apply to the engineering school of their MAT 124 Calculus I choice for continuing support. Their MAT 125 Calculus II applications will be evaluated using need MAT 224 Calculus 111, Differential and academic performance as criteria. Equations MAT 226 Calculus III, Differential Equations Additional courses to meet general education requirements and a total of 27 courses at Augsburg. Normally MAT 124, 125 or 145,146 and PHY 121,122 are taken in the freshman year. Students interested in Chemical Engineering also should take CHM 351,352. - ENC T hose who study - English - believe that an intense concern for words, ideas and images helps people understand who they are and who they can become. Writing helps all of us clarify and share our thoughts. Literature helps us contemplate the pains and joys of human existence. Through the study of English we see life's complexity, experience life as others do and better understand the world in which we live and work. English relates closely to other majors. With the other arts, English is concerned with the pleasure that comes from artistic creation and with the contemplation of works of art. With psychology and sociology, English is concerned with individual and group behavior. With philosophy, English is interested in ideas and in the relation between meaning and language. With science, English is interested in discovering order and determining structures. With speech and communication, English studies the effective use of language. With history and the other social sciences and humanities, English studies the way people have acted and thought at different times and in different cultures. ism, government, law, the ministry, library science, medicine, advertising, public relations, publishing, writing and other professions and businesses. English Faculty Kathryn Swanson (Chair), Barbara Andersen, Cathleen Dalglish, Douglas Green, Joan Griffin, John Mitchell, Catherine Nicholl, Ronald Palosaari, John Schmit Major The Augsburg English Department 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 opporhmity to use and refine their skills through working in Internships on and off campus, tutoring English as a Second Language (ESL) students, tutoring in the Writing Lab or participating in the Cooperative Education Program. Nine courses above 111, including: ENG 225 Intermediate Expository Writing ENG 245 Introduction to Literature One course in European literature: ENG 271 European Literature: Homer to Dante or ENG 272 European Literature: From the Renaissance to the Modem Period Two survey courses in British literature from: ENG 331 British Literature, Medieval to Elizabethan ENG 336 British Literature, 17th and 18th Centuries ENG 337 British Literature, the Romantics and the Victorians One Upper Division course in American literature: ENG 350 American Literature to 1920 or ENG 351 American Literature Since 1920 One 400 level course Two additional electives Students with an Augsburg English major pursue careers in elementary, secondary and college education, journal- Majors are encouraged to consult their Departmental adviser regularly. A student with a double major or special program 12 - 26 English that involves considerable work in the English Department should also work closely with an adviser in the Department. Note: Transfer majors must take at least three of their English courses at Augsburg. 10 courses, including those listed under the major, and: ENG 345 Introduction to the English Language ENG 399 Internship in Teaching Writing EDS 364 English Methods and one course with a component in nonWestern literature (for example, ENG 361). In addition, the ACTC courses, Communication Skills in the English Classroom and Teaching Mass Media, are required. Courses in early American literature, Shakespeare and film are recommended. Students are encouraged to take courses toward their major during the freshman and sophomore years, and apply for teacher education no later than the spring of their junior year. Minor Five courses above ENG 111, including ENG 245; an upper~ i ~literature i ~ i course; and an additional writing course. Transfer Students Transfer students with a B.A. in English from another college must take at least two of their English courses at Augsburg (preferably Upper Division). These courses must be taken before the Department can recommend a student for student teaching. The English Placement Test A writing sample is required of students to determine their placement in an appropriate writing class. Students who do not show competence in composition skills - such as stating and supporting a thesis, organizing clearly, and constructing paragraphs and sentences - are required to enroll in ENG 101 Developmental Writing where thev receive more individual instruction than is possible in ENG 111Effective Writing. These students must pass ENG 101Developmental Writing before enrolling in ENG 111 Effective Writing. V Students in this program must work with advisers in the English Department and the Education Department in order to meet the professional requirements within the Education Department as well as the requirements for the major. Prerequisites Honors Major GPA of 3.5 in the major and 3.0 overall; submit proposal to Department Chair by October 15 in senior year for Department approval. Submit and defend paper before faculty committee. Honors project may be an Independent Study program (refer to Departmental guidelines). ENG 111Effective Writing is strongly recommended but not a prerequisite for a Lower Division literature course. Prerequisite for an Upper Division literature course is ENG 245 Introduction to Literature and/ or consent of the instructor. ~ Enalish ENC 101 DevelopmentalWriting A preparatory course for ENG 111Effective Writing, this course is required of students identified by a writing sample (the English Placement Test) as needing additional preparation in composition. Students receive course credit, but this does not fulfill the graduation requirement in writing. The minimum passing grade for this course is 2.0. ENC 111 Effective Writina Emphasis is on exposition, including learning research techniques and writing critical reviews. Attention is given to increasing students' effectiveness in choosing, organizing anddeveloping topics, thinking critically and revising for clarity and style. A Writing Lab is provided for those needing additional help. The minimum passing grade is 2.0. ENC 216 American Indian Literature A study of poetry and fiction by selected American Indian writers. Discussion and analysis will focus on ways in which literature reflect and illuminate American Indian culture and traditions. (Spring) - ENC 217,218 English as a Second Language Understanding spoken American English, speaking, reading college-level materials and writing are the skills emphasized in these two courses. Testing will determine placement in these courses, and testing, as well as c o ~ r s ~ ~ e r f o r m a nwill c e , determine whether the ESL requirement is met. Students will continue in ESL until the requirement is completed. (Fall: ENG 217; Spring: ENG 218) ENC 223 Writing for Business and the Professions A practical course designed to improve writing skills for those preparing for business and professional careers. The writing of reports, letters and proposals is emphasized. Students are encouraged to use material from their own areas of specialization. (Prereq.: ENG 111.Spring) ENC 225 Intermediate Expository Writing This course builds on the practices and methods of Effective Writing, ENG 111.Its workshop format stresses style and organization, the process of revision, self and peer evaluation and the relationship between reading and writing. (Prereq.: ENG 111) ENC 226 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.: ENG 111.Fall) ENC 227 Journalism An introductory newswriting course with emphasis on writing for the print media, including practice in writing for radio and television. Students consider how to recognize news, gather and verify facts, and write those facts into a news story. Basic copy preparation, editing 12 28 Enalish practices and an introduction to legal and ethical questions are included. (Prereq.: ENG 111) ENC 241 Introduction to Cinema Art An investigation of the cinematic qualities, theoretical principles and historical evolution of the film medium. The emphasis is on film as an audiovisual language. The course includes the viewing and analysis of both feature length and short films illustrating the international development of film form and selected esthetic movements. (Spring) ENC 245 Introduction to Literature An initiation into the formal study of fiction, poetry and drama, drawing on works from several periods, different cultures and races, and male and female writers. As the prerequisite for all upper level courses in literature, Introduction to Literature aims in particular to develop students' critical and analytical skills in reading literature and writing about it. ENC 251 Readings in American Literature An introduction to representative works that yield an understanding of the Western heritage and American world views. Themes could include the emergence of national identity, the relationship between humankind and God, the nature of nature, definitions of the American self, individuality, the place of women and of racial and ethnic minorities in the development of American thought and the continuity of Western culture in America. (Fall) ENC 271 European Literature: Homer to Dante Study of major works of Greek and Roman literature, including works by such authors as Homer, Virgl, Aeschylus, Sophocles, Euripides, Aristophanes, Ovid and Dante. These works are studied with reference to their mythological foundations, their cultural background, their influence on later literature and their enduring relevance. (Fall) ENC 272 European Literature: From the Renaissance to the Modern Period study of masterpieces of literature, chiefly European, from the medieval to the modem period, including such authors as Moliere, Cervantes, Rabelais, Voltaire and Ibsen. (Spring) ENC 282 Topics in Literature Individual courses designed to investigate specific themes, movements, authors or works. The subjects selected for study in any year are listed in the class schedule for that year. Recent offerings have included Contemporary Poetry and Women and Fiction. ENC 299 Directed Study Directed study for Lower Division credit. Supervised but largely independent study of a topic not normally offered among course selections. Instructor's and Department Chair's consent required. Students are responsible for proposing topics before the term in which they wish to undertake the study. English 11 ENC 327 Advanced Journalism:Interviewing and Editing Emphasis is on interviewing, organizing and writing the story, editing the work of others and learning layout and design. Includes workshop sessions during which students conduct interviews and critique the interview skills of others and laboratory sessions devoted to layout and design. (Prereq.: ENG 227. Alternate years) ENC 331 British Literature, Medieval to Elizabethan A study of Chaucer and the medieval milieu, as well as the development of English poetry and drama in the English Renaissance. (Prereq.: ENG 245 or consent of instructor. Fall) ENC 336 British Literature, 17th and 18th Centuries Reading, analysis and discussion of works of selected writers from the metaphysical poets to Blake, with attention to the historical, intellectual and social influences and the major literary movements. (Prereq.: ENG 245 or consent of instructor. Fall) ENC 337 British Literature, the Romantics and the Victorians A study of major writers of the 19th century, emphasizing Romantic and Victorian poetry, Victorian prose and two or three novels of the period. Relationships among these writers are emphasized, as well as their relationship to their own age and their lasting contribution to the forms of poetry and prose. (Prereq.: ENG 245 or consent of instructor. Spring) ENC 341 Advanced Creative Writing The purpose of this course is to help the experienced student improve creative writing in a single genre, as announced in the class schedule. (Prereq.: ENG 226 or consent of instructor on the basis of submitted work.) ENC 345 Introduction to the English Language A structural and historical overview of theoretical and social issues concerning the English language, including theories of language acquisition. Students will be introduced to the primary components of linguistics, the development of the English language and the social impact of language. (Prereq.: ENG 245 or consent of instructor) ENC 350 American Literature to 1920 Reading and analysis of selected American writers from colonial times to WWI. Attention is given to issues relating to race, class and gender. Conceptions of the individual in relation to society, the nature of nature and regional differences are also studied. The approach is historical as well as topical. (Prereq.: ENG 245 or consent of instructor. Fall) ENC 351 American Literature Since 1920 A study of some recent and contemporary works. Writers are selected to represent the literary variety and the regional, ethnic and racial diversity of the men and women who have responded significantly in literary works to the changing conditions of modem American life. (Prereq.: ENG 245 or consent of instructor. Spring) ENC 361 Studies in Modern Fiction Emphasis is on sigruficant works of selected prose writers, chiefly nonWestern, of the 20th century. (Prereq.: ENG 245 or consent of instructor. Fall) ENC 399 Internship The Department offers on-campus Internships in teaching writing and English as a Second Language, and various off-campus Internships in writing and editing. Interns meet with faculty advisers or seminar groups. Interested students should consult the Department Chair. ENC 423 Studies in the British Novel A survey of the development of the novel in England from its 18th century beginnings to the 20th century. Novels studied are selected from the works of such authors as Defoe, Richardson, Fielding, Sterne, Austen, Dickens, Bronte, Eliot, Joyce and Woolf. (Prereq.: ENG 245 or consent of instructor. Alternate years) ENC 438 Shakespeare Study of major plays -comedies, histories and tragedies. Additional plays are assigned for reading analysis. (Prereq.: ENG 245 or consent of instructor. Spring) ENC 445 Creative Non-Fiction: Advanced Expository Writing Designed for the self-motivated writer, the course emphasizes the conventions of professional writing, including appropriate styles, voice, subjects and techniques for gathering information. (Prereq.: ENG 225 and consent of instructor. Alternate years) ENC 480 Criticism The course focuses on a variety of recent critical theories and approaches with which graduate programs in English expect some familiarity. In a seminar setting, students read and discuss original theoretical essays and experiment with applications to a small group of literary and cinematic texts. (Prereq.: ENG 245 or consent of instructor. Alternate years) ENC 482 Topics in Language and Literature Individual courses designed to investigate specific themes, movements, authors or works. The subjects selected for study in any year are listed in the class schedule for that year. Sample topics include Contemporary Poetry and Women and Fiction. (Prereq.: consent of instructor) ENC 499 Independent Study Open to junior or senior English majors with an overall GPA of 3.0 or consent of Department Chair. Designed to enable advanced students to pursue a topic not covered by course offerings. The student must define a topic and a tentative reading list, then seek a faculty member willing and able to supervise the project. Department chair approval required. See Department listing for a description of the following approved elective: THR 325 Playwriting See listing under Interdisciplinary Studies. T he initial months after entering college as a freshman are a period of transition. The faculty and staff wish to assist students in making a successful transition to being college students and to help them become part of this academic community. Students are introduced to the character of the College, its heritage as an urban liberal arts college of the church, the process of learning in a community where ideas are valued and treated seriously, and the logstics of being college students. The First Year Experience (ME)is composed of four parts: Summer Registra- CST 005 FYE Seminar tion, Fall Orientation, ME Seminars and an optional FYE Interim Term Course. Participation in the Fall Orientation program and in the ME Seminars is required of all students who begin Augsburg College as freshmen in the day schedule program. Students who meet the requirement satisfactorily by attendance at and participation in an FYE Seminar will receive a notation of a passing (P) grade for ME 005 on their official transcript and a 0.25 credit. Students without a P for ME 005 will not be permitted to graduate with an Augsburg degree. (.25 course) A series of Fall term meetings with an ME faculty adviser to discuss issues related to becoming an active member of the.Augsburg College community of learners. Discussion will be based upon readings from a variety of disciplines and sources collected in the "Augsburg Anthology." (P/N grading only; evaluation based on attendance and participation.) See listing under Modern Languages. See listing under Modern Languages. s ome courses help to integrate learning around topics in ways which are different from the more traditional disciplines. General Studies includes specialized academic enrichment programs, an integrative proseminar created by cooperating faculty and CST 009 Cooperative Education offerings of the Center for Global Education. General Studies Faculty ~~~lM ~~ ~ ~warren ~ ~ ~ l , d (.O course) Placement in a Co-op Education assignment, satisfactory completion of the evaluation process, and participation in seminars conducted by Cooperative Education staff. No course credit. CST 140, 141 Introduction to the Liberal Arts (.5 course each) An introduction to the philosophy of the liberal arts curriculum and to the philosophy and student services available at Augsburg College. The course also focuses on improving those skills so important to academic success: reading rate and comprehension, notetaking and textbook reading, time management, vocabulary, spelling, test taking, concentration and memorization, conflict management, assertiveness training, career planning and making decisions. GST 209 City Seminar: Experiential Education (.O course) Students engaged in a minimum of 50 hours of intemship/service/ cooperative education use that experience as a catalyst for learning about the Twin Cities as an urban community system. Students do a series of 5-6 reflective assignments designed to introduce them to a systematic way of thinking about how their particular organization functions in the larger community. The seminar enables the student to utilize experiential education options to meet the objectives of the City Perspective. Permission of Instructor. Non-credit. CST 230 Cultural Issues Seminar This seminar consists of a series of mini-courses offered in a number of relevant topic areas related to the theme of the program. Each mini-course consists of 12 hours. Any four mini-courses fulfill the requirements of the seminar. See listing under Modem Languages. HEALTH AND PHYSICAL DUCATI ION v irtually all students at Augsburg College will interact at some point in their college years with the Department of Health and Physical Education. It is the philosophy of the Department to provide quality experiences in professional preparation and education for lifelong participation in physical activity. In addition, the gifted athlete as well as the occasional participant will find ample opportunity for athletic and developmental activities. The Physical Education Department provides the organizational framework for a wide range of educational experiences, including several major and minor programs: general education in Physical Education; men's and women's intercollegiate athletic programs; intramural programs for men and women; and athletic facilities for developmental and recreational activities. Department graduates have traditionally found employment in educational settings. Additional career opportunities are possible in YMCA/YWCA programs and community services, municipal park and recreation departments as adult fitness instructors, and in working with people with disabilities. Health and Physical Education Faculty Carol Enke and Edwin J. Saugestad (CoChairs), Brian Amrnann, Richard Borstad, Marilyn Florian, Paul Grauer, Alvin Kloppen, Jack Osberg, Joyce Pfaff, Jeff Swenson. HEALTH EDUCATION Health Education Major HPE 110 Personal and Community Health HPE 114 Health and Safety Education HPE 115 Health and Chemical Dependency Education HPE 216 Human Sexuality HPE 254 Introduction to Developmental/ Adapted Physical Education HPE 320 School Health Curriculum HPE 355 Tests and Measurement HPE 410 Administration and Supervision of the School Health Program BIO 103 Human Anatomy and Physiology BIO 114 General Biology PSY 105 General Psychology PSY 351 Developmental Psychology: Child or PSY 352 Developmental Psychology: Adolescent and Young Adult Teaching Licensure Major The State of Minnesota has specific licensing requirements for teachers which may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Education Department to identify current Minnesota teacher licensure requirements. 14 Health and Physical Education Teaching Minor Students interested in the Teaching Minor should consult with the Department Chair. PHYSICAL EDUCATION Physical Education Major HPE 101 Fitness for Life HPE 114 Health and Safety Education HPE 115 Health and Chemical Dependency Education HPE 210 History and Principles of Physical Education and Sport HPE 220 Motor Learning HPE 223 Team Sports HPE 231 Individual and Dual Sports HPE 232 Dance HPE 254 Introduction to Development/ Adaptive Physical Education HPE 340 Organization and Administration of Physical Education Programs HPE 350 Kinesiology HPE 351 Physiology of Exercise HPE 355 Tests and Measurement HPE 473 Physical Education Curriculum HPE 475 Prevention and Care of Athletic Jnjuries BIO 103 Human Anatomy and Physiology Teaching Licensure Major The State of Minnesota has specific licensing requirements for teachers which may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Education Department to identify current Minnesota teacher licensure requirements. Major with Specialization in Adapted Physical Education Students interested in this program should consult with the Department Chair for individual program planning. Minor HPE 101,115,210 223,231,232,351. There is no PE teaching minor in Minnesota Public Schools. Coaching Endorsement (not a major) HPE 310 Psychology of Sport HPE 351 Physiology of Exercise HPE 475 Prevention and Care of Athletic Injuries HPE 486 Organization and Administration of Coaching HPE 489 Practicum One course from: HPE 476 Coaching of Football HPE 477 Coaching of Basketball HPE 478 Coaching of Hockey HPE 479 Coaching of Track and Field HPE 480 Coaching of Baseball/Softball HPE 483 Coaching of Volleyball HPE 487 Coaching of Wrestling (Interim only) Internship in Athletic Training BIO 103 Human Anatomy and Physiology HPE 110 Personal and Community Health HPE 114 Health and Safety Education HPE 350 KineSiology HPE 351 Physiolggy of Exercise HPE 475 Prevention and Care of Athletic Injuries And advanced athletic training (ACTC schools) Also required: 1500 hours of practical experience under the direction of a Certified Athletic Trainer. Health and Physical Education 1 HEALTH EDUCATION HPE 110 Personal and Community Health Modem concepts and practices of health and healthful living applied to the individual and the community. HPE 114 Health and Safety Education (.5 course) Principles and practices of safety education in school and community life. National Safety Council First Aid and CPR certification. HPE 115 HPE 116 Health and Chemical Dependency Education (.5 course) An analysis of chemical abuse and what can be done for the abuser. Includes information about school health education and services. Health Concepts for Educators (.5 course) A course to prepare future teachers for their role in the school health program. Includes common childhood health problems with an emphasis on prevention. HPE 199 1 HPE 216 Internship A work-based learning experience in which the student, faculty member and site supervisor design a learning agreement which enables the student to explore health or physical education as a major and consider its career alternatives. Students should consult with the departmentalIntemship Coordinator regarding requirements and permission to register. Human Sexuality A study of the psychological, social and biological components of human sexuality. Open to all students. HPE 254 Introduction to DevelopmentalIAdapted Physicat Education (.5 course) A general overview of developmental/adapted physical education from early childhood to grade 12 and the role of school-based health and physical education programs for special needs and handicapped students. HPE 299 Directed Study Independent Study for Lower Division credit. HPE 320 School Health Curriculum Techniques for developing a course of study based upon growth and development for grades K-12. Special work units in nutrition and diseases. (Prereq.: HPE 110) HPE 355 Tests and Measurement (.5 course) Survey of basic statistical procedures and evaluation of tests in health and physical education. HPE 399 Internship A work-based learning experience in which the student, faculty member and site supervisor design a learning agreement which links the principles - Health and Physical Education of health or physical education with the opportunitiesinherent in the placement. Students should consult with the departmental Internship Coordinator regarding requirements and permission to register. HPE 410 Administration and Supervision of the School Health Program Historical background, legal bases, school health services and relationships to community health program and resources. Methods and materials in health education with laboratory experience in classroom and community. (Prereq.: HPE 110) HPE 499 Independent Study Independent Study for Upper Division credit. PHYSICAL EDUCATION HPE 002, 003 Lifetime Sports (.O course) Three hours per week. Two Lifetime Sports meet the General Education requirements. (Part-time students should consult with Department Chair.) No course credit. HPE 101 Fitness for Life A course designed to provide the knowledge and skills to mod~fypersonal health and fitness. HPE 199 Internship A work-based learning experience in which a student, faculty member and site supervisor design a learning agreement which enables the student to consider Health/Physical Education as a major and/or explore career options. HPE 210 History and Principles of Physical Education and Sport (.5 course) History, principles and philosophy of physical education and sport. HPE 220 Motor Learning (.5 course) The study of the processes associated with developing motor skills relative to physical activity. HPE 223 Team Sports Theory and practice in team sports including history, rules and skill development. HPE 231 Individual and Dual Sports Theory and practice in skills, teaching, and officiating individual and dual sports including history, rules and skill development. HPE 232 Dance (.5 course) Theory and practice in performing American heritage and international folk dances. Practice in teaching and performing selected social dances. HPE 254 Introduction to Developmental/Adapted Physical Education (.5 course) (See Health Education for course description.) Health and Physical Education 1: HPE 299 Directed Study Independent Study for Lower Division credit. HPE 310 Psychology of Sport (.5 course) The application of psychology to athletes and athletic situations. Psychology of Sport deals with the effect of psychological factors on behavior in sports, and the effect that participation in sport or physical activity has on the performer. HPE 340 Organization and Administration of Physical Education Programs (.5 course) A survey of management, leadership and decision making for Physical Education and athletic programs. (Prereq.:HPE 210) HPE 350 Kinesiology (.5 course) Mechanics of movement with special emphasis upon the muscular system and analysis of movement. (Prereq.: BIO 103) HPE 351 Physiology of Exercise The major effects of exercise upon the systems of the body and physiological principles applied to exercise programs and motor training. HPE 355 Tests and Measurement (-5 course) (See Health Education for course description.) HPE 365 Physical Education Methods (K-6) Procedures, materials and issues for teaching physical education in grades K-6.An in-depth view of all aspects of teaching physical education to elementary aged children. (Consult with Department Chair for prerequisites) HPE 368 (.5 course) Physical Education Methods (7-12) Procedures, materials and issues for teaching physical education in secondary schools. (Consult with Department Chair for prerequisites) HPE 399 Internship A work-based learning experience in which the student, faculty member and site supervisor design a learning agreement which links the principles of health or physical education with the opportunitiesinherent in the placement. Students should consult with the departmental Internship Coordinator regarding requirements and permission to register. HPE 473 Physical Education Curriculum (.5 course) Examination and preparation of materials and resources for physical education with laboratory experience. (Prereq.: HPE 210) HPE 475 Prevention and Care of Athletic Injuries (.5 course) Preventing and treating common athletic injuries. Practical experience in taping and training room procedures. (Even years. Interim) HPE 476 Coaching of Football (.5 course) Theory, technique and administrative aspects of coaching football. (Odd years) - Health and Physical Education HPE 477 Coaching of Basketball (-5 course) Theory, technique and administrative aspects of coaching basketball. (Odd years) HPE 478 Coaching of Hockey (.5 course) Theory, technique and administrative aspects of coaching hockey. (Odd years) HPE 479 Coaching of Track and Field (.5 course) Theory, technique and administrative aspects of coaching track and field. (Odd years) HPE 480 Coaching of Baseball/Softball (.5 course) Theory, technique and administrative aspects of coaching baseball and softball. (Odd years) HPE 483 Coaching of Volleyball (.5 course) Theory, technique and administrative aspects of coaching volleyball. (Odd years) HPE 486 Organization and Administration of Coaching (.5 course) Principles of athletic administration at the interscholastic level. (For non-physical education majors seeking coaching endorsement.) HPE 489 Pradicum HPE 499 Independent Study Directed intensive study in an area of physical education. Open only to junior or senior majors. HISTORY - HIS H istory is to society what memory is to an individual; it brings to a civilization an understanding of its identity. The distinguished medievalist J.R. Strayer expressed it this way: "No community can survive and no institution can function without constant reference to past experience. We are ruled by precedents fully as much as by laws, which is to say that we are ruled by the collective memory of the past. It is the memory of common experiences which makes scattered individuals into a community." A society's history is also a storehouse of human experiences that enables us to deal more knowledgeably with the continuities and changes in current issues. Established disciplines, as history long has been, train the mind by developing concepts and skills that enable one to deal with masses of information. Many have found that history is an entree into the richer enjoyment of travel, cultural events and the broad reading enjoyed by the educated person. Accordingly, history has long held a major role in the liberal arts. This is true at Augsburg. The Department has strength in, and requires of its majors, work in four main areas: ancient and medieval, modem Europe, United States and the non-Western world. The Department's graduates are well represented among professional historians; at present, some are in graduate schools preparing for such careers. More have distinguished themselves as social studies teachers in elementary and secondary schools and current projections indicate that there will be growing opportunity in that field for history majors. For most of our students, however, the study of history provides one of the better undergraduate liberal arts experiences, valuable both for a wide variety of career choices and personal enrichment. History Faculty Richard Nelson (Chair), William Green, Donald Gustafson, Christopher Kimball Major Eight courses plus one seminar. At least four of these courses must be Upper Division. A major must have at least one course (either survey or upper level) from each of the four areas: ancient and medieval; modern Europe; U.S.; and nonWestern. Teaching Licensure The State of Minnesota has specific licensing requirements for teachers which may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Education Department to identify current Minnesota teacher licensure requirements. Minor Five courses, at least three of which must be Upper Division. Honors Major GPA of 3.6 in the major and 3.0 overall; except in special instances, application before the end of the first term of the junior year; two years of a foreign language at the college level (or its equivalent); an honors thesis (equal to one course credit) to be defended before a faculty committee. - History Prerequisites First year students should enroll in one or more of the 101-104 courses. 200level courses are normally reserved for sophomore or Upper Division students. Upper Division courses are numbered 300 and above. Satisfactory completion of a Lower Division course is normally required before enrolling in an Upper Division course. See instructor for permission. Transfer Students Transfer students planning a major must normally take at least three of their courses at Augsburg. A minor normally requires two courses taken at Augsburg. HIS 101 The Beginning of the Western Culture An analysis of the primary civilizations in the Near East, the classical world of Greece and Rome, and the Middle Ages of Europe into the 13th century. HIS 102 The Shaping of Western Civilization A consideration of European institutions and values from the waning of the Middle Ages through the remodeling of Europe by Napoleon. HIS 103 The Modem World A study of the main currents in Western civilization from the time of Napoleon to the present. HIS 104 HIS 199 The Modern Non-Western World An introduction to various centers of cultural and political power in Asia and Africa of the last 200 years. Internship A limited number of work-based Lower Division experiences may be available to qualified students in which the student, faculty member and site supemisor design a learning agreement which enables the student to consider history as a major while exploring career alternatives. Consultation with the Department and Internship Office is required before registration. HIS 220 America to 1815 The historical evolution of America to 1815beginning with the contact of American, African and European cultures, then turning to the political, religious and racial diversity of colonial life. After treating independence and the creation of a new republic, the course will conclude with examination of the expansion and democratization of that republic. HIS 221 19th Century U.S. An historical survey of the United States during the 19th century, empha- sizing the social changes brought about by immigration, expansion, sectionalism and the slavery debate. After considering the Civil War and History 14 Reconstruction, the course will conclude with an examination of political, economic, and cultural changes influenced by industrialization and urbanization. HIS 222 20th Century U.S. An historical survey of the United States in the 20th century, focusing on the nation's adjustment to industrialization and urbanization, the emergence of the U.S. as a world power, the rise of a strong federal government, the implications of inaeasing racial and ethnic diversity, and the impact of affluence. HIS 225 History of the Twin Cities A local history course using the Minneapolis/St. Paul metropolitan area as a case study for examining large themes and issues in U.S. urban history. Topics considered include frontier urbanism, industrialization and economic change, transportation, immigration and ethnicity, and urban politics and reform. HIS 241 Topics in African-American History Selected topics in African-American history including the history of civil rights, African-Americans in Minnesota, contributions to world culture and leadership. The specific topics to be offered will be announced prior to registration. HIS 242 History of African-American Civil Rights, 1619-1915 An examination of the historical development of civil rights for African- Americans from the appearance of black slaves brought to Jamestown to 1915, focusing on the legal, economic and political issues stemming from race and class, with special consideration of perception, emancipation and integration of slaves and former slaves. HIS 243 History of African-American Civil Rights, 1915-1972 A continuation of the examination of the historical development of civil rights for African-Americans for the period 1915-1972,with special emphasis placed on the contributions of W.E.B. DuBois, Marcus Garvey, A. Philip Randolph, Charles Houston, Thurgood Marshall and Martin Luther King, Jr. HIS 2451345 The American and Scandinavian Shared Heritage An exploration of key aspects of the cultural history of the United States and Scandinavia from the 19th century to the present. Emphasis is placed on the Atlantic migration and the similarities and differences between these cultures, especially in their movement from agrarian to industrial society. (Offered only in the Augsburg College/lZlstfold, Norway program. See International Studies) HIS 299 Directed Study An opportunity for the student to do readings or study on topics not covered in the scheduled courses. The proposed study must be approved by the directing faculty member and the chair of the department before registration. A maximum of one course in directed study may be applied to the major. wL History HIS 326 American Indian History A study of the native people of North America from the pre-Columbian period through European exploration and settlement to the present, emphasizing American Indian contributions to world culture, tribal structure and inter-governmental relations. HIS 331 Topics in U.S. History In-depth exploration of selected topics in U.S. history not regularly examined in other departmental offerings. The specific topics to be offered will be announced prior to registration. HIS 332 History of U.S. Foreign Relations A survey of U.S. foreign relations from the American Revolution through the Cold War. Attention will be paid to changing definitions of war and peace, tensions between internationalismand isolationism, the emergence of the U.S. as an economic and military power, and the making of diple macy in the nuclear age. HIS 335 American Urban History A study of urban development from colonial and frontier beginnings through the age of industrialization to the present, including the dynamics of urban growth and planning, politics and reform, and the growth of urban culture. HIS 346 Namibia and South Africa: An Historical Perspective An historical overview of Manibia and South Africa including the experience of indigenous peoples, the impact of South African occupation, the war for independence, and the roots of apartheid and its institutionalization. (For offerings see International Studies) HIS 347 MesoAmerica: Legacy of the Conqueror Four specific mini-courses together provide an overview of Mexico's historical development from pre-Columbian times to the present day. (For offerings see International Studies) HIS 360 The Ancient Near East and Greece to 338 B.C. The development of civilization in the Near East from earliest times through its extension and elaboration by the Greeks. Emphasis is placed on cultural borrowing, achievement in the arts, religion and political institutions. HIS 361 Hellenistic Greece and Rome to 330 A.D. A study of the development of Alexander's ~ m ~ i rthe e , Hellenistic kingdoms and the rise of Rome as the world's greatest power. Emphasis is placed on personalities, the arts and Rome's contributions in law and the political process. HIS 370 The Late Middle Ages to 1560 A study of the scholastic tradition and the role of the Church and state, eniphasizing modifications of these institutions by the Italian Renaissance and the early years of the Reformation. History 1' HIS 399 Internship A limited number of work-based Upper Division learning experiences are often available to qualified history majors in which the student, faculty member and site supervisor design a learning agreement which unites the study of history with opportunitiesfound in the placement. Consultation with the Department and Internship Office is required before registration. HIS 440 Topics in World History This course will investigate topics in world history which are not included in regular course offerings. The specific topics to be offered will be announced prior to registration. HIS 474 The World and the West This course begins with Europe's discovery of the rest of the world, considers cultural interaction and conflict, the building of European empires in Asia and the Americas, and concludes with the breakdown of these imperial systems at the end of the 18th century. HIS 495 Seminar This course is required for the major and enrollment is normally restricted to students who have nearly finished their course work. Selected topics will be announced prior to registration. Permission of the instructor is required. (Offered at least once each year, during the Fall term.) HIS 499 Independent Study Majors with an average of 3.5 GPA or above in history courses are encouraged to apply for Independent Study. The proposed study must be approved by the directing faculty member and the chair of the Department before registration. A maximum of one course in Independent Study may be applied to the major. 1 nterdisciphary Studies covers a broad specof experience and course work. Through Interdisciplinary courses, students gain greater insight and understanding of cultures and perspectives different from their own. Through these experiences students are better prepared to become contributing members of the global community. Courses listed in these areas may be used to fulfill the Urban Concerns, Women's Studies or Ethnic Studies requirements under the General Distribution Requirements. Consult the General Education list for courses which fulfill the specific perspectives. Augsburg also offers students the opportunity to major and minor in Women's Studies, and to minor in American Indian Studies. For other Interdisciplinary course listings, see International Studies. INS 105 AMERICAN INDIAN STUDIES The American Indian Studies minor offers nine courses that encompass the range of American Indian contributions to North American culture including art, religion, literature and history. Also offered are two beginning courses in Ojibwe (Chippewa), the original language of one of Minnesota's native people. Approved electives from other departments include Women, a Cross-Cultural Perspective; Contemporary American Indians; and American Indian Women. Coordinator Virginia Allery Minor Five courses including INS 105 and at least one Upper Division course. Indian Studies courses may also be taken as part of majors or minors in other academic subjects or to meet distribution/general education requirements. Introduction to American Indian Studies This course is a n introduction to the content areas of the American Indian Studies curriculum, including an ovemiew of American Indian history, American Indian literature, federal Indian policy, land issues, reservation and urban issues, cross-cultural influences, art, music and language. (Required for American Indian Studies minor.) OJB111, OJB112 Beginning Ojibwe (See Modem Languages for course description.) ENC 216 American Indian Literature (See English Department for course description.) INS 233 Women: A Cross-Cultural Perspective This course examines a variety of issues concerning the biological, evolutionary and historical origins of women's roles and status in society. Interdisciplinary Studies Comparative roles of women are examined in tribal contexts across various indigenous cultures. Studies include the role of women in Native American and African tribes, peasant societies of eastern Europe, Mexico, the Middle East and China. (Cross-listedwith the Women's Studies Department.) INS 260 Contemporary American Indians This course examines the situation of American Indians in the United States since the Indian Reorganization Act (1934). Emphasis is on such current issues as tribal sovereignty, treaty rights and education. The tension of cultural change and religious, traditional persistence among selected American Indian tribes today is highlighted. ART 290 Tribal Arts and Culture (See Art Department for course description.) INS 320 American Indian Women The focus is on the roles played by women in the tribal cultures of North America. It explores the continuity of women's roles over time, as well as changes in these roles, precipitated by the influence of Western colonialism. It examines the life histories of Indian women and assesses their contributions to Indian community life today. (Prereq.: one course in Women's Studies or American Indian Studies or consent of instructor. This course also applies to Women's Studies.) HIS 326 American Indian History (See History Department for course description.) REL 370 American Indian Spirituality and Philosophical Thought (See Religion Department for course description.) ETHNIC STUDIES REL 231 Religion in African-American History (See Religion Department for course description.) INS 232 The African-American Experience in America An overview of the major issues related to the African-Americanexperience, focusing on historical, sociological, economic, legal and psychological aspects of that experience. HIS 241 Topics in African-American History (See History Department for course description.) METRO URBAN STUDIES - INS Metro-Urban Studies is a transdisciplinaTy major and minor by faculty in sociology, economics, history, political science, psychology and other related disciplines. The Metro-Urban Studies program seeks to blend classroom and field experience, theory and internships which focus the content of liberal learning On the community and the process of urbanization. The Metro-Urban Studies major and Interdisciplinary Studies graduate preparation for postgraduate studies in planning, architecture, law, public administration, environmental studies, social welfare, government, community organization and theology. The program and General Education City requirement introduce students to the wide variety of developing careers related to urban and metropolitan affairs and equip students with the analybcal and theoretical tools required to understand the metropolitan communitv. Internships, Community ServiceLearning and Cooperative Education are available as ways to enhance the quality of the major and make fuller use of the extensive metropolitan opportunities afforded by the College's location. The Higher Education Consortium for Urban Affairs (HECUA) and Associated Colleges of the Twin Cities (ACTC) enrich the overall program. Metro-Urban Studies Faculty Garry Hesser (Director, SOC), Andrew Aoki (POL), Jeanne Boeh, (ECO),Robert Clyde, Norman Ferguson (PSY), Chris Kimball (HIS) Major 13 courses including: POL 122 Metropolitan Complex POL 421 Topics in American Politics PSY 356 Environmental Psychology SOC 211 Human Communities and the Modem Metropolis SOC 381 The City and Metro-Urban Planning HIS 225 History of the Twin Cities HIS 335 Urban American History MIS 379 Quantitative Methods for Business and Economics or SOC 362 Statistical Analysis POL 484 Political Analysis Seminar or SOC 363 Research Methods INS 399 Internship Plus three additional approved urbanrelated coursees. (Courses fulfilling the City Perspectives generally meet the urbanrelated requirement.) HECUA off-campus programs are highly recommended, especially the MUST Twin Cities program. Students interested in graduate school are encouraged to take ECO 113 Principles of Microeconomics. Minor POL 122, SOC 211, HIS 225 and two of the following: POL 421, PSY 356, HIS 335, SOC 381 or INS 399. The Internship, INS 399, is highly recommended where appropriate. Other combinations ate feasible if approved by the Director of the Program. INS 199 Internship A work-based learning experience in which a student, faculty member and site supemisor design a learning agreement which enables the student to explore Metro Urban Studies as a major and consider its career Interdisciplinary Studies alternatives. Participation in a concurrent seminar is expected. Students must consult with the Department and Internship and Cooperative Education Office prior to registration. INS 299 Directed Study Independent Study for Lower Division students (Prereq.: consent of instructor and POL 122 or SOC 211) INS 399 Internship A work-based learning experience in which a student, faculty member and site supervisor design a learning agreement which links the ideas and methods of Metro Urban Studies with the opportunities inherent in the placement. Participation in a concurrent seminar is expected. Students must consult with the Department and Internship and Cooperative Education Office prior to registration. INS 498 Independent Study - Metropolitan Resources An independently designed course which a student (or group of students) develops, which utilizes resources available in the metropolitan community, e.g., lectures, symposia, performances, hearings. The course is designed in consultation with and evaluated by a Department faculty member. (Prereq.: POL 122 or SOC 211 and consent of instructor) INS 499 Independent Study Student must present a written proposal containing rationale, objectives and methodology of the proposed study according to Department guidelines. (Prereq.: POL 484 or SOC 363 and consent of instructor) I URBAN STUDIES OPTIONS THROUGH HECUA Augsburg co-founded and plays a leading role in the Higher Education Consortium for Urban Affairs (HECUA), a consortium of 18 colleges and universities. Through HECUA, Augsburg students have access to five interdisciplinary field learning programs of exceptional quality, located in Scandinavia, South America, Central America and the Twin Cities. For information on the international HECUA progams, see International Studies listings. I. Metro-Urban Studies Term (MUST) This "Semester in the Cities" program focuses upon the Twin Cities metro area. INS 358 Reading Seminar: Diversity and Unequal Urban Development Interdisciplinaryreadings connect experiences and direct observation with theory and research on the impact of race, class and gender on social inequality and unequal urban development. Competing theories and strategies for urban and neighborhood development are examined in the context of dominant ideology and perspectives of people who challenge it. 14 18 Interdisciplinary Studies INS 359 Field Seminar: Urban Inequality and Social Change Concrete conditions of life and community issues in different neighborhoods provide varying -at times competing -views on the Twin Cities "civic ideology." Field observations, dialogue with residents, interviews and oral history provide data to identify inequality and to assess theories and strategies for explaining and overcoming it. INS 399 Internships (2 course credits) Internships place students with sponsoring organizations that provide supervised work experience for a minimum of 24 hours a week. Coursework also includes readings, seminar discussion, field assignments and writing to meet the objectives of the internship. II. City Arts This program studies the politics of artistic expression and the relationship between emerging art and urban cultures. Minneapolis-St. Paul provides rich resources for the program. INS 330 Field Seminar: Emerging Art and Urban Cultures Exploration of the life experiences and works of artists, cultural workers and community organizers for understanding the differences between formal institutional art and community-based art forms. Interviews and participant observation at a variety of arts performances and cultural events. INS 331 The Politics of Artistic Expression Study of the social and cultural history of urban art, the role of art and culture in everyday life, and the relationship between intellectual discourse and the politics of cultural work. Readings, films and discussions integrate aesthetic theory and artistic expression with issues of social change and activism. INS 399 Internships (2 course credits) Internships involve participation in an ongoing project with an individual artist, community organizer, art group or organization for the purpose of learning about life and work in that setting. The form and placement varies with each student's goals, needs and experiences. NORDIC AREA STUDIES - NAS (Formerly Scandinavian Area Studies) Nordic Area Studies is an interdisciplinary program drawing on the combined resources of the ACTC schools and the Nordic Center at Augsburg College. The curriculum treats Norden (Denmark, Finland, Iceland, Norway and Sweden) not only as a geographical area, but as an integrated cultural region with a shared history, common values, and a high degree of political, social, and economic interdependency. Courses in Nordic Area Studies postulate a Nordic regonal identity as a context in which to appreciate the differences between the five individual countries and to understand the complexity of their interactions among themselves and the global community. Interdisciplinary Studies 14 Advisor Frankie Shackelford Major Eight Upper Division courses. Minor Four Upper Division courses. Note: At least four of the Upper Division courses required for the major must be Augsburg courses. The remainder NAS 330 may be transfer credits included in the major on approval of the program adviser. Students graduating with a major or minor must also present the equivalent of intermediate level competence in a Scandinavian language. See Norwegian language course listings under the Modem Language Department. Recommended supporting preparation: Study in Denmark, Norway, Sweden, Finland or Iceland (see International Studies Department - Qstfold Program, Metro-Urban Studies, SUST or Oslo Year Program), and elective courses or a second major such as Norwegian, History, Political Science, Urban Studies, Business Administration, International Relations, Sociology or Social Work. Contemporary Norden A broad survey of Nordic culture with special emphasis on conditions and developments in the 20th century. Knowledge of Scandinavian language not required. (Fall: altemate years) NAS 351 The Modern Nordic Novel Lectures illustrate the development of the Nordic novel. Class discussion based on reading of selected works in translation, including masterpieces from all five Nordic countries. Norwegian majors will be required to do appropriate readings and written work in Norwegian. (Spring: alternate years) NAS 352 The Modern Nordic Drama Readings include dramatic works by Ibsen, Strindberg, and selected 20th century dramatists. Lectures provide a context for understanding the development of the Nordic drama. Norwegian majors will be required to do appropriate readings and written work in Norwegian. (Spring: altemate years) NAS 372 Norwegian Language and Culture (See International Studies, Scandinavian Urban Studies Term.) NAS 377 Scandinavia in the World (See International Studies, Scandinavian Urban Studies Term.) - Interdisciplinary Studies ART 382 Scandinavian Arts (See Art Department.) NAS 393 Norwegian Art and Literature: Perspectives on Social Change (See International Studies, Scandinavian Urban Studies Term.) NAS 394 Urbanization and Development in Scandinavia (See Intemational Studies, Scandinavian Urban Studies Term.) NAS 399 Internship A work-based learning experience in which the student, a faculty member and the site supervisor design a learning agreement that enables the student to apply theoretical knowledge of Nordic culture in a professional context and to explore career possibilities related to the major. Consult with the departmental Internship Coordinator and the Internship and Cooperative Education Office. NAS 499 Independent Study In consultation with a faculty member, the student selects a specific topic for study. H WOMEN'S STUDIES The program in Women's Studies provides students with the oppormn~vto examine critically women's contributions and experiences in various historical and cultural contexts. This is an inter-college program with course offerings at Augsburg College, Hamline University, the College of St. ~aiherineand the University of St. Thomas. Courses are drawn from many disciplines and combine theoretical, practical and research components that focus not only on gender, but also acknowledge that race, class and sexual identity are crucial aspects of women's experiences. The Women's Studies Program offers both a major and a minor, and provides students with academic preparation for careers in human services, education, and social work as well as graduate study. Women's Studies Faculty Maria Woroby (Coordinator),Kristin M. Anderson, Maria Brown, Grace B. Dyrud, Mary G. Endorf, Milda Hedblom, Victoria Littlefield, Lynne Lorenzen, Mildred "Mike" Mueller, Catherine Nicholl, Beverly J. Nilsson, Norma Noonan, Nancy K. Stebla~f , , J. Stratton , ,, , ,, 1 f Major Ten courses which must include INS 201 Foundations in Women's Studies, INS 495 (Seminar),and INS 199 or INS 399 (Internships).The remaining seven electives are to be selected from approved Women's Studies courses. At least three courses must be Upper Division courses. Students may take courses at any of the colleges participating in the Women's Studies Program. However, at least three courses must be completed at Augsburg. The writing component of the Graduation Skills Requirements for the Women's Studies major must also be completed at Augsburg. Each student's program must Interdisciplinary Studies 15 have the written approval of the Women's Studies Program Coordinator. Minor Upper Division; and INS 495 or 499. Courses may be taken from the other ACTC colleges as well as Augsburg. Each student's program must have the written Five courses which must include INS 201; three electives, one of which must be INS 199 of the Studies Program Internship Must be approved by Women's Studies Program Coordinator. INS 201 Foundations in Women's Studies This multidisciplinarycourse introduces students to the contributions of women in history, religion, literature, philosophy, sciences and the arts, and how the questions and methodologies of these disciplines differ when seen from women's perspectives. Students will also study the diversity of women's experiences in terms of race, sexual orientations and class, and other contemporary issues. INS 233 Women: A Cross Cultural Perspective This course will examine a variety of issues concerning the lives of women in non-Western societies, including their economic, political and social contributions, familial roles, and status in society. Emphasis will be placed on the comparative roles of women in different cultures. INS 265 Women in American Culture Through a discussion of works by women historians and selections from women's journals, speeches, literature and other aesthetic creations, the class analyzes the position of women in American culture. Emphasis will be placed on the perspectives of women of color and other women minority groups. INS 281 Topics in Women's Studies INS 311 The Development Process (See International Studies, Women and Development.) INS 320 American Indian Women (See American Indian Studies for course description.) INS 325 African American Women: Social, Historical and Creative Perspectives This course examines the historical roots of African American women from Africa to locations in the United States and other parts of the African Diaspora. The effects of slavery and its resulting effect on African women are examined in depth, as well as past and current contributions by African American women to government, business and family. INS 399 Internship in Women's Studies (Must be approved by the Women's Studies Program Coordinator.) bL Interdisciplinary Studies INS 481 Topics in Women's Studies INS 495 Women's Studies Seminar This advanced course will include student research and presentations that incorporate feminist theory. The seminar is required of all majors and minors who do not elect to do an Independent Study (499). It is offered at a different college each year. INS 499 Independent Study The student must present a written proposal containing rationale, objectives and methodology of the proposed study according to program guidelines. (Must be approved by the Women's Studies Program Coordinator.) See department listings for descriptions of the following approved electives: ART 352 Women and Art ENC 282 or 482 Topics in Literature: Women and Fiction POL 421 Topics in American Politics POL 459 Topics in Comparative Politics PSY 371 Psychology of Gender REL 441 Feminism and Christianity 1 ntemational Relations is an interdisciplinary major which offers the student both breadth and depth. The student may focus on a discipline or geographic area of the world. The program consists of a core of seven courses and six electives chosen from a wide list of courses offered at Augsburg and other colleges. Students are encouraged to consider foreign study for an Interim or semester. Competency in one language is required, and some students study two languages. The goal of the program is to give students a broad exposure to international studies with considerable freedom to choose options for specialization. Students in the recent past have focused their studies on Latin America, the Middle East, Western Europe, Russia and East Central Europe, the Far East, Southeast Asia, etc. Recent students have had double majors in History, Political Science, International Business or a foreign language. Numerous combinations of majors and minors are possible with the Intemational Relations major. Director Norma Noonan POL 490 Seminar in International Relations Two of the following: HIS 332 History of U.S. Foreign Relations POL 363 Russian and Chinese Foreign Policy POL 461 Topics in International Politics Also, the equivalent of four terms of college work in a modem language Required electives Six of the following (not more than three from any one discipline may be counted toward the major): BUS 362, 465,466 ECO 314; 317,360 HIS 440,474 PHI 355 POL 350,351,359,382,459 REL 356,420 SOC 336 SPC 329 FRE 332, GER 332, NOR 331, SPA 331, SPA 332, SCA 330 (See Modem Languages.) Interim courses, seminars, Independent Study, topics courses and courses at other colleges/universitiescan be considered here with the approval of the Program Director, as well as a fourth term or higher of college work in a second language. Honors Major Major Required courses: ECO 112 Principles of Macroeconomics or ECO 113 Principles of Microeconomics HIS 103 The Modem World or HIS 104 The Modem Non-Western World POL 158 Political Patterns and Processes or POL 160 World Politics GPA of 3.6 in the major; 3.0 overall. In addition to fulfilling the requirements for the major, the student must complete an Honor's Thesis no later than March 1 of one's senior year and must defend the thesis before a faculty committee. Students should declare their intention to complete an Honor's Major by the end of their junior year. International Studies Minor ECO 112 or 113, HIS 103 or 104, and POL 158 or 160. One course from HIS 332, POL 363 or 461. One year of modem language. Three courses from the list of required electives for the major. Not more than two courses from any department can count toward the minor. I ntemational Study at Augsburg College is intended to motivate students to act responsibly and effectively in society by expanding their awareness of other cultures, deepening their understanding of the human condition on a global scale, and helping them to understand the connections between social justice and global interdependence. The Center for Global Education administers international study opportunities available to Augsburg students. Study abroad is an integral part of several majors at Augsburg, but will add an international dimension to any academic program. Students majoring in a variety of disciplines, from the natural sciences to mathematics, study abroad each year. Students normally receive the same number of course credits abroad as they would if studying on-campus. Courses abroad can fulfill major, distribution/ general education and graduation requirements when approved by the Coordinator of Academic Programs Abroad and appropriate faculty before departure. Note: Only the fourth or higher term of languages counts toward the major; prerequisite courses or competencies cannot be credited toward the 13 required courses. Students should confer with the Program Director about regional and disciplinary concentrations possible within the major; for example, a concentration in a geographic area or one of the major disciplines in the program. All students in good academic standing (a minimum GPA of 2.5) at Augsburg may apply for permission to study off-campus through the Center for Global Education. Students must apply by December 15 for study off-campus for the next year. The cost for many programs is equivalent to full room, board and tuition for a semester on-campus. Financial aid is granted on the same basis as on-campus study. International study programs approved through Augsburg are listed below. For information on these or other programs, contact the Coordinator of Academic Programs Abroad. THE CENTER FOR GLOBAL EDUCATION The Center for Global Education facilitates cross-cultural learning experiences which prepare people to think more critically about global issues and to work toward a more just and sustainable world. The Center's programs explore a diversity of viewpoints and are grounded in the perspectives of the poor and of others International Studies struggling for justice and human dignity. The Center's study programs are conducted in Mexico, Namibia, Norway and Swiberland. Students experience Ulree distinct types of living situations, which include living with other participants in a community house, spending several days in a rural setting and several weeks living with host families. They also travel together on two-week seminars: in Mexico to Central America, in Namibia to South Africa, and in Switzerland to Italy and Germany. WOMEN AND DEVELOPMENT: LATIN AMERICAN PERSPECTIVES - FALL This program explores the experience of women in Latin America, focusing on their roles in economic development, social change strategies, and the connections women are drawing among issues of gender, race, class and global economics. Courses are offered for credit in the disciplines as listed. INS 311 and POL 359 are also approved for credit in Women's Studies. POL 495 may be taken as a course in Women's Studies, depending on the mini-courses chosen. SPA 116, 216, 316 Intensive Individualized Spanish Intensive, individualized instruction for several hours a day for four weeks at the beginning of the semester. Instruction is geared to individual competency levels and is taught by Mexican instructors. (Required course. Placement level determined by Program Director.) INS 31 1 The Development Process An integrative seminar providing opportunity to rdkct critically on issues of development, hunger, injustice, and human rights, with special emphasis given to the experience of women. Latin American development and educational theories and practices are examined, as well as social change strategies. POL 359 Topics: Women in Comparative Politics -Women in Latin America A n examination of critical global issues affecting Latin America and the impact these factors have on women: diminishing resources and sustainable development, refugee issues, foreign debt and international trade, political ideologies and revolution. REL 366 The Church and Social Change in Latin America This course focuses on the relationship of the church to poverty, political oppression and social injustice in Latin America. Central to the course is an examination of the emerging "Theology of Liberation" as articulated by prominent Latin American theologians as well as by people directly involved in local parishes and development projects in Cuemavaca. Special attention will be given to the complex interactionsbetween women and religious institutions. 13 j6 - International Studies 1 SOCIAL POLICY AND HUMAN SERVICES IN LATIN AMERICA - FALL This program introduces students to the central issues currently facing Latin America by focusing on new models of political organizing, popular education and human services. SPA 116, 216, 316 Intensive Individualized Spanish Intensive, individualized instruction for several hours a day for four weeks at the beginning of the semester. Instruction is geared to individual competency levels and is taught by Mexican instructors. (Required course. Placement level determined by Program Director.) POL 295 Latin America: Development Issues A survey of global issues affecting the human condition in a rapidly changing and increasingly interdependent world: modernization and development, economic change and international trade, diminishing resources, war and revolution, peace and justice and cultural diversity. Emphasis on the development of a global perspective which recognizes human commonalities as well as diversity in perceptions, values and priorities. SWK 361 International Models of Social Work Social Work is social policy in action. Currently social workers are involved at many levels of a nation's social system -with natural helping networks, families, community groups, volunteer organizations, formal government services and private initiatives. Through a series of four minicourses, the course explores the different approaches to social work in several countries in order to compare methods and service and to analyze the current response to human needs in Latin America. SWK 399 Internship A supervised learning experience in an agency setting with emphasis on acquiring an overview of how the agency functions and how populations are served. The placement will be for 80 hours during the Fall term. There are a limited number of internship placements. Preference will be given to Social Work majors. One-and-one-half years of Spanish study (or demonstrated proficiency) is required for placement. EDE/EDS 412 Latin American Models of Education A comparative approach to learning methods of educational models being developed in Latin America. Students will apply their knowledge of educational concepts used in the U.S. to an understanding of basic processes employed by Latin American educators in teaching critical -&inking, con&iousness-raising and cooperative problem-solving. Exploring the transferability of these learning models to North America wzl be a focus throughout the course. SWK 465 or 468, or SOC 271 Social Policy and Social justice (Social Work - Upper Division, or Sociology - Lower Division) Social policy related to the health, education and well-being of members of Mexican and Central American societies. The course will examine the International Studies distances between policy and reality, particularly for the poorest groups, the impact of international economics and politics, and movements that have emerged dedicated to bridging the gaps between needs and policies. (Note: Augsburg students majoring in Social Work can take this course as SWK 465 if they agree to take a .5 Independent Study to supplement the North American legislative procedure and mini-policy study they do on the Augsburg campus.) SOUTHERN AFRICA SOCIETIES IN TRANSITION - FALL This intensive program of travel and study is designed to introduce participants to the central issues facing Southern Africa. Namibia is a nation that has recently gained independence and is making a transition from colonialism to independence. Students will explore the complex political, social and economic dynamics of building a new nation. INS 312 The Development Process - Southern Africa This course will provide the opportunity to reflect critically on issues of development, hunger, injustice and human rights. The course will examine basic theories of development as well as particular strategies of development that are being implemented in Namibia and South Africa. REL 346 The Church and Social Change in Southern Africa This course examines the changing role of the church in the midst of the political transformations of Southern Africa. Students will meet with people representing a variety of religious perspectives and roles within churches and religious organizations. Readings include selections of biographies and personal accounts of some key religious leaders in Southern Africa who played important roles in the anti-apartheid struggle. HIS 346 Namibia and South Africa: An Historical Perspective This course is an overview of the history of Namibia and South Africa, including the experience of indigenous peoples, the impact of occupation by South Africa and the war for independence. An exploration of the historical roots of apartheid and the process by which it has been institutionalized during the 20th century is an integral component. POL 353 or SOC 304 Political and Social Change in Namibia: A Comparative Perspective This course is an integrative seminar for the semester. The Namibian situation is a case study for exploring the process of political and social change occurring in Southern Africa during the second half of the century. The legacy of apartheid in Namibia will be examined with particular focus on the social and political movements that have evolved in the struggle for independence. The structure and process of Namibian politics will be compared to those of South Africa and Zimbabwe. INS 399 Internship A limited number of Internships will be available to provide students with opportunities to gain hands-on work experience in a development agency. 13 58 International Studies W AUCSBURC COLLEGE OSTFOLD, NORWAY - SEMESTER OR ACADEMIC YEAR Augsburg, in cooperation with the University of North Dakota and the city of Moss, offers this semester or year-long exchange program in Moss, Norway. Twenty U.S. students and 20 Norwegian students join to explore the cross-cultural dimensions of a variety of fields. NOR 1111112 Beginning Norwegian This course aims to develop the four basic language skills of speaking, listening, reading and writing. Special emphasis will be placed on helping students learn to use Norwegian in their daily lives, including at school, with host families and in the community of Moss. Television, radio, movies, newspapers, magazines and visits by native Norwegians are incorporated into class sessions. (Intermediateand advanced Norwegian courses can be arranged for students who have already completed a year of Norwegian language study.) NAS 1991399 Internships Students are placed in local businesses, institutions, or organizations in the Moss area where they work approximately 8 to 10 hours per week. In addition, students complete the academic component of the internship, which usually includes reading appropriate books and articles, keeping a journal, writing a paper, and participating in seminars with other interns. Students, faculty, and work supervisors cooperate to develop learning contracts which spell out the work and study obligations of the students. HIS 2451345 The American and Scandinavian Shared Heritage An exploration of key aspects of the cultural history of the United States and Scandinavia from the 19th century to the present. Emphasis is on the Atlantic migration and the similarities and differences between these cultures, especially in their movement from agrarian to industrial society. NAS 250 Comparative Social Structures in Scandinavia and the United States This course examines concepts basic to the study of sociology, including group interaction, social institutions and culture. It also explores the development and current status of social structure in Scandinavia and the United States. NAS 2991499 Directed Studyllndependent Study (Some of the Lower Division courses may also be taken for Upper Division credit.) SPC 332 Intercultural Communication This course will explore both the opportunities and the problems associated with communication between people from different cultural backgrounds. Factors such as ethnocentrism, stereotyping, prejudice, role expectation, values and non-verbal symbols will be examined. The Western cultures of Norway and the United States will be examined as well as the non-Western culture of Asian foreign workers. SPC 346 Theories of Communication and Media This course will explore the relationship between communication and International Studies media by examining texts, ideas, media products and technical facilities. Special attention will be given to the social, psychological, ethical and demographic issues from American and Scandinavian cultures, which have resulted in the development of two distinct media traditions. SPC 349 Interactive Communication and Media This course will explore interactive communication and media. In this context, interactive communication refers to a two-way exchange of messages, and the media most commonly used for this purpose are computers, television and interactive video systems. Scandinavian and American media systems and their interactive media products will serve as the framework for this study. ART 382 Scandinavian Art (See Art Department for course description.) INTERNATIONAL DEVELOPMENT AND HUMAN RIGHTS IN LATIN AMERICA - SPRING This program examines approaches to development in Latin America and the relationship of these approaches to achievement of basic human rights. SPA 116, 216, 316 Intensive Individualized Spanish Intensive, individualized instruction for several hours a day for four weeks at the beginning of the semester. Instruction is geared to individual competency levels and is taught by Mexican instructors. (Required course. Placement level determined by Program Director) ECON 495 Topics of Economic Development in the Third World Study the models of economic development implemented in Latin America during the past 50 years. Examine the economic strategies utilized in Mexico and Central America during the past decade, as well as the impact of U.S. economic policies in the region. Learn about the current debate on economic development as well as the irhplications of the North American Free Trade Agreement for Latin America. (Prereq.: ECO 112 or equivalent) POL 495 Seminar on Human Rights in Latin America Examine the philosophical foundations and contemporary definitions of human rights, including international standards and covenants. Become familiar with the work of international agencies, grassroots organizations and churches in promoting respect for human rights. Concentrate on the ways in which human rights affect women, children and other marginalized groups. Study international humanitarian law and the relationship of human rights to both international development and U.S. foreign policy. CST 230 Cultural Issues Seminar Look at aspects of Latin American culture, history and contemporary realities. Through a series of mini-seminars gain an understanding of Mexican cultural identities and develop a cultural framework for understanding contemporary issues. 15 - International Studies HIS 347 Mesoamerican Legacy of Conquest Obtain a comprehensive view of Mexico's development from preColombian times to the present day. Through a series of mini-seminars trace the roots of pre-Colombian civilization in Mexico, study the turmoil of the Mexican revolution and its effects on modem Mexican society, and investigate the strategies of current revolutionary movements in Mexico, Nicaragua and El Salvador. REL 366 The Church and Social Change Learn about the role of religion past and present within situations of political oppression and social injustice. Focus on the role of women in the church and emerging theologies of liberation. INS 399 Internship Gain hands-on work experience in a human rights organization or development agency located in Cuernavaca, Mexico. Provide 80 hours of service to the agency, attend field placement seminars, and report to fellow students about experiences. WOMEN AND DEVELOPMENT: A SOUTHERN AFRICA PERSPECTIVE - SPRING This intensive travel and study program is designed to introduce participants to the central issues facing Southern Africa, with emphasis on the experience of women. The program introduces students to the struggle of women in Southern Africa, to the history of their role in society and to the situation that exists for women in Africa. SOC 236 Family Systems and Social Policy in Southern Africa Using a cross-cultural approach, this course will examine the family as a social institution in Namibia and South Africa. A family stay will serve as a laboratory for students to observe various aspects of family life in Namibia, including kinship, child-rearing, courtship and the marriage relationship. The course will also examine formation of social policy responses to family issues in post-independent Namibia. INS 312 The Development Process - Southern Africa This course will provide the opportunity to reflect critically on issues of development, hunger, injustice, and human rights, with special emphasis given to the experience of women. The course will examine basic theories of development as well as particular strategies of development being implemented in Namibia and South Africa. REL 346 The Church and Social Change in Southern Africa This course examines the changing role of the church in the midst of the political transformations of Southern Africa. Students will meet with people representing a variety of religious perspectives and roles within churches and religious organizations. Readings include selections of biographies and personal accounts of some key religious leaders in Southern Africa who played important roles in the anti-apartheid struggle. International Studies It POL 359 Topics: Women in Comparative Politics - Southern Africa This course is an integrative seminar focusing on the participation of women in struggles for liberation in Southern Africa and on their emerging role in newly independent Namibia. The experience of Namibian women in the political process will be compared to that of women in South Africa and Zimbabwe. INS 399 Internship A limited number of internships will be available to provide students with the opportunity to gain hands-on work experience in a development agency working with or providing special services to women. GLOBAL ISSUES AND WORLD CHURCHES - SUMMER This intensive program of study and travel is designed to introduce participants to the workings of international nongovernmental organizations, especially ecumenical church agencies. The program is focused on peace and justice issues and the integrity of creation. Based in Geneva, Switzerland, the program will also include seminars in Italy and a family stay in Eastern Germany. POL 356 International Organizations and Religious NCOs A study of the functional organization and role of nongovernmental agencies, with emphasis on world church agencies, and their relationship to other voluntary agencies and to intergovernmentalorganizations (United Nations committees) responding to global issues. REL 379 Ecumenism in the Contemporary World A study of the policies and programs of world church agencies with attention to the ethics, theology and socio-political assumptions on which their work is grounded. i2 International Studies THE HIGHER EDUCATION CONSORTlUM FOR URBAN AFFAIRS (HECUA) Augsburg, in consortium with other colleges and universities, offers programs through HECUA in three different full semester programs in Norway, Colombia and ~cuadorAll programs emphasize the impact of social change and cross-cultural factors on the human community. FIECUA programs include intense language experience, internships and field trips. The cost of HECUA programs is equivalent to full tuition, room and board for one semester on-campus plus airfare. For non-international HECUA courses, see Interdisciplinary Studies (INS), MetroUrban Studies. SCANDINAVIAN URBAN STUDIES TERM: NORWAY (SUST) - FALL This interdisciplinaryprogram focuses on the contemporary Scandinavian societies and issues of the development of cities, urban problem solving and urban life. Local, regional and international field study and site visits in Scandinavia and the former Soviet Union. INS 372 Norwegian Language Intensive language instruction at beginning or intermediate levels, with . emphasis on conversational listening and speaking skills. Students with advanced Norwegian language proficiency have the option of studying Norwegian literature. Students should consult with the Chair of the Modem Language Department for language credit. INS 377 Scandinavia in the World Exploration of Scandinavian viewpoints as small power nations in a world of super powers and their role in issues of peace, conflict resolution and arms control, East-West relations, European security, trade and the Third World. Includes field travel to other capitals for discussionswith advocates of competing perspectives. INS 393 Scandinavian Art and Literature: Perspectives on Social Change Social change and issues of change and development in Norway as reflected in its art and literature. Selected works for survey of Norwegian history with emphasis on the contemporary period. Field study, site visits (theaters, museums, galleries) and discussions with artists active in a variety of media. INS 394 Urbanization and Development in Scandinavia Examination of urban economic, social and cultural policies and practices as a reflection of issues of the modem welfare state and social democracies. Includes historical survey of transformations from rural and regional cultures to urbanized and advanced industrialized nations. Emphasis on Norway, with field travel to other capitals for a comparative view. International Studies It INS 499 Independent Study Students with advanced Norwegian language proficiency have the option of conducting Independent Study research, using Norwegian language skills, on a topic approved by the SUST Program Director and the appropriate home college faculty adviser, SOUTH AMERICAN URBAN SEMESTER: COLOMBIA OR ECUADOR (SAUS) - FALL This semester in the city program is located in either Bogota, Colombia or Quito, Ecuador. This interdisciplinary program focuses on the relationships between Third World development and the consequences of urbanization, especially inequality in Latin America. Analyses of competing theories of development are integrated with field study in the host city and outlying regions. INS 261 Spanish Language All students take Spanish at the intermediate level or conduct an Independent Study if they are at an advanced level (see below). Language emphasizes acquisition of skills for maximum participation in SAUS program and field work. INS 361 Introduction to Latin America Overview of Latin American geography, history, economy, politics, culture and arts with emphasis on program sites as case studies. Focus is on economic development issues, theories and models applicable to Latin America. INS 362 Urbanization in Latin America The development of cities and implications for social change in Latin America. Topics include history of cities, rural-urban migration, industrialization, environmental issues, govenunental policies and urban elites. Models and theories of urbanization and development are compared and applied to Latin America. INS 363 Wealth, Poverty and Community Development The plight and prospects of the urban poor in Latin America. Emphasis on field study in barrio communities and site visits to public and private agencies dealing with urban problems. INS 499 Independent Study Students with advanced Spanish are required to prepare an Independent Study research paper. Depending on the topic and resources required, supervision is by a professional at a local college or research institution or by SAUS faculty. COMMUNITY INTERNSHIPS IN LATIN AMERICA: ECUADOR (CILA) - FALL OR SPRING This interdisciplinary program enables the student to combine intense involvement in a community-based organization with the study of community development process and the increase of language skills. i4 International Studies LITERATURE, IDEOLOGY, AND SOCIETY IN LATIN AMERICA: COLOMBIA OR ECUADOR (LISLA) - SPRING This interdisciplinary propam focuses on developments and social change in Latin America through the study of ideology, as reflected in literature, the arts and the ways in which ideologies shape social realities. INS 360 Latin American Literature: Perspectives on Social Change Study of selected literary works that illustrate social realities and express a variety of perspectives on Latin American societies and social change. Historical survey of the dominant trends in Latin American thought as manifested in major artistic periods. INS 364 Latin American Arts and Society Introduction to theoretical frameworks for examining the relationships among art, ideology and society. Intensive readings include works by theorists from Europe, the U.S. and Latin America. INS 367 Ideologies of Social Change in Latin America Theories of ideology and overview of Latin American ideologies related to development and social change. Emphasis on current debates and their implications, with special attention to ideologies of diffusion, dependence and Marxism. INS 499 Independent Study All students prepare an Independent Study paper on a topic and design approved in advance. Topics can include Latin American literature and others appropriate for Spanish language credit. See listing under Business Administration, Accounting and Management Information Systems. A t least since Soaates, scholars have appreciated the value of mathematics in developing the skills of a-itical thinking, understanding abstract concepts, and analyzing and solving problems. Coupled with the more modem needs of quantitative reasoning, these skills are still essential for any liberally educated person. Mathematics courses at Augsburg are intended to help develop these skills. Mathematical ideas have had a formative impact on the development of civilization. Since a liberal education should include a variety of perspectives on our culture and heritage, a study of mathematics and its influences is an important part of a liberal arts education. The Department aims to provide its majors with skills necessary to serve the larger community through a variety of careers. Mathematics majors are prepared for graduate school or work in industry or service professions. Students may pursue a concentration in applied mathematics or the more traditional major. Internship and Cooperative Education options help students take advantage of Augsburg's proximity to the many technically-oriented enterprises in the city. Additionally, an increasing number of academic disciplines require a working knowledge of the tools of mathematics. This Department serves students majoring in a wide variety of fields. Toward the goal of serving students with a diversity of needs, the Department uses an integrated curriculum that introduces mathematics and science majors to modern mathematical developments and a wide variety of concepts in the first two years, not just calculus. A major federal grant supported the development of this AUGMENT curriculum. Mathematics Faculty Larry Copes (Chair), Suzanne Dorge, Beverly Durkee, Ken Kaminsky, Beverly Stratton Major Eight courses including: MAT 145 AUGMENT Mathematics I MAT 146 AUGMENT Mathematics I1 MAT 245 Mathematical Structures and Reasoning I MAT 246 Mathematical Structures and Reasoning I1 MAT 314 Abstract Algebra MAT 324 Analysis MAT 491 ~ a t h e m a t i c s / ~ o m ~ uScience ter Colloquium (junior and senior years) CSC 170 Structured Programming or CSC 270 FORTRAN And three electives from MAT courses above 200, at least two of which are above 300. Note: At least two mathematics courses above 300 must be taken at Augsburg. Teaching Licensure Major The State of Minnesota has specific licensing requirements for teachers which may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Education Department to identify current Mimesota teacher licensure requirements. - Mathematics Mathematics Major with concentration in Applied Mathematics Ten courses including: MAT 145 AUGMENT Mathematics I MAT 146 AUGMENT Mathematics I1 MAT 245 Mathematical Structures and Reasoning I MAT 246 Mathematical Structures and Reasoning I1 MAT 247 Introduction to Applied Mathematics MAT 324 Analysis MAT 491 Mathematics/Computer Science Colloquium (junior and senior years) PHY 121 General Physics I PHY 122 General Physics I1 CSC 170 Structured Programming or CSC 270 FORTRAN And three electives from: PHY 327 Special Functions of Mathematical Physics MAT 328 Complex Analysis MAT 355 Numerical Analysis MAT 373 Probability and Statistics I MAT 374 Probability and Statistics I1 MAT 481 Topics (must be approved) Note: At least two mathematics courses above 300 must be taken at Augsburg. Honors Major GPA of 3.5 in the major, 3.1 overall, and Independent Study at an advanced level. Mathematics Minor MAT 145 AUGMENT Mathematics I MAT 146 AUGMENT Mathematics I1 MAT 245 Mathematical Structures and Reasoning I MAT 246 Mathematical Structures and Reasoning I1 or MAT 247 Introduction to Applied Mathematics And one elective above MAT 300. At least one of the MAT courses above 200 must be taken at Augsburg. Math Placement Croup (MPC) Before enrolling in any mathematics course, the student must have appropriate math placement. All students are required to have their Math Placement Group (MPG) determined. In some cases, students who have transferred in a college-level mathematics course taken at another college may have their Math Placement Group determined by the Registrar's Office. Students who have passed the College Board Advanced Placement Exam should consult with the Mathematics Department. All other students must take the Augsburg Math Placement Exam. The exam is given during college registration sessions and at other announced times during the year. Students who need to advance their Math Placement Group may take the appropriate MAT course or study on their own and retest. Additional information about the Math Placement Exam is available from the Director of Testing in the Academic Dean's Office. Prerequisites A course must be completed with a grade of 2.0 or higher to count as a prerequisite for a mathematics course. MAT 103 Basic Mathematics A review of arithmetic and an introduction to algebra. Topics include integers, fractions, decimal numbers, ratios, percents, exponents, radicals and evaluation of algebraic expressions. Successful completion advances the student to Math Placement Group 11. P/N grading only. Counts as one course in semester's load but does not give credit toward graduation. (Prereq.: MPG I. Fall, Spring) MAT 104 Intermediate Algebra A review of basic algebraic skills and concepts. Topics include polynomials and rational expressions, exponents and radicals, solving and graphing linear and quadratic equations, and inequalities. Successful completion advances the student to Math Placement Group 111. P/N grading only. Counts as one course in semester's load but does not give credit toward graduation. (Prereq.: MPG 11. Fall, Spring) MAT 105 Applied Algebra An exploration of applications of algebra to the social and natural sciences, business and everyday life using linear, exponential, logarithmic and other models. Use of calculator, estimation and graphs are stressed. Successful completion advances students to MPG 111. Students in Math Placement Group III or IV should consult the Mathematics Department. Students preparing for MAT 114 should consult the Mathematics Department. (Prereq.: MPG 11 and a year of high school algebra) MAT 114 Elementary Functions A study of algebraic, exponential, logarithmic and Mpnometric fmctions. For students planrung to take MAT 145 or calculus. Studens who h a w completed MAT 145 or l r l d u s may register for credit only wiLh consent of instructor. S u c c ~ ~ fcompletion ul advances student to Math Placement Group IV. (Prereq.: MPG I11 and two years of high school algebra. Spring) MAT 121 Finite Mathematics Topics of finite mathematics including combinatorics, probability, matrices, linear programming and graph theory. Students who have completed MAT 145 may not register for credit. (Prereq.: MPG III. Fall: odd years) MAT 122 Calculus for the Social and Behavioral Sciences Differential and integral calculus with applications in the social and behavioral sciences. Students who have completed MAT 145 may not register for credit. (Prereq.: MPG In. Offered occasionally) MAT 131 Mathematics for the Liberal Arts An examination of the interaction between the development of mathematics and that of civilization. Primarily for students not intending further study in mathematics. Students who have completed MAT 145 may not register for credit. (Prereq.: MPG 111. Offered occasionally) Mathematics MAT 145, 146 AUGMENT Mathematics 1 & 11 An exploration of mathematical ideas, paying attention to historical and philosophical connections and to reading, writing and thinking in mathematics. Includes calculus concepts such as limit, continuity, derivative, anti-derivative, integral, sequences and series; and selected topics from linear algebra, abstract algebra, number theory, probability, geometry, topology, graph theory and combinatorics. (Prereq.: MPG IV for MAT 145; MAT 145 for 146. Fall: 145; Spring: 146) MAT 173 Math of Interest An introduction to actuarial mathematics. Topics include life insurance, annuities, mortgages, loan payments, and other topics in the mathematics of financial transactions. Offered occasionally. (Prereq.: MPG 111) MAT 245 Mathematical Structures and Reasoning I Further exploration of topics introduced in hL4T 145-146 including calculus, vectors, matrix theory, graph theory and set theory. Emphasis is on mathematical thinking, including logical reasoning and understanding algorithmic procedures and proof formats. Part of the AUGMENT curriculum. (Prereq.: MAT 146 or a year of college calculus. Fall) MAT 246 Mathematical Structures and Reasoning II Emphasis on mathematical thinking continues from MAT 245 with conjecturing, generalizing, abstracting and communicating mathematics in both written and oral forms. Topics include ideas from linear algebra, dynamical systems, analysis, number theory and abstract algebra. Part of the AUGMENT curriculum. (Prereq.: MAT 245. Spring) MAT 247 Introduction to Applied Mathematics Designed primarily for applied mathematics, pre-engineering and physical science majors. Includes topics from calculus, differential equations, discrete mathematics and applied algebra. Emphasis is on modeling and reading mathematics. Part of the AUGMENT curriculum. (Prereq.:-MA~245 orthree semesters of college calculus. Spring) MAT 314 Abstract Algebra An introduction to modern abstract algebra: a rigorous study of the basic structures of modem abstract algebra, such as groups, rings, integral domains and fields. (Prereq.: MAT 246 or three semesters of calculus and one course in linear algebra. Fall) MAT 324 Analysis An introduction to mathematical analysis: a rigorous study of major concepts used in the calculus and their application to more abstract situations. (Prereq.: ENG 111, MAT 246 or 247 or three semesters of calculus and one course in linear algebra. Spring) MAT 328 Complex Analysis A study of complex numbers, functions, limits, derivatives, integrals, series, analytic functions, conformal mapping and applications. (Prereq.: MAT 246 or 247 or three semesters of calculus and one course in linear algebra. Fall: even years) Mathematics MAT 351 Modern Geometry A study of transformational geometry including complex number representations and applications to fractal geometry. (Prereq.: MAT 246 or three semesters of calculus and one course in linear algebra. Spring: even years) MAT 355 Numerical Analysis A study of approximation methods and an analysis of the computational algorithms used. Topics include approximating solutions of nonlinear equations, linear systems of equations and differential equations, interpe lation, extrapolation, curve fitting, numerical differentiationand integration, and error analysis. (Prereq.: MAT 245 or three semesters of calculus, CSC 170. Fall: odd years) MAT 373 Probabilitv and Statistics I A study of modern probability, enumeration techniques, discrete and continuous probability distributions with applications to statistical problems, mathematical expectation, ~ h e b ~ s h e vinequality 's and the central limit theorem. (Prereq.: MAT 245 or three semesters of calculus. Fall) MAT 374 Probability and Statistics II A study of sampling distributions associated with the normal and other distributions, methods of estimation, hypothesis testing, regression, analysis of variance and nonparametric statistics. (Prereq.: MAT 373. Spring) MAT 399 Internship A work-based learning experience that links the ideas and methods of mathematics to the opportunities found in the Internship. Presentation at a departmental Colloquium is expected. Students must consult with the Department and Internship Office before registering. MAT 441 Foundations of Mathematics A rigorous investigation of some of the foundations of mathematics including set theory, logic, axiomatic method and development of the real number system. (Prereq.: MAT 314, Coreq.: MAT 324. Spring: odd years) MAT 481 Topics in Mathematics Study of an advanced topic. (Prereq.: MAT 246 or 247 and consent of instructor. Spring) MAT 491 Mathematics/Computer Science Colloquium (.O course) This colloquium, which has no course credit, meets weekly to keep students informed about contemporary developments, career opportunities, and other interesting ideas in Mathematics and Computer Science. Junior and senior majors must attend. Others are welcome. Sessions are presented by students, faculty members or outside visitors. (Fall, Spring) MAT 499 Independent Study The student, with the guidance of a faculty member, selects and studies an advanced topic. (Prereq.: consent of instructor) PHY 327 Special Functions of Mathematical Physics (See Physics Department listing for a description of this approved elective) 1' See listing under InterdisciplinaryStudies. See Ethnic Studies listing under Interdisciplinary Studies. T he Modem Languages - - Department at Augsburg College contributes in many ways to realizing the College's mission of providing liberal arts education for service in today's world. The Department is committed to the view that education should go beyond career preparation. So viewed, second language study goes beyond the development of new communication skills to foster an abiding awareness that the splendid diversity of human languages, literatures and cultures represents a rich historic legacy developed in different ways by many nations to be shared by all in common. The Departmental faculty believes that familiarity with the language and culture of another people is an essential step in the development of a global perspective and hence is indispensable in the education of Augsburg students. The Modem Languages Department offers language, literature, and culture courses leading to majors in French, German, Norwegian and Spanish. Intre ductory courses in Qibwe and Russian are offered at Augsburg, and courses in Chinese, Japanese, Latin and Greek are available to Augsburg students through the College's affiliation with ACTC, a consortium of Twin Cities colleges. In addition to courses in language and culture, the Department offers linguistics courses in which students may go beyond the study of individual languages to investigate the general principles that operate in and shape all languages. In this way the study of linguistics provides a unique view of one of the most intriguing and central facets of the human mind. Knowledge of several languages, perhaps combined with the study of linguistics, is essential in preparing for careers in second-language education and translation, but also represents a valuable special qualification in many other professions. Students anticipating careers in international business, social work, the diplomatic corps, the health professions, or the ministry may wish to take a second major or minor in modem languages. In addition, a minor in languages or linguistics is a valuable research tool for those intending to pursue graduate study in most academic disciplines. Modem Languages Faculty Frankie Shackelford (Chair), Nancy Aarsvold, Ruth Aaskov, Mary Kingsley, Randi Quanbeck, R o d n Soto, Donald Steinmetz Modern Languages Transfer Students Major Requirements Majors must take nine Upper Division courses, five to seven of them at Augsburg and two to four on an approved studyabroad program. The major must include the following: 350; two courses in culture; two courses in language (311 or above); two courses in literature; two electives (from any of the three areas above). Minor Minors must take at least two Upper Division courses at Augsburg. 311 is a prerequisite to all other Upper Division courses. The minor must include four courses above 212, including one each in language, literature and culture. Honors Major Majors seeking Departmental honors must apply in the junior year. Requirements: 3.3 GPA in the major, 3.0 GPA overall and honors thesis demonstrating ability in Independent Study for one course credit. Consult Department Chair for details. Transfer students intending to major or minor in languages must take a minimum of one Upper Division course per year at Augsburg. See Department faculty for limits on non-Augsburg courses. Study Abroad Study abroad is required of all language majors (minimum of one semester) and highly recommended for minors. An advanced-level Internship in the major language (399) or an interdisciplinary internship (INS 199), linking language skills with community service and career exploration, is strongly encouraged. Teaching Licensure Teacher candidates in French, German and Spanish must consult with the Department of Education for specific information and enrollment in the program as well as for information on Special Methods courses. All transfer teacher candidates, including those who have completed a college language major elsewhere, must take at least two courses in language, literature, or culture at Augsburg. A 3.0 average in Conversation and Composition (311) is a Departmental requirement for teaching majors. Licensure requires successful completion of the Competency Exam prior to student teaching. See requirements for State of Minnesota Licensure for Teaching in Secondary Schools under Department of Education. I CHINESE (CHN) Chinese language studies are possible through a contractual arrangement with the ACTC East Asian Studies Program and the University of Minnesota East Asian Language Department. See East and Southeast Asian Studies Director for more information. '2 Modern Languages FRENCH (FRE) FRE 111, 112 Beginning French Aimed to develop communication skills of understanding, speaking, reading and writing. Through conversations, classroom practice and readings, these courses work toward the discovery of French culture and way of life. Four class meetings per week. Laboratory work is an integral part of the course. (Fall: 111; Spring 112) FRE 21 1,212 Intermediate French Selected articles, interviews and literary readings are the basis of practice in communication, vocabulary building and developing greater ease in reading and writing French. Review of basic structures and grammar. Laboratory work. (Fall: 211; Spring: 212) FRE 243 French Literature in Translation Major representative works of French literature are read in English translation. Through assigned readings, class discussion and written reaction, students become acquainted with artistic qualities and culturalhistorical significance of these works. Sophomore standing. Does not count toward a French major or minor. (On demand) FRE 299 Directed Study Independent Study for Lower Division credit. FRE 31 1 Conversation and Composition Explores topics of current interest in both oral and written form to build fluency, accuracy and facility of expression in French. Emphasis on vocabulary enrichment, grammatical refinements, effective organization of ideas. Laboratory assignments. A prerequisite to other Upper Division courses. (Fall) FRE 312 French Expression A two-pronged approach to coherent and correct expression in speaking and writing. Attention to grammatical structures, French turns of phrase and elementary stylistics for business and personal use. French phonology and speech group practice, study of spoken models from the media. (Prereq.: FRE 311 or consent of instructor. On demand) FRE 331 French Civilization: Historical Perspective A study of the diversified development of the French from their beginnings to the modern period. Special attention to cultural manifestations of French intellectual, political, social and artistic self-awareness. Readings, reports, extensive use of audio-visual materials. In French. (Prereq.: FRE 311 or consent of instructor. Spring: on rotational basis) FRE 332 French Civilization Today Topics in 20th-century problems, ideas. Cultural manifestations that promote understanding of French-speaking people and their contribution to the contemporary scene. Readings, reports, extensive use of audiovisual materials and periodicals. In French. (Prereq.: FRE 311 or consent of instructor. Spring: on rotational basis) Modern Languages 1; FRE 350 Introduction to Literature for Language Students Theory and practice of literary studies. A theoretical component (in English) treats the basic principles of literature, literary genres and different approaches to literary analysis. Students apply the elements of theory through reading, analyzing and discussing selected works. (Prereq.: FRE 311 or consent of instructor. On demand) FRE 351, 353 Survey of French Literature I, II The study of major French authors and literary movements in France through the reading of whole literary works where possible. Lectures, discussion, oral and written reports in French. (Prereq.: FRE 311 or consent of instructor. Spring: on rotational basis) FRE 355 20th Century Literature A survey of the major French literary movements since World War I, including the novel, the theater, poetry, the essay, and criticism. Classes, oral and written reports and laboratory texts in French. (Prereq.: FRE 311 or consent of instructor. Spring: on rotational basis) FRE 399 Internship A work-based learning experience in which the student, a faculty member, and the site supervisor design a learning agreement that enables the student to apply advanced French skills in a professional context and to explore career possibilities related to the major. Consult with the departmental Internship Coordinator and the Internship and Cooperative Education Office. FRE 41 1 Advanced Conversation and Composition By means of reading, speaking and writing on topics of intellectual, social or political interest, the student acquires extensive training in the four skills at an advanced level. Attention to accuracy and effectiveness, characteristiclevels of expression, refinements in style and organization as individual needs indicate. Laboratory assignments. (Prereq.: FRE 311 or consent of instructor. Fall) FRE 450 French Seminar: Novel, Drama, Poetry, Short Story In-depth study of a topic or genre in French literature. Student presentations in French. For advanced students. (See also Interim Catalog. Prereq.: FRE 311 or consent of instructor. On demand) FRE 499 Independent Study Individual pursuit of a topic, movement or genre at an advanced level. Designed to complete a balanced program, enhance research, or meet individual interests. In literature a major paper and its defense are included. (Consultationswith French teachers required. Junior standing. Subject and plan to be clarified early with study adviser.) GERMAN (CER) CER 111, 112 Beginning German Aims at developing basic skills. Classroom practice in speaking, under- - Modern Languages '* standing and reading basic German. Goals: ability to read extended narratives in simple German, insights into German culture and participation in short conversations.Laboratory materials available. (Fall: 111; Spring: 112) GER 21 1, 212 Intermediate German For students with two tenns (or four to five semesters high school) of previous German. Aims at developing basic skills into working knowledge of German. Review of basic structures with emphasis on extending range of vocabulary and idiomatic expression through reading and discussion of materials representing contemporary German life and literature. (Fall: 211; Spring: 212) GER 244 German Literature in Translation Principal works of German literature representing Medieval to modem periods (including Mann, Hesse, Grass, Kafka, Brecht) are read and discussed in English. Readings are considered in the context of German cultural history as well as in context of the universal human condition. Credit for this course does not apply to a German major or minor. (Sophomore standing. On demand) GER 299 Directed Study Independent Study for Lower Division credit. GER 311 GER 331 Conversation and Composition Aims at developing facility in the use of grammatical structures, vocabulary and idiomatic expressions most common in colloquial German. Intensive practice in speaking is supplemented with exercises in written composition. (Fall) German Civilization and Culture I Follows the cultural and social development of the German-speaking peoples from the prehistorical Indo-European origins (ca. 3,000 B.C.) to the Thirty Years War (1643),with emphasis on the impact of Roman civilization, the re-emergence of German cultural self-awareness in the Middle Ages and the upheavals of the Reformation. In German. (Prereq.: GER 311 or consent of instructor. Spring: on rotational basis) GER 332 German Civilization and Culture II Survey of significant currents of development which have shaped presentday Germany, Austria and Switzerland since the Age of Enlightenment. The contemporary scene is considered in view of its roots in the intellectual, geopolitical, artistic and scientific history of the German-speaking peoples. In German. (Prereq.: GER 311 or consent of instructor. Spring: on rotational basis) GER 350 Introduction to Literature for Language Students Theory and practice of literary studies. A theoretical component (in English) beats the basic principles of literature, literary genres and different approaches to literary analysis. Students apply the elements of theory through reading, analyzing and discussing selected works. (Prereq.: GER 311 or consent of instructor. On demand) Modern Languages CER 351 German Literature through the 18th Century Survey of heroic, courtly, Reformation, Baroque, Enlightenment, Storm and Stress, Classic and Romantic literature. Readings in German supplemented by lectures on the history of German literature in its cultural and geopolitical context. Class discussions help improve students' ability to express ideas in German. (Prereq.: GER 311 or consent of instructor. Spring: on rotational basis) GER 352 German Literature: The 19th Century Study of later Romanticism, Yowg-Germany, Poetic Realism, Naturalism and Impressionism. Lectures include the literary reaction to the decline of idealistic philosophy and the rise of technology and science. Readings in German. Class discussions help improve students' ability to express ideas in Gennan. (Prereq.: GER 311 or consent of instructor. Spring: on rotational basis) CER 353 German Literature: The 20th Century Literary responses to the crises and upheavals of our time. Writers of international stature are discussed: Kafka, Hesse, Mann, Brecht. Readings in German with class discussions are designed to aid students' selfexpression in Gennan. (Prereq.: GER 311 or consent of instructor. Spring: on rotational basis) CER 399 Internship A work-based learning experience in which the student, a faculty member and the site supervisor design a learning agreement that enables the student to apply advanced German skills in a professional context and to explore career possibilities related to the major. Consult with the departmental Internship Coordinator and the Internship and Cooperative Education Office. CER 41 1 Advanced Conversation and Composition Aims at developing and refining the student's use of.German as a vehicle for expressing his or her own ideas and opinions. Emphasis on written composition including control of style. Oral practice through use of German as classroom language. (Prereq.: GER 311 or consent of instructor. Fall) CER 451 German Prose Reading and discussion of German prose masterpieces from Goethe to the present. Lectures treat the development of the epic genre as a mirror of cultural and geopolitical history. (Prereq.: GER 311 or consent of instructor. On demand) GER 452 German Drama Representative dramatic works from late 18th century to the present are discussed and read as symptomatic of perennial human concerns. Lectures treat the historical development of the drama. (Prereq.: GER 311 or consent of instructor. On demand) CER 499 Independent Study Independent Study for Upper Division credit. 1; '6 Modern Languages JAPANESE (JPN) Japanese language studies are possible through a contractual arrangement with the ACTC East Asian Studies Program and the University of Minnesota East Asian Language Department. See East and Southeast Asian Studies Director for more information. 1 LINGUISTICS (LIN) LIN 289 Introduction to Linguistics An introduction to linguistic analysis and general linguistic principles, with focus on linguistic universals and psycholinguistics. Theoretical questions will be approached by studying samples of various languages. No prerequisite. Recommended for all language majors and minors. (On demand) LIN 299 Directed Study Independent Study for Lower Division credit. LIN 311 Theories of Grammar Comparative analysis of various views of language represented in current linguistic research with the aim of distinguishing underlying philosophical assumptions, investigational criteria and explanatory goals. The theories will be contrasted with those of adjacent disciplines (anthropology, psychology, logic and communication theory). (On demand) LIN 499 Independent Study Independent Study for Upper Division credit. NORWEGIAN (NOR) Two courses in Norwegian are also offered as part of the 0stfold Program, listed under International Studies. NOR 111, 112 Beginning Norwegian Introduction of the four basic language skills: speaking, listening, reading and writing. Stress is on spoken rather than literary Norwegian. Laboratory work expected. (Fall: 111;Spring: 112) NOR 211 Intermediate Norwegian Continued acquisition and refinement of communication skills (speaking, listening, reading, writing). Emphasis is on social or cultural contexts and integrated vocabulary clusters. Selected readings in Norwegian are used as a basis for class activities and writing exercises. Includes grammar review. Laboratory work expected. (Prereq.: NOR 112 or equivalent. Fall) NOR 299 Directed Study Study for Lower Division credit. NOR 311 Conversation and Composition Practice in spoken and written Norwegian with emphasis on communicative contexts and integrated vocabulary. Some attention given to regional dialects and to differencesbetween the two official languages of Norway. Modern Languages Readings in history, social science and literature form a basis for class activities and frequent writing practice. (Prereq.: NOR 211 or equivalent. Spring) NOR 331 Norwegian Civilization and Culture A two-tiered approach allows students to place contemporary cultural developments, such as Norway's changing role in the global community, into an historical context. Readings in history are supplemented by newspaper articles and video tapes. Readings, lectures, class discussion, writing assignments and periodic oral reports in Norwegian. (Prereq.: NOR 311 or consent of instructor. Fall: alternate years) NOR 350 Introduction to Literature for Language Students Theory and practice of literary studies. A theoretical component (in English) treats the basic principles of literature, literary genres and different approaches to literary analysis. Students apply the elements of theory through reading, analyzing and discussing selected works. (Prereq.: NOR 311 or consent of instructor. On demand) NOR 353 Survey of Norwegian Literature Selected readings in contemporary Norwegian literature provide a basis for the study of major works from earlier periods, including several in nynorsk. Readings, lectures, discussion, journals, essays and oral reports in Norwegian. (Prereq.: NOR 311 or consent of instructor. Fall: alternate years) NOR 399 Internship A work-based experience in which the student, a faculty member and the site supemisor design a learning agreement that enables the student to apply advanced Norwegian skills in a professional context and to explore career possibilities related to the major. Consult with the Departmental Internship Coordinator and Internship and Cooperative Education Office. NOR 41 1 Advanced Conversation and Composition Extensive practice in spoken and written Norwegian, based on literary and cultural readings. Some attention is given to the historical develop ment of the Norwegian language. Students serve as peer-tutors for those registered in NOR 311. Readings, journals, discussion, role-playing, written and oral reports in Norwegian. (Prereq.: NOR 311 or consent of instructor. Spring) NOR 499 Independent Study Independent Study for Upper Division credit. OJlBWE(OJB) Two courses in Qibwe (Chippewa)are offered at Augsburg, both as part of the Modem Language Department and as part of the American Indian Studies minor. OJB111, 112 Beginning Ojibwe An introduction to the language and culture of the Ojibwe (Chippewa). - - - Moaern Languages Emphasis is on vocabulary, reading, writing and conversational skills. Classroom practice will include linguistic patterns and oral interaction. The second course extends vocabulary usage, reading, writing, oral skills and cultural studies, with increased emphasis on comprehension. RUSSIAN (RUS) One year of Russian is offered at Augsburg. Russian language studies may be continued in the ACTC Russian, Central and East European Studies Program, which requires two years of language for the major. See Russian, Central and East European Studies Program Campus Coordinator for more information. RUS 111, 112 Elementary Russian Aimed 'to develop reading, writing, understanding and conversational skills through oral classroom practice, elementary readings, short compositions and a growing acquaintancewith Russian culture. Extensive use of the language lab. (Fall: 111;Spring: 112) SPANISH (SPA) Courses in addition to those below are offered through various programs listed under International Studies. SPA 111, 112 Beginning Spanish Aims to develop the four basic skills: understanding, speaking, reading and writing of elementary Spanish. Introduction to culture of Spanishspeaking world. Laboratory work is an integral part of the course. (Fall: 111;Spring: 112) SPA 21 1, 212 Intermediate Spanish Through the reading of selected Latin American and Spanish texts that stimulate intellectual growth and promote cultural understanding, students review all of the basic structures of Spanish and build conversational skills through class discussions. Designed for students with four to five semesters of high school Spanish or its equivalent. (Fall: 211; Spring: 212) SPA 249 Selected Works of Spanish and Latin American Literature in Translation Major works of Spanish and Latin American literature representing various periods and movements are read in English translation. Through background reading and class discussion in English the student is acquainted with the salient artistic qualities and cultural-historical significance of the readings. Credit for this course does not apply to a Spanish major or minor. (On demand) SPA 299 Directed Study Independent Study for Lower Division credit. SPA 311 Conversation and Composition Thorough oral and written practice in correct expression with the aims of Modern Languages fluency and facility. Enrichment of vocabulary. Laboratory work. This course is a prerequisite for all Upper Division courses. (Prereq.: SPA 212 or equivalent. Fall) SPA 312 Spanish Expression Intended for students who have a basic command of writing and speaking skills in Spanish and wish to expand them. Intensive practice to improve oral and written expression with emphasis on conversational facility, stressing idiomatic usage and the finer points of grammar. Conducted in Spanish. (Spring: on rotational basis) SPA 331 Spanish Civilization and Culture Study of the Spanish character and of Spanish contributions to world civilization through historical, intellectual, literary and artistic movements. In Spanish. (Prereq.: SPA 311 or consent of instructor. Spring: on rotational basis) SPA 332 Latin American Civilization and Culture A study of the cultural heritage of the Spanish American countries from the pre-Colurnbian civilizations to the present. In Spanish. (Prereq.: SPA 311 or consent of instructor. Spring: on rotational basis) SPA 350 Introduction to Literature for Language Students Theory and practice of literary studies. A theoretical component (in English) treats the basic principles of literature, literary genres and different approaches to literary analysis. Students apply the elements of theory through reading, analyzing and discussing selected works of literature. (Prereq.: SPA 311 or consent of instructor. On demand) SPA 352, 353 Survey of Spanish Literature I, II A study of representative authors in Spanish literature, supplemented by lectures on the literary movements and development of Spanish literature. Lectures, discussion, written and oral reports in the language. (Prereq.: SPA 311 or consent of instructor. Spring: on rotational basis) SPA 354 Representative Hispanic American Authors An introduction to Spanish-American literature. Lectures, discussions, written and oral reports in the language. (Prereq.: SPA 311 or consent of instructor. Note: Students who have taken SPA 356 [taught in Mexico] may not take 354. Spring: on rotational basis) SPA 399 Internship A work-based leaming experience in which the student, a faculty member and the site supervisor design a learning agreement that enables the student to apply advanced Spanish skills in a professional context and to explore career possibilities related to the major. Consult with the departmental Internship Coordinator and the Internship and Cooperative Education Office. SPA 411 Advanced Conversation and Composition Emphasis on increasing facility and correctness of written and oral expression through conversations, discussions, reports, debates, written Modern Languages compositions and grammatical exercises. (Prereq.: SPA 311 or consent of instructor. Fall) SPA 456 Spanish Drama Study of the masterpieces of dramatic literature in Spain. Oral and written reports in the language. Emphasis on the Golden Age and the Modern Period. (Prereq.: one survey course. Spring: on rotational basis) SPA 457 Spanish Novel Study of the outstanding novelists of the 19th and 20th century in Spain. Oral and written reports in the language. (Prereq.: one survey course. Spring: on rotational basis) SPA 499 Independent Study Independent Study for Upper Division credit. MUS M u s i c has the power to move and change us. Whether we experience music as a listener, teacher or performer, it adds a significant and satisfying dimension to our lives. The Music Department at Augsburg College offers courses in music and music performance to give students access to this essential aspect of human history and culture. In addition, all students of the College community have the opportunity to participate in choral and instrumental ensembles which perform locally, nationally and internationally. Augsburg College is an institutional member of the National Association of Schools of Music. The Music Department serves the general education needs of students and offers professional training in music. The Music major combines a broad education in the liberal arts with preparation for a wide range of graduate and professional opportunities. Students may choose from among four majors in three degree programs: Bachelor of Arts -Music Major; Bachelor of Music - Performance Major; Bachelor of Music - Music Education Major, and Bachelor of Science - Music Therapy Major. In addition to opportunities as professional musicians, teachers of music and music therapists, graduates have access to a wide variety of careers. Leaders in the professions and business regard a liberal arts major as an excellent preparation for satisfying and effective service in many occupational areas. Music Faculty Merilee Klemp (Chair),Stephen Gabrielsen, Robert Karlen, Roberta Metzler, John Moye, Robert Stacke Music Coordinator Mary Ella Pratte Bachelor of Arts Freshmen will enroll in the regular Bachelor of Arts program. Theory tests will be required of all incoming students and will be given the first week of class. The petition to be accepted as a B.A. candidate will be submitted to the Department prior to registration for Upper Division courses. Bachelor of Music - Education Theory placement tests will be required of all incoming students and will be given the first week of class. Students wishing to become Bachelor of Music - Education candidates must perform (Level 11 repertoire) in their major performance medium for a faculty panel. They may then apply, by petition, to the Department as early as their second semester of study. Additionally, Music Education majors must apply to the Education Department for acceptance into the music education licensure program. Departmental approval and a cumulative GPA of 2.5 in all music courses is necessary for the education licensure program. Bachelor of Music - Performance Theory placement tests will be required of all incoming students and will be given the first week of class. Students wishing to become Bachelor of Music - Performance candidates must perform (Level I1 repertoire) in their major performance medium for a faculty panel. They must then apply, by petition, to the Department before the end of their second semester of study. uL Music - Candidate approval is necessary to register for B.M. level performance studies. A cumulative GPA of 2.5 in music courses and a 3.0 in performance studies must be maintained. Bachelor of Science - Music Therapy Theory placement tests will be required of all incoming students and will be given the first week of class. Students considering a music therapy major should consult with the director of the program. An equivalency program is available for those who have a four-year college degree. juniors with a GPA of at least 3.0 in music courses. A faculty committee must approve the candidate's honors project proposal and certify successful completion. The following possibilities are indicative of acceptable projects: a senior thesis and its defense; an additional senior recital of graduate quality; composition of a work for vocal and/or instrumental ensemble; conducting an ensemble concert; or combinations of the above. Consult the Music Department Student Handbook for more information. Music Minor Candidates must apply by petition to the Department prior to registration for Upper Division courses. Freshman Performance Scholarships Available to freshmen taking lessons for credit. Consult with individual instructors or the Music Office. Transfer Students Transfer students will enter the B.M. program on probation, subject to Departmental approval of a performance hearing and petition during their first semester in residence. All transfer students will be required to take the theory placement test the first week of class. Core Curriculum (required of all majors): MUS 101 Materials of Music I MUS 102 Materials of Music I1 MUS 111 Aural Skills I MUS 112 Aural Skills I1 MUS 201 Materials of Music 111 MUS 211 Aural Skills 111 MUS 231 History and Literature of Music I MUS 232 History and Literature of Music I1 Plus ensemble participation, performance studies, and recital requirements as given under each speafic degree and major (see A p plied Music section).Also, French or German study as stated in General Education Require ments and in speafic degree requirements. BACHELOR OF ARTS Ensembles Music Major Auditions for membership in ensembles are scheduled, following application, during summer orientation sessions or during the first week of the school year. Offers the broadest education in liberal arts and prepares the student for the greatest range of graduate, business and professional opportunities. Students who intend to pursue non-performancegraduate study, or desire to enter one of the many music-related business fields of employment, most often choose this course of study. Honors Major Candidates for the honors program are nominated each spring from among those Music Requirements: 12 course credits Core curriculum plus: MUS 202 Form and Analysis MUS 212 Aural Skills IV One music credit elective And two semesters chosen from: MUS 311,312 Composition MUS 341 Basic Conducting MUS 342 Choral Conducting MUS 344 Instrumental Conducting MUS 331 Music of the Baroque Era MUS 332 Music of the Classical Era MUS 333 Music of the Romantic Period MUS 334 Music of the 20th Century Performance Studies Eight quarter course credits in the major instrument/voice. Eight quarter course credits in a major ensemble Four semesters in a non-credit small ensemble Keyboard proficiency Pass tluee Music Repertoire tests Consult the Music Department Student Handbook for more information on individualized degree requirements. Music Minor Six course credits including: MUS 101,102 Materials of Music I, I1 MUS 111,112 Aural Skills I, I1 MUS 231 History and Literature of Music I or MUS 232 History and Literature of Music I1 MUS 341 Basic Conducting And one additional course in Music History or Conducting Plus four consecutive quarter courses in a major ensemble concurrent with four quarter courses of Performance Studies in the student's major instrument. Music minors also must pass one Music Repertoire test. W BACHELOR OF MUSIC Music Education Major Offers students the preparation necessary to become teachers of music in the public schools. This preparation includes course work which allows the student to become certified to teach at the elementary through the secondary levels. Requirements: 16.5 course credits Core curriculum plus: MUS 202 Form and Analysis MUS 212 Aural Skills IV MUS 311,312 Composition I, 11 MUS 341 Basic Conducting MUS 342 Choral Conducting or MUS 344 Instrumental Conducting Performance Studies Two quarter course credits in the major instrument/voice Four half course aedits in the major instrument/voice Two full course credits in the major instrument/voice Two quarter course credits in the minor instrurnent/voice MUS 358 Half junior recital MUS 459 Full senior recital Eight quarter course credits in a major ensemble Four semesters in a non-credit small ensemble Improvisation competency on major instrument or voice Keyboard proficiency Pass three Music Repertoire tests Achieve a cumulative GPA of 2.5 in all music courses and in the major performance medium. Choose one area of emphasis: Vocal emphasis - MUS 251,252,253, 254,435 Music Instrumental emphasis - MUS 152, 155, and one course credit of music elective Other Requirements HPE 114 Health and Safety Education HPE 115 Health and Chemical Dependency Education HPE 116 Healthy Concepts for Educators EDU 210 Learning and Development in an Educational Setting EDU 265 Orientation to Education in an Urban Setting and Field Experience EDS 341 Media Technology EDS 350 Reading in the Content Areas EDS 354 Creating Learning Environments: Secondary and Field Experience EDS 355 Music Methods (K-12) EDS 356,357,358 Music Methods: Brass and Percussion, Woodwinds, Strings EDS 388 Human Relations EDS 478 School and Society EDS 481,482,483,484 Student Teaching and Seminar Consult the Education Department and Music Department Student Handbook and program adviser. BACHELOR OF MUSIC Music Performance Major Designed for students who display advanced competence and achievement in music performance. This degree program is chosen by students who wish to become professional performers, private instructors, or who intend to pursue a graduate degree in music performance. Requirements: 19.5 course credits: Core Curriculum plus: MUS 202 Form and Analysis MUS 212 Aural Skills IV MUS 311,312 Composition I, I1 MUS 341 Basic Conducting MUS 342 Choral Conducting or MUS 344 Instrumental Conducting Performance Studies Two quarter course credits and six full course credits in the major instrument/ voice Two quarter course credits in the minor instrument/voice MUS 358 Full junior recital MUS 459 Full senior recital Eight quarter courses in a major ensemble Four semesters in a non-credit small ensemble Keyboard proficiency test Pass three Music Repertoire tests Achieve a cumulative GPA of 2.5 in all music courses and 3.0 in the major performance medium. Choose one area of emphasis: Vocal emphasis - MUS 251,252,253, 254,435, one course credit of music elective. French or German to fulfill language requirement. Piano or Organ emphasis - MUS 301, 302,436,456, one-half course credit of music elective. Instrumental emphasis - MUS 301,302, one and one-half course credits of music electives. Consult the Music Department Student Handbook for more information. BACHELOR OF SCIENCE Music Therapy Major Fulfills academic and clinical requirements for registration with the National Association for Music Therapy, Inc., and prepares students for the professional Music certification examination developed by the Certification Board for Music Therapists. This course is chosen by students who wish to become registered music therapists. Requirements: 16.5 course credits Core curriculum plus: MUS 152 Basics of Singing MUS 155 Class Piano MUS 158 Class Guitar MUS 271 Music Therapy Techniques and Materials MUS 274,275 Music Therapy Practicums MUS 311,312 Composition I, I1 MUS 341 Basic Conducting MUS 372,373 Psychological Foundation of Music I, I1 MUS 374,375 Music Therapy Practicums MUS 472 Human Identity Through the Creative Arts MUS 473 Music Therapy Senior Seminar MUS 474,475 Music Therapy Practicums MUS 479 Music Therapy Clinical Internship Performance Studies Eight quarter course credits in the major instrument/voice MUS 458 Half senior recital Four quarter course credits in major ensemble Four semesters in major (credit) or small (non-credit) ensemble Four semesters in small ensemble (no credit) Keyboard proficiency, guitar proficiency Pass three Music Repertoire tests Achieve a minimum grade of 2.5 in each music therapy course Additional required courses: EDS 282 Introduction to Special Education EDS 356,357,358 Music Methods: Brass and Percussion, Woodwinds, Strings PSY 105 General Psychology PSY 362 Behavior Disorders BIO 103 Human Anatomy and Physiology SOC 362 Statistical Analysis or PSY 230 Research Methods: Design, Procedure and Analysis I Graduates are eligible to take the National Association for Music Therapy certification examination. APPLIED MUSIC Ensembles (MUE) One quarter course credit per semester is granted to members of major ensembles (MUE 111,112,121,141). Other ensembles carry no credit. Traditional grading is required for music majors and minors in ensemble courses. The general student way register for credit with either traditional or P/N grading, or may choose no credit status with audit (V) designation. A maximum of two course credits in ensemble may be counted toward graduation requirements. Performance Studies for Credit Four elements are required of music majors/minors - lessons, jury examination at end of each semester, mandatory attendance at performance workshop and attendance at off- and on-campus performances. See Music Department Student Handbook for details. Areas of Concentration The music major/minor student must declare an area of concentration. A secondary area, required of Music Educa- 18 Bd Music tion students, necessitates additional lessons, jury examination and performance. Lessons: Private instruction in voice, piano, organ and any instrument is available for all students in the following categories: No credit - one half-hour lesson and three hours of practice per week. One-quarter course credit - one halfhour lesson and four hours of practice per week. One-half course credit -two halfhour lessons and eight hours of practice per week. One course credit -two half-hour lessons and 12 hours of practice per week. Performances: All students registered in Performance Studies for credit must perform each year in a general student recital, at the end of each semester for a faculty panel (jury examination), and additional performances as required by the instructor. Listening: All music majors/minors registered in Performance Studies for credit are required to attend designated music events during each semester (recommended:four on-campus and four professional off-campus) during each semester. Failure to attend the required number of recitals, major ensemble concerts, other designated events and the Performance Workshops or student recitals will be a factor in determining the final grade received in Performance Studies. Music majors must pass a total of three Music Repertoire tests; music minors must pass one. Consult the Music Department Student Handbook for contents of Music Repertoire tests and specific degree requirements. Recitals: A committee composed of the student's teacher and two other music faculty members will determine the final grade for all recitals. A pre-recital hearing will be mandatory for all students performing recitals that partially fulfill degree requirements. The charge of the recital jury shall be to determine if the recital is likely to be adequately prepared by the recital date for the student to receive a grade of 3.0 (B.M. Performance) or 2.5 (B.A., B.M.Education, B.S.) as specified in Department guidelines. Concurrent registration in Performance Studies in the major performance medium is required for recital performance. Students should carefully read the Music Department Student Handbook and consult continually with their applied teacher. The following guidelines provide an outline of requirements and procedures which must be followed by all recitalists. Departmental Sponsorship Recitals required for the fulfillment of the B.M., B.A. or B.S. degree requirements or Honors Major will be sponsored by the Music Department. Other student recitals may be departmentally sponsored. Duration and Repertoire Level All departmentally sponsored recitals must be representative of the academic guidelines set forth in this catalog and Repertoire Lists available in the Music De~artment. 1.B.M. degree junior recitals (MUS 358) will be one-half hour in duration, and will be at repertoire Level I11 for Music Education majors and one hour in duration at Level IV for Music Performance majors. 2. B.M. degree senior recitals (MUS 459) will be one hour in duration at repertoire Music l a Level IV for Music Education majors and one hour in duration at Level V for Music Performance majors. Keyboard Proficiency B.A., B.M. and B.S. candidates must demonstrate elementary keyboard familiarity by passing the Piano Proficiency test. (Consult the Music Department Student Handbook for contents of Piano Proficiency test.) 3. B.A. and B.S. degree senior recitals (MUS 458) will be one-half hour in duration at repertoire Level 111. Many music courses are offered alternate years. Consult the ACTC Class Schedule or the Music Department for course offerings in each term. THEORY MUS 101 Materials of Music 1 (.5 course) Notation, scales, intervals, triads, keyboard harmony and principles of part writing. To be taken concurrently with MUS 111. (Fall) MUS 102 Materials of Music 11 (.5 course) Diatonic harmony, secondary dominants and simple modulations. To be taken concurrentlywith MUS 112. (Spring) MUS 111 Aural Skills 1 (.5 course) Rhyhmc and melodic dictation, interval and triad recognition, sight singing and harmonic dictation to parallel progress in MUS 101. (Prereq.: concurrent registration in/or completion of MUS 101. Fall) MUS 112 Aural Skills 11 (.5 course) Development of listening and reading skills to parallel progress in MUS 102. (Prereq.: concurrent registration in/or completion of MUS 102. Spring) MUS 201 Materials in Music 111 (.5 course) Continuation of MUS 102 with chromatic harmony and modulation. (Prereq.: MUS 102. Fall) MUS 202 Form and Analysis (.5 course) Musical structures of common practice period and introduction to 20th century practice. (Prereq.: MUS 201. Spring) MUS 21 1 Aural Skills 111 (.5 course) Melodic, harmonic dictation and sight singing to parallel progress in MUS 201. (Prereq.: MUS 211 and concurrent registration in/or completion of MUS 201. Spring) MUS 212 Aural Skills IV (.5 course) Further development of listening skills to parallel progress in MUS 202. (Prereq.: MUS 211 and concurrent registration in/or completion of MUS 202. Spring) - Music MUS 301 Counterpoint 1 (.5 course) Sixteenth through 18th century contrapuntal techniques including double counterpoint, passacaglia, fugue and canon. (Prereq.: MUS 201,211. Alternate years: Fall 1995) MUS 302 Counterpoint 11 (.5 course) Study of contemporary counterpoint including works of Schoenberg, Bartok, Hindemith, Stravinsky and Carter. (Alternate years: Spring 1996) MUS 31 1 Composition 1 (.5 course) Study of notational systems, score layout, calligraphy, physical basis of sound, ranges of and arranging music for voices and instruments. Simple forms and tonal harmonic materials are employed. (Fall) MUS 312 Composition 11 (.5 course) Advanced arranging for vocal and instrumental ensembles of varying sizes and types. Contemporary techniques, atonal systems, and larger forms are studied and used. (Spring) MUS 341 Basic Conduding (.5 course) Study of fundamental conducting patterns and baton technique. Score analysis and preparation. Rehearsal techniques. Basic nomenclature. (Fall) MUS 342 Choral Conduding (.5 course) Choral literature and organization. Vocal methods and voice selection. Advanced conducting techniques with class as the choir. (Alternate years: Spring 1995) MUS 344 Instrumental Conduding (.5 course) Preparation of and conducting instrumental literature. Advanced conducting techniques. Organization of instrumental ensembles. (Alternate years: Spring 1996) W HISTORY AND LITERATURE MUS 130 Introduction to Music in the Fine Arts Relationship between music of each period and the other fine arts. For non-music majors. MUS 230 Electronics in Music Exploration and creation of sounds heard in 20th century music. The study and application of practical electronic technology used in music will be combined with aesthetic considerations in the creative aspects of the art. For non-music majors. MUS 231 History and Literature of Music I A study of the evolution of music from antiquity to 1750. (Prereq.: MUS 112,201. Fall) MUS 232 History and Literature of Music II Continuation of MUS 231 from 1750 to the present. (Prereq.: MUS 112,201. Spring) Music The following four half-courses are extensive studies of speaal eras in music history: MUS 331 Music of the Baroque Era (.5 course) (Prereq.: MUS 231,232. Alternate years: Fall 1994) MUS 332 Music of the Classical Period (.5 course) (Prereq.: MUS 231,232. Alternate years: Spring 1995) MUS 333 Music of the Romantic Period (-5 course) (Prereq.: MUS 231,232. Alternate years: Fall 1995) MUS 334 Music of the 20th Century (.5 course) (Prereq.: MUS 231,232. Alternate years: Spring 1996) MUS 432 Church Music and Worship Development and influence of church music as evidenced in contemporary worship practices. Designed for the general as well as the music and theology student. (Alternate years: Spring 1995) MUS 435 Voice Repertoire (.5 course) Interpretation, style and programming of the song literature from the 16th century to the present, with an emphasis on literature and source materials used for teaching voice. (Prereq.: MUS 231,232. Alternate years: Spring 1995) MUS 436 Piano Repertoire (-5 course) Study of the piano literature from the 17th century to the present by listening, analyzing and performing. (Prereq.: MUS 231 and 232. Alternate years: Spring 1995) MUS 498 lndependent Study (.5 course) Advanced research and projects not otherwise provided for in the Department curriculum. Open only to advanced students upon approval by the faculty. MUS 499 lndependent Study Advanced research and projects not otherwise provided for in the Department curriculum. Open only to advanced students upon approval by the faculty. W TECHNIQUE MUS 152 Class Voice (.25 course) Fundamentals of tone production and singing. (Spring) MUS 155 Class Piano (-25 course) Basic keyboard familiarity, including scales, chords, arpeggios, sightreading, and simple accompaniment and music reading skills necessary to pass the Piano Proficiency Test. (Prereq.: MUS 101 or consent of instructor. Fall) MUS 158 Class Guitar (.25 course) Beginning techniques of classic guitar. (Spring) -11 - Music MUS 252 English Diction (.25 course) Fundamental course in correct standard English diction for singing. Familiarization with the International Phonetic Alphabet. Open to all students registered for vocal instruction. (Alternate years: Fall 1995) The following three quarter-courses are continuations of MUS 252 with application for the Italian, German and French languages. MUS 251 Italian Diction (.25 course) Familiarization with the International Phonetic Alphabet and its application to basic Italian song literature. (Prereq.: MUS 252. Alternate years: Fall 1995) MUS 253 German Diction (.25 course) Continued use of the International Phonetic Alphabet in basic German song and choral literature. (Prereq.:MUS 252. Alternate years: Spring 1996) MUS 254 French Diction (.25 course) Continued use of the International Phonetic Alphabet in basic French song and choral literature. (Prereq.: MUS 252. Alternate years: Spring 1996) MUS 358 junior Recital (.O course) B.M. candidates only. Half recital at repertoire Level 111, Music Education majors or full recital at Level IV, Music Performance majors. No course credit. MUS 456 Piano Pedagogy (.5 course) Principles, methods, materials and techniques for teaching piano. Survey of various pedagogical schools of thought. (Alternateyears: Spring 1996) MUS 458 Senior Recital (.O course) Half recital by B.A. or B.S. candidates at repertoire Level 111. No course credit. MUS 459 Senior Recital (.O course) B.M. candidates only. Recital must be preceded by a prerecital hearing by faculty committee. Repertoire Level IV for Music Education majors and Level V for Music Performance majors. No course credit. THERAPY MUS 271 Music Therapy Techniques and Materials (.5 course) Study of non-symphonic instruments, Orff-Schulwerk, applications of recreational music activities to clinical settings. Includes on-campus practicum with children. MUS 272 Human Identity through the Creative Arts A study of the aesthetic expression and experience as they relate to human identity, with an emphasis on psychological, cultural and biological aspects of musical behavior. An understanding of the relationships of the creative therapies of art, music, drama and movement. (Alternateyears: Fall 1995) Music 19 MUS 274, 275 Music Therapy Practicums (.O course) Volunteer work in a clinical setting, two hours per week. No course credit. MUS 372 MUS 373 Psychological Foundations of Music I An objective approach to musical stimuli and response, with an emphasis on acoustics and sociopsychological aspects of music. An understanding of the research process and development of an experimental research project. (Alternate years: Fall 1994) Psychological Foundations of Music II Implementation of group and individual research projects, emphasis on a multidisciplinaryapproach to music therapy. Theories of learning music, musical talent and performance. (Alternate years: Spring 1995) MUS 374, 375 Music Therapy Practicums (.O course) Volunteer work in a clinical setting, two hours per week. No course credit. MUS 472 Human Identity through the Creative Arts (See course description for MUS 272.) Enrollment for Upper Division credit required for music therapy majors, and will include an additional course module. (Alternate years: Fall 1993) MUS 473 Music Therapy Senior Seminar Class discussions of theories and research as they apply to therapeutic settings including discussion of professional ethics. A holistic approach to therapy with music. (Alternate years: Spring 1994) MUS 474, 475 Music Therapy Practicums (.25 course each) Volunteer work under the supervision of a registered music therapist, two hours per week. (Prereq.: three of MUS 274,275,374,375.) MUS 479 Music Therapy Clinical Internship (.5 course) Full-time placement in an NAMT internship setting for six months. Application for Internship sites must be made nine months in advance. Sites in Minnesota are limited. (Prereq.: Completion of all other graduation requirements) W ENSEMBLES AND PERFORMANCE STUDIES Ensembles (MUE) These musical organizations exist not only for the benefit of the music student, but for any student who wishes to participate. Membership is determined by audition during the first week of Fall semester or by arrangement with the ensemble director. Assignment to an ensemble is then made at the discretion of the appropriate faculty. For Jazz Ensemble membership, preference is given to Concert Band members. While the Department strongly encourages both formal and informal ensemble experience, only membership in Band, Orchestra, Choir or Chapel Choir will satisfy the major, minor or Distribution/General Education Requirements. Some instruments are available for use by students. 92 Music MUE 111Augsburg Choir (.25 course) MUE 131Woodwind Chamber Music (.O course) MUE 112 Chapel Choir (.25 course) MUE 141 Concert Band (.25 course) MUE 113 Vocal Chamber (.O course) MUE 142 Brass Ensemble (.O course) MUE 114 Advent Vespers Choir (.O course) MUE 143Jazz Ensemble (.O course) MUE 121 Orchestra (.25 course) MUE 144 Percussion Ensemble (.O course) MUE 122 Sbing Ensemble (.O course) Performance Studies (MUP) Private instruction for credit is graded traditionally. All areas of study are available to the non-music major or minor. All lessons are adapted to the individual needs of the student and those bearing credit are supplemented by accompanying, ensemble participation and other performances. Repertoire lists are graded I-V to indicate levels of achievement and the following expectations: No-credit study has no repertoire requirements; Music Minor - Level I; B.A. and B.S. Majors - Enter I and attain 111; B.M. - Education Major - Enter I1 and attain IV; B.M. - Performance Major -Enter I1 and attain V. MUP 111-411 Voice lessons MUP 121-421 Violin lessons MUP 122-422 Viola lessons MUP 123-423 Cello lessons MUP 124-424 Bass lessons MUP 131-431 Oboe lessons MUP 132-432 Bassoon lessons MUP 133-433 Clarinet lessons MUP 134-434 Saxophone lessons MUP 135-435 Flute lessons MUP 137-437 Horn lessons MUP 141-441 Trumpet lessons MUP 142-442 Trombone lessons MUP 143-443 Baritone lessons MUP 1 4 - 4 4 Tuba lessons MUP 152-452 Piano lessons MUP 159a Piano accompanying MUP 161-461 Guitar lessons MUP 171-471 Percussion lessons MUP 181-481 Organ lessons MUP 191-491 Harp lessons Note carefully the following provisions: 1. Performance study registration occurs the first week of classes. 2. A semester of study is 14 weeks of lessons and coaching. Any lessons during the Interim or Summer are arranged privately with the teacher. 3. A student who cannot attend a scheduled lesson is required to notify the teacher at least 24 hours in advance; otherwise, except for illness immediately prior to a lesson, the student will forfeit the right to a make-up lesson. 4. Credit is granted only for study with faculty members of the Augsburg College Music Department. T he Natural Science Licensure program for teachers is designed to strong preparation for science teaching and satisfy Minnesota licensure requirements. The program of courses is designed to provide a broad, basic background in science and allow for specialization in an area. The following programs assume that the student will meet the Distribution/ General Education Requirements of the College, the requirements for appropriate majors, the courses required in the Department of Education and, in the physical sciences, have at least one year of calculus. Consult with the Department of Education for requirements in Education. Early consultation with adviser is essential. Coordinator Arlin Gyberg Teaching Licensure Major The State of Minnesota has specific licensing requirements for teachers which may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Education Department to identify current Minnesota teacher licensure requirements. Broad Base Requirements Two Earth Science (PHY 101 Astronomy, PHY 106 Meteorology or Geology) BIO 113,114 General Biology PHY 116 Introduction to Physics or PHY 121,122 General Physics I, I1 CHM 105,106 Principles of Chemistry or CHM 115,116 General Chemistry Biology Major (for licensure in Life Science) Broad Base Requirements, plus: BIO 201 Introduction to Cellular Biology BIO 491 Seminar Six other Biology courses, including at least one from each of the following groups: BIO 351 Invertebrate Zoology or BIO 353 Comparative Vertebrate Zoology or BIO 473 Animal Physiology BIO 361 Plant Biology or BIO 440 Plant Physiology BIO 367 Biochemistry or BIO 471 Advanced Cellular and Molecular Biology BIO 476 Microbiology or BIO 481 Ecology And one course in Organic Chemistry Physical Science Broad Base Requirement Two courses: one in Earth Science (Astronomy, Meteorology or Geology), and one in General Biology. Chemistry Major (for licensure in Physical Science) Physical Science Broad Base Requirement Graduation Major in Chemistry: CHM 105,106 Principles of Chemistry or CHM 115,116 General Chemistry CHM 351 Organic Chemistry CHM 352 Organic Chemistry CHM 353 Quantitative Analytical Chemistry CHM 361 Physical Chemistry CHM 363 Physical Chemistry Laboratory CHM 491 Chemistry Seminar MAT 145,146 AUGMENT Mathematics I, I1 or MAT 124,125CalculusI, II (WEC only) One advanced Chemistry Course One year of General Physics and Two Physics courses above General Physics (Recommended: PHY 245 Modem Physics and PHY 261 Electronics) - Natural Science l4 Physics Major (for licensure in Physical Science) Physical Science Broad Base Requirement Graduation Major in Physics: PHY 121 General Physics PHY 122 General Physics PHY 245 Modern Physics PHY 351 Mechanics I PHY 362 Electromagnetic Fields I PHY 363 Electromagnetic Fields 11 PHY 395 Comprehensive Laboratory PHY 396 Comprehensive Laboratory MAT 145,146 AUGMENT Mathematics I, 11 or MAT 124,125 Calculus I, I1 WEC only) MAT 245 Mathematical Structures and Reasoning I MAT 247 Introduction to Applied Mathematics* or MAT 224,226 Calculus Ill, Differential Equations (WEC only) Two additional Physics courses above 122 One year of General Chemistry One course of Organic Chemistry and One course of Analytical Chemistry *Note: PHY 327 Special Functions of Mathematical Physics may substitute for MAT 247 NORDIC AREASTUDIES See listing under InterdisciplinaryStudies. NORWEGIAN See listing under Modem Languages. I he Augsburg Nursing Program is designed exclusively for registered nurses who want to increase their opportunities in the health care field. The scope of nursing practice is changing and expanding. Nurses are being called on to function in a variety of settings that differ from those in the past. Today nurses work in hospitals, clinics, corporations, government agencies, schools and community organizations. Some are selfemployed, m i n g their own businesses. All of these nurses provide comprehensive health assessment for individuals from all cultures and socioeconomic levels. From helping parents have safe deliveries of healthy infants to coordinating home care for the dying, nurses assist people through the entire life span. The bachelor's degree equips the nurse with a working knowledge of the biological, physical, social, behavioral and nursing sciences. The nursing program at Augsburg College also provides the educational opportunities to increase skills in critical thinking, clinical investigation and decision-making that prepare nurses to handle challenging new positions in today's health-care field. Augsburg's nursing program, leading to a Bachelor of Science degree with a major in Nursing, is accredited by the National League for Nursing. Graduates of the program are eligible to apply for public health nurse registration in Minnesota. With one additional course, they are eligible to apply for school nurse certification. Nursing Department Faculty Beverly Nilsson (Chair),Marian Enos, Lucie Ferrell, Sharon McDonald, Pamela Weiss Major Nine courses including: NUR 305 Contemporary Nursing I: Communication NUR 306 Contemporary Nursing LI: Paradigms in Nursing NUR 310 Community Health Nursing I NUR 311 Community Health Nursing 11: Practicum NUR 330 Trends and Issues in Nursing NUR 350 Introduction to Nursing Research NUR 403 Contemporary Nursing 111: Families NUR 423 Practicum in Nursing: Nursing of the Family NUR 431 Leadership and Management: Theory and Practice PHI 380 Ethics of Medicine and Health Care A minimum grade of 2.0 in each nursing course and cumulative GPA of 2.5 at the completion of Level I and Level 11 courses of study are required. Students also must complete Augsburg's residence and General Education Requirements. The program has been planned so that the Nursing major can be completed within two academic years, however, students may pursue their studies at a slower pace. Courses in the Nursing major are offered on weekends with clinical courses requiring additional weekday time. While courses are designed so that the major may be completed within two years, more time may be required to complete the total course of study depending on the number of credits transferred from other collegeso r universities. Students in nursing may take non-nursing courses in both day school and Weekend College. Students interested in "- Nursing pursuing the Nursing major should consult with an adviser from the Nursing Department for program planning. Honors Major GPA of at least 3.6 in the major and 3.3 overall; application to the Department Chairperson by November 1of the senior year; recommendation by Nursing faculty; honors thesis to be defended before a faculty committee by April 15. Candidates register for NUR 499 to complete the thesis. *If the practicums in nursing are not taken concurrently with their respective theory courses, students are required to consult with faculty prior to registration regarding review of the theoretical content. The following steps may be taken in any order, but all must be completed prior to application for admission into the Nursing major. 1. Admission to Augsburg College: Before you can apply for the Nursing Program, you must first be admitted into Augsburg College. All applicants must present a high school diploma or equivalent and a 2.0 GPA. 2. RN Licensure in Minnesota: Applicant must be a registered nurse licensed in Minnesota or be registered to take the State Board Exams prior to beginning at Augsburg. 3. Prerequisite Course Content: The following courses must have been completed with a GPA of 2.0 or better: chemistry, anatomy and physiology, microbiology, English composition, introductory sociology and introductory psychology. These courses may be taken at Augsburg or at another accredited college or university. 4. Written Entrance Exam: Applicants must validate their theoretical knowledge by taking the AD Comprehensive written exam. There is a fee for this examination, which is given at Augsburg through the Department of Nursing. Upon successful completion of the validation testing, credits for up to six courses may be granted. Scores for this test may be transferred. 5. Current Clinical Practice: Applicants must give evidence of current nursing clinical practice (within the past five years). This may include: graduation from a school of nursing (a minimum overall GPA of 2.5 is required), work experience, or completion of a nursing refresher course or an acceptable equivalent. Options for Completing the Degree Augsburg recognizes that nurses have a variety of time schedules, personal responsibilities and work demands that must be taken into account in any decision to work toward a college degree. For this reason, Augsburg offers full and part-time alternatives for pursuing this degree. Courses are offered at different times throughout the year to suit various schedules. The entire Nursing major and the necessary prerequisite courses are available through Augburg's Weekend College. Classes usually meet on alternate weekends for one three-and-one-half hour time block. Students also can complete their liberal arts General Education Requirements by taking courses in day school and Weekend College. Nursing NUR 305 Contemporary Nursing I: Communication A course that introduces the components of the professional role and begins the professional socialization process. The communicative process is emphasized as one means by which the nurse-client relationship is negotiated. Interactive and group theories are explored for their applicability to changing professional roles and practice. NUR 306 Contemporary Nursing II: Paradigms in Nursing An introduction to theories and conceptual thinking in the process of professional development. The function of theory in piding nursing practice is emphasized. Selected nursing conceptual models are studied and their application to practice is examined. NUR 310 Community Health Nursing I This course focuses on community health delivery systems. Health care is examined within the cultural, political, and economic diversity of the city. Students complete an assessment of an elderly person and an urban community and critically discuss the ethical issues of health care delivery. NUR 311 Community Health Nursing II: Practicum'* This course provides a clinical experience in the practice of p ~ ~ b lhealth ic nursing in which students give direct care to culturally diverse clients and groups. Students will provide care to both disease and disability and health promotion clients. Students analyze a specific community system and the community's provision of health related services. (Prereq.: NUR 310) NUR 330 Trends and Issues in Nursing This transitional course is designed to investigate the current responsibilities of the professional nurse. Current economic, social, political and professional trends and issues are explored in relation to their implications for nursing practice. NUR 350 Introduction to Nursing Research The research process and methods appropriate to nursing are emphasized in this course. Issues of ethics in nursing research are explored. Students critique nursing research for its applicability to nursing practice and design a research proposal. NUR 403 Contemporary Nursing Ill: Families This course provides a theoretical basis for nursing interventions with culturally diverse families and explores theories related to family structure and functioning throughout the life span. Consideration is given to the role of the nurse in family health care. (Prereq:NUR 311) NUR 423 Practicum in Nursing: Nursing of the Family** A clinical practicum offering the student an opportunity to provide complex nursing care to families in a selected practice setting. (Prereq.: NUR 403) 1! - Nursing NUR 431 Leadership and Management: Theory and Practice** This course examines the professional nurse roles of leader and manager. Concepts of change, conflict and system dynamics are explored. Ethics, accountabilityand advocacy in the leader-manager role are studied. Application of theory occurs in selected practicesettings. (Prereq.: NUR 423) NUR 432 Topics in Nursing A course designed to provide in-depth exploration of selected topics in nursing. The subjects studied will vary depending upon the interests of the faculty and students. NUR 499 Independent Study This learning experience provides the opportunity for the student to study a selected topic or issue in depth. Students consult with f a d t y and submit written proposals, objectives and methods of evaluation prior to registration. ** This course involves an additional clinical fee. T he Philosophy Department assists students to understand issues raised in the traditional areas of philosophy. To this end, we consider problems of knowledge and questions of truth, the nature of reality, the basis of values and rules for correct reasoning. Our goals are to instill in students a love of truth, to inspire a curiosity about the sigruficanceand meaning of the world they experience, and to develop the skills of critical analysis and creative synthesis. studies such as law, medicine or the Christian ministry. Many enter the marketplace, confident that the study of philosophy has given them the ability to think critically. The liberal arts curriculum provides an opportunity for students to explore different aspects of the world from a variety of perspectives or disciplines. Philosophy plays a central role in the liberal arts by encouraging students to explore questions about themselves, human experience, right and wrong, the world and God. Beginning with two Socratic principles: "The unexamined life is not worth living" and "Know yourself," the study of philosophy assists students in the realization of their unique potential for understanding and self-fulfillment. Major Nine courses including: PHI 230 Logic PHI 241 History of Philosophy I: The Classical Philosophers PHI 242 History of Philosophy 11: Medieval and Renaissance Philosophy PHI 343 History of Philosophy 111: Enlightenment and 19th Century Philosophy PHI 344 History of Philosophy lV:20th Century Philosophy A 400 level course (other than PHI 499) Three elective courses in Philosphy Note: Five courses must be Upper Division. Four courses in the history of philosophy -beginning with the ancient Greeks and Romans and continuing through the Medieval and the Renaissance periods to the present - form the core of the philosophy program. In these courses students are taught how to read, understand and criticize great texts of Western civilization. In addition, students have the opportunity to explore the relation of philosophy to other disciplines and to take advanced seminars in special topics. This major has been carefully planned so that students can easily have two majors. Though some majors go on to graduate school in philosophy, most use the major to prepare for other professional Philosophy Department Faculty Mark Fuehrer (Chair),David Apolloni, Bruce Reichenbach. Honors Major Admission to the Philosophy Honors program is by recommendation of the Philosophy faculty. Such recommendations will be made at the end of the junior year. The program will consist of an honors thesis on an approved topic of the student's choice that involves research above the course level, and a defense of this thesis before the faculty of the Department. Minor Five courses, including two from PHI 241,242,343 and 344. - Philosophy lo PHI 110 Introduction to Philosophy Philosophy raises some of the most basic questions that human beings can ask about meaning, ideas, beauty and truth. The purpose of this course is to provide the student with some experience in examining these concepts, thereby to sharpen the critical and analytical skills required to evaluate and construct a system of ideas and beliefs. (Fall, Spring) PHI 120 Ethics Ethics studies our moral beliefs, helping students to consider the bases they use to make moral judgements. The course explores the major philosophical approaches to evaluating moral actions, and then applies them to contemporary personal and social moral issues. Throughout the course Christian ethics will inform our considerations. Students taking PHI 120 may not take PHI 125. (Fall, Spring) PHI 125 Ethics and Human Identity This course is a philosophical study of the role of human understanding, feelings and action with respect to the pursuit of happiness. We begin by asking what the end or purpose of human life is, assess the role of reason, will and passion with respect to this end, and then decide on the moral and intellectual virtues required to reach the end. The topic of friendship and human love is investigated next. The course ends with an analysis of human happiness. Students taking PHI 125 may not take PHI 120. (Fall, Spring) PHI 175 Philosophy of Love and Sex We begin by studying some common conceptions and misconceptions of romantic love and some philosophers' definitions of it. We then try to decide what it is to be in love with someone, and how this differs from just being friends or sexually desiring them. Finally, we consider issues such as the ethics of sex, sexual attraction, marriage, adultery and homosexuality. PHI 230 Logic Students learn to distinguish arguments from exposition. Then they learn the rules which govern valid arguments and develop their ability to recognize and construct sound arguments. The last part of the course focuses on inductive reasoning. PHI 241 History of Philosophy I: The Classical Philosophers The writings of Plato and Aristotle are the foundations of all philosophical thought in Western civilization. In this course students read and analyze some of the key works by Plato and Aristotle, as well as work in Stoicism, Epicureanism and Neoplatonism. (Fall) PHI 242 History of Philosophy II: Medieval and Renaissance Philosophy The Middle Ages was a period of great synthesis of elements of Christian revelation, classical philosophy and Islamic culture. In this course students will read writings by various Medieval and Renaissance philoso- Philosophy 2' phers in order to understand the process of philosophical assimilation involved in constructing a Christian philosophy. (Suggested prior course: PHI 241. Spring) PHI 260 Philosophy and the Arts What is artistic creativity?What is a work of art and what makes great works of art great? What is it to appreciate works of art? Is one's appreciation of music or art simply a matter of taste? Does aesthetic experience differ from other kinds of experience? We will consider answers to these and many other related questions. PHI 299 Directed Study Independent Study for Lower Division credit. (On request) PHI 343 History of Philosophy Ill: Enlightenment and 19th Century Philosophy This course studies the major rationalists of the 17th century (Descartes, Spinoza, Leibniz), the major empiricists of the 18th century (Locke, Berkeley, Hume), Kant's synthesis of philosophy, and 19th century Idealism and the reaction to it (Marx, Kierkegaard, Nietzsche). (Suggested prior course: PHI 241 or 242. Fall) PHI 344 History of Philosophy IV: 20th Century Philosophy What lies behind 20th century philosophy's love affair with language? Is truth that which works? Can we remake philosophy as a rigorous science? These and other issues are dealt with in a study of the major representatives of linguistic analysis, pragmatism, existentialism, phenomenology and post-modernism. (Suggested prior courses: PHI 241,242, and 343) PHI 350 Philosophy of Religion What is the relation between faith and reason? Does God exist, and if so, what can be said about God? Can we reconcile the goodness of God with human and animal suffering? We will conduct a systematic inquiry into these questions which form the basis of Western religious beliefs. (Suggested: one prior course in philosophy. Cross-listed with Religion Department. Offered annually) PHI 355 Oriental Philosophy A study of the basic concepts and philosophies which underlie Hinduism, Buddhism, Confucianism and Taoism. (Suggested: one prior course in philosophy. Alternate years) PHI 360 Political Philosophy By studying the writings of political philosophers from antiquity up to the modem period, students will be asked to examine crucial questions concerning the organization of human society. The relation of the nature of the state to religion, the home and the city will be looked at through the eyes of Plato, Aristotle, Cicero, Dante and Machiavelli. (Alternate years) PHI 365 Philosophy of Science The course explores what scientific knowledge is, whether the scientist's knowledge of the world is profoundly differentand better than that of the non-scientist, and what degrees of certainty are yielded by scientific - Philosophy l2 methods. Students will also work in researching and developing philosophical responses to sigruficant issues in this area. (Suggested prior course: PHI 230 or one course in natural science. Alternate years) PHI 370 Existentialism Studies in the writings -both philosophical and literary -of prominent Existentialist authors. We will examine what it means to be a being-in-theworld and explore such themes as absurdity, freedom, g d t , despair and paradox. (Suggested: one prior course in philosophy. Alternate years) PHI 380 Ethics of Medicine and Health Care Application of ethical principles to problems which arise in the areas of health care and delivery, human experimentation, genetic engineering, abortion, care for the dying and euthanasia. (Alternate years) PHI 399 Internship Internship for Upper Division credit. PHI 410 Topics in Philosophy Advanced studies covering either an individual philosopher or a specific area of philosophy, such as philosophical movements, the history of an idea or specific problem, or inter-disciplinary problems. Seminar format. May be taken more than once for credit. (Suggested prior courses: any from PHI 241,242,343,344 or consent of instructor. Offered annually) PHI 499 Independent Study Jndividual study and research on some philosophical topic of interest to the student, worked out in consultation with the faculty adviser. (On request.) See listing under Health and Physical Education. P hysicists are not only curious about the woild, but ambitious as well. Their aim is to understand the fundamental principles which describe and govern all physical aspects of the universe. Called "natural philosophers" in previous centuries, physicists investigate natural systems by means of controlled experimentation and mathematical analysis. Physics includes the study of systems ranging in size from sub-atomic particles to the largest of galaxies and from the relative stillness of near absolute zero temperature to the fiery activity of the stars. As a fascinating and expanding area of study and as a basic science, physics plays an important role in many of the liberal arts disciplines and contributes to society's understanding of such areas as energy, weather, medical science and space exploration. Recognizing the importance of physics in contemporary life and reaIizing that keeping abreast of the rapid advances is an ever increasing challenge, the Department intends to bring to the students not only basic concepts but also insights into recent developments. In this process, the faculty expects challenges to arise, be met and stimulate sound thinking, perceptive judgment and an interest in experimental techniques. To this end a rigorous major provides students with the in-depth preparation required for graduate study. More than two-thirds of the graduates in Physics have completed or are currently working toward graduate degrees at a number of fine universities across the nation. A major in physics provides flexibility. It also serves as a stepping stone for graduate work in related areas such as computer science, atmospheric science and meteorology, astronomy, oceanography, biophysics, environmental science, engineering and medical and health related fields. In addition, the Physics program at Augsburg functions in a supportive role for students majoring in mathematics, chemistry,biology and computer science. The Department also supervises the PreEngineering program with degree programs available at cooperating universities at both the bachelor's and the advanced degree levels. The Department maintains active research programs through its Center for Atmospheric and Space Sciences. Several students work each academic year and summer as research assistants in these efforts, which are supported by NASA, the National Science Foundation and other federal agencies. The Department also administers Augsburg College's portion of funds designated for the Minnesota Space Grant College Consortium, funded by NASA. Cooperative Education, internship and undergraduate research programs provide opportunities for students to apply their physical science knowledge and problem solving skills in practical.situations in industrial, governmental and academic settings. Students may participate in alternating term Cooperative Education programs or work part-time during two or more academic terms. Internship opportunities alone generally involve only one semester. The Department serves the liberal arts tradition by offering courses for the nonscience students that will enable them to attain a general understanding of a particular area of science. These courses seek to provide the basic starting point for further study and the opportunity to enable students to follow new developments with some degree of comprehension. 4 Physics - Physics Department Faculty Jeffrey Johnson (Chair), Stuart Anderson, Mark Engebretson, Kenneth Erickson, William Monsma, Robert Stenstrom. Physics Research Staff Anthony Hansen, William Jasperson, David Venne. Atmospheric Sciences Research Group, Augsburg College Center for Atmospheric and Space Sciences. BACHELOR OF ARTS Major 13 courses including: PHY 121 General Physics I PHY 122 General Physics II PHY 245 Modem Physics PHY 351 Mechanics I PHY 362 Electromagnetic Fields I PHY 363 Electromagnetic Fields I1 PHY 395,396 Comprehensive Laboratory Two elective Physics courses above PHY 122 MAT 145,146 AUGMENT Mathematics I, I1 or MAT 124,125 Calculus I, I1 (WEC only) MAT 245,247 Mathematical Structures and Reasoning I, I1 or MAT 245 Mathematical Structures and Reasoning I and PHY 327 Special Functions of Mathematical Physics or MAT 224,226 Calculus 111, Differential Equations (WEC only) BACHELOR OF SCIENCE Major 17 courses including: PHY 121 General Physics I PHY 122 General Physics 11 PHY 245 Modern Physics PHY 261 Electronics PHY 351 Mechanics I PHY 352 Mechanics I1 PHY 362 Electromagnetic Fields I PHY 363 Electromagnetic Fields I1 PHY 395 Comprehensive Laboratory PHY 396 Comprehensive Laboratory PHY 486 Quantum Physics I One Physics course above PHY 122 CHM 105,106 Principles of Chemistry or CHM 115,116 General Chemistry MAT 145,146 AUGMENT Mathematics I, 11 or MAT 124,125 Calculus I, II (WEC only) MAT 245,247 Mathematical Structures and Reasoning I, I1 or MAT 245 Mathematical Structures and Reasoning I and PHY 327 Special Functions of Mathematical Physics or MAT 224,226 Calculus 111, Differential Equations (WEC only) BACHELOR OF SCIENCE Physics Major With Concentration in Space Physics 18 course credits. It is the same as the B.S. major, with the addition of PHY 320 and PHY 420, and the omission of the elective Physics course. Honors Major A GPA of 3.5 in physics and 3.0 overall. An independent investigation of a physics topic with an oral defense of the written Physics 2' research report. Application for the honors major should be made no later than the first term of the senior year. In planning their courses of study, students are encouraged to work closely with members of the Physics faculty. Normally, students should have MAT 124 or 145,125 or 146, and PHY 121,122 during the freshman year, and MAT 224 or 245 and 226 or 247 (or PHY 327) during the sophomore year. Teaching Licensure Major The State of Minnesota has specific licensing requirements for teachers which may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Education Department to identify current Minnesota teacher licensure requirements. PHY 101 Minor Seven courses including: PHY 121 General Physics I PHY 122 General Physics II Three elective Physics courses above PHY 122 MAT 145,146 AUGMENT Mathematics I, II or MAT 124,125 Calculus I, II (WEC only) Society of Physics Students The Augsburg chapter of the Society of Physics Students provides students the opportunities of membership in a national physics society and of participating in the physics comunity on a professional basis. Membership in SF'S is open to all students interested in physics. Sigma Pi Sigma Membership in the Augsburg chapter of this national physics honor society is open to those students who have completed the equivalent of a minor in physics, have a GPA of 3.0 in physics and overall, and rank in the upper third of their class. Astronomy A descriptive course covering our solar system, stars and galaxies. In addition the course traces the development of scientific thought from early civilization to the present day. Night viewing and laboratory sessions are important components of the course. (Three onehour lectures. Prereq.: MPG 11. Fall, Spring) PHY 103 Conceptual Physics An introductory course in which the applications, problems, and experiments are selected to illustrate fundamental principles of physics. The course stresses a hands-on intuitive approach to physics and is designed to serve students in education. (Two three-hour lectures/laboratories. Prereq.: MPG IlI. Fall, Spring) PHY 106 Introductory Meteorology A survey of the basic principles involved in understanding the earth's weather and climate. Topics include winds, fronts, cyclones, clouds and - Physics precipitation, thunderstorms, tornados and hurricanes, climate and climate change, global warming and ozone depletion. (Three onehour lectures, one two-hour laboratory. Prereq.: MPG 11. Fall) PHY 116 Introduction to Physics An algebra-based introductory course in which the applications, problems and experiments are selected to illustrate fundamental principles and provide a broad survey of physics. (Three one-hour lectures, one two-hour laboratory. Prereq.: MPG 111. Fall) PHY 121,122 General Physics I, II A rigorous study of classical physics including mechanics, wave motion, thermodynamics, electricity, magnetism and optics. Designed for physics majors, pre-engineering students and other specified majors. Must be taken in sequence. (Three onehour lectures, one three-hour laboratory. Prereq.: MPG IV.Fall: PHY 121; Spring: PHY 122) PHY 199 Internship A work-based learning experience in which a student, faculty member and site supervisor design a learning agreement which enables the student to consider physics as a major and/or explore its career alternatives. Students must consult with the Department and Internship Office before registering for academic credit. PHY 245 Modern Physics An introduction to modem physics from a historical and experimental basis. Relativity, quantum effects, atomic and molecular physics, nuclear and solid state physics. This course indicates the need for, and develops the experimentalbasis of, quantum mechanics. (Three one-hour lectures, one oneand-one-half hour laboratory. Prereq.: PHY 122. Fall) PHY 261 Electronics A review of AC and DC circuits and study of analog electronics comprises the first half of the semester. The second half includes study of digital electronics culminating in analysis and use of microprocessors and microcomputer systems. (Three onehour lectures, one three-hour laboratory. Prereq.: PHY 116 or 122; and MAT 122 or 125 or 146. Spring. Cross-listed with Computer Science Department.) PHY 299 Directed Study Independent Study for Lower Division credit. PHY 320 lntroduction to Space Science A survey of the earth's space environment including solar, planetary, magnetospheric, ionospheric and upper atmospheric physics (solar dynamics, the bow shock, magnetopause, radiation belts, plasma sheet, magnetic storms, substorms, current systems, particle precipitation and aurora). (Three onehour lectures. Prereq.: PHY 245. Spring) PHY 327 Special Functions of Mathematical Physics An introduction to special functions in physics and engineering (complex numbers, partial differentiation, Fourier series, series solution of selected Physics 2 differential equations, Legendre, Bessel and other orthogonal functions, and functions of a complex variable). (Three one-hour lectures. Prereq.: PHY 122 or consent of instructor, MAT 224 or 245 or equivalent. Spring. Cross-listed with Mathematics Department.) PHY 351, 352 Mechanics I, II Classical mechanics in terms of Newton's laws of motion and the Lagrangian and Hamiltonian formalisms. Topics include consenration principles, single particle motion, systems of particles, oscillatory systems, central-force motion, dynamics of rigid bodies, gravitation, two-particle kinematics, noninertial reference frames, thermodynamics and statistical mechanics. (Three one-hour lectures. Prereq.: PHY 122, MAT 226 or 247 (or PHY 327). Fall: PHY 351; Spring: PHY 352) PHY 362, 363 Electromagnetic Fields I, II The classical electromagnetic field theory is developed using the vector calculus throughout. Topics include electrostatics, magnetostatics, solution of Laplace's and Poisson's equations, electric and magnetic properties of materials, and the theory of electromagneticradiation based on Maxwell's equations. (Three one- hour lectures. Prereq.: MAT 226 or 247 (or PHY 327). Fall: PHY 362; Spring: PHY 363) PHY 395,396 Comprehensive Laboratory (.5 course each) An emphasis on independent laboratory investigations, including participation in physics seminars. Experiments in the area of mechanics, thermodynamics, vacuum physics, electronics, electricity, magnetism, optics and modem physics. (One three-hour laboratory and one seminar hour per week. Prereq.: junior or senior standing or consent of instructor. Fall: PHY 395; Spring: PHY 396) PHY 399 Internship A work-based learning experience in which a student, faculty member a learning agreement which links the ideas and and site s u p e ~ s odesign r methods of physics with the opportunities found in the placement. Students must consult with the Internship Office before registering for academic credit. PHY 420 Plasma Physics A rigorous study of the fundamentals of plasma physics including plasma parameters, plasma drifts, particle motion, electric and magnetic fields, kinetic theory, Maxwell-Boltzmann distribution function, Boltzmam equation, magnetohydrodynamics,plasma waves, instabilities, transport processes and applications to laboratory and space plasmas. (Three onehour lectures. Prereq.: PHY 362,363 or concurrent registration) PHY 486 Quantum Physics I A development from first principles, including de Broglie's postulates, the Schroedinger equation, operators, wave functions, expectation values, angular momentum and approximation methods. Applications include potential wells and barriers, the harmonic oscillator, and the hydrogen atom. (Three one-hour lectures. Prereq.: PHY 245,351. Fall) Physics PHY 488 Quantum Physics II The application of quantum mechanics to specific topics chosen from the areas of solid state physics, atomic and molecular physics, nuclear physics and particle physics. (Three one-hour lectures. Prereq.: PHY 486. Spring) PHY 499 Independent Study An opportunity for students to explore systematically a problem in experimentalor theoretical physics, worked out in consultation with a faculty adviser. Open to juniors and seniors with Departmental approval. F irmly grounded in the liberal arts tradition, political science has roots in the humanities, including philosophy and history. Through its use of statistical analysis, it relates not only to other behavioral sciences, but also to mathematics and the sciences generally. The role and sigruficance of authority in human affairs establish the focus of political science; because politics is a central and enduring reality in the world, it affects and is affected by many other human concerns. As an academic discipline, political science uses systematic inquiry and analysis to examine political reality and to suggest and test alternatives. The student who majors in political science will explore political ideas and values, investigate political cooperation and conflict, analyze and compare political systems and develop perspectives on international relations. In the process, the student will be encouraged to relate insights from other liberal arts disciplines such as philosophy, psychology, economics, history and sociology to the study of politics. Providing work in several sub-fields of political science, the major supplies the breadth appropriate for graduate work in the discipline, as well as in public administration, public policy analysis, law and other professions. It also serves as a foundation on which to develop careers in public service, business, communications and other fields. Legislative and other Internships, as well as significant independent research projects, are within easy reach of ~ u ~ s b uPolitical rg Science students in the Twin Cities area. Combined with broad, balanced and flexible course offerings, these special opportunities enhance the student's potential for graduate study and a successful career. Augsburg Political Science students have the benefit of an experienced faculty that brings a balanced expertise to the course offerings, as well as special strengths in interpreting politics in the contexts of the mass communications media, communism and American public law. The Departmental faculty is committed to the view that the study of politics, involving as it does an understanding of the human heritage and the importance of informed choice in human affairs, is an important aspect of liberal learning. Political Science Faculty Milda Hedblom (Chair), Andrew Aoki, Mary Ellen Lundsten, Norma Noonan, Myles Stenshoel Major Nine courses: POL 158 Political Patterns and Processes POL 484 Political Analysis Seminar Required elective - one of the following: POL 121 American Government and Politics POL 122 Metropolitan Complex POL 160 World Politics POL 170 Law in the United States And at least five other Upper Division courses in four out of five political science areas. A seminar in one of the five areas may be counted for that area. SOC 362 Statistical Analysis Teaching Licensure Major The State of Minnesota has specific licensing requirements for teachers which may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change O Political Science - Minor after publication of this catalog. Students therefore should consult with the Augsburg Education Deparlment to identify current Minnesota teacher licensure requirements. Five courses, including POL 121 or 122 or 170; POL 158; and at least three Upper Division courses in three out of five political science areas. Honors Major Political Science Areas The Honors Major in Political Science includes the requirements listed above, plus the following: The student's GPA must be 3.5 in the major and 3.0 overall. The student must take an Honors Independent Study and a seminar, and must submit, not later than March 1of the senior year, an Honors Thesis to be defended before a faculty committee. Students may work with any member of the Department on their Honors Thesis. For specific requirements, consult the Department Chair. Students should apply for the Honors major no later than the first term of the junior year. (I) American Government and Politics, (11) Comparative Politics and Analysis, (III) International Politics, (IV) Public Law, and (V) Political Theory and Analysis. Any course listed in more than one area may be counted in only one area toward major or minor requirements. Note: Students interested in secondary education may take a Political Science major in combination with specified social science courses, in compliance with state requirements. For more information, see the Department Chair. See the class schedule for precise listing of terms in which courses are offered. I. AMERICAN GOVERNMENT AND POLITICS POL 121 American Government and Politics The politics of American government including the forms of political ideas; the pattern of participation; the dynamics of congressional, presidential and bureaucratic policy making; and current issues in American society. POL 122 Metropolitan Complex Examines politics in metropolitan areas, emphasizing central cities and focusing on actors, structures and other influences on urban public policy. Discussion-lecture, case studies of the Twin Cities metro area, and meetings with public officials and activists. POL 325 Public Administration The politics of public administration and bureaucratic policy-making in the United States; governmental regulation, promotion and management, emphasizing political and economic interaction. (Prereq.: one course in political science or consent of instructor) Political Science POL 326 Political Parties and Behavior The political behavior of the electorate emphasizing public opinion and political parties in the electoral process. Field work with political parties and interest groups and media in presidential elections (optional in nonpresidential election years). (Prereq.: one course in political science or consent of instructor. Fall term of election years) POL 342 Mass Communications in Society Effects of mass communications on individual behavior; the uses and control of mass media for political and social purposes including a study of censorship, newsmaking, entertainment and public affairs programming. (Prereq.: junior or senior standing or consent of the instructor) POL 370 Constitutional Law (See Section IV for description.) POL 371 Topics in Constitutional Law (See Section I V for description.) POL 375 Media Law (See Section IV for description.) POL 421 Topics in American Politics Selected themes, including legislative, executive or judicial process, and policy process in American politics; national, urban or state focus; topic to be included in subtitle. (Prereq.: one course in political science or consent of instructor) W II. COMPARATIVE POLITICS AND ANALYSIS POL 158 Political Patterns and Processes An analysis of basic patterns in the political system and decision-making process with some comparison of major political systems and discussion of contemporary issues. POL 350 Topics In European Politics Study of the political behavior, institutions and processes of European states. The course will focus on either European Community Law and Politics or Domestic Politics in European states. (Prereq.: one course in political science or consent of instructor) POL 351 Topics In Communist/Post-Communist Systems Analysis of the former Soviet Union and/or other communist/postcommunist states in terms of political behavior, evolution, institutions and political processes. (Prereq.: one course in political science or consent of instructor) POL 359 Topics: Women in Comparative Politics Various aspects of women in comparative politics will be explored. Themes and countries vary. (Prereq.:one course in political science or consent of instructor) - Political Science I* POL 459 Topics in Comparative Politics Selected themes including interpretations of political systems and comparisons of political processes such as political participation, political development, political change and revolution. Topic to be included in subtitle. (Prereq.: one course in political science or consent of instructor) Ill. INTERNATIONAL POLITICS POL 160 World Politics Introduction to the processes and issues of international politics, including the dynamics of the international system, theories of international relations, and a focus on recent problems. POL 363 Russian and Chinese Foreign Policy Analysis of theory and policy in the foreign policy process in Russia (and the former USSR) and China. (Prereq.: one course in political science or consent of instructor) POL 461 Topics in International Politics Selected themes including interpretations of international politics, foreign policy decision making, simulations of international problems. Topic to be included in subtitle. (Prereq.: one course in political science or consent of instructor) POL 490 Seminar in International Relations Capstone seminar for students majoring in international relations; analysis of some methods for studying international relations; analysis of major trends; senior thesis. Open to other students by consent of instructor. (Prereq.: four courses in the International Relations sequence) IV. PUBLIC LAW POL 170 Law in the United States A survey of American law and legal process. Theories of law; law and society; roles of courts, police, lawyers and juries; the United States Constitution as "supreme" law; law as politics; historic and contemporary legal issues. POL 370 Constitutional Law The legal-political-philosophicalrole of the Supreme Court in the American political system in significant decisions affecting the allocation of powers in the national government and in the federal system. (Prereq.: POL 170 or consent of instructor) POL 371 Topics in Constitutional Law Selected topics in constitutional law, especially civil rights. Content will vary, defined by the subtitle of the course. (Prereq.: POL 170 or consent of instructor) POL 375 Media Law Study of key issues and contemporary conflicts in media law and regulation, including the uses of law to settle disputes about media content, Political Science access, ethics and ownership. (Prereq.: one course in political science, POL 342, or consent of instructor) V. POLITICAL THEORY AND ANALYSIS POL 158 Political Patterns and Processes (See Section I1 for description.) POL 380 Western Political Thought A study of influential political philosophers, emphasizing the values, goals and assumptions which continue to inform and to rationalize human governance. (Prereq.: one course in political science or consent of instructor) POL 381 Topics in Democratic Theory A study of democratic theories. Topics vary and may include the emergence of political democracy in comparative perspective or American political thought. Topic to be included in the subtitle. (Prereq.: one course in political science or consent of instructor) POL 382 Marxist Theory Origins and evolution of Marxist theory and movements emphasizing Marxism as developed in Russia and China. Consideration of the political, social, and economic dimensions of the theories, with some focus on the changing role of Marxist doctrines in society. (Prereq.: POL 158 or consent of instructor) POL 484 Political Analysis Seminar An analysis of different approaches and theories in the study of politics including an examination of the requirements of science as a model for political study. Major research is required. (Prereq.: POL 495 or SOC 362; POL 158 and two Upper Division courses, or consent of instructor) VI. SEMINARS, INDEPENDENT STUDY AND INTERNSHIPS POL 199 Internship Lower Division internship. Consult Internship Supervisor in the Department to determine project. (P/N grading only unless Internship Supervisor grants exception.) (Fall, Interim, Spring) POL 295 Lower Division Seminar Special topics. Consult Department Chair concerning terms and subject matter. (On demand) POL 299 Directed Study Independent Study for Lower Division students. (Fall, Interim, Spring) POL 399 Internship A work-based learning experience in which the student, faculty member and site supervisor design a learning agreement which links the ideas and methods of political science to opportunities found in the placement. 21 Students must consult with the Depariment supervisor and the Internship and Cooperative Education Office. (P/N grading only unless Internship Supervisor grants exception.) (Fall, Interim, Spring) POL495 . Seminar Selected topics. Consult Department Chair concerning terms and subject matter. POL 499 Independent Study Topics defined through consultation between instriictor and student. (Fall, Interim, spring) IJSYCHOLOCY DEPARTMENT - PSY P sychology, with its emphasis on behavioral observation and data, provides a perspective on human activities which is an integral part of a liberal education. The goal of the Psychology program is the improved understanding of human behavior by studying how people cope with their environment and interact with each other. The Department's courses have three basic goals: (1) to introduce the student to the current information and methods in psychology as well as earlier approaches to psychological questions; (2) to develop the ability to analyze, interpret and evaluate behavioral research, and (3) to provide practice in the application of these principles. The Department program provides an emphasis on both field experiences and the theoretical foundation for graduate study in psychology and related areas. Cooperative Education and Internships are designed to provide students with practical pre-professional experience. On-the-job experience gives students the opportunity to test career fields and develop professional contacts. Psychologists use a variety of methods to study behavior, including experimentation, observation and clinical case analysis. Faculty members in the Department of Psychology at Augsburg have varied professional specializations which include areas such as counseling, physiological psychology, human development, personality, social, and organizational psychology and analysis of public policy. The Psychology program's emphasis on the use of a problem solving approach, the acquisition of information about human development and interaction, and the development of human relations skills can be beneficial in careers in business, education and other social services, the church and govenunent, as well as in careers such as research, law and medicine. Psychology Faculty Nancy Steblay (Chair), Grace Dyrud, Norman Ferguson, Duane Johnson. Victoria Littlefield Major 10 courses including: PSY 102 The Individual in a Social World or PSY 105 General Psychology PSY 230 Research Methods: Design, Procedure and Analysis I PSY 330 Research Methods: Design, Procedure and Analysis I1 PSY 399 Internship PSY 381 Psychology in Historical Perspective or PSY 493 Seminar: Contemporary Issues PSY 354 Perception and Cognition or PSY 355 Brain and Behavior PSY 325 Social Behavior or PSY 359 Psychological Assessment Three additional Upper Division Psychology courses. Note: A minimum of five courses must be from Augsburg. No more than two courses from among PSY 299,399, and 499 may be counted. It is recommended that Psychology majors take additional course work from other areas that will complement and strengthen their particular interests and skills in psychology. All Psychology majors must have an adviser in the Psychology Department. l8 Psychology PSY 356 Environmental Psychology This course uses a cultural-ecological viewpoint to study the influence which the environment, both natural and human-made, has on behavior. Major topics include: overcrowding and environmental stress; territoriality; defensible space and crime; and specific environments such as room, buildings and cities. (Prereq.: PSY 102 or 105) PSY 357 Behavior Analysis Principles of learning. Behavior change principles and their application to instruction. Behavior change and individualized instruction projects. (Prereq.: PSY 102 or 105) PSY 359 PsychologicalAssessment Theory,principles and examples of tests of personality and intelligence. (Prereq.: PSY 230) PSY 361 Personality An introduction to the field of personality study, including theory, research, assessment and contemporary applications. (Prereq.: PSY 102 or 105) PSY 362 Behavior Disorders An introduction to maladaptive human behaviors from social, organic and psychological points of view. (Prereq.: PSY 102 or 105) PSY 371 Psychology of Gender Psychological theory and research on biosocial aspects of behavior. Emphasis on the social construction of gender and its impact on the lives and behavior of individuals. Consideration of such topics as cognitive, physical and soda1 development, social relationships, and economic and political power. (Prereq.: PSY 102 or 105) PSY 373 Organizational Psychology Theoretical conceptualizationsof organizational behavior. The study of the individual, groups, structure and change and development in organizations. (Prereq.: PSY 102 or 105) PSY 381 Psychology in Historical Perspective Historical development of psychological viewpoints and theoretical positions. (Prereq.: two PSY courses) PSY 399 Internship A work-based learning experience in which a student, faculty member and site supervisor design a learning agreement which links the ideas and methods of psychology with the opportunities found in the placement. Participation in a concurrent seminar is required. Students must consult with the Department and the Internship Office before registration. (Prereq.: PSY 330) PSY 485 Counseling Psychology Principles, methods and attitudes involved in the counseling process. Consideration given to goals and ethical guidelines for a counseling relationship. (Prereq.: three PSY courses and junior class standing) PSY 490 Current Topics in Psychology Study of selected areas and topics in psychology that are not treated extensively through current course offerings. Specific topics will be published prior to registration. (Prereq.: PSY 102 or 105 and consent of instructor) PSY 493 Seminar: Contemporary Issues Discussion of contemporary societal issues from a psychological viewpoint. Consideration of the approaches and methods used by psychologists in studying such issues. (Prereq.: five PSY courses) PSY 499 Independent Study Limited registration by special permission for advanced students in psychology. Students must present a written plan prior to registration including a carefully considered rationale and purpose for the proposed study. (Prereq.: PSY 330) - KELICION DEPARTMENT - REL !O A \ ugsburg College understands itself as a college of the church and it is persuaded that the Christian faith provides an appropriate perspective from which to undertake its educational task. The biblical faith and tradition of the Christian church have influenced the whole world and they have affected and continue to influence language, literature, history, values and political structures. The student encounters this religious tradition in studying these and other areas. The study of religion and theology is intended to make such encounters more meaningful by a better knowledge of biblical history and that of the Christian church and by a larger acquaintance with theological thought. While it is true that the fundamental orientation of this College is to the Christian faith, it is also true that the field of religion obviously includes more than is represented by the Christian faith. Large segments of the earth's population live by religious concepts and ideas which are different from Christianity. The Department of Religion seeks to introduce students to some of these major religious traditions. It is the hope and expectation of the Department that students will become better acquainted with the content and character of the Christian faith, enabling them to reflect theologically on their own religious commitment. Courses in religion are not intended to be footnotes to courses in other disciplines and departments. The study of religion and the discipline of theology have an integrity of their own. The College offers both a major and a minor in Religion. Students who wish to work in the church as a parish or youth worker or as a director of Christian Education may find a major in Religion appropriate for that purpose. Religion Faculty ~Lynne~ Bradley ~ ~(chair), l tJohn B LorenZen, philip Quabeck 11, Eugene Skibbe BACHELOR OF ARTS Religion Major Eight courses including: REL 111 Introduction to Theology REL 221 Biblical Studies REL 356 History of Religions REL 481 Contemporary Theology REL 495 Seminar Three additional Religion courses. Note: Seminar, especially for majors, should be taken in the junior or senior year. Before taking the seminar, each major must have written one formal research paper and placed it on file with the Department Chair. Only one Interim course may be applied to the major. One New Testament Greek course may be applied to the major. Religion Major with a Concentration in Youth and Family Ministry Nine courses including: REL 111 Introduction to Theology REL 221 Biblical Studies REL 342 Theology of Youth and Family Living REL 343 Theology of Marriage REL 358 Life and Work of the Church REL 399 Internship REL 481 Contemporary Theology REL 495 Seminar and a supervised Internship in the Youth and Family area. ~ Reliaion Consultation with one of the staff members in the Youth and Family Institute is required in order that proper preparation in discipline areas outside the Department of Religion may be achieved. Honors Major GPA of 3.5 in the major and 3.0 overall; research project approved by the Department and colloquium with the Department. Minor Five courses. Not more than one Interim course may be counted for the minor. REL 111 Religion 111or 221 is prerequisite to all other courses and is to be taken in either the freshman or sophomore year at Augsburg. Exceptions may be made for junior or senior transfer students, but the basic courses are still highly recommended as preparation for Upper Division courses. Department approval is necessary before courses taken in other colleges can be accepted for Religion Department credit. All majors must consult with the Department Chair. See also International Studies Department: Global Issues and World Churches. Introduction to Theology An introduction to the academic discipline of theology and to the dialogue between the church and the world which concerns Christian doctrine. REL 199 Internship A work-based learning experience designed by the student, faculty member and site supervisor to meet the goals of the student; i.e. exploring career alternatives in religion. The learning agreement must be completed before registering. REL 221 Biblical Studies The origin, literary character and transmission of the biblical documents. The task of biblical interpretation. The history of Israel and the emergence of the church. REL 231 REL 299 Religion in African-American History An examination of selected topics related to the Black experience, e.g., African backgrounds, religion under slavery and evangelicalism. Directed Study Independent study on Lower Division level. Limited to special cases, on application to Chair. REL 342 Theology of Youth and Family Living Contemporary theories of youth and family living are examined within the context of Christian teachings. Emphasis will be placed on individual development at every age, how individuals relate in systems and how Christian ideas intersect to enhance the functioning of families, particularly in relationship to current crises in teenagers and families. (Fall) 21 REL 353 Denominations and Religious Croups in America A study of the beliefs and worship practices of the major Christian denominations and of many contemporary American religious groups. Some controversial religious movements will also be considered. (Spring) REL 356 History of Religions An introductory survey of some of the major living religions of the world, including Hinduism, Buddhism, Confucianism, Taoism, Shinto and Islam. Lectures plus some discussion of primary documents from these religious communities. (Fall) REL 357 Survey of Church History A survey of Christian history in the early, medieval, Reformation and modem periods. Some attention to primary sources, in addition to interpretations of the periods in question. The expansion of the church, its inner life, its relation to the state and the development of its doctrine will be major elements of the study. REL 358 Life and Work of the Church Congregational life in its varied character with attention to Christian education and curriculum, youth work and parish work. (Spring) REL 360 Religion and Society An examination of the interaction of religion and society in terms of sociological analysis with particular emphasis on contemporary sociological research on religious movements in American society. REL 361 The Church in the First Four Centuries A study of the early Christian Church, including such topics as persecution and martyrdom, the development of the creeds, Christianity in conflict with Gnosticism and mystery religions, monasticism and mysticism, early Christian worship and theology. REL 362 Theology of the Reformers An introduction to the theological thought of the Protestant reformers of the 16th century. Special attention to the writings of Martin Luther and other representative figures. REL 363 Religion in America A study of the history of religion in America. Special attention to the rise of religious liberty, revivalism, denominations and the responses of religion to the challenges of its environing culture. (Fall) REL 370 American Indian Spirituality and Philosophical Thought Religious beliefs, spiritual customs and philosophy of North American Indians are studied. Within these broad areas, the subjects of medicine, healing, shamanism, dreams, visions, myths and spiritual powers are also included. Tribal similarities and differences are explored as are tribal relationships with nature, religious oversight of life cycles, sacred ritual ceremonies and beliefs in an afterlife. Religion REL 399 Internship A work-based learning experience designed by the student, faculty member and site supervisor focusing on methodology and specialties within the field of religion. The learning agreement must be completed before registering. REL 420 The Russian Orthodox Church This course will explore the history, theology and liturgical life of the Eastern Orthodox Christian Church. Theology and history will be considered primarily from the perspective of those Christians who live in Greece, Turkey and Eastern Europe, with special attention to the Orthodox Church in Russia. (Spring) REL 441 Feminism and Christianity This course will consider the central ideas of Christianity and feminism and how they might be compatible. Attention will be given to religious influences on societal roles for women and men, feminist interpretation of the Bible and the impact of feminism on Christian theology, especially in terms of language and metaphor. (Fall) REL 471 Jesusand His Interpreters Consideration of the New Testament documents, particularly the Gospels, dealing with their context, literary structure and relationships. Attention to the variety of interpretations given the person of Jesus, including the "quests for the historical Jesus." REL 472 Paul the Apostle A study of the Apostle Paul including his historical background, his relationship to the early church and some of the themes found in his writings. REL 473 The Message of the Old Testament The various types of Old Testament literature. The distinctive ideas of Hebrew thought with emphasis on the message of the prophets. REL 475 Judaism A survey of the history of Judaism from the end of the Old Testament period to modem times, with emphasis placed upon the religious development. A special interest in such modem Jewish thinkers as Buber and Heschel. The Jewish Chatauqua Society annually makes a grant to Augsburg College in partial support of this course in Judaism. (Fall) REL 481 REL 483 Contemporary Theology An introduction to some representative trends in Christian theological thought today, as seen from the systematic perspective, in the light of the continuing theological task of the Christian Church. (Spring) Christian Ethics The bases of Christian social responsibility, in terms of theological and sociological dynamics. Emphasis on developing a constructive perspective for critical reflection upon moral action. 2; Religion REL 495 Seminar Selected topics. Required of majors in the junior or senior year. Others by permission of instructor. (Fall) REL 499 Independent Study Limited to students who are Religion majors and satisfy Departmental guidelines. See Department listing for a description of the following approved elective: PHI 350 Philosophy of Religion Coordinator Minor Magda Paleczny-Zapp Six courses including: Two courses (one year) of basic college Russian (or equivalent competencies) One course in Russian history One course in Marxist theory One course from the approved list of electives. Major 11 courses including: Four courses (two years) of basic college Russian (or equivalent competencies) Two courses in Russian history One course in Marxist theory One course in Russian literature One course in Soviet politics Two courses from the approved list of electives. Each student's major program must be approved by the Coordinator. See Nordic Area Studies under Interdisciplinary Studies. Central and East European Concentration Minor Consult the Coordinator for information. Courses that are regularly offered in Augsburg College are: POL 351, POL 363, POL 382, POL 459, ECO 317, REL 356, REL 420, HIS 348, RUS 111, RUS 112. s tudents preparing to teach social studies on the high school level must complete, in addition to the professional requirements to be met within the Department of Education, a competency-based program designed to provide a broad foundation in the social sciences. Coordinator Jerry Gerasimo Social Studies Teaching Licensure Seven courses: ECO 112 Principles of Macroeconomics or ECO 113Principles of Microeconomics HIS 222 20th Century U.S. POL 158 Political Patterns and Processes PSY 105 General Psychology SOC 121 Introduction to Human Society SOC 336 Introduction to Cultural Anthropology One course in geography (human or cultural) plus a major in one of five fields economics, history, political science, psychology or sociology. Geography and anthropology are also acceptable fields, although they are not offered as majors on the Augsburg campus. Students considering a career in social studies education should consult, as soon as possible, the Augsburg Department of Education and the Social Studies Coordinator. For students beginning in Fall, 1994 or later: New requirements for the social studies licensure were under consideration as this catalog went to press. Contact Prof. Gerasimo and the Department of Education for information on curriculum and requirements. - 30CIAL VVORK UEPARTMENT - SWK !6 T he Social Work major . prepares - graduates for entry-level generalist professional practice in the field of human services. The program is accredited by the Council on Social Work Education and leads to a Bachelor of Science degree. The program is based on a generalist model of practice, enabling graduates to work with individuals, families, groups, communities and to develop and analyze social policy. Courses within the program utilize a student empowerment model for teaching and learning. of its social services. The Twin Cities, as the hub for these services, provides both a variety of field placements for social work students and external experts for the classroom. The ethnic and economic diversity present in this metropolitan area provides opportunities for social work students to learn to understand, appreciate, respect and work with people different from themselves and to be enriched by this opportunity to interact with diverse clients and professionals. The Social Work Program strives to contribute to its environment as well as to gain from it. Appropriately, social work students have been involved in a wide variety of community service efforts including helping to develop the LINK program on campus, mobilizing students The College's commitment to the liberal to assist a social service agency in their arts is highly compatible with education for annual Christmas giving program, and professional social work practice. The tutoring at a local neighborhood center. liberal arts with its emphasis on breadth of The Social Welfare minor and electives understanding, cultural and ethnic in the Department allow students to diversity, openness to new ideas, analysis support another major while gaining and synthesis, is an ideal foundation for knowledge about human needs and social work education. As Sir Richard growth, human services and the methods Livingston has said, "A technician is a of effective citizenship. Students taking person who knows everything there is to know about his/her job except its ultimate these courses have the opportunity to purpose and social consequence." Effective become knowledgeable about public issues and develop and nurture a perspective that social workers go beyond being technisees the central importance of diversity to cians. Augsburg social work graduates are the social fabric of this country. But beyond entry-level professionals. knowledge, students are encouraged to use Augsburg College's motto, "Education their talents and skills to address the needs for Service," exemplifies the philosophy of of society in the interest of the public good, the Social Work Department. Unique always emphasizing social justice. learning opportunities for field work Augsburg's social work major also provides a strong foundation for graduate studies in a variety of fields. Augsburg also offers a full-time Master of Social Work degree on a weekend schedule. placement and cultural enrichment are provided by a metropolitan setting known for a humane quality of life which is enhanced by the arts, outstanding human services and a highly-educated populace. Social work opportunities abound. Minnesota is known for the vitality and relevance Social Work Faculty Rosemary Link (Chair), Vern Bloom, Maria Brown (BSW Program Director),Francine Chakolis (MSW Program Director), Anthony Bibus, Blanca Rosa Egas, Hans Eriksson, Carol Kuechler, Sharon Patton, Social Work Curt Paulsen, Vincent Peters, Michael Schock, Edward Skamulis, Mary Lou Williams Major 11 core courses: SWK 361 Social Responses to Human Needs SWK 363 Methods and Skills of Social Work SWK 364 Field Work I SWK 365 Quantitative Analysis and Program Evaluation SWK 461 Advanced Methods and Skills in Social Work SWK 462 Field Work I1 SWK 463 Community Development and Organization SWK 465 Social Policy: Analysis and Development SWK 466 Field Work I11 SWK 467 The Social Worker as Professional SWK 469 Field Work IV and seven supporting courses: SWK 257 Exploring Human Services SWK 260 Humans Developing BIO 101 HumanBiology PSY 105 General Psychology SOC 121 Introduction to Human Society SOC 231 Family Systems: A CrossCultural Perspective SOC 265 Culture: Ethnicity, Gender and Race A minimum grade of 2.0 is required for each course in the core program and a 2.0 average in the supporting program. Concentration Concentrations in Aging, Chemical Dependency, Crime and Corrections, Social Ministries, and Youth are possible. A concentration consists of courses descriptive of functional, dysfunctional and programmatic aspects, plus field work placement in the senior year in the special area. For Social Ministries, a minor in Religion with specific coursework is required. Completion of a concentration is noted on the transcript. Candidacy Social Work majors must apply for candidacy status before the beginning of the senior year. Certain 400 level courses list candidacy as a prerequisite. A written self-statement, reference letters, and the completion of all core and supporting program courses below the 400 level is necessary for candidacy review. Social Welfare Minor Six courses including: SWK 257 Exploring Human Services SWK 260 Humans Developing SWK 361 Social Responses to Human Needs SWK 463 Community Development and Organization SOC 265 Culture: Ethnicity, Gender and Race and one course from: SWK 465 Social Policy: Analysis and Development POL 121 American Government and Politics POL 158 Political Patterns and Processes POL 325 Public Administration School Social Work State Department of Education required coursework includes EDU 255; HPE 115, and 400 hours in a senior year field placement in a school setting. See adviser for additional specifics. 2; - !8 Social Work H ELECTIVE COURSES OPEN TO ALL STUDENTS SWK 230 Global Peace and Social Development This course offers a framework of non-violent social change and development in the " ~lobalcontext. It also identifies the focus of Social Work in addition to many other disciplines which are vital to fostering peace, development and enhancement of a better quality of life for all human kind. SWK 257 Exploring Human Services This course is designed to help students learn about themselves in relation to a possible major or future career in social work. Students must arrange to perform 80 hours of work in a human service agency and must attend the weekly seminar. SWK 260 Humans Developing This course provides the knowledge basic to an understanding of human growth through the life cycle and of the interplay of sociocultural, biological and psychological factors which influence the growth of individuals and families in contemporary American society. Growth related to populations and groups which represent ethnic and/or life-style diversity or special stresses relevant to growth is also a focus. Students will gain self-understandingthrough use of their own experiences. SWK 299 Directed Study An opportunity for students to do readings and study on topics of interest. Proposed study must be approved in advance of registration. (Prereq.: SWK 257 and consent of instructor) SWK 361 Social Responses to Human Needs This course describes the historical and contemporary systems of human service and the diversity of professionals and client groups. The major assumptions and social movements which have contributed to the charitable and govenunental responses to human needs will be emphasized. Guest speakers and agency visits highlight the course. (Prereq.: junior standing or consent of instructor) SWK 399 Internship* Provides field learning experience for the non-major and supplements the required field work of majors (Prereq.:consent of instructor) SWK 463 Community Development and Organization Locality development and social change through community organization, social planning and social action. Emphasis on: 1)survey of historical forms of community organization and social change; 2) understanding the theories, basic issues, and strategies relevant to social protest and change; 3) examination of the role of staff and of the functions and interrelationships of community organizations; and 4) knowledge of and actual practice in the local community in the essential principles and techniques of organizing. (Prereq.: senior standing or consent of instructor) Social Work SWK 465 Social Policy: Analysis and Development Includes the study of theories of social policy formulation and methods of analysis associated with needs and services, and analysis of the impact of policy on social work practice. Development and implementation will be viewed firsthand through work with a public policy agency or official. Readings and analytical paper integrate class concepts with practical experience. (Prereq.: SWK 361,463 and senior standing or consent of instructor.) SWK 499 Independent Study An independently designed course a student (or group of students) develops, making extensive, systematic and integrated utilization of resources available in the metropolitan community, e.g., lectures, syrnposia, performances, hearings. These resources become the core of the course, supplemented by traditional college resources, and designed in consultation with and evaluated by a faculty member of the Department. * Can be taken in coordination with Cooperative Education, which may provide payment for work in field sites. W COURSES RESERVED FOR SOCIAL WORK MAJORSONLY SWK 363 Methods and Skills of Social Work Basic features of the helping process, theoretical foundations, principles and techniques of social work interventative methods and practical experience necessary for social work practice with individuals and small groups with a diversity of professionals and client groups; development of the student's repertoire of relationship-building skills. Includes videotaping laboratory sessions. (Prereq.: SWK 361, junior standing) SWK 364 Field Work I* Beginning supervised professional experience in a social work agency which focuses on interviewing experience and relationship building. A total of 120 hours, plus one small group supportive/discussion seminar per week. (Prereq.: SWK 361, junior standing, concurrent with SWK 363) SWK 365 Quantitative Analysis and Program Evaluation Overview of commonly-used research methods, especially experimental designs and applications to program evaluations. Consumer overview of methods of organizing, comparing and interpreting quantitative and qualitative information.Use of data-processingequipment for statistical analysis. (Prereq.: MPG El) SWK 461 Advanced Methods and Skills in Social Work Enlargement and refinement of practice skills recognizing adaptations of the problem-solving model to diverse populations through lecture, classroom exercise and regular class work. Enlargement of social group and family work skills, emphasis on development of generalist practice skills and eclectic approaches with a focus on diversity of professionals and client populations. (Lectures and/or laboratory exercises each week) 2: SWK 462 Field Work II* Progressively responsible supervised professional social work experience including work with individuals, families, groups and/or communities in a social service agency. A total of 120 hours, plus one supportive/ discussion seminar per week. (Prereq.: candidacy status; concurrent with SWK 461) SWK 466 Field Work 111 (.5 or 1.0 course*) Continuation of field work, a total of 60 or 120 hours. (1/2 course option during Interim. (Prereq.: candidacy status) SWK 467 The Social Worker as Professional Ethical practice, bureaucratic survival, professional job attainment, affirmative action and sexual harassment issues, personnel policies and practices, organizational theory and resource development will be studied in the course. The field work practice becomes the laboratory for class exercises. (Prereq.: candidacy status) SWK 469 Field Work IV* Continuation of SWK 466. (Prereq.: candidacy status. Concurrent with SWK 467) * Can be taken in coordination with Cooperative Education, which may provide payment for work in field sites. 30CIOLOCY DEPARTMENT - soc S ociology is the study of society as a whole and i f human social organization and groups. The sociological perspective provides a way to better understand the social world and how individuals come to think and act as they do. The goal of the Department is to help students develop their understanding of the social order and how it affects them in their daily lives. Sociology majors develop an understanding of the theories of society and social groups, leam to create and use sociological tools of analysis, and leam how to apply sociological concepts to the solution of social problems. Students are encouraged to select as electives some of the non-traditional learning models available, such as intemships, independent study, Interim courses and field studies. The Department urges students to use Augsburg's metropolitan setting as a laboratory for learning. Internships and Cooperative Education enable majors to apply the theories and research skills of sociology while they explore career alternatives. Augsburg alumni who have majored in sociology are currently employed in the personnel departments of both government and private corporations, in industrial relations work and in program evaluation. Others have used their majors as preparation for advanced study in areas such as law, the ministry, social work, urban planning and criminal justice. The Department of Sociology welcomes students who, in their quest for a liberal education as a foundation for work and life, are looking for new and different ways of understanding- the often taken-forgranted aspects of our world. Sociology Faculty Diane Pike (Chair), Jeny Gerasimo, Gany Hesser, Gordon Nelson, Rita Weisbrod Major 10 courses including: SOC 121 Introduction to Human Society SOC 349 Complex Organizations SOC 362 Statistical Analysis SOC 363 Research Methods SOC 375 Social Psychology SOC 485 Modem Sociological Theory and four additional Sociology courses. Note: SOC 399 is highly recommended. An Internship, Cooperative Education experience, independent study or Upper Division Interim course in Sociology is recommended to take advantage of the variety of learning models offered through the Department. Consult the Department Chair concerning areas of concentration. Teaching Licensure Major The State of Minnesota has specific licensing requirements for teachers which may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also change after publication of this catalog. Students therefore should consult with the Augsburg Education Department to identify current Minnesota teacher licensure requirements. Honors Major To complete the Honors Major in Sociology, the student must have a minimum GPA of 3.5 in the major and overall. In addition, she or he must: 1) successfully complete an internship, independent study or cooperative educa- - Sociology tion experience; 2) submit a portfolio of completed papers and projects, including a theory paper, a research methods project, and two projects or papers of the student's choosing which represent outstanding work in sociology; and 3) write an acceptable reflective statement on the sociology major and on the work included in the portfolio. Application for Honors Major can be obtained from the Department Chair. A SOC 121 letter of intent to apply for Honors should be received by the Chair no later than Nov. 1of the Senior year. The application and portfolio must be submitted for Department acceptance by March 1. Minor Five courses including SOC 121 and two Upper Division courses (i.e., SOC 300 and above), at least one of which must be taken at Augsburg College. Introduction to Human Society What is society and how does it make us who we are? As a unique way of understanding, sociology offers insights into discovering the world and one's place in it. Course study focuses on an understanding of culture, social structure, institutions and our interactions with each other. (Fall, Spring) SOC 199 Internship A work-based learning experience in which a student, faculty member and site supervisor design a leaming agreement which enables the student to consider sociology as a major and/or explore career altematives. Students must consult with the Department and Internship Office before registering for academic credit. (Fall, Spring, Summer) SOC 21 1 Human Communities and the Modern Metropolis The course asks a fundamental question of our times: how is community possible in the face of multicultural, economic and ideological forces that are characteristic of urban life? The cultural and structural dynamics of the Twin Cities are a basis for exploring this possibility. (Fall, Spring) SOC 231 Family Systems: A Cross-Cultural Perspective The human family system is explored in its variation among world cultures and within sub-culturesin the United States. Students prepare and deliver oral reports on topics of their choice including a world family pattem, an American sub-cultural pattern and a family process. (Fall) SOC 265 Culture: Ethnicity, Gender and Race Why do we set people aside for negative special treatment? How are they stigmatized?The people to whom we do this are often reflections of our own fears. A sociological analysis of "self" and "other" provides a way to examine racism, sexism and other "-isms." Offered on P/N basis only. (Fall, Spring) SOC 299 Directed Study Lndependent Study for Lower Division students. (Fall, Spring, Summer) Sociology 2. SOC 300, 301, 302, 303, 304 Special Topics in Sociology A variety of topics offered periodically depending on needs and interests which are not satisfied by regular course offerings. (Prereq.: consent of instructor) SOC 336 Introduction to Cultural Anthropology The concept of culture is examined in anthropology. In what way do we see and live in the world? An analysis of basic assumptions underlying the ideas of "nature," "primitive," "civilized and "progress." The course will examine the person's relation to culture and conduct an analysis of selected aspects of Western culture. (Prereq.: SOC 121 or consent of instructor. Fall, Spring) ' SOC 349 Complex Organizations What is the nature of these modem organizations in which we spend so much of our daily lives? Organizations as corporate actors are analyzed with respect to their goals, culture, technology and structure, as well as corporate deviance. (Prereq.: SOC 121 or consent of instructor. Spring) SOC 360 Religion and Society An examination of the interaction of religion and society in terms of sociological analysis with particular emphasis on contemporary sociological research on religious movements and institutions in American society. (Prereq.: SOC 121 recommended. Fall) SOC 362 Statistical Analysis The amount of quantitative information in the world is ever-increasing. This course is an introduction to descriptive and inferential statistics in the social sciences; as such, it provides a foundation for understanding quantitative analysis -be it in an academic journal or a daily newspaper. (Prereq.: MPG III. Fall) SOC 363 Research Methods Good research -how do you know it when you see it, can you produce it yourself? Social science research skills are learned through the practice and application of the basic tools of valid and reliable research design and data analysis. (Prereq.: SOC 362 or consent of instructor. Spring) SOC 375 Social Psychology An examination of the ideas of group, role and self in the understanding of the relationship between the individual and society. A look at the major assumptions and processes underlying our everyday life using interaction theories. (Prereq.: SOC 121 or consent of instructor. Fall, Spring) SOC 381 The City and Metro-Urban Planning The primary focus of the course is upon the major issues confronting the present and future metropolis. Emphasis will center on alternative theories and approaches to planning and shaping metropolitan areas. Resources include extensive readings, simulations, films, outside speakers and field trips in a seminar format. (Prereq.: SOC 121 or 211 or consent of instructor. Spring) - Sociology SOC 399 Internship A work-based learning experience in which a student, faculty member and site supervisor design a learning agreement which links the ideas and methods of sociology with the opportunities inherent in the placement. Participation in a concurrent seminar is expected. (Prereq.: consent of instructor) SOC 485 Modern Sociological Theory An examination of the major theoretical traditions within sociology, tracing the course of their development in the 19th and 20th centuries. (Prereq.: two courses in sociology including SOC 121 or consent of instructor. Fall) SOC 498 SOC 499 Independent Study - Metropolitan Resources An independently designed course a student (or group of students) develops, making extensive, systematic and integrated utilization of resources available in the metropolitan community, e.g. lectures, symposia, performances, hearings. These resources become the core of the course, supplemented by traditional college resources. (Prereq.: SOC 121 or 211 and/or consent of instructor. Fall, Spring, Summer) Independent Study The student must present a written proposal containing rationale, objectives and methodology of the proposed study according to Department guidelines. Limited registration by permission for advanced students in Sociology. (Prereq.: SOC 121 and consent of instructor. Fall, Interim, Spring) SPANISH See listing under Modern Languages. -A 31JttLH/ LUMMUNiLAl IUN AND I H t A l K t ur quality of life, both personally and professionally, depends in large part upon the quality of our communication. A communication major at Augsburg is designed to enhance understanding of communication in a variety of contexts and to ,jrnprovecommunication skills. - p - p - Since communication careers demand a broad educational background, the Department strongly encourages a second major or two minors in fields such as business, economics, English, history, international relations, political science, psychology, religion, social work or sociology. The Augsburg Communication major focuses on competency in both speech and writing, as well as effective use of media. Since the study and practice of communication is grounded in both the humanities and the social sciences, majors are encouraged to include such related subjects as aesthetics, ethics, philosophy, logic, literature, statistics and research methods in their programs. Prospective majors should meet with a Departmental Adviser as early as possible to design an approved major program, preferably by the end of the sophomore year. Speech, Communication and Theatre Arts ~aculty David Lapakko (Chair), Deborah Bart, Julie Bolton, Michael Burden, James Hayes, Anne Holmquest, Martha Johnson I BACHELOR OF ARTS Communication Major 12 courses overall - seven required core courses and five courses within one of three concentrations. For transfer students, at least six of these 12 courses must be Upper Division courses offered at Augsburg. Required of all Communication majors: SPC 111 Public Speaking or SPC 112 Contest Public Speaking SPC 351 Argumentation SPC 352 Persuasion SPC 354 Interpersonal Communication SPC 355 S m d Group Communication POL 342 Mass Communication in Society One of the following: ENG 223,225,226, 227. Note: Participation &I at least two interscholastic forensics tournaments in two different events is also required. General Communication Studies Concentration Five additional electives from the following: SPC 329,343,345,347,399,495, 499; THR 350,360; LIN 311; PSY 325,371; 3753621 Organizational Communication Concentration Five additional electives from the following: ART 132,225,330; SPC 329,345, 399,495,499; BUS 340,355 or 357; PSY 325, 371; SOC 265,349,375. Mass Communication Concentration Five electives from the following: SPC 343,347,348,399,495,499; ART 132,225, 330; ENG 241,327; POL 375; THR 232,325, 350,360. /-- For All Three Concentrations Majors must participate in Augsburg's Interscholastic Forensics Program by attending at least two interscholastic speech tournaments in at least two different events. Students should be aware that the tournament season is essentially from October through mid-March, and should plan schedules accordingly. Majors in dl three concentrations should plan to include at least one Internship (SPC 399) as one of their electives. Students may petition the Department to include as part of their major concentration other Augsburg courses not listed above. Such requests must be submitted in writing to the Departmental Adviser for prior approval. Also, students may petition to include up to three courses from other ACTC schools as electives, with prior approval of the Registrar and adviser or Department chair. Honors Major The Honors major is designed to encourage overall excellence as well as outstanding achievement on a specific project of special interest to the student. Honors majors must maintain a 3.5 GPA in the major and a 3.0 GPA overall, and, as part of their major program, complete a substantial independent project of honors quality (SPC 499 registration). Honors candidates should meet with their Departmental Adviser prior to their senior year to develop a proposal for the honors project. Communication Minor Six courses including: SPC 111 Public Speaking or SPC 112 Contest Public Speaking POL 342 Mass Communications In Society SPC 351 Argumentation or SPC 352 Persuasion SPC 354 Interpersonal Communication SPC 345 Organizational Communication or SPC 355 Small Group Communication ENG 223,225,226 or 227 Note: For transfer students, at least three of these six courses must be Upper Division courses offered at Augsburg. Prospective minors must obtain prior approval from a Communication faculty adviser. Teaching Licensure Major The State of Minnesota has specific licensing requirements for teachers which may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Education Department to idenhfy current Minnesota teacher licensure requirements. SPC 111 Public Speaking Theory and practice of effective speaking and critical listening. Students give several speeches and receive feedback from the class and the instructor. The course focuses on developing self-confidence, speech preparation and organization, audience analysis and adaptation, effective delivery, style and language, and critical thinking and listening. (Note: Students may take either SPC 111and 112 for credit, but not both.) (Fall, Spring) SPC 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, Lincoln-Douglas debate, speaking to entertain and/or communication analysis. (Note: Students may take either SPC 111or 112 for credit, but not both.) (Fall) SPC 329 lntercultural Communication This course explores both the problems and potential of communication between persons of different cultural groups. Factors such as ethnocentrism, stereotyping, prejudice, role expectations, values, language and non-verbal symbols are examined in this course. (Fall: altemate years) SPC 343 Broadcast Production I Introduction to video production with an emphasis on creative concept development, script-writing, directing and producing for video. Students will work in production teams and will gain experience in operation of equipment. (Fall) SPC 345 Organizational Communication An examination of the dynamics of communication in organizational settings. Focuses on topics such as superior-subordinate relationships, formal and informal communication networks, management styles, power and authority, motivation of employees, organizational culture, performance appraisal, effective use of meetings and sources of communication problems in the workplace. (Fall: altemate years) SPC 347 Documentary Video A video production course which integrates lecture and criticism with hands-on experience dealing with non-fiction subjects. Students will work as production teams, gaining experience in field production editing. The production teams will produce a 30-minute documentary piece. This course requires additional lab time for editing. SPC 348 Broadcast Production I1 This course is an advanced television production course in which students apply knowledge and experience gained in Broadcast Production I. 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. SPC 351 Argumentation Application of standards for sound evidence and reasoning in public speaking, discussion and debates. Stresses skill in analyzing the quality of argumentative claims, understanding tests for evidence and fallacies in reasoning, and learning to apply principles of argumentation to contemporary public issues. Students enhance their skills in debate and discussion and learn to analyze and critique arguments they encounter in their daily lives. (Fall) SPC 352 Persuasion Theory of how people are influenced to change attitudes and behavior. Examines obstacles to persuasion; cultural dimensions of persuasion; the use of logical and psychologcal appeals; empirical research in persuasion; how persuasion is used in politics, sales, advertising and interpersonal contexts; the nature of mass movements and campaigns; the impact of the mass media on persuasion; and ethical issues related to persuasion. (Spring) SPC 354 Interpersonal Communication A study of the dynamics of human interaction through verbal and nonverbal messages; emphasis on factors that build relationships and help to overcome communication barriers. This course combines theory and practice to help the student understand and manage communication problems more effectively. (Fall, Spring) SPC 355 Small Croup Communication A study of group dynamics and leadership with emphasis on factors related to decision making, styles of leadership and conflict management. This course combines lecture with practical experiences to help the student become a more effective and productive member of a taskoriented small group. (Spring) SPC 399 Internship (Consult faculty in area of emphasis) SPC 495 Communication Topics Selected topics in communication, with emphasis on the use of primary sources and methodology of research. SPC 499 Independent Study Independent Study for Upper Division credit. Theatre Arts See Department listings for the following approved electives: ART 132 ART 225 ART 330 BUS 340 BUS 355 BUS 357 LIN 311 Photography Communication Design I Communication Design I1 Human Resource Management Marketing Communications Advertising Theories of Grammar (see Modem Languages) T he study of theatre is essential to a liberal arts education in that theatre is a laboratory for experiencing, experimenting and integrating knowledge from many disciplines. Theatre enables students to seek, confront and experience authentic life in its mystery, ambiguity and beauty. We seek to create every opportunity for students to grow as human beings by encouraging connections between theory and application through course study, production work and the Artist Series. Currently we offer a solid base in classical, modem and contemporary theatre and we are exploring ways of incorporating non-Western and nontraditional theatre to support our commitment to the multicultural experience. Augsburg is an ideal place to study theatre as it is located in one of the major theatre centers in the United States. Augsburg students expand their knowledge of theatre not only by attending, but by working with numerous local theatre artists and professional theatre companies. Our theatre faculty, currim- POL 342 POL 375 PSY 325 PSY 371 SOC 265 SOC 362 SOC 375 Mass Communication in Society Media Law Social Behavior Psychology of Gender Culture: Ethnicity, Gender and Race Statistical Analysis Social Psychology 1um and program are models for other small colleges. At Augsburg we encourage students to participate in all aspects of theatre production, while providing each student the opportunity of emphasizing a specific area of interest. We prepare students to enter graduate school, law school, seminary, education and various communication fields including professional theatre, television and film. BACHELOR OF ARTS Theatre Arts Major 10 courses including: THR 222 Introduction to Theatre THR 228 Introduction to Stagecraft THR 232 Acting THR 328 Theatrical Design THR 361 Theatre History and Criticism I THR 362 Theatre History and Criticism II THR 366 Stage Direction I 2 O Theatre Arts Three of the following: THR 116 Creative Dance THR 245 Introduction to Asian and Asian American Theatre THR 325 Playwriting THR 350 Voice and Diction THR 360 Interpretive Reading THR 365 Advanced Acting THR 399 Internship or THR 499 Independent Study in Theatre Ten production units in three or more of the following areas: acting (two required), technical crew work and design (four required), and theatre management/ miscellaneous (two required). Freshmen planning to major in theatre arts should begin with courses THR 116, 222,232; sophomores:THR 228,245,361, 362; juniors: THR 325,328,350,360,361, 365; seniors THR 365,366. Please Note: Several courses are offered alternate years only. This major should be supported by courses in multi-cultural dramatic literature, and Shakespeare, Modem Drama and Scandinavian Drama. Strongly recommended: courses in movement, dance, art and media art (cinema, radio, television, video). A capstone course is encouraged, but not required. Majors must participate in dramatic productions every year. Students must maintain an overall 2.0 GPA to have major participation in productions. Honors Major Designed to encourage overall excellence as well as outstanding achievement on a specific project of special interest to the student. Honors majors must maintain a 3.5 GPA in the major and a 3.0 GPA overall and, as part of their major program, complete a substantial independent project of honors quality (THR 499). Honors candidates should meet with their Departmental Adviser prior to their senior year to develop a proposal for the honors project. Theatre Arts Minor Five courses including: THR 222 Introduction to Theatre THR 228 Introduction to Stagecraft or THR 328 Theatrical Design THR 232 Acting THR 361 Theatre History Criticism I or THR 362 Theatre History Criticism I1 THR 366 Stage Direction I Five production units in the following areas: acting (one required), technical crew work (two required), and theatre management/miscellaneous (one required). Theatre History and Criticism Dramaturgy Minor Five courses: THR 222 Introduction to Theatre THR 325 Playwriting THR 361 Theatre History Criticism I THR 362 Theatre History Criticism I1 A directed studies course in dramaturgy or theatre criticism or theatre history Teaching Licensure Major The State of Minnesota has specific licensing requirements for teachers which may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Education Department to idenhfy current Minnesota teacher licensure requirements. Theatre Arts THR 116 Creative Drama A study of various forms of dramatic movement, pantomime and play through activity, reading, observation and discsussion. Emphasis on improvisational techniques and active participation. Development of dramatic pieces from written, verbal, visual and audible sources. Some fundamentals of acting are introduced. (Fall) THR 222 Introduction to Theatre A survey of dramatic art including major historical periods, plays, artists; dramatic structure, principles, and values; basic concepts and techniques of the play production process. Students attend and review live productions. Crew requirement. (Fall) THR 228 Introduction to Stagecraft Introduction to the backstage world of the theatre; its organization, crafts, magic and art. Technical production experience, practical projects and theatre tours. Open to all students. Lab required, lab fee. (Fall) THR 232 Acting An introduction to the art of acting. Focus on physical, mental and emotional preparation and exploration of the aeative approach to scene and character study in American drama. Students attend and review live productions. (Spring) THR 245 Introduction to Asian and Asian American Theatre This course is a survey of the rich theatrical p e r f o m c e styles, aesthetic theories and plays of traditional Asian culture, as well as Asian American drama. The course will include lecture, films, videos and demonstrations by visiting performers. Students will read and analyze selected plays and attend and review one live production. (Fall: altemate years) THR 299 Directed Study Independent study for Lower Division aedit. THR 325 Playwriting An introductory course in writing for the stage, television and film. Students will learn the basics of dramatic structure, methods of script analysis and techniques for the development of playscripts from idea to finished product. (Prereq.:ENG 111and one literature course. ENG 226 also recommended. Cross-listed with the English department. Fall: altemate years) THR 328 Theatrical Design Introduction to scenery and lighting design for the stage. Each student will execute two design projects dealing with stage design process. The class will also take theatre tours, have visiting designers and practical involvement with the Augsburg spring production. (Lab required, some materials needed. Prereq.: permission of instructor. Spring) -2, *- Theatre Arts THR 350 Voice and Diction A study of vocal skills including tone production, breathing, placement, relaxation, resonating, articulating, listening, introduction to phonetics and the vocal mechanism. Emphasis on healing vocal vulnerabilities. reports and papers, Theory and practice are combined in oral voice tapes and individual coaching. (Fall: alternate years) THR 360 Interpretive Reading Basic principles of oral interpretation of prose, poetry and drama. Study, discuss, practice and perform readings in prose, poetry and drama before small and large groups. (Spring) THR 361 Theatre History and Criticism I An overview of theatre history, dramatic literature and criticism from the classical Greek through the Medieval period. The theatres of Asia are also introduced. Reading of several plays and attendance at local theatre productions are required. Need not be taken sequentiallywith THR 362. (Spring) THR 362 Theatre History and Criticism II An overview of theatre history, dramatic literature and criticism from the Elizabethan through the contemporary theatres. Reading of several plays and attendance at local theatre productions are required. Need not be taken sequentially with THR 361. (Spring) THR 365 Advanced Acting This course explores the elements of characterizationthrough character analysis and extensive scene study. Emphasis is on a variety of roles from the classics, including Shakespeare, French neoclassicism, restoration comedy, realism and non-realism, epic and the theatre of the absurd, culminating in preparation and presentation of a professional audition. (Prereq.: THR 222 and THR 232. Spring: alternate years) THR 366 Stage Direction I Basic directorial techniques: choice of plays, play analysis, production organization, technical collaboration, casting, rehearsals, blocking and characterization. Direction of a short production required (one-act or excerpt from full-length play). Permission from instructor required. (Prereq.: THR 361, THR 362, THR 328. Spring) THR 399 Internship (Consult faculty in area of emphasis.) THR 495 Theatre Topics Selected topics in theatre. THR 499 Independent Study in Theatre Independent study for Upper Division credit. Chair Vice Chair Rodney P. Burwell Raymond A. Grinde Secretary Treasurer Barbara C. Gage David L. Swanson The year in parentheses after each name is the expiration date $current fern. President, Augsburg College, Minneapolis, Minn. Chairman, Xerxes Corporation/Burwell Mr. Rodney P. Burwell (1994) Enterprises, Minneapolis, Minn. Chief Financial Officer, Dart Transit Mr. Darrell J. Egertson (1994) Company, St. Paul, Minn. Retired Businessman, Mesa, Ariz Mr. Julian P. Foss (1996) Homemaker, Long Lake, Minn. Ms. Barbara C. Gage (1998) Retired businessman, Roseville, Minn. Mr. Raymond A. Grinde (1996) Administrator, S.J. Groves & Sons Company Ms. Carolyn T. Groves (1996) Guelzow & Senteney, Ltd. Mr. Thomas K. Guelzow (1998) President, Norsen, Inc., Minneapolis, Minn. Mr. Norman R. Hagfors (1995) President, Papillon Airways, Inc., irkl land, Mr. Elling 8. Halvorson (1996) Wash. Homemaker, Apple Valley, Minn. Ms. Beverly J. Thompson Hatlen (1996) President, A.A. Housh and Associates, Edina, Mr. M e n A. Housh (1995) Minn. Associate Professor and Division Head, Dr. George 0.Johnson (1996) Health Services Administration, University of Minnesota, Minneapolis, Minn. The Hon. LaJune Thomas Lange, J.D. (1995) Judge, Hennepin County Govenunent Center, Minneapolis, Minn. Control Data Business Advisors, Mankato, Mr. Gary H. Lohn (1994) Minn. The Hon. Kenneth G. Nelson (1996) Senior Fellow - Education, University of Minnesota, Minneapolis, Minn. The Rev. Maynard L. Nelson (1996) Senior Pastor, Calvary Lutheran Church, Minneapolis, Minn. Ms. Roselyn J. Nordaune (1994) Partner, Nordaune and Friesen, St. Louis Park, Minn. Mr. Richard A. Norling (1998) President and Chief Executive Officer, Fairview Hospital and Healthcare Services, Minneapolis, Minn. Dr. Charles S. Anderson *as of December, 1993 Mr. Donald G. Oren (1994) Mr. Glen E. Person (1999) Mr. Harvey M. Peterson (1996) Mr. Curtis A. Sampson (1995) Ms. Inez Schwarzkopf (1998) Mr. Ronald K. Speed (1994) Ms. Gladys I. Strommen (1994) Mr. Leland N. Sundet (1998) -Mr.David L. Swanson (1996) Mr. Michael W. Thompson (1996) Ms. Pamela L. Tibbetts (1994) Ms. Kathryn H. Tunheim (1998) Mr. William A. Urseth (1998) flo wiger, Ph.D. (1995) Ms. May Ka-Yee Yue (1994) President, Dart Transit Company, St. Paul, Minn. Retired businessman, Eden Prairie, Minn. President, Catco Company, St. Paul, hhn. President and Chief Executive Officer, CommunicationSystems, Hector, Minn. Program Administrator, Communications Director, Region 3 - ELCA, St. Paul, Minn. Vice President, Public Affairs, Honeywell, Inc., Minneapolis, Minn. Homemaker, St. Paul, Minn. Chairman and Chief Executive Officer, Sundet Companies, Eden Prairie, Minn. Retired businessman, Minneapolis, Minn. Realtor, Edina Realty, Inc., Edina, Minn. Senior Vice President, Corporate Development, Fairview Hospital, Minneapolis, h. Tunheim Santrios Co., Minneapolis, Minn. President and Chief Executive Officer, U.S. Directives, U.S. Restaurant, Minneapolis, Minn. Associate Professor, St. Cloud State University, St. Cloud, Minn. President, Financial Services Associates, Inc., Edina, Minn. IN AMERICA (ELCA) Chair The Rev. Stephen P. Bournan Executive Director The Rev. W. Robert Sorenson Secretary The Rev. David L. Echelbarger Assistant Director for Finance Ms. Beata H. Sorenson Vice-Chair The Rev. Karen S. Parker Director for Colleges and Universities Mr. James M. Unglaube Asst. Dir. for Colleges and Universities Ms. Naomi E. Linnell - 48 + .................................... .Thomas I. Be u m m r , C q o r a t e and Foundation Relations ........................... Carol Fc Senim Development Officer ........................................ Jeroy C. Car Senior Development Officer ......................................... Howard 0 D i P e c t ~College , Relations ........................................... Forrest M Director, Publications ...................................... Shirley Westman Safg &rector, Sports Information ........................................ Gene McGi Graphics S p h l i s t ............................................ .Chris Holland-T Director,AludJParent Relations ................................... Donna McL Associate Director, Augsburg Fund ................................. Norm Okerst Assistant Director. Augsburg Fund .................................... Kay Helm Enrollment Management Vice President for Enrollment Management ........................... Richard J. Th Secretary ............................................................. Julie Sz Director, Admissions ................................................. Sally Dan Associate Director of Admissions ......................................... Deb Ba Associate Director of Admissions ........................................ Heidi B Associate Director of Admissions ....................................... .Tom Lar Registrar .......................................................... .Paul Simm Associate Registrar ................................................... .Jay Phim Coordinator, Institutional Research .................................... Kathy Ku Admissions Coccrdinator, Weekend College .......................... .JeanetteWitt Director, Hispanic Support Program .............................. Eloisa EchavezDirector of Studcrnt Finandal Semi=; .............................. Herald A. John Associate Director of Student Financial Services ........................... Lois Lar Assistant Director of Student Financial Services ....................... Sheila Ander Assistant Direct0.r of Student Finanaal Services ........................... Paul Te Student Loan Coordinator .......................................... Kaye Schro Finance and Management Vice President for Finance and Management .......................... Michael Ran Administrative Assistant ............................................... Pat Ostr Director, Personnel .................................................. Gaye Lind ControlIer ......................................................... Dick Adam Director, Administrative Information Services ...........................Steve Ter Manager, Christensen Center .....................................Mildred A. Nel Manager, Central Services ................................. Charles E. Christopher Manager, Bookstore ................................................. Mark Eck Director. Food Senrices ................................................ Tim Wag Fireftor, Plant Services ............................................. James Wenin Supervisor, Maintenance ........................................... .Robin A. Cu Manager,Ice Arena ..................................................JamesJ. Ca Managa, Telecommunications ...................................... Vivian Skord Manager, Safe@and Senuity ....................................... Vada Ander Dr. Courtland L. Agre, Professor Emeritus of Chemistry. Ph.D., University of Minnesota. Lyla M. Anderegg, Professor Emerita of Psychology. Ernest W. Anderson, Professor Emeritus of Health and Physical Education. Dr. Oscar A. Anderson, President Emeritus. B.A., St. Olaf College; B.D., Luther Theological Seminary; L.L.D., Concordia College, Moorhead. Margaret J. Anderson, Professor Emerita, Library. B.S., M.A., University of Minnesota. Dr. Raymond E. Anderson, Professor Emeritus of Speech, Communication and Theatre. B.S., M.A., Ph.D., University of Minnesota. Valeria Baltina, Professor Emerita of Modem Languages. Magister der Philosophia, University of Latvia. Dr. Carl H. Chrislock, Professor Emeritus of History. B.A., Augsburg College; M.A., Ph.D., University of Minnesota. L. Gracia Christensen, Professor Emerita of English. Dr. Ailene Cole, Professor Emerita of Speech, Communication and Theatre. B.A., Gustavus Adolphus College; M.A., Ph.D., University of Minnesota. Dr. Sheldon P. Fardig, Professor Emeritus of Education. B.A., Carleton College, M.M., Ph.D., Northwestern University. Dr. Henry G. Follingstad, Professor Emeritus of Mathematics. B.E.E., MS., University of Minnesota. Dr. Orloue Gisselquist, Professor Emeritus of History. B.A., M.A., Ph.D., University of Minnesota. Dr. Theodore J. Hanwick, Professor Emeritus of Physics. Ph.D., New York University. Katherine Hennig, Artist-in-Residence - Music. M.A., University of Minnesota. Dr. Edwina L. Hertzberg, Professor Emerita of Social Work. B.A., Cedar Crest College; M.S.W., Ph.D., University of Minnesota. Dr. John R. Holum, Professor Emeritus of Chemistry. Dr. Irene Khin Khin Jensen, Professor Emerita of History. B.A., Rangoon University, Burma; M.A., Bucknell University; Ph.D., University of Minnesota. Dr. Einar 0. Johnson, Professor Emeritus of Education. Ph.D., University of Washington. James D. Johnson, Professor Emeritus of Music. Ph.D., University of Minnesota. Mary E. "Mimi" Johnson, Professor Emerita of Modem Languages. Edwin D. Mickelberg, Professor of Biology. B.A., Augsburg College; M.A., University of Minnesota. Edor C. Nelson, Professor Emeritus of Health and Physical Education. M.Ed., University of Minnesota. Dr. Patricia A. Parker, Associate Academic Dean. B.A., Eastern Michigan University; M.A., Ph.D., University of Michigan. Anne Pederson, Professor Emeritus of English. M.A., University of Minnesota. Lauretta E. Pelton, Professor Emerita of Education. Dr. Philip A. Quanbeck, Professor of Religion. B.A., Augsburg College; B.D., Augsburg Theological Seminary; M.Th., Ph.D., Princeton Theological Seminary. Dr. Gunta Rozentals, Associate Professor of Foreign Languages. B.A., M.A., Ph.D., University of Minnesota. Marianne B. Sander, Dean of Students. Dr. Leland B. Sateren, Professor Emeritus of Music. L.H.D., Gettysburg College; D.Mus, Lakeland College. Mq-orie H. Sibley, Professor Emerita, Library. B.A., M.A., University of Illinois; M.A., University of Minnesota. Dr. Myles C Stenshoel, Professor Emeritus of Political Science. B.A., Concordia College, Concordia Theological Seminary; M.A., Ph.D., University of Colorado. Dr. Paul T. Steen, Professor Emeritus of Sociology. Ph.D., University of Mimesota. John Thut, Professor Emeritus of Music. A.B., Northwestern University; B.M., M. Mus., American Conservatory of Music. Dr. Joel S. Torstenson, Professor Emeritus of Sociology. Ph.D., University of Minnesota. Beginning year of service flaculty is indicated zuith parentheses. Charles S. Anderson (1976).President. B.A., St. Olaf College; M.A., University of Wisconsin; B.Th., Luther Theological Seminary; Ph.D., Union Theological Seminary, New York. Ryan A. LaHurd (1985). Vice President for Academic Affairs and Dean of the College. B.A., Mt. Camel College; M.A., University of Chicago; Ph.D., University of WisconsinMadison. A Nancy I. Aarsvold (1986). Instructor of Modem Languages. B.A., Pacific Lutheran University; M.A., University of Minnesota. Ruth L. Aaskov (1960).Associate Professor of Modem Languages. B.A., Augsburg College; M.A., Middlebury College; Ph.D., University of Wisconsin. Michael L. Agin (1993). Instructor, part-time, Education. B.S., Beloit College; M.A., Loyola University; Ph.D., University of Wisconsin-Madison. Virginia P. Allery (1993). Associate Professor of Education/Director of American Indian Studies Minor. B.S., Viterbo College; M.S., Eastern Montana College; Ph.D., University of Minnesota. Earl R. Alton (1960).Professor of Chemistry. B.A., St. Olaf College; M.S., Ph.D., University of Michigan. Patricia K. Amo (1990).Instructor, Sociology. B.A., M.A., University of Minnesota. Barbara L. Andersen (1969). Associate Professor of English. B.A., Northwestern College; M.A., Northwestern University. Edwin D. Andersen (1987). Instructor, part-time, Education. B.A., Macalester College; M.S.T., Illinois Institute of Technology; Ph.D., University of Minnesota. Kristin M. Anderson (1984).Assistant Professor of Art. A.B., Oberlin College; M.A., University of Minnesota; M.A., Luther-Northwestern Seminary. Stuart M. Anderson (1989).Assistant Professor of Physics. B.A., Augsburg College; Ph.D., University of Minnesota. Trudi J. Anderson (1990). Studio Artist/Flute, part-time, Music. B.M., Augsburg College; M.M., Northwestern University. H. Janice Antholz (1983). Instructor, part-time, Education. B.S., University of WisconsinEau Claire; M.A., University of St. Thomas. Andrew L. Aoki (1988).Assistant Professor of Political Science. B.A., University of Massachusetts-Amherst; M.A., University of Wisconsin-Madison. David B. Apolloni (1989). Assistant Professor of Philosophy. B.A., University of Minnesota; M.Div., Luther-Northwestern Seminar; Ph.D., University of Minnesota. Rene C. Aravena (1993). Studio Artist/Voice, part-time, Music. B.A., Whitman College; M.M., M.A., University of Nevada; D.M.A. (A.B.D.), University of Minnesota. Augsburg College Faculty 25 Jermaine D. Arendt (1993). Instructor, part-time, Education. B,A., M.A., Ph.D., University of Minnesota. Ten L. Aslakson (1993).Instructor, part-time, Economics. B.A., St. Olaf College. Eric J. Aureille (1993).Instructor, part-time, Psychology. B.S., Georgetown University. Matthew C. Barber (1992). Studio Artist/Percussion, part-time, Music. B.M., University of Michigan. Deborah L. Bart (1981).Assistant Professor of Speech, Communication, and Theatre Arts. B.A., M.A., University of Minnesota. Mary Ann Bayless (1990). Associate Professor of Education. B.S., University of Minnesota; M.A., San Diego State University; Ph.D., University of Minnesota. Eustolio Benavides, 111 (1992). Instructor, part-time, Social Work. B.A., Creighton University; M.S.W., University of Minnesota. John E. Benson (1963).Professor of Religion. B.A., Augsburg College; B.D., Luther Theological Seminary; M.A., Ph.D., Columbia University. Anthony A. Bibus, 111(1992). Assistant Professor of Social Work. B.A., University of St. Thomas; M.A., University of Virginia; Ph.D., University of Minnesota. Randi S. Birk (1993). Instructor, part-time, Psychology. B.A., University of Minnesota; M.A., University of St. Thomas; Ph.D., Minnesota School of Professional Psychology. Beverly J. Blinde (1992). Instructor, part-time, Social Work. B.A., M.S.W., University of Nebraska. Vern M. Bloom (1965). Assistant Professor of Social Work. B.A., M.S.W., University of Minnesota. Jeanne M. Boeh (1990). Assistant Professor of Economics. B.S., M.A., Ph.D., University of Illinois. Lynn Allen Bollman (1991). Assistant Professor of Art. B.A., Augsburg College; M.A., University of Northern Colorado; M.F.A., University of Minnesota. Julie H. Bolton (1976). Associate Professor of Speech, Communication, and Theatre Arts. B.S., M.F.A., University of Minnesota. Richard A. Borstad (1977). Associate Professor of Health and Physical Education. B.A., M.A., Ph.D., University of Minnesota. Lisa A. Broek (1993).Instructor, part-time, Health and Physical Education. B.A., Central College; M.A., University of Iowa. Maria L. Brown (1980).Associate Professor of Social Work. B.A., M.A., American University; M.S.W., University of Minnesota. Laine Bryce (1987).Studio Artiit/Bassoon, part-time, Music. B.A., University of Minnesota. Priscilla K. Buffalohead (1981). Instructor, part-time, Sociology. B.A., M.S., University of Wisconsin-Madison. - Augsburg College Faculty Michael R. Burden (1990). Assistant Professor of Speech, Communication and Theatre Arts. B.A., Augsburg College; M.F.A., University of Minnesota. Diane F. Busico (1986). Assistant Professor of Business Administration/MIS. B.S., Youngstown State University; M.B.A., Kent State University. Thomas L. Busico (1988).Instructor, part-time, Business Administration/MIS. B.S., Youngstown State University; M.B.A., Kent State University. Laura V. Castor (1990). Instructor, part-time, English. B.A., Muhlenberg College; M.A., A.B.D., University 0f'~innesota. John C. Cemto (1983). Assistant Professor of Business Administration/MIS. B.A., Rhode Island College; M.S., University of Wisconsin-Stout. Margaret (Peggy) Murphy Cemto (1991). Instructor, part-time, Business Administration/ MIS. B.A., University of Minnesota; M.A., Hamline University. Francine Chakolis (1983). Assistant Professor of Social Work/MSW Coordinator. B.S., Augsburg College; M.S.W., University of Minnesota. Steven D. Chapman (1991). Instructor, part-time, Art. B.A., Augsburg College; M.A., Hamline University. Mary Knop Chelberg (1992). Assistant Professor of Biology. B.S., University of Illinois, Urbana-Champaign; Ph.D., University of Minnesota. Samir Cherif (1993). Instructor, part-time, Business Administration/MIS. B.A., University of Tunis, Tunisia; M.A., University of Minnesota. Rosalie V. Clark (1979). Instructor, part-time, Social Work. B.A.S., M.S.W., University of Minnesota. Carolyn S. Clemmons (1990). Instructor, part-time, Education. B.A., Talladega College; M.A., University of Minnesota. Robert W. Clyde (1967). Associate Professor, part-time, Sociology, Institutional Research Analyst. B.A., Coe College; M.A., Rockford College; Ph.D., University of Iowa. Patrick J. Conge (1993). Instructor, part-time, Political Science. B.S., M.A., Arizona State University; Ph.D., The University of Texas-Austin. Lawrence E. Copes (1980). Associate Professor of Mathematics. B.A., Illinois Wesleyan University; M.A., Ph.D., Syracuse University. Robert J. Cowgill (1991). Instructor, part-time, English. B.A., M.A., A.B.D., University of Minnesota. Lany J: Crockett (1985).Associate Professor of Computer Science. B.A., M.A., Pacific Lutheran University; M.Div., Luther Theological Seminary; Ph.D., University of Minnesota. Augsburg College Faculty Cathleen A. Dalglish (1986). Assistant Professor, part-time, English. B.A., College of St. Catherine; M.F.A., Vermont College. Mary E. Dean (1990). Instructor, part-time, Business Administration/MIS. B.A., University of Massachusetts; J.D., Suffolk University; M.L.T., Georgetown University. Suzanne I. Doree (1989). Assistant Professor of Mathematics. B.A., University of Delaware; M.A., University of Wisconsin. Marilyn Doyle (1994). Instructor, part-time, Psychology. B.A., University of Minnesota; M.A., University of St. Thomas; Psy.D., Minnesota School of Professional Psychology. Bruce K. Drewlow (1988). Assistant Professor of Education. B.S., Moorhead State University; M.Ed., University of Minnesota. Susan Sacquitne Druck (1993). Studio Artist/Voice, part-time, Music. B.A., Iowa State University; M.A., University of Iowa. Francoise duRivage (1993). Instructor, part-time, Modem Languages. B.A., Universite de Bordeaux 111; M.A., Universite de Paris IV (Sorbonne); M.A., Ph.D., Duke University. Beverly C. Durkee (1965). Professor of Mathematics. B.A., B.S.L., B.S.Ed., M.A., University of Minnesota; Ph.D., Arizona State University. Grace B. D p d (1962). Professor of Psychology. B.A., M.A., Ph.D., University of Minnesota. Earl W. Eames, Jr. (1987). Instructor, part-time, Business Administration/MIS. S.B., Massachusetts Institute of Technology. Rabbi Joseph A. Edelheit (1994). Instructor, part-time, Religion. B.A., University of California - Berkley; M.A., Hebrew Union College. Blanca-Rosa Egas (1991). Associate Professor of Social Work. M.P.H., University of M i m e sota; Lic.Ed., M.D., University of Guayaquil, Ecuador. Mary G. Endorf (1986). Assistant Professor of Education. B.A., Hamline University; M.S., State University of New York-Cortland; Ph.D., University of Minnesota. Mark J. Engebretson (1976). Professor of Physics. B.A., Luther College; M.Div., Luther Theological Seminary; M.S., Ph.D., University of Minnesota. Carol A. Enke (1986). Instructor, part-time, Health and Physical Education. B.S., University of Minnesota. Marian S. Enos (1987).Instructor, part-time, Education. B.S.N., M.S., Ph.D., University of Minnesota. Heid Ellen Erdrich (1994). Instructor, part-time, English. B.A., M.A., Johns Hopkins University. Joseph A. Erickson (1990). Assistant Professor of Education. B.A., M.A., University of St. Thomas; M.A., Luther-Northwestem Theological Seminary; Ph.D., University of Minnesota. - Augsburg College Faculty Kenneth N. Erickson (1964).Professor of Physics. B.A., Augsburg College; M.S., Michigan State University; Ph.D., Colorado State University. Lynn M. Erickson (1991).Studio Artist/Trumpet, part-time, Music. B.A., Bethel College; M.F.A., D.M.A., University of Minnesota. Hans G. Eriksson (1993).Assistant Professor of Social Work. B.A., Wilmington College; M.S.W., University of Minnesota. Jacqueline R. Fendler (1992).Instructor, part-time, Social Work. B.S., M.S.W., University of Wisconsin-Milwaukee. Norman B. Ferguson (1972). Professor of Psychology. B.A., Franklin and Marshall College; M.S., Ph.D., University of Wisconsin. Lucie K. Ferrell(1992). Associate Professor of Nursing. B.S., College of St. Catherine; M.N., University of Califomia-Los Angeles, Ph.D., Adelphi University. Anita L. Fisher (1991).Instructor, part-time, Modem Languages. B.A., M.A., University of Montana. Phillip F. Fishman (1988).Instructor, part-time, Political Science. B.S., University of Wisconsin-Madison; J.D., Washington University; M.S.W., St. Louis University. Ann C. Fleener (1987).Assistant Professor of Education. B.S., M.A., University of Minnesota. Marilyn E. Florian (1980).Assistant Professor of Health and Physical Education, Women's Athletic Director. B.A., Augsburg College; M.A., St. cloud State University. Bruce D. Forbes (1990).Instructor, part-time, Religon. B.A., Morningside College; M.Th., Perkins School of Theology; Ph.D., Princeton Theological Seminary. Karen B. Franzmeier (1993).Instructor, part-time, Education. B.A., Concordia College; M.A., University of Minnesota. Robert P. Friederichsen (1971). Assistant Professor, part-time, Art. B.A., Bethel College; M.A.,Pennsylvania State University. Mark L. Fuehrer (1969).Professor of Philosophy. B.A., University of St. Thomas; M.A., Ph.D., University of Minnesota. Stephen M. Gabrielsen (1963). Professor of Music. B.A., Augsburg College, M.A., Ph.D., University of Minnesota. David A. Gabrielson (1991).Associate Dean for Academic Affairs, Instructor, part-time, Biology. B.A., Concordia College, Moorhead; M.A., Ph.D., University of North Dakota. George M. Gaetano (1993). Instructor, part-time, Speech, Communication, and Theatre Arts. B.A., Hunter College; M.A., University of Minnesota. Augsburg College Faculty Ethelind K. Garetz (1989).Assistant Professor, part-time, Education. B.A., University of Minnesota; M.S., University of Nebraska; Ph.D., University of Minnesota. M. Anita Gay (1987). Director, Black Student Affairs. B.S., Southern University, Baton Rouge; M.A., Howard University. Jerry Gerasimo (1971).Professor of Sociology. B.A., Lake Forest College; M.A., Ph.D., University of Chicago. Richard A. Germundsen (1987).Associate Professor of Education. B.S., Mankato State University; M.A., American University; Cand. Mag.,Universitet i Bergen, Norway; Ph.D., University of Minnesota. Peter J. Gillen (1988). Instructor, part-time, Business Administration/MIS. B.S.B., University of Minnesota. Ronald D. Grace (1994). Instructor, part-time, Social Work. B.A., M.S.W., University of Wisconsin-Milwaukee; J.D., William Mitchell College of Law. Karen M. Graves (1991).Instructor, part-time, Education. B.A., St. Cloud State University; M.A., University of St. Thomas. Douglas E. Green (1988). Associate Professor of English. B.A., Amherst College; M.A., Ph.D., Brown University. William D. Green (1991).Assistant Professor of History. B.A., Gustavus Adolphus College; M.A., Ph.D., J.D., University of Minnesota. Richard A. Gresczyk (1990). Instructor, part-time, Modern Languages. B.S., M.Ed., University of Minnesota. Joan L. Griffin (1986). Associate Professor of English. A.B., Washington University; M.A., Ph.D., Hanard University. Nancy J. Grundahl(1993). Instructor, part-time, Music. B.M., St. Olaf College; M.F.A., University of Minnesota. Katherine A. Guenther (1993). Instructor, part-time, English. B.A., Lawrence University. Ph.D., University of Minnesota. Nancy G. Guilbeault (1988). Instructor, part-time, Health and Physical Education, Director of Counseling. B.A., M.A., Ph.D., University of Minnesota. Satya P. Gupta (1976). Professor of Economics. B.S., M.S., Agra University, India; M.S., Ph.D., Southern Illinois University. Donald R. Gustafson (1961).Professor of History. B.A., Gustavus Adolphus College; M.A., Ph.D., University of Wisconsin. Arlin E. Gyberg (1967).Professor of Chemistry. B.S., Mankato State University; Ph.D., University of Minnesota. Brian P. Hackney (1983). Instructor, part-time, Education, Director of Audio-Visual Center. B.A., University of Wisconsin-Eau Claire; M.A., University of Wisconsin-Stout. -2 - Augsburg College Faculty Paul P. Halvorson (1985). Instructor, part-time, Economics. B.A., Augsburg College; M.A., Ph.D., American University. Anthony R. Hansen (1990). Instructor, part-time, Physics. B.A., University of MinnesotaMorris; M.S., Ph.D., Iowa State University. Daniel S. Hanson (1988). Instructor, part-time, Speech, Communication, and Theatre Arts. B.A., Augsburg College; M.A., University of Minnesota. John A. Hanson (1991). Instructor, part-time, Psychology. B.S., University of Wisconsin-Eau Claire; M.S., University of Wisconsin-Stout; M.S.Ed., University of Wisconsin-Oshkosh; Ph.D., University of Toledo. M. Anaam Hashmi (1990). Instmctor, part-time, Business Administration/MIS. B.E., N.E.D., University of Engineering & Technology, Karachi, India; M.B.A, Ball State University; D.B.A., Kent State University. James T. Hayes (1991).Assistant Professor of Speech, Communication, and Theatre Arts. B.S.E., M.S., Emporia State University; Ph.D., University of Wisconsin-Madison. Milda K. Hedblom (1971).Professor of Political Science, Director of Canadian Studies Program. B.A., Macalester College; M.A., Ph.D., University of Minnesota. David A. Heitke (1993). Instructor of Computer Science. B.A., North Central College, Naperville; M.S. (Mathematics), Brown University; M.S. (Computer Science), University of Rhode Island. Robert S. Herforth (1967). Professor of Biology. B.A., Wartburg College; M.S., Ph.D., University of Nebraska. Susanne M. Herrlin (1994).Instructor, part-time, Modern Languages. B.A., M.A., University of Linkoping, Sweden. Garry W. Hesser (1977). Professor of Sociology, Director of Experiential Education, Director of Metro-Urban Studies. B.A., Phillips University; M.Div., Union Theological Seminary; M.A., Ph.D., University of Notre Dame. Norman D. Holen (1964). Professor of Art. B.A., Concordia College, Moorhead; M.F.A., University of Iowa. Anne Holmquest (1991).Assistant Professor of Speech, Communication, and Theatre Arts. B.F.A., Drake University; M.A., Ph.D., University of Iowa. Bradley P. Holt (1981).Professor of Religion. B.A., Augsburg College; B.D., Luther Theological Seminary; M.Phil., Ph.D., Yale University. Marilyn N. Horowitz (1988).Instructor, part-time, Business Adrninistration/MIS. B.A., M.B.E., University of Minnesota. Mary A. Budd Horozaniecki (1988). Studio Artist/Violin and Viola, part-time, Music. B.M., Indiana University. Martha J. Houser (1988).Instructor, part-time, Education. B.S., M.A., University of Minnesota. Kenneth B. Huber (1989). Studio Artist/Piano, part-time, Music. B.M., M.M., Indiana University. David Hudson (1990). Instructor, part-time, English. B.A., M.A., A.B.D., University of Minnesota. Augsburg College Faculty Gretchen Kranz Irvine (1993).Assistant Professor of Education. B.S., College of St. Teresa; M.S., University of Wisconsin-River Falls; Ph.D., University of Minnesota. M. Shahidul Islam (1989). Instructor, part-time, Economics. M.B.A., Dhaka University, Bangladesh; University of Minnesota. Willie B. Jackson (1994). Instructor, part-time, Education. B.A., McKendree College; M.S., Southern Illinois University. William H. Jasperson (1990). Instructor, part-time, Physics. M.B.A., University of M i m e sota. B.S., MS., Ph.D., University of Wisconsin. Duane E. Johnson (1968). Professor of Psychology. B.A., Huron College; B.A., University of Minnesota; M.E., South Dakota State University; Ph.D., University of Minnesota. Hamet W. Johnson (1989).Instructor, part-time, Education. B.A., University of Richmond; M.A., University of Minnesota. Jeffrey E. Johnson (1985). Assistant Professor of Physics. B.S., M.A., Ph.D., University of Minnesota. Karen E. Johnson (1993).Instructor, part-time, Social Work. B.A., Luther College; M.S.W., University of Minnesota. Martha B. Johnson (1988).Assistant Professor of Speech, Communication, and Theatre. Director, East and Southeast Asian Studies. B.A., M.A., Ph.D., University of Wisconsin. Amin E. Kader (1974). Associate Professor of Business Administration/MIS. B.Comrn., University of Cairo, Egypt; M.B.A., University of Michigan. Kenneth S. Kaminsky (1987). Professor of Mathematics. A.B., M.S., Ph.D., Rutgers State University. Jane A. Kammerman (1986). Instructor, part-time, Business Administration/MIS. B.A., University of California; J.D., University of Minnesota. Robert A. Karl6n (1959). Professor of Music. B.M., New England Conservatory; M.A., University of Minnesota. John W. Kenny (1992). Instructor, part-time, Psychology. B.A., John Carroll University; M.A., Ph.D., University of Illinois-Urbana. Christopher W. Kimball(1991).Assistant Professor of History. B.A., McGill University; M.A., Ph.D., University of Chicago. Mary A. Kingsley (1965). Associate Professor of Modern Languages. B.A., St. Olaf College; M.A., Middlebury College. -2 - Augsburg College Faculty Merilee I. Klemp (1980). Assistant Professor of Music. B.A., Augsburg College; M.A., University of Minnesota. Alvin L. Kloppen (1976). Assistant Professor of Health and Physical Education. B.S., Augustana College; M.A., University of South Dakota. Boyd N. Koehler (1967). Associate Professor, Librarian. B.A., Moorhead State College; M.A., University of Minnesota. Carol F. Kuechler (1994).Assistant Professor of Social Work. B.A., Marquette University; M.S.W., University of Wisconsin-Madison; Ph.D., University of Minnesota. Thomas L. Kuhlman (1990). Instructor, part-time, Psychology. B.A., Marquette University; M.A., Xavier University; Ph.D., Case Western Reserve University. Joan C. Kunz (1987). Assistant Professor of Chemistry. B.S., University of Missouri-St. Louis; Ph.D., University of Wisconsin-Madison. Steven J. LaFave (1991). Assistant Professor of Business Administration/MIS. B.A. Michigan State University; M.A., University of Michigan; M.B.A., University of Minnesota. Roy H. LaFayette (1972). Instructor, part-time, Business Administration/MIS. B.S.B.,University of Minnesota. David V. Lapakko (1986). Assistant Professor of Speech, Communication, and Theatre Arts. B.A., Macalester College; M.A., Ph.D., University of Minnesota. Andrew P. Lawson (1992). Instructor, part-time, Sociology. B.S., Portland State University; M.Ed., Penn State University. Caroline M. Lemen (1991). Studio Artist/French Horn, part-time, Music. B.A., Potsdam College of Arts and Science, SUNY; M.M., Northwestern University. Lynn Lindow (1985). Instructor, part-time, Education. B.S., Mankato State University; M.S. North Dakota State University. Rosemary J. Link (1986). Associate Professor of Social Work. B.A., University of Southampton; M.Sc., London University; Ph.D., University of Minnesota. Victoria M. Littlefield (1992). Assistant Professor of Psychology. A.B., University of Michigan-Flint; M.A., Ph.D., Miami University. Cynthia D. Lohman (1985). Studio Artist/Voice, part-time, Music. B.A., M.M., University of Minnesota. Lori L. Lohman (1990).Assistant Professor of Business Administration/MIS. B.A., M.B.A., University of Minnesota. J. Lynne F. Lorenzen (1988). Assistant Professor of Religion B.A., University of Iowa; M.Div., Northwestern Lutheran Theological Semirary; M.A., The Claremont Graduate School. Mark E. Ludwig (1993). Instructor, part-time, English. B.A., Pacific Lutheran University; Ph.D., University of Minnesota. Steven P. Lund (1982).Studio Artist/Trombone, part-time, Music. B.S., University of Minnesota. Augsburg College Faculty -2 Mary Ellen Lundsten (1977). Assistant Professor, part-time, Political Science. B.A., Smith College; M.A., Johns Hopkins School of Advanced International Studies; Ph.D., University of Minnesota. Milton H. Luoma, Jr. (1992). Instructor, part-time, Business Administration/MIS. B.S., Case Institute of Technology; M.S., M.B.A., University of Dayton; J.D., William Mitchell College of Law. Ann Lutterman (1993).Instructor, Global Education. B.A., Earlham College; M. Div., Yale Divinity School. Janet L. MacKenzie-Polanski (1992). Instructor, part-time, Education. B.A., Macalester College; M.Ed., University of Minnesota. Karen M. Mateer (1984). Assistant Professor, Librarian. B.S., University of South Dakota; M.A., University of Iowa. John B. McAllister, I11 (1991). Instructor, Global Education. B.A., Bates College; M.A., University of Minnesota. Elena McCollim-Medina (1991).Instructor, Global Education. B.A., University of California-Berkeley; M.A., Johns Hopkins University. Mary Lee McLaughlin (1993). Assistant Professor, Librarian. B.A., Western Michigan University; A.M.L.S., University of Michigan; M.A., Michigan State University. Esther G. McLaughlin (1989). Associate Professor of Biology. B.A., Ph.D., University of California-Berkeley. Marie 0.McNeff (1968). Professor of Education, Director of Faculty Development. B.S., M.Ed., Ed.D., University of Nebraska. Roberta K. Metzler (1974). Associate Professor of Music. B.A., Park College; B.Music Ed., M.Music Ed., University of Kansas. Fekri Meziou (1987). Assistant Professor of Business Administration/MIS. B.A., University of Tunis,Tunisia; M.A., Ph.D., University of Minnesota. Ernest Miel (1993). Instructor, part-time, Education. B.A., University of Minnesota; B.A., M.Ed., Macalester College. JeannetteH. Milgrom (1992). Instructor, part-time, Social Work. B.S.W., Christian Social Academy, Groningen, Netherlands; M.S.W., University of Minnesota. Dawn L. McDougal Miller (1993).Instructor, part-time, Music. B.A., Gustavus Adolphus College; M.M.Ed., University of Kansas. Jay A. Miskowiec (1991). Instructor, part-time, English. B.A., University of Minnesota; M.A., Universite de Paris VIII, France; Ph.D., City University of New York. Kinney G. Misterek (1989). Instructor, part-time, Business Administration/MIS. B.S., M.B.A., University of South Dakota; M.B.T., University of Minnesota. John R. Mitchell (1968). Associate Professor of English. B.A., Maryville College; M.A., University of Tennessee. - Augsburg College Faculty William B. Monsma (1987). Instructor, part-time, Physics. B.A., Calvin College; M-Div., Calvin Seminary; Ph.D., University of Colorado. Thomas F. Morgan (1983). Associate Professor of Business Administration/MIS. B.S., Juniata College; M.B.A., University of Denver; M.S., University of Oregon; PkD., University of Minnesota. William D. Morris (1987). Instructor, part-time, Political Science. B.A., Oakland University; Ph.D., Camegie-Mellon University. John N. Moye (1991). Assistant Professor of Music, Orchestra Director. B.M., M.A., Jacksonville University; Ph.D., Florida State University. Mildred ("Mike")Mueller (1988). Assistant Professor of Education. B.A., M.A., Central Michigan University; Ed.D., University of Minnesota. Robert M. Murphy (1986). Instructor, part-time, Business Administration/MIS. B.A., University of Toledo. Sharol A. Nau (1993).Instructor, part-time, Art. B.A., Carleton College; M.F.A., Michigan State University. Eliawira N. Ndosi (1990). Instructor, part-time, Economics. B.A., Carleton College; M.A., University of Minnesota. Gordon L. Nelson (1967). Professor of Sociology. B.A., M.A., University of Minnesota; B.D., Luther Theological Seminary; M.A., Ph.D., University of Chicago. Leslie D. Nelson (1993). Instructor, part-time, Mathematics. B.A., St. Olaf College. Richard C. Nelson (1968).Professor of History. B.A., University of Nebraska; M.A., Ph.D., University of Minnesota. Jack Nelson-Pallmeyer (1984).Instructor, part-time, Religion. B.A., St. Olaf College; M.Div., Union Theological Seminary. Melissa R. Newman (1993).Instructor, part-time, Psychology. Ph.D., University of Mimesota. Catherine C. Nicholl(1973).Professor of English. B.A., Hope College; M.A., University of Michigan; Ph.D., University of Minnesota. Beverly J. Nilsson (1977). Professor of Nursing. B.S.N., MS., PhD., University of Minnesota. Norma C. Noonan (1966). Professor of Political Science. B.A., University of Pennsylvania; M.A., Ph.D., Indiana University. Celeste M. O'Brien (1975). Studio Artist/Piano, part-time, Music. B.A., Harnline University. JohnJ. O'Brien (1992). Instructor, part-time, English. B.A., Augustana College; M.Phil., University of Dublin, Ireland; A.B.D., University of Minnesota. Augsburg College Faculty -2 Michael E. OfNeal(1989).Instructor, part-time, Sociology. B.A., University of Missouri; M.A., Ph.D., University of Minnesota. Sandra L. Olmsted (1979).Assistant Professor, Chemistry. B.A., Augsburg College; M.S., University of Wisconsin; Ph.D., University of Minnesota. Bettye Olson (1992). Director, College of the Third Age. B.S., M.Ed., University of Minnesota. JeremiahOlson (1989). Instructor, part-time, Religion. B.A., Minot State University; M.Div., Trinity Lutheran Seminar; D.Th., Luther-Northwestern Theological Seminary. Lila J. Olson (1990). Instructor, part-time, Music. B.M., University of Kansas; M.M., University of Nebraska. Vicki B. Olson (1987). Associate Professor of Education. B.S., M.A., Ph.D., University of Minnesota. Magdalena M. Paleczny-Zapp (1986). Assistant Professor of Economics. B.A., M.A., Central School for Planning and Statistics, Warsaw, Poland; Ph.D., Akademia Ekonomiczna, Krakow, Poland. Ronald G. Palosaari (1965). Professor of English. B.A., Bethel College; B.Div., Bethel Seminary; M.A., Ph.D., University of Minnesota. Patricia A. Parker (1960). Instructor, part-time, Education. B.A., Eastern Michigan University; M.A., Ph.D., University of Michigan. Sharon K. Patten (1991). Associate Professor of Social Work. B.A., St. Olaf College; M.S.W., M.A., Ph.D., University of Minnesota. Catherine L. Paulsen (1990). Instructor, part-time, Religion. B.A., St. Olaf College; M.A., Lone Mountain College. Curtis Paulsen (1990). Associate Professor of Social Work. B.A., St. Olaf College; M.S.W., University of Minnesota; Ph.D., Fielding Institute. Richard W. Pearl (1992). Instructor, part-time, Education. B.A., M.A., University of St. Thomas. Dale C. Pederson (1992).Assistant Professor of Biology. B.A., Augsburg College; Ph.D., University of Minnesota. Paul E. Pender (1985). Instructor, part-time, Business Administration/MIS. B.A., M.B.A., University of Wisconsin. Rick Penning (1993). Studio Artist/Voice, part-time, Music. B.A., Luther College; M.M., University of Cincinnati. Curtis C. Peter (1983). Instructor, part-time, Religion. B.A., Wartburg College; M.Div., Wartburg Theological Seminar. Vincent Peters (1988). Assistant Professor of Social Work. B.A., Loyola College, Madras, India; M.A., Madras School of Social Work. - Augsburg College Faculty Noel J. Petit (1984).Professor of Computer Science. B.A., St. Olaf College; M.S., Ph.D., University of Minnesota. Ronald W. Petrich (1980). Instructor, part-time, Education. B.A., Augsburg College; M.A., United Theological Seminary. Joyce M. Pfaff (1966). Associate Professor, part-time, Health and Physical Education. B.A., Augsburg College; M.Ed., University of Minnesota. Glenn S. Pickering (1994). Instructor, part-time, Psychology. B.E.E., Ph.D., University of Minnesota; M. Div., United Theological Seminary. Diane L. Pike (1981).Professor of Sodalogy. A.B., Comecticut College; PhD., Yale University. Alisa M. Potter (1993). Instructor, part-time, Sociology. B.A., Concordia College, St. Paul; Ph.D., University of Minnesota. Sandra L. Powers (1990).Studio Artist/Clarinet, part-time, Music. B.M., Eastrnan School of Music; M.M., Northwestern University. T. Peter Przytula (1993).Instructor, part-time, Political Science. M.A., University of Lodz, Poland; M.A., A.B.D., University of Minnesota A.B.D., University of Poznan, Foland. Philip A. Quanbeck (1957). Professor of Religion. B.A., Augsburg College; B.D., Augsburg Theological Seminar; M.Th., Ph.D., Princeton Theological Seminary. Philip A. Quanbeck, I1 (1987). Assistant Professor of Religion. B.A., St. Olaf College; M.Div., Luther Theological Seminary. Randi Quanbeck (1990). Instructor, part-time, Modem Languages. B.A., Concordia College; M.A., Northwestern University. Larry C. Ragland (1985). Associate Professor of Computer Science. B.S., M.A., Central Missouri State College; Ph.D., University of Texas at Austin. 0.Nicholas Raths (1987). Instructor, part-time, Music. B.M., M.M., University of Minnesota. Patricia L. Redding (1992). Instructor, part-time, Business Administration/MIS. B.A., Indiana University; M.B.A., University of Minnesota. Bruce R. Reichenbach (1968).Professor of Philosophy. B.A., Wheaton College; M.A., Ph.D., Northwestern University. Cynthia D. Richards (1992). Instructor, part-time, English. B.A., Brown University; M.A., M. Phil., New York University. James F. Rodde (1993). Choral Director/Instructor of Music. B.A., Augsburg College; M.A., D.M.A., University of Iowa. Steven P. Rohde (1993). Visiting Assistant Professor of Speech, Communication, and Theatre Arts (Designer and Technical Director). B.S., University of WisconsinLacrosse; M.F.A., University of Minnesota. Augsburg College Faculty I. Michael Romanov (1992). Instructor, part-time, Business Administration/MIS. B.A., Hofstra University; M.B.A., University of St. Thomas. Glenda D. Rooney (1992). Instructor, part-time, Social Work. B.S., University of North Texas; M.S.W., University of Illinois. Patricia L. Rude (1990). Instructor, part-time, Education. B.A., Gustavus Adolphus College; M.Ed., University of Minnesota. William R. Russell (1991).Instructor, part-time, Religion. B.A., Ph.D., University of Iowa; M.Div., Luther Northwestern Seminary. Edward M. Sabella (1967). Professor of Economics. B.S., University of Rhode Island; Ph.D., University of Minnesota. Pauline Sateren (1974). Instructor, part-time, Education. B.A., Northwestern College; M.M.Ed., University of Colorado. Edwin J. Saugestad (1959). Associate Professor of Health and Physical Education. B.A., Augsburg College; M.A., University of Minnesota. Jack B. Schaffer (1993). Instructor, part-time, Psychology. B.A., Buena Vista College; M.Div., Union Theological Seminary; M.A., Ph.D., University of North Dakota. Milo A. Schield (1985). Associate Professor of Business Administration/MIS. B.S., Iowa State University; MS., University of Illinois; Ph.D., Rice University. John S. Schmit (1990).Assistant Professor of English. B.S., St. John's University; M.A., University of New Orleans; Ph.D., The University of Texas. Michael D. Schock (1993). Assistant Professor of Social Work. B.A., University of Washington; M.S.W., University of Minnesota; Ph.D., University of Washington. Sandra Nei Schulte (1987). Costume Designer, part-time, Speech, Communication, and Theatre Arts. B.A., M.A., M.F.A, University of Minnesota. Robert T. Schultheis (1990).Instructor, part-time, Business Administration/MIS. B.B.A., College of Santa Fe; M.B.A., University of St. Thomas. Kathryn A. Schwalbe (1991). Assistant Professor of Business Administration/MIS. B.S., University of Notre Dame; M.B.A., Northeastern University. Laura Sewell (1991). Studio Artist/Cello, part-time, Music. B.M., The Juilliard School; M.M., The Cleveland Institute of Music. Frankie B. Shackelford (1990). Assistant Professor of Modem Languages. B.A., Texas Christian University; Ph.D., University of Texas. Judith E. Shevelev (1991). Instructor, Global Education. B.A., University of California at Davis; M.A., Columbia University. Deep Shikha (1991). Instructor, part-time, Economics. B.A., Delhi University, India; M.A., M.Ph., Delhi School of Economics; Ph.D., Louisiana State University. Barbara J. Shin (1991).Instructor, part-time, Education. B.S., M.A., Ph.D., University of Minnesota. *( - Augsburg College Faculty Edward R Skarnulis (1990). Associate Professor of Social Work. B.A., Omaha University; M.S.W., Ph.D., University of Nebraska. Eugene M. Skibbe (1964). Professor of Religion. B.A., St. Olaf College; B.Th., Luther Theological Seminary; Th.D., University of Heidelberg, Germany. Gail S. Smogard (1993). Instructor, part-time, Speech, Communication and Theatre Arts. B.A., St. Cloud State College; M.F.A., Southern Methodist University. Yong Nam Song (1987). Instructor, part-time, Economics. B.A., Jeon Buk National University, Korea. Roman Soto-Feliu (1993). Assistant Professor of Modern Languages. B.A., M.A., Universidad de Concepcion, Chile; Ph.D., The Catholic University of America. Robert J. Stacke (1990). Assistant Professor of Music, Band and Jazz Director. B.A., Augsburg College; M.A.C.I., University of St. Thomas. John J. Stangl(1991).Instructor, part-time, Education. B.S., M.A.; University of Minnesota. Nancy K. Steblay (1988). Associate Professor of Psychology. B.A., Bemidji State University; M.A., Ph.D., University of Montana. John P. Stein (1992).Instructor, part-time, Economics. B.S., University of Detroit; M.A., University of Illinois. Donald B. Steinmetz (1968). Professor of Modem Languages. B.A., M.A., Ph.D., University of Minnesota. Robert Stenstrom (1990). Assistant Professor of Physics. B.S., M.S., University of South Dakota. Stuart M. Stoller (1986).Assistant Professor of Business Administration/MIS. B.S., M.S., Long Island University. Diane L. Strandberg (1989).Instructor, part-time, Education. B.S., M.S., Mankato State University. Beverly J. Stratton (1986). Assistant Professor of Mathematics. B.A., M.A., Boston University. Marie J. Struss (1988). Instructor, part-time, Education. B.S., M.S., Mankato State University. Mary Jo Stump (1988). Student Teacher Supervisor, part-time, Education. B.A., Ball State University; M.A., Northern State College. Grace K. Sulerud (1966). Associate Professor, Librarian. B.A., Augsburg College; M.A., University of Minnesota. Ralph L. Sulerud (1964).Professor of Biology. B.A., Concordia College, Moorhead; M.S., Ph.D., University of Nebraska. Kathryn A. Swanson (1985).Associate Professor of English. B.A., St. Olaf College; M.A., Ph.D., University of Minnesota. Gabriela Sweet (1992).Instructor, part-time, Modem Languages. B.S., State University of New York, Oneonta. William Swenson (1989). Instructor, part-time, Philosophy. A.B., Ph.D., University of Chicago. Augsburg College Faculty Philip J. Thompson (1959).Professor of Art. B.A., Concordia College, Moorhead; M.F.A., University of Iowa. Sonja K. Thompson (1993).Instructor, part-time, Music. B.M., University of Mimesota; M.M., The Juilliard School. Mark A. Thomsen (1994).Instructor, part-time, Music. B.A., Gustavus Adolphus College; M.M., Eastman School of Music. Diane Thoreson (1993).Instructor, part-time Education. B.S., University of South Dakota; M.A., University of St. Thomas. James Trelstad-Porter (1993). Instructor, Global Education. B.A., Augustana College; M.A., American University. Cynthia K. Troy (1990).Instructor, part-time, Psychology. B.A., University of California, Santa Cruz; Ph.D., University of Minnesota. David E. Venne (1992). Instructor, part-time, Physics. B.S., University of Mimesota; Ph-D., Iowa State University. Joseph M. Volker (1993). Instructor, part-time, M.A.L. Program. B.A., University of California-Irvine; M.A., Ph.D., University of Mimesota. Anthony R. Wagner (1993).Instructor) part-time, Social Work. B.A., M.S.W., University of Minnesota. Ronald F. Walter (1988). Instructor, part-time, Modem Languages. B.A., Swarthrnore College; M.A., Ph.D., Indiana University. Gloria M. Warner (1988).Instructor, part-time, Biology. B.S., St. Olaf College; M.S., Ph.D., University of Mimesota. Donald M. Warren (1980). Instructor, part-time, Introduction to Liberal Arts, Director of Academic Enrichment. B.A., M.A., University of Minnesota. Martha A. (Cary) Waterman (1991). Instructor, part-time, English. B.A.,University of Denver; B.S., M.A., Mankato State University. Charee M. Watters (1990).Instructor, part-time, Business Administration/MIS. B.A., University of Mimesota; M.&g.L., College of St. Catherine; M.B.A., University of St. Thomas. -2, - Augsburg College Faculty Mark I. Wegener (1993).Instructor, part-time, Religion. B.A., Concordia Senior College; M.Div., Concordia Theological Seminary; M.S.Th., Christ Seminary-Seminex;Th.D., Lutheran School of Theology at Chicago. Rita R. Weisbrod (1991). Assistant Professor of Sociology. B.A., M.A., University of Minnesota; Ph.D., Cornell University. Pamela J. Weiss (1983). Assistant Professor, part-time, Nursing. B.S.N., University of Nebraska; M.P.H., Ph.D., University of Minnesota. Patricia F. Weiss (1991).Associate Professor, part-time, Education, Paideia Associate-inResidence. B.A., Boston College; M.Ed., Ph.D., University of North Carolina, Chapel Hill. Mary Louise Williams (1984). Assistant Professor of Social Work. B.F.A., M.S.W., University of Pennsylvania. Theartrice Williams (1993).Instructor, part-time, Social Work. B.A., University of Illinois; M.S.W., University of Pennsylvania. Helen Woelfel(1993).Adjunct Faculty in Nursing, Coordinator of Nursing Center. M.S., Marquette University; M.S. University of Minnesota. Maria K. Woroby (1990). Assistant Professor, Librarian, Director of Women's Studies. B.S., M.A., University of Minnesota. Angela J. Wyatt (1981). Studio Artist/Saxophone and Clarinet, part-time, Music. B.A., St. Olaf College. Robert D. Wykstra (1989).Instructor, part-time, Business Administration/MIS. B.k, Calvin College; M.B.A., Western Michigan University. R. D. Zehnder (1991). Instructor, part-time, History. B.A., Carleton College; M.A., Stanford University, University of California, Davis; Ph.D., Kansas University. Fall 1994 New student orientation ..... Su. Sept.4 - Tu. Sept. 6 Freshman registration ........... summer Upperclass validation ......... W. Sept.7 Classes begin ................ W. Sept. 7 Last day to register .......... Tu. Sept. 13 Last day to add a class. drop a class without notation on record ................. Tu. Sept. 13 Last day to designate grading option .............. F. Oct. 21 Mid-term break ............... F. Oct. 21 Interim registration . M. Oct.24 - F. Oct. 28 Spring term registration .... M. Nov . 14 - Tu. Dec. 2 Last day to withdraw from a class ................ F. Nov . 18 Thanksgiving recess begins ...Th, Nov . 24 Classes resume .............. M. Nov .28 Classes end .................... F. Dec. 9 Final exams begin ............ M. Dec. 12 Final exams end ............. Th,Dec. 15 Interim 1995 Interim classes begin ............ T. Jan. 2 Last day to register. add a class. or drop a class without notation on record ............ T. Jan.3 Last day to designate grading option. or withdraw from a class ................. F. Jan. 13 Classes end .................. W. Jan. 25 Spring 1995 Classes begin ................ M. Jan. 30 Last day to register ............. F. Feb . 3 Last day to add a class or drop a class without notation on record .................... F. Feb . 3 Last day to withdraw from a class ...................... F. Apr. 7 Mid-tern break begins ....... M. Mar.20 Classes resume .............. Tu. Mar. 27 Last day to designate grading option .............. F. Apr. 7 Early registration for fall .......... M. Apr.24 .F. May 5 Classes end .................. F. May 12 Final exams begin ............ M. May 15 Final exams end ............. Th. May 18 Baccalaureate/ Commencement ........... Su. May 21 Fall 1995 New student orientation .....Su. Sept. 3 - Tu. Sept.5 Freshman registration ........... summer Upperclass validation ......... W. Sept. 6 Classes begin ................ W. Sept. 6 Last day to register .......... Tu. Sept. 12 Last day to add a class. drop a class without notation on record ................. Tu. Sept. 12 Last day to designate grading option .............. F. Oct. 20 Mid-term break ............... F. Oct. 20 Interim registration . M. Oct. 23 - F. Oct. 27 Spring term registration .... M. Nov . 13 - Tu. Dec. 1 Last day to withdraw from a class ................ F. Nov . 27 Thanksgiving recess begins ... Th.Nov . 23 Classes resume .............. M. Nov . 27 Classes end .................... F. Dec . 8 Final exams begin ............ M. Dec. 11 Final exams end ............. Th. Dec. 14 Interim 1996 Interim classes begin ............ T. Jan. 2 Last day to register. add a class. or drop a class without notation on record ........... W. Jan. 3 Last day to designate grading option. or withdraw from a class ................. F. Jan. 12 Classes end ..................Th. Jan.25 Spring 1996 Classes begin ................ M. Jan. 29 Last day to register ............. F. Feb.2 Last day to add a class or drop a class without notation on record .................... F. Feb.2 Last day to withdraw from a class ...................... F. Apr .5 Mid-term break begins ....... M. Mar. 18 Classes resume .............. Tu. Mar. 25 Last day to designate grading option .............. F. Apr .5 Early registration for fall .......... M. Apr .22 .F. May 3 Classes end .................. F. May 10 Final exams begin ............ M. May 13 Final exams end ............. Th. May 16 Baccalaureate/ Commencement ........... Su. May 19 1. Admissions House 2. George Sverdrup Library 3. Science Hall 4. Old Main 5. Quad 6. Mortensen Tower 7. Umess Tower 8. Christensen Center 9. Sverdrup-Oftedal Memorial Hall 10. Music Hall 11.2222 Murphy Place 12. Si Melby Hall 13. Ice Arena 14. Stage I1 Theatre 15. College Relations 16. Nordic Center 17. Foss, Lobeck, Miles Center for Worship, Drama and Communication 18. Center for Global Education 19. Jeroy C. Carlson Alumni Center 20. Youth and Family Institute 21. American Indian Support and Black Student Affairs 22. Oscar Anderson Hall 23. East Hall 24. Murphy Square 25. Anderson-Nelson Athletic Field 26. Husby-Strommen Tennis Courts Parking Lots A. Admissions Parking B. Faculty/Staff/Comrnuter/Residence Parking C. Faculty/Staff Parking D. Faculty/Staff/Commuter Parking E. Commuter - Street Parking F. Resident Parking G. Visitor Parking H. Fairview/St. Mary's Parking Ramp DOWNTOWN MINNEAPOLIS I Directions to Campus Public Parking From Minneapolis on 1-94 EastTake the Riverside/25th Avenue exit and turn left on 25th Avenue, turn left at Riverside Avenue, turn left at 21st Avenue South. All posted Augsburg College faculty/ staff/commuter lots are free and open for use from 4:30 p.m. Friday through Sunday evening. Lots are located on 7th Street between 21st and 22nd Avenues and north or south of 8th Street between 24th and 25th Avenues. Most street parking is four hour parking, seven days a week. Additional parking is available in the Riverside Medical Center ramp, or U of M parking lots on the north side of Riverside Avenue. From St. Paul on 1-94 WestTake the Riverside Avenue exit, turn right at Riverside, turn left at 21st Avenue South. From the South on 35WFollow 1-94St. Paul signs, take the Riverside/25th Avenue exit, turn left on 25th Avenue, turn left at Riverside, turn left at 21st Avenue South. Froni the North on 35WTake the Washington Avenue exit, turn left on Washington (turns to the right onto Cedar Avenue), turn left at Riverside Avenue, turn right at 21st Avenue South. - I - . -- - *- - - 'I 1 I I I I - --. . -. - .- - - . . - , - - _ - --I - - - 7 ; -- It is the policy of Augsburg College not to discriminate on the basis of race, color, creed, religion, sexual or affectional preference, national or ethnic origin, age, marital status, sex, status with regard to public assistance, or disability as required by Title IX of the 1972 Education Amendments or Section 504 of the RehabilitationAct of 1973, as amended, in i t s admissions policies, education programs, activities and employment practices. d- About Augsburg 6, 245 Academic Advising Center 39 Academic Affairs 51, 248, 249 Academic Calendar 38 Academic Information 38 Academic Internships 49 Academic Policies and Procedures 51 Academic Progress, Probation and Dismissal 70 Academic Skills Enrichment 29 Accessibility 4 Accounting 91-93 Accreditation 4, 7 Accreditation and Memberships 4, 11 Activities 28, 33 Administration 249 Admissions 1416 Advanced Placement Program Test (AP) 68 Alumni Center 9 American Indian Studies 31, 75, 144 American Indian Support Program 30 Anderson Hall 8, 35 Anderson-Nelson Athletic Field 8 Anishinabe Library Project 31 Annex Houses 9 Application Procedures 14 Art 75-79 Art History 78 Asian American Support Program 31 Asian Studies 106-107 Assessment of Previous Learning (APL) Program 68 Associated Colleges of the Twin Cities (ACTC) 44 Associated Support Organizations 10 Athletic Affiliation 4 Athletics 29 Audio-Visual Services 39 Audit Fee 18 Auditing Courses 67 Augsburg Echo 29 Augsburgian, The 29 Biology 80-84 Black Student Support Program 31 Board of Regents 246 Books and Supplies 19 Business Administration 86-90 Calendar 38 Campus Location 4, 8, 272 Campus Map 271 Campus Ministry 28 Campus Tours 14 Canadian Program 51 Career Services 32 Center for Global Education 9, 46, 154 Center for Global Education Courses 154-157 Center for Learning and Adaptive Student Services (CLASS) 30 Chemical Dependency Program 45 Chemistry 97-101 Chinese 171 Choir 29 Christensen Center 8 Class Confirmation 52 Class Schedule 74 Classification (Class Year) 67 Coaching Endorsement 134 College Costs 1994-'95 18 College Level Examination Program (CLEP) 68 College of the Third Age 51 College Relations 9, 249 Commons 34 Communication 235-239 Community Internships in Latin America 163-164 Community Service-Learning 49 Computer Resources 39 Computer Science 103-105 Concert Band 29 Contemporary Issues in Mexico and Central America 47 Continuing Education Program 51 Cooperative Education 48, 49 Counseling 32 Counseling and Health Promotion 32 Course Descriptions 74243 Credit Assessment Program (CAP) 68 Credits 74 Index Dean's List 70 Degrees Offered 38 Departmental Comprehensive Exams 68 Departments and Programs 74243 Deposits 15, 19, 35, 69 Development and College Relations 249 Directory 248 Disabled Student Program 30 Dismissal 70 Distribution Requirements 64-66 Divisions and Departments 40 Dormitories 8, 35 Dual Degree Programs 42, 124 Early Admission of Freshmen 15 East and Southeast Asian Studies 106-107 East European Studies 41, 178 East Hall 9 Echo 29 Economics 87, 108-112 Education 113-122 Education for Seniice 6 Elderhostel 51 Elementary Education 113-117 Employment 24, 32 Engineering 123-124 English 125-130 English as a Second Language (ESL) Program 69-70 English Placement Test 126 English-Language Arts Teaching Major 126 Enrollment 4 Enrollment Deposit 19 Enrollment Management 250 Ensembles 182, 185 Entry-level Skills 64 Ethnic Studies 131, 145 Evaluation and Grading 66 Evangelical Lutheran Church in America (ELCA) 4, 247 Experiential Education Programs 48-50 Explanation of Grades 66 Facilities and Housing 8, 35 Facts and Figures 4 Faculty 38, 252-268 Famlty Emeriti 251 Federal Work Study Program 25 Eees - 18-19 Finance and Management 250 Finance Specialization 86 Financial Aid 4, 21-25 Financial Policies 20 Fine Arts 29 First Year Experience 33, 39, 55, 56, 131 Food Service 34 Foreign Languages 59, 60, 170-180 Foreign Study 34, 35, 153-161 Former Students 15 Foss, Lobeck, Miles Center for Worship, Drama and Communication 9 Four Year Assurance Program 71 French 172-173 Freshman Performance Scholarships 182 Freshmen 14-15 Full-time Students 18 General Education Curriculum 53-54, 5559, 64 General Education Requirements 5354, 55-59, 64 General Studies 132 German 173-175 Gift Assistance 23 Global Education Center 9, 46, 154 Global Education Program Courses 46, 154-157 Global Issues and World Churches 47, 161 Grade Point Average 67 Grading 66 Graduate Program Office 52 Graduate Programs 38, 50 Graduation Level Skills 58 Graduation Requirements 53-54, 5559, 64-66 Graduation with Distinction 71 Grants 23 Gymnasium (Si Melby Hall) 9, 29 Index Health and Physical Education 133-138 Health Promotion 33 Health Service 33 HECUA Courses 162-164 Higher Education Consortium for Urban Affairs (HECUA) 44, 47, '162 Hispanic/Latino Support Program 32 History 139-143 History of Augsburg College 6 Honors Program 43 Housing 8, 18, 35 Hoversten Peace Scholarships 22 Ice Arena 9 Incomplete Grade 67 Inter-InstitutionalPrograms 44 Inter-Race 10 Intercollegiate Athletics 29 Interdisciplinary Studies 144-152 Interim 38 Interim Abroad 48 Interim Office 52 International Business Minor 87 International Development and Hurhan Rights in Latin America 47, 159-160 International Programs 33 International Relations 153-154 International Student Services 16 International Students 33 International Studies 154-161 Internships 47, 4E-50, 134 Intertribal Student Union 31 Intramural Athletics 29 Japanese 176 KCMR Radio 29 Language Courses 106, 170-180 Learning Disabilities Program 30 Learning Laboratory 29, 30 Leave of Absence 52 Liberal Arts Perspectives 58-64 Library 4, 10, 39, 44 Lifetime Sports 58, 66 Linguistics 176 Loan Assistance 23 Location 4, 8, 272 Lutheran Leader Scholarships 23 Majors and Minors 4, 40-41, 74243 Management Information Systems 9496 Management Specialization 86 Maps 271, 272 Marketing Specialization 86 Master's Degrees 38, 50 Math Placement Group (MPG) 166 Mathematics 165-169 Mathematics Placement Group (MPG) Requirements 94, 166 Media Center 44 Melby Hall 9 Memberships 4, 11 Memorial Hall 10, 29 Merit Scholarships 22 Metro Urban Studies 145-147 Metro-Urban Studies Term (MUST) 147 Minnesota Indian Teacher Training Partnership 31 Minnesota Minority Education Partnership (MMEP) 10 Minnesota State Scholarships and Grants 23 Minnesota Work Study Program 25 Minority Studies 66, 144 Minors 4, 40-41, 74-243 MIS Courses 94-96 Mission Statement 6 Modern Languages 170-180 Mortensen Tower 9, 35 Murphy Place 10 Murphy's 34 Music 181-192 Music Education 183-184 Music Ensembles 29, 182 Music Hall 9 Music Performance Major 181, 184-185 Music Therapy Major 184-185 Index Natural Science 193-194 No-Credit Grades 66 Nordic Area Studies 148-150 Nordic Center 10 Norwegian 176177 Notification of Admissions Decision 14 Number Grades 66 Numbering of Courses 74 Nursing 195-198 Off-Campus Programs 4 Ojibwe 177-178 Old Main 9 Orchestra 29 Orientation @YE) 33 Ostfold, Norway Exchange Program 46, 158-159 Paired Resources in Ministry and Education (PRIME) 23 Part-Time Students 18 Pass/No Credit 66 Pastor 28 Payments 19 Performance Studies 183 Performing Arts Scholarships 22 Perspective Requirements 59-64 Perspectives 58-64 Philosophy 199-202 Physical Disabilities Program 30 Physical Education 133-138 Physics 203208 Piano Proficiency Test 187 Policies 4, 10, 248 Political Science 209-214 Pre-Professional Programs 42 Pre-Registration 52 Prerequisites 74 President's Greeting 3 President's Office 249 President's Scholarships 22 Probation 70 Psychology 215-219 Refunds 20 Regents 246 Regents' Merit Scholarships 22 Registrar's Office 52 Registration 51 Religion 220-223 Religious Affiliation 4 Residence Life Program 35 Residence Requirements 56, 65 Room and Board 18 ROTC 45 Russian 178 Russian, Central and East European Studies 224 ScandinavianStudies 225, 234 ScandinavianUrban Studies 47, 162-163 Scholarships 22-23 School Year 4 Science Hall 9 Secondary Education 117-121 Secondary Education Courses 118 Service-Learning 49 Sigma Pi Sigma 205 Skills Requirements 57-58 Social, Cultural, Recreational 28 Social Policy and Human Services in Latin America 156 Social Studies 225 Social Welfare Minor 227 Social Work 226-230 Sociology 231-234 South American Urban Semester 163 Southern Africa Societies in Transition 157 Space Physics 204 Spanish 178-180 Special Education 121-122 Special Interest Housing 35 Special Students (Non-Degee) 15 Speech/Communication and Theatre Arts 235242 Sponsored Scholarships 25 Student Activities 33 Student Affairs 29, 249 Student Educational Loan Fund (SELF) 24 Student Employment 24 Student/Faculty Ratio 4 Student Government 28 Student Life 28-36 Student Newspaper 29 Student Project for Amity Among Nations (SPAN) 4 Student Publications 29 Student Rights 28 Student standards of Behairior, Complaints, Records 36 Student Teaching Abroad 48 Studio Art 77 Study Abroad 34, 45, 48 Summer School Office 52 Support Programs 30 Sverdrup Library 10 Sverdrup-Oftedal Memorial Hall 10 Teaching Licensure (see also Majors) 42 Test Scores 14 Theatre Arts 239-242 Transcripts 14 Transfer Scholarships 22 Transfer Students 15, 53, 57 Tuition, Fees, Room and Board 18-19 Tuition Grants 23 Tutor Center 30 Upper Midwest Association of Intercultural Education 4 Urban Studies 147-148 Urban Studies Options 147-148 Urness Tower 10, 35 Veterans 71 W Weekend College 50 Withdrawal from College 52 Women and Development: A Southern Africa Perspective 46, 160-161 Women and Development: Latin American Perspectives 46, 155 Women's Studies 150-152 Work Study Program 25 X, Y, Z Yearbook 29 Youth and Family Institute 10
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Title: Augsburg College Interim Catalog, 1997
Collection: Course Catalogs
Search Result: ...................4 INTRODUCTION ......................6 VISITING STUDENTS . . . . . . . . . . . . . . . 7 CALENDAR....................... 8 OPTIONS ..............9 ...............- 1 0 .................45 ................ 46 .....................33 ..................46 OTHER COURSES A...
Show more ...................4 INTRODUCTION ......................6 VISITING STUDENTS . . . . . . . . . . . . . . . 7 CALENDAR....................... 8 OPTIONS ..............9 ...............- 1 0 .................45 ................ 46 .....................33 ..................46 OTHER COURSES ABOUT THISCATALOG INTERIM COURSES LIFETIME SPORTS UMAlE COURSES ALSO O N Interim is an integral part of the school year at Augsburg College. The College follows a 4- 1-4 calendar, with Fall and Spring semesters of approximately 14 weeks separated by a four-week January Interim. Interim is intended to be a time for both students and faculty to employ styles of teaching and learning and to investigate questions and topics in places and ways not possible during the regular term. Since one Interim course equals a full-time load, students should plan to spend the sanie amount of time in class and preparing for class as they would for a four-course load during Fall or Spring semesters. Students can register for only one course credit during Interim. There is no tuition refund for a student who chooses not to enroll in an Interim course. It is expected that students will attend every class period; however, each instructor will establish the precise attendance policy for hislher course. Most Interim courses are graded traditionally on a 4.0 to 0.0 scale. Students generally have the option to register on a PassINo Credit basis. A few Interim courses are graded only on the PIN system; this is indicated in the course description. Some courses are offered for either upper or lower division credit. Such Interim courses have two numbers listed and the student must select which is most appropriate for their needs. Students registering for upper division credit should anticipate additional assignments and a more rigorous grading standard. Some courses, especially courses with travel requirements, have additional fees associated with them. These fees, although intended to be accurate, may change and students should check with the instructor to verify the final costs. To graduate, a student under the 34 course Liberal Arts Perspective requirements is required to complete two Interim courses, but three Interim courses may count toward graduation. For any student entering after January 1993, a maximum of two Interim course credits may be counted toward the 33 total course credits required for graduation. The number of required Interim courses is adjusted for transfer students. Transfer students should refer to their transfer credit evaluation form, or consult the Registrar. Additional Interim credits which can count toward the 33 course credits required may be taken by students who repeat a course for credit in which a grade below 2.0 was earned, or who need to make up for a regular term in which they failed or withdrew from a course. Additional Interim courses not counted toward the 33 course credits required may be used to fulfill other degree requirements. That is, no more than two Interim course credits may be taken for credit toward 33, but additional Interim courses may be used to fulfill major, minor or general education requirements. Day School students (3.0 credits or more for Fall) can take a total of 1.0 course credits. They may take two half credit classes. They may also take a lifetime sport (zero credit). The lifetime sport is at no additional charge if they are full-time (Fall term). If less than full-time they will be charged. Weekend students can take 1.0 course credits in Interim as a cross registration, but will be charged Day School tuition ($1,420.00) per course credit. If they do so they may take only 1.0 additional course credits in Weekend College for Winter Trimester. It is the policy ofAugsburg College not to discriminate on the basis of race, creed, notional or etlirtic origin, age, niarital status, sex or handicap as required by Title IX ofthe 1972 Educotiotial Atnetidmenis or Section 504 ofthe Rehnbiliiation Act 011973, as otiietided, it1 its adn~issionspolicies, educotiotlol programs, activities and eniploynietrt practices. International Interim - Students are invited to be part of one of the 24 international Interim courses offered by the Upper Midwest Association for Intercultural Education (UMAIE). These course opportunities are listed near the end of this catalog. Internships deadline - Friday, December 13. January Interim internships must be planned in advance. Students electing an internship must meet departmental requirements and present a signed internship learning agreement plan to the Internship Office (Murphy Place, Rm. 8) no later than the last day of Fall classes (Friday, December 13). The Learning Agreement forms are available in the same office. Internships during Interim must involve full-time work placements for approximately four weeks. Assistance for planning your internship is available in the Internship and Cooperative Education Office. Independent StudylResearch or Directed Study - Students may elect a program of independent study (upper division 499) or directed study (lower division 299) for Interim. Faculty members are strongly discouraged from accepting responsibility for more than one independent study per Interim. Students choosing to pursue independent or directed study must: 1. Meet departmental requirements. 2. Present to the Registrar a copy of the proposed study plan approved by the supervising faculty member and the directedlindependent study registration form. These forms must be submitted by December 1. Appropriate study proposal and registration forms can be obtained in the Registrar's Office. Interims at Other Schools - Augsburg students may enroll at any other 4-1-4 institution which offers a reciprocal Interim arrangement. Catalogs of these Interim programs can be consulted in the Registrar's Office. Registration for Interims at the other ACTC colleges will be at Augsburg during the regular registration period. Most courses taught during the Interim at other 4-1-4 schools are accepted for credit by Augsburg, but may not necessarily be accepted as meeting Augsburg's general education requirements. This qualification particularly affects courses offered in religion. Augsburg College welcomes students from other 4- 1-4 schools for the January Interim without tuition charges, provided the student's home institution agrees not to charge tuition to Augsburg students for the January term. The waiver of tuition does not include special fees, housing or board costs. Other students will be charged $1,420 for the Interim course. Students interested in registering for an Augsburg Interim should write to the Registrar's Office for application forms o r use the forms provided by the Interim office at their own school. There is an application processing fee of $10. Students are welcome to stay on campus but are not required to do so. Requests for Interim housing should be made to the Residence Life Office. It should be noted that neither ACTC exchange students nor visiting students may register for 199,299,399 or 499 courses. INTERIM CALENDAR 1997 November 18 to December 6 ..........Interim Registration January 6 ,.,. ......... dJar,rIY,Yd++,+ ............First Day of Interim Time I-9:00 a.m. (first day) Time 11-1:00 p.m. January 7......Last Day to Register or CancelIAdd a Class January 17 ................................ Last Day for Determining Grading System with Registrar January 17........Last Day for Withdrawing from Courses January 29 ..................................................... Interim Ends ..................................Spring Semester Begins Interim Grades Due to Registrar February 7 .................... February 3 The time, number and length of meetings as well as the beginning time will be arranged the first day of class. The daily schedule for Interim is divided into two blocks of time: Time I: 8:00 a.m. to noon (on the first day Time I classes will begin at 9:00 a.m.) Time 11: 1:00 p.m. - 5:00 p.m. Note: Martin Luther King Day will be observed at Augsburg with a special convocation on Monday, January 20, at 1:OOp.m. Check with your instructor for class scheduling on this day. The catalog lists courses by departments in alphabetical order. At the end of the book are listings of other courses not offered by Augsburg but recognized by the College for Interim credit. Additional descriptions and information about these courses are available in the Interim Office, Memorial 230. Students may also register for one of the lifetime sports listed at the end of the catalog. For more information contact the Office of the Registrar at 330-1036 or the Interim Director, Dr. Earl Alton at 330-1024. ACC 424-1 lnstructor: Stuart Stoller Auditing through an interdisciplinary approach. Using techniques discussed in Accounting, Finance, Management, Marketing and MIS, we examine a business' internal control systems and operating efficiency. By stepping away from the traditional textbook approach we incorporate creativity and discussion. Major topics include: business valuation techniques, Just in Time Philosophy, efficiency improvement techniques, disaster recovery planning and report writing. Prerequisites: ACC 221 & 222, BUS 242, 252,331, ECO 113, MIS 175 & 379 Graduation Skill Requirements: Speaking, Writing Maximum Enrollment: 20 Time: I1 Room: Foss Center 43 LIFE DRAWING ART 247-1 lnstructor: Norm Holen A study of nude figures for art students and non-art students. The figure will be depicted with graphite pencils in various settings for varying lengths of time. Grades will be based upon quality and improvement. There will be a fee of $38 to be paid on the first day of class. Liberal Ads Perspective: Aesthetics Maximum Enrollment: 20 Time: I Room: Old Main 17 SCANDINAVIAN ARTS ART 382-1 Instructor: Kristin Anderson Within this nineteen-day course, you will explore Scandinavian culture through its art. Through lectures, discussions, and field visits, you will study the visual arts in Scandinavia from the Stone Age to the present, including architecture, folk arts, painting, sculpture and design. You will live in a dormitory and study with Norwegian students. This course will be taught in English. The course will be held at Troderod, an 18th century historic mansion in Moss, a city of 25,000 people on the Oslo Fjord located on the island of Jeloy, about one hour south of Oslo. The cost for the course is $2,495 (includes airfare, room and board). Liberal Arts Perspeclive: Aesthelics Graduation Skill Requirement: Speaking Maximum Enrollmenl: 15 BIO 145-1 Instructor Bill Capman We will use a few historically, economically, and medically important plants to study some of the ways in which humans and plants interact, biologically and otherwise. Plants are not only at the bottom of our food chain but also play a part in non-food aspects of our lives, either directly (e.g. medicines, fibers, dyes, etc.) or indirectly (e.g. how food crises have influenced human migrations). We will study the uses, biology, natural history and classification of several important plants. Evaluation will be based on three or four forty-minute exams, several quizzes, and an oral presentation. Liberal Arts Perspective: Natural World 2 Maximum Enrollmenl: 20 Time: I1 Room: Science 205 RESPONDING TO THE CHALLENGE OF JAPAN BUS 368-1 Instructor Steven LaFave An examination of current Japanese business practices using a cultural perspective. A multimedia approach will be employed involving film, television documentaries, radio speeches, and readings from current periodicals in addition to text materials. A seminar model will be used, with substantial participation expected on the part of the students. Students will be evaluated based on a paper, two 20-minute sessions of seminar leadership, class participation, and a midterm and a final examination. This class should be of interest to anyone majoring or minoring in International Business or any field of Business Administration, as well as anyone interested in Japan. Students who cannot attend every class should not enroll in this course. Prerequisite: Junior standing or consent of instructor Liberal Arts Perspective: Intercultural Awareness Maximum Enrollment: 20 Time: I Room: Music 22 BUS 495-1 Instructor: Magdalena Paleczny-Zapp The transition from centrally-planned economies to market systems currently taking place in Russia, Central and Eastern Europe represents one of the most important changes of the post-Cold War era. These changes carry major implications for global trade and international business and certainly for U.S. bilateral interest in this region. This course will provide an understanding of these changes and will identify the opportunities and most effective ways of doing business and investing in Russia, Central and Eastern Europe. Prerequisite: ECO 112 Maximum Enrollment: 15 Time: I - M, W Th Room: Memorial 323 CHM 100-1 Instructor: Arlin Gyberg This course is developed in the perspective of a person living in a modern, high technology society such as the United States. It assumes that before one can evaluate a moral or societal issue of a scientific nature one at the least must be able to understand the science involved. Anything less is an impression rather than an informed decision. As we develop scientific concepts we will at the same time relate them to an abundance of current issues. We live in a world of pesticides, fertilizers, plastics, birth control, food abundance and food shortage, food additives and processing and synthesis, organically and non-organically grown food, chemical dependency, licit and illicit drugs, the energy crisis and the debates about sources of energy, the greenhouse effect and nuclear waste storage, pollution, genetic engineering and much more. Many of these problems are chemical in nature. Thus, in learning about chemistry, via lecture and in-class discussion, we can be helped to understand ourselves, our society, our world and even some of the universe. The grade for the course is based on a percentage of the total score for total points on the daily quizzes. Prerequisite: Math Placement 2 Liberal Arts Perspective: Natural World 2 Maximum Enroilment: 30 Time: I Room: Science 315 FORTRAN CSC 270-1 Instructor: Noel Petit A study of the FORTRAN programming language for students with previous knowledge of computer programming. This course will expand a student's knowledge of programming and programming languages through presentation of the features of FORTRAN together with programming techniques for using those features. Students are expected to know how to do computer programming in some programming language (such as Pascal) before entering this course. This course will involve lectures and several programming assignments in FORTRAN. Evaluation will be based on the successful completion of assignments and examinations. Prerequisite: One course which includes programming Maximum Enrollmenl: 25 Time: I1 Room: Foss 42 1 CSC 495-1 Instructor: Charles Sheaffer This course is especially intended for students with no prior exposure to programming in particular or Computer Science in general. It will be a laboratory intensive, self-paced course using the Scheme programming language. We will introduce an alternative approach to some of the most important concepts of Computer Science including problem solving, simulation, object-oriented programming, functional programming, procedural and data abstraction, and program interpretation. Students with knowledge of programming will benefit from exposure to the alternative paradigm represented by the Scheme language and will acquire a concrete understanding of how these important concepts are actually implemented in real languages and machines. Graduation Skill Requirement: Critical Thinking Maximum Enrollment: 20 Time: I1 Room: Foss Center PO ECO 110-1 Instructor: Ed Sabella Study of economic implications of the many problems facing a metro-urban environment. Fundamental microeconomic tools introduced to facilitate discussion of various topics, e.g. health issues, discrimination, education, etc. Course does not apply toward an Economics, Business Administration or MIS major and does not apply toward an economics minor. Three objective examinations. Liberal Arts Perspective: Cily or Social World 1 or 2 Maximum Enmllment 15 Time: I1 Room: Old Main 29 COMPUTER 5CIENCE/tCONOMICI DISCOVERY LEARN~NGIN THE WORLD OF KINDERGARTEN (0.5 CREDIT) EDE 375-1 Instructor: Gretchen lrvine The student will demonstrate knowledge of a developmental kindergarten philosophy through the study and utilization of a variety of techniques and resources for teaching kindergarten. Field work in a kindergarten classroom will occur during class meetings. Authentic assessment techniques will be utilized in class for student evaluation. This is a one-half credit course. *Note: This course can be taken along with Hunzan Relations, EDU 388-1. Prerequisite: PPST Maximum Enrollment: 25 Time: I Room: Library 1 EDS 495-1 Instructor: Mary Ann Bayless Why are some things easy for a person to learn while others seem harder? Why does the same task seem easier at one moment and more difficult just a few hours later? Why do some children struggle with seemingly simple assignments but then suddenly master them? Why do more people suffer with learning disabilities and weak short-term memory than ever before? Each of us wants to be an efficient and happy learner; but most often, no one has shown us how to be our own lifelong learning coaches. In the last decade, work in neuro-physiology has given us a whole new set of insights about how the various parts of the brain actually work to produce learning and high-level functioning. Educational kinesiologists have taken these insights and produced simple but effective ways to increase the learning comfort of each individual. This course will provide both the theory for each participant to understand herlhis own unique learning needs and the practice for becoming an efficient and joyful learner. We will study learning development, brainlmind function, and the nature of learning blocks. We will discuss the misuse of brain dominance theory and learn routines for overcoming learning blocks and integrating hemisphere functions. There will be two tests and two demonstrations required of each student, and upper-division students will have to do two reviews of relevant research. The course uses two paperback texts. Very useful for prospective teachers and parents. Maximum Enrollment: 20 Time: I Room: Science 205 lNTERNATIONAL EDUCATION EDU 353-1 Instructor: Rich Germundsen This seminar-style course presents an examination and comparison of selected Western and non-Western educational systems with special attention on Scandinavian and Central American models. The course also draws attention to our personal responsibilities to educate ourselves to be able to understand and participate in the emerging global society. There will be lectures, discussions, presentations by students and guest speakers. Student evaluation will be based on class presentations and investigative projects. International students are especially welcome to enroll. Liberal Arts Perspective: Social World 2 Maximum Enrollment: 15 Time: I Room: Library 17 EDU 388-1 lnstructoc Joseph Erickson l'his course is thc study of prcjudicc, discrimination nnd oplwcssion as i t alli.c~spcrsons of color, the hii~idiciippcci, limited English speakers and females. Topics include racism, sexism, homophobia and economic issues. Emphasis is placed on preparing potential (or practicing) teachers for classrooms, which will include minority students, different religious backgrounds, the less abled and students at risk. Students will be expected to summarize readings, view appropriate films and complete a project. This course satisfies the Minnesota Human Relations requirement for teachers and social workers. This is a one-half credit course. It is offered only on a PIN basis. "Note: This course can be taken along with Discovery Learning in the World of Kindergarten, EDE 375-1. Prerequisite: Open to all Maximum Enrollment: 25 Time: I Room: Old Main 23 EDU 491-1 lnstructoc Susan O'Connor A supervised field placement that serves people with disabilities, plus an on-campus seminar. Students planning to take this course should consult with the Special Education Coordinator about a placement prior to registering for the course. Students must complete designated hours of fieldwork as well as written and reading assignments. Prerequisites: Completion of courses for special educalion minos or consent of instructor. Maximum Enrollment 9 (This course involves iieldwork supenfision for the faculty member) Time: l Room: Library 4 EDUCATION TOPICS: CONTEMPORARYAMERICAN POETRY ENG 282-P/482-P Instructor: John Mitchell This course will provide an introductory survey of contemporary American poetry by poets whose work has come into prominence since World War I1 or mid-century. Emphasis will be given to the vision and sensibility of each poet and to the themes of their poems, especially those images and statements that concern philosophical, historical, psychological and cultural values. Through comparison and contrast, students will be expected to formulate reasonable interpretations of selected poets and poems and to express their discoveries in class discussion and short papers. A final examination will be given and two interpretive papers about three to five pages in lengtk will be assigned. For upper division credit, the student will als read and give a written class report on a book that discusses contemporary poetry or a contemporary poet; this choice, based upon recommendations, must be approved by the instructor. Prerequisites: Intro. to Literature - for students enrolling for upper division credit Time: I Room: Old Main 16 TOPICS: THECITY/GARDENAND WILDERNESS ENG 2824 I'nstructor: Joan Griffin The city has the power either to nourish or corrupt the human soul. As a garden, the city tames and shapes nature to provide an environment congenial to humanity. As a wilderness, the city suggests the lack of moral restraint and self-control. This course explores these themes in (mostly modern American) essays, short stories, plays, poetry and films. Taking its cue from Alfred Kazin's A Walker in the City,the course will include a service project and field trips in which we will explore some of the "gardens" and "wildernesses" of the Twin Cities. Course grades will be based on a journal, two short papers, class attendance and contributions to discussion. Preference given to freshmen. Liberal Arts Perspeclive: The City Maximum Enrollment: 25 Time: I1 Room: Old Main 18 ENG 282-W/482-W Instructor: Robert Cowgill This course reassesses the work of the American cinema's greatest genius, Orson Welles. From his early radio plays with the Mercury Theater, through his groundbreaking seminal 1941 film, "Citizen Kane," to his later Shakespearean adaptations, students will encounter and study all of the Welles extant canon. Welles' stylistic impact on other filmmakers will be examined, as well as the aesthetic choices Welles made in transferring other literary forms (such as novels and plays) to cinema. The course will also explore Welles' re-reading of developing Hollywood studio techniques and formulas (such as his deepening of the archetypal psychology presented in classic film noir), and the changing critical reception of his work. Students will be responsible for viewing all the films; many of the screenings will take place outside of class time. A journal, two short papers and a final video project are required. ' Students registering under ENG 482 will have to write a long research paper as well. Prerequisite: ENG 11 1 or equivalent Liberal Arts Perspective: Aesthelics Maximum Enrollment: 25 Time: I1 Room: Old Main 25 QUANTITATIVE JOURNALISM: COMPUTERASSISTED REPORTINGAND RESEARCH ENG 347-1 Instructors: Cass Dalglish and Boyd Koehler This course introduces students to computer-assisted informational investigation and the interpretation of quantitative data in the writing of expository essays and news reports. Such inquiries will employ contemporary computer-based information searches coupled with data-driven quantitative assessment of a public issue of current concern. Students will prepare projects of publishable quality for presentation and critique. The course is designed for persons wishing to explore the use of computer-assisted research for their particular information development interests as well as those preparing to enter the communication professions. Prerequisites: ENG 225 or ENG 227 or consent of instructors; MPG 3. Graduation Skill Requirement: C)uantitativeReasoning Maximum Enrollment: 11 Time: I1 Room: Library 20 FRE 11 1-1 Instructor: Francoise duRivage This course is for students with no previous background in French. It aims to develop basic skills in understanding, speaking, reading and writing as tools for communication in French. Through conversations, classroom practice and readings, this course focuses on the use of language in everyday contexts and works toward the discovery of a French culture and way of life. Five meetings per week. Evaluation will be based on class participation, daily assignments, quizzes and exams. Liberal Arts Perspective: lntercoltural Awareness 2 Maximum Enrollment: 10 Time: I Room: Old Main 22 GER 111-1 lnstructor: John Van Cleve The course is for those poor souls who have never studied German before. By its conclusion, they will be able to speak, understand, read and write a surprising amount of elementary German. Classes will practice communication in the European Economic Community's most-spoken language, supplemented by discussions of German culture. The vocabulary and structures of everyday German will be emphasized. Grades will be determined on the basis of class participation, scheduled chapter tests and a f nal exam. liberal Arts Perspective: Intercultural Awareness 2 Maximum Enmllment: 10 Time: I Room: Old Main 21 LITERATURE FOR LANGUAGE STUDENTS ~NTRODUCT~ON TO FRE/GER/NOR/SPA 350-1 lnstructor: Pary Pezechkian-Weinberg An introduction to the critical reading of narratives in a broad range of forms (short stories, novels, songs, films and comic strips) in English. We will discuss the texts through the understanding of their structural properties as well as the social contexts. Selected theoretical readings (in English) prepare students to analyze representative texts (in a second language of their choice). Both the aesthetic and social-historical aspects of literary analysis will be explored. Class discussion is a key feature of the course. Evaluation will be based o n classroom presentations, short papers and a final examination o r paper. Lectures, class discussion and all written work will be in English. Students may register under their particular majorlminor language. Prerequisite: FRE/GER/NOR/SPA 31 1 Liberal Arts Perspective: Aesthetics Graduation Skill Requirement: Critical Thinking Maximum Enrollment: 20 Time: I1 Room: Science 112 I HPE 114-1 lnstructoc A1 Kloppen Principles: Practice of safety education in school and community life. National Safety Council First Aid and CPR certification. This is a one-half credit course. Maximum Enmllmenl: 20 Time: I1 Room: Melby 119 DANCE (MEN ONLY) (0.5 CREDIT) HPE 232-M lnstructoc Carol Enke Theory and practice in teaching and performing American heritage and international folk dances. The majority of the course grade is based on participation in class activities, a teaching assignment, and a written test. This is a one-half credit course. Maximum Enrollment: 12 Time: I, (KTh & anernate Fridays - 1/7 1/9, 1/10, 1/13, 1/15, 1/21, 1/23, 1/24, 1/28) Room: Melby Gym - norlh court H PE 232- W Instructor Carol Enke Theory and practice in teaching and performing American heritage and international folk dances. The majority of the course grade is based on participation in class activities, a teaching assignment, and a written test. This is a one-half credit course. Maximum Enrollment: 12 Time: I, (TTh & alternate Fridays - 1/7 1/9, 1/14 1/13, 1/15, 1/21, 1/23, 1/24, 1/28) Room: Melby Gym - north courl HEALTH & PHYSICAL LDUCATION I HPE 250-1 Instructor: Staff Making Connections is designed for students who are interested in learning about contemporary health issues and applying this knowledge to their personal lives and the lives of their peers. This course provides a wellness-model foundation for educating self and others about personal health issues. Course topics include wellness programming issues (e.g. HIVIAIDS, substance use, meditation), communication skills, multicultural issues and decision-making skills. Students will examine strategies that promote a healthier campus environment. The course utilizes many interactive experiences combined with lecture and group discussion. Classroom activities allow students to practice and demonstrate skills taught during the course. Students have the opportunity to assess their own personal level of health. Evaluations include an objective test, journal entries and a group project. This course will be useful to students who are interested in impacting their campus environment as well as those who have a desire to learn practical skills such as negotiation, group facilitation and program development. Opportunities exist for students who successfully complete this course to work as Peer Helpers with The Center for Counseling and Health Promotion. Maximum Enrollment: 20 Time: I Room: Murphy Place 101 HPE 320-1 Instructor: Patty Murphy Techniques for developing a course of study based upon growth and development for grades K-12. Special work units in nutrition and diseases. This is a one-half credit course. Prerequisite: HPE 110 Maximum Enrollment: 20 Time: I - M, Wand alternate F (1/6, 1/8, 1/13, 1/15, 1/17, 1/20, 1/22, 1/27, 1/29) Room: Melby 202 ADMINISTRATION AND SUPERVISION SCHOOL HEALTH PROGRAM (0.5 COURSE) OF HPE 410-1 Instructor: Patty Murphy Historical background, legal bases, school health services and relationships to community health programs and resources. This is a one-half credit course. Prerequisite: HPE 110 Maximum Enrollment: 20 Time: I - T; Th andalternate F ( 1 , 1/9, 1/10, 1/14, 1/16, 1/21, 1/23, 1/24, 1/28) Room: Melby 202 (January 6 - 21, 1997) HPE 455-1 lnstructor: Joyce Pfaff Designed for the beginning and intermediate sailor interested in the art and practice of sailboat cruising. The course will take the participant to a competent level of sailboat handling (anchoring, mooring, helming and crewing). The student will live aboard a 43' - 46' fixed keel sailboat with five to six other people and will function as an active crew member. Actual on-the-water instruction will be the major part of the course. Sailing will include cruises to the various islands and cays in the British and American Virgin Islands. Snorkeling and windsurfing will be available on an optional basis. Some classes will be held in December prior to leaving for the Virgin Islands in January. The course cost is $2,800, which includes airfare for Augsburg day students and qualifying 4-1-4 students. Others will have to pay regular Interim tuition in addition to this course cost in order to receive academic credit. PIN ONLY. Applications may be picked up from the office of Joyce Pfaff, Melby Hall, Augsburg College. They must be turned in with deposit and appropriate signature before final acceptance is given. Prerequisite: Permission from Joyce Plan of the Health and Physical Education Deparlment (612) 330- 1247; no smoking is allowed; basic swimming skills Graduation Level Skill: Liletime Sporl; also one course credit upper division Maxlmum Enrollment: 8 (a waiting list will be kept after the original eight spots are filled) HPE 475-1 Instructor: A1 Kloppen Emphasis placed on preventing and treating common athletic injuries. Practical experience in taping and training room procedures. This is a one-half credit course. Prerequisites: El0 103, HPE 350 Maximum Enrollment: 24 Time: I - M, W andallernate F(1/6, 1/8, 1/13, 1/15, 1/17, 1/20, 1/22, 1/27, 1/29) Room: Melby 119 HPE 477-1 Instructor: Brian Ammann Theory and technique. Administrative aspects of coaching basketball. This is a one-half credit course. Maximum Enrollment: 24 Time: I1 - Tj Th andalternate F(1/7, 1/9, 1/10, 1/14, 1/16, 1/21, 1/23, 1/24, 1/28) Room: Melby 202; Gym HPE 483-1 Instructor: Marilyn Florian Theory and technique. Administrative aspects of coaching volleyball. This is a one-half credit course. Maximum Enrollment: 24 Time: I1 - M, W andallernale F ( 1 6 1/8, 1/13, 1/15, 1/17, 1/20, 1/22, 11/27, 1/29) Room: Melby 202; Gym ~OTH-CENTURY SOUTH ASIA HIS 162-//HIS 462-1 lnstructor: Don Gustafson This interim experience is designed to look at the area of South Asia (primarily India) that is home to one-fifth of the people of our world. We'll use novels, films, some standard historical writings and current South Asia periodicals to consider the impact that colonialism, nationalism and various phases of modernization have had on this old, honored and traditional culture. We'll read the marriage ads and talk about social structure, consider the spot at Ayodhya that has prompted Hindus to massacre Muslims, think on the Christlikeness of a Gandhi, and perhaps have time to note one or two of the contemporary religious phenomena. Looking at South Asians helps us to see ourselves in a fuller perspective. The course will include the usual pedagogical devices of lectures, discussions, some short reaction papers and tests (including a final). Students enrolling for upper division credit will be expected to have at least one prior college history class, to complete a paper or project beyond the regular assignments, and to be tested apart from lower division students. Liberal Ads Perspeclive: lnlercullural Awareness 1 Maximum Enrollment: 25 Time: I Room: Murphy Place 100 TOPICS IN U.S. HISTORY:THECIVIL WARERA HIS 331-1 Instructor: Chris Kimball Many people believe that the Civil War was the most important event in the history of the United States, one that transformed the nature of American society. Put more broadly, the years between the mid-1840s and the late 1870s saw questions about such fundamental principles as slavery and freedom resolved; others, however, continue to trouble us to this day. This course, then, offers a survey of the causes, issues and consequences of the nation's bloodiest conflict. Topics to be considered include slavery and anti-slavery, Manifest Destiny, the growing sectional conflict, the origins of the Republican Party, the clash of arms, the changing role of women, popular religion, the transition from slave to free labor in the South, and post-slavery race relations. The course will include lectures, discussions, a variety of primary and secondary readings, and films. Grading will be based on participation, several short writing assignments, a mid-term and a final. Prerequisite: One history course or consent of inslructor Maximum Enrollment: 25 Time: I Room: Old Main 13 HON 213-1 Instructors: Jeanne Boeh & Jacqueline devries Does history influence economic theory? Or does economic theory shape history? This course will explore the history of western economic thought and how these writings affected the development of various economic systems. The course begins with the rise of mercantilism in the 16th century. Topics will include the industrial take-off and the creation of a waged-labor force in the 18th century, the rise of laissez- faire economic principles and "free-trade" imperialism in the 19th century, and the subsequent challenges of communism and the rise of the welfare state in the 20th century. We will read substantial portions of the classic economic thinkers, including Adam Smith, Thomas Malthus, David Hume, Jeremy Bentham, David Ricardo, Sidney and Beatrice Webb, Karl Marx, Max Weber, Alfred Marshall, Thorstein Veblen, John Maynard Keynes, William Beveridge and Milton Friedman. The course will also address the long-standing issues of child labor, poverty and women's roles in the work force. Students will be evaluated using class participation, discussion and writing assignments, including a short term paper and a take-home final. Prerequisite: Honors Program student or consent of Honors Program Director Liberal Arts Perspeclive: Social World 1 or 2 Maximum Enrollment: 25 Time: I Room: Old Main 18 SCIENCE AND RELIGION:COMPLEXITY CREATIVITY AND HUN 401-I/HON 401-R Instructors: Larry Crockett and Bruce Reichenbach We will explore the historical background of the contemporary debate regarding how religion relates to science, and then attend to contemporary developments, especially the new integrationists. We will also look at the implications of the chaos and complexity theory for the doctrine of divine creativity. The goal is to involve students in constructing for themselves a model for understanding relations between the two areas. Two tests, class presentations and a research paper will be required. Prerequisites: Parlicipant in Honors Program or permission of instructor Liberal Arts Perspeclive: Christian Faith 3 Maximum Enrollment: 20 per section Time: I Rooms: Foss Center 20/Library 20 HONORS I INS 120-1 Instructor: Ann Fleener Students will participate in a series of seminars following the Paideia seminar format as developed by Mortimer Adler and Paideia Associates. Students will read selected readings that will then be discussed in Paideia seminars. Students will also view selected films for seminar discussions; develop andlor hone habits of mature, intellectual talk; observe seminars conducted in a St. Paul public school; evaluate their own behaviors during seminars; and lead seminars. Graduation Skill Requirement: Critical Thinking Maximum Enrollment: 20 Time: I Room: Science 319 SERVICE-LEARNING TEAMINTERNSHIPS: LEARNING TOGETHER FROM WORKAND SERVICE I N THE CITY INS 199/399-1 Instructors: Garry Hesser/Lois Olson/Mary Laurel True Interested in hands-on experience and making a difference? In this Interim course you will work, learn and serve through an interdisciplinary team internship approach. You will spend approximately 20-30 hours per week at a local neighborhood non-profit internship site working on a special project with three or four other students. Your internship team will have hands-on experience in an agency that strives to meet the needs of the community, and you will develop a better understanding of organizations that are a part of the city and why and how they function. Two mornings a week you will meet in a seminar with all the internship teams to share experiences and explore ideas and insights into the critical issues of urban communities and organizations. Students will complete short seminar exercises, set team internship goals, keep an individual journal and make a final group presentation of their internship. Upper-division students will be expected to make more advanced analysis, connecting theories of coursework and concepts of their major and the liberal arts to the work experience and seminar assignments. Grading: PIN only Liberal Arls Perspective: City Maximum Enrollment: 20 Time: I1 Room: Murphy Place 111 INS 210-1 Instructor: William D. Green This course introduces college students to the experiences of first-year law students. We will examine the nature of American jurisprudence and legal theories that law students study in their first year, discuss the academic and emotional pressures that first-year students typically face, explore ways to cope with these pressures, and develop legal reasoning and writing skills. Maximum Enrollment: 15 Time: I1 Room: Old Main 16 INS 21 1-1 Instructor: Sandra Olmsted Do you enjoy talking about science and technical topics, but just can't find an audience? We'd love to listen! Through a series of four oral assignments, you will have the opportunity to talk science to your fellow scientists, improve on your oral presentation skills in a variety of formats, learn to effectively organize a speech, prepare visual aids, and listen to and learn about other science topics and science policy from your fellow scientists. Prerequisiles: One year of an introductory-level science course Gradualion Skill Requirement Speaking Maximum Enrollment: 16 Time: I1 Room: Science 319 INTRODUCTION TO ISLAM INS 225-1 lnstructor: Amin Kader This course is designed by a practicing Muslim to present his perception of Islam to Non-Muslims. The course will cover the ideological foundations of Islam, its basic concepts and tenets, Islamic law (Shari'ah), Islamic economic and political systems, and Islamic patterns of life. There will also be discussions on the differences between the Islamic sects (Sunnis, Shi'its, Sufis, etc.). Some effort will be made to deal with the similarities and differences between Islam and both Christianity and Judaism. Students will also visit one of the mosques in the Twin Cities. Evaluation is based on two tests and a paper. Liberal Ads Perspeclive: intercultural Awareness 1 Maximum Enrollment: 30 Time: I Room: Old Main 27 AMERICAN INDIANS IN THE CINEMA INS 264-1 Instructor: Eric Buffalohead Various images of the North American Indian, created by Hollywood and television, will be studied. Films from 1913 to the present will be viewed in order to provide an understanding of how American Indians were portrayed in film historically, how this image has evolved over the past century, and how it is reflective of Western cultural ideologies. Liberal Ads Perspective: Intercullural Awareness 1 Time: 6-10 p.m. Room: Old Main 16 FINITE MATH MAT 121-1 lnstructor: Su Doree What does math have to do with the "real world"? Lots! In this course we'll learn about finances, probability, statistics and applied geometry. Class will be a mix of short lectures and small group "hands-on" activities. I Evaluation is based on full participation, daily homework sets, a "math matters" journal, and four brief projectslpapers. There will not be any quizzes or exams. This course is primarily intended for students in MPG 3 who have not previously taken another Quantitative Reasoning course. Prerequisite: Math 3 Graduation Skill Requirement: Ouanlilalive Reasoning Maximum Enrollment: 20 Time: I Room: Science 212 MAT 281/481-I Instructor: Rebekah Valdivia In this course, we will discuss and analyze mathematical models of biological phenomena. The mathematical techniques we will use build on ideas from calculus. Many of the techniques will involve a graphical approach, and we will make use of technological tools (graphing calculators and Maple, for example). Course evaluation will include homework, projects and examinations. The course will be offered at both the 400 level (recommended prerequisite - MAT 245 or MAT 145, and junior or senior level standing in a Division of Sciences major), and at the 200 level (recommended prerequisite MAT 145). Non-mathematics majors who are interested are strongly encouraged to find out more about the class by contacting the instructor. Prerequisite: See course description Maximum Enrollment: 25 Time: I Room: Science 112 MATHEMATICS SOUNDS AND SIGHTS (UMAI E COURSE) OF EUROPE MUS 179-1 lnstructoc Robert Karlen/Hoberta Metzler 4 Much of American history and culture is derived from that of European cities such as London, Paris and Amsterdam. This course provides an opportunity to visit some of the great European cultural centers that provided the impetus for development of cultural life in the New World. Group discussions and assigned readings increase student sensitivity to architecture and other visual art seen in the museums. Students listen critically to concerts of musical masterpieces heard at each site. Relationships between the various art mediums come to life through these experiences. There is also ample time for independent exploration. Evaluation is based on full participation in all course-related group activities, a daily professional journal, arttmusic critique sheets, and exams over material covered. Fee: $2,995 includes all air and surface travel, hotel accommodations, daily continental breakfast, four group meals and tickets to five cultural performances. Registration for this interim must be made before November 10 at the International Programs Office, 620 22nd Avenue South, Minneapolis, MN 55454. Phone: 330-1655. Offered on a PIN basis only. A meeting will be held at St. Thomas on Saturday, November 18. For more information you may call Roberta Metzler at 330-1273. Liberal Arls Perspective:Aeslhelics Maximum Enrollmenl: 32 SURVEY OF ROCK HISTORY AND MUSICAL STYLE, 1951-1971 MUS 204-1 Instructor: 0. Nicholas Raths An introduction to the fundamentals of music and musicology as they occur within the context of Rock's inception (1950s) and maturation (1960s) periods. This course will examine the historical background, musical content and methods of selected artists and their work. Evaluation will be based on class participation, a comprehensive term paper, exam and a group performance project. For non-music majors. Liberal Arts Perspective: Aesthetics 1, 2 Maximum Enrollmenl: 30 Time: I1 Room: Music 3 SEMINAR: PRINTING MUSIC AT THE COMPUTER MUS 295-1 Instructor Stephen "Gabe" Gabrielsen The program "Finale" will be explored. This computer program makes it possible for music students to generate professional-level musical scores. Daily assignments will be given with the end goal of developing proficiency at printing music at the computer. Prerequisite: Note-reading ability Maximum Enrollmenl: 20 Time: I ( M N 10-12:OO; T/Th 8-1 1:30; F 8-1 1:OO) Room: Music Library (1st floor Music Bldg.) MUS 295- TflHR 295-T Instructor: Sonja Thompson, Martha Johnson This interdisciplinary course will be co-taught by Music and Theatre faculty. The goal will be to integrate training and per- formance techniques from music and theatre to help students gain knowledge, experience and skills in various genres of Music Theatre (musicals, opera, plays involving singing and music, and new music theatre). The course will also explore the power of Music Theatre that links it with ritual, ceremony and spiritual tradition, seen cross-culturally in ancient Greek drama, Chinese Opera and Japanese Kabuki. Another goal of the course is to give students the opportunity to increase their level of comfort and skill on stage. The course will culminate in a public performance of scenes from Music Theatre. Grading will be based on student scenelrole research, class and rehearsal commitment, and final performance. Interested students will be auditioned in December so that appropriate material can be assigned to them. Students of all levels are welcome to take this course. Liberal Arts Perspective: Aesthetics Maximum Enrollment: 25 Time: I1 Room: Sateren Auditorium PHI 231-1 Instructor: David Apolloni Course content includes the historical and intellectual background of Socrates and the question, "What d o we know of the person and teachings of the historical Socrates?" Socrates' key teachings will be studied: virtue is a form of knowledge and all virtues are identical; evil is a form of ignorance; whether or not virtue can be taught; it is impossible for wrongdoers to be happy; and obeying the law and accepting the death penalty. Liberal Arts Perspeclive: Western Heritage Maximum Enrollment: 20 Time: I Room: Old Main 29 MAKING LIGHT OF MATTER: AN ~NTRODUC~~ON TO LASERSAND SPECTROSCOPY PHY 337-1 Instructor Stuart Anderson The quest to understand how light and matter interact is at the heart of modern physics, and lasers are probably the most ubiquitous technical product of these ideas. This course will begin with a short overview of optics needed for understanding imaging, beam control and dispersion, including the nature of light, reflection, refraction and interference. The stage is then set for treating super-radiant devices and lasers and analyzing the effects of cavity design on output characteristics. The course will conclude by applying these concepts to the study of atoms and molecules via the emission, absorption and scattering of light. Considerable emphasis will be placed on laboratory experiences and scientific communication; only one-third of the class time will be used for formal lectures and discussion. Grades will be determined on the basis of weekly evaluation of laboratory notebooks, oral and poster presentations, and two examinations. Prerequisites: PHY 121, 122, 245 (or equivalenl) and MAT 124, 125, 224 (or 145, 146, 245) Graduation Skill Requirement: Speaking Maximum Enrollment: 10 Time: I1 Room: Science 30 POL 140-1 Instructor: Andrew Aoki This course requires students to struggle with questions of social justice in America. Students will develop and defend their own standards of social justice and use those standards to assess conditions in urban America. To pass this course, students must engage in a substantial exchange of ideas with fellow classmates in class discussions. The course has two goals: to develop student thinking about social justice, including greater awareness of conflicts between justice and other values and to increase student ability to understand urban problems as issues of justice and other central values. Evaluation will be based on participation in discussion and other class activities, on two short (4-6 pp.) papers and on a final exam. Because of the compressed time frame of the Interim schedule and the importance of material covered on the first day of class, NO ONE WILL BE ADMITTED TO THE CLASS WHO DOES NOT ATTEND THE FIRST DAY OF CLASS, unless first receiving the permission of the instructor. Liberal Arfs Perspective: The City Maximum Enrollmenl: 25 Time: I Room: Music 24 POL 295-//POL 495-1 Instructor: Mary Ellen Lundsten During 1996, elections in Israel, Russia and the United States-as well as political violence in Israel and Lebanoncreated a new context for the Middle East negotiation process. This course will explore these changes and provide deeper background for understanding the intractability of the ArabIsraeli conflict. Drawing upon several theories of conflict and conflict resolution, we will study the historical development of the clash between different nationalist claims to the land that Israelis and Palestinians consider their home. How this conflict drew in neighboring Arab states and superpower interests will be reviewed. The strategic bargaining positions of the major participants will be analyzed as well as the roles of the United States and United Nations in the conflict area, known as the Arab Mashriq. Additional regional factors, such as radical Islamic movements and tensions in the Persian Gulf, will be analyzed for their impact on the longer-term negotiation process. We will consider the potential for geo-political expansion of the conflict into nearby regions. Students will present two small oral presentations and one major oral critique of analytic articles (for 295 credit) and books (for 495 credit). A mid-term examination and class discussion will provide additional evaluations. Feature length films from Middle East film producers will complement course readings and lectures. Graduation Skill Requirement Speaking Maximum Enrollment: 20 Time: I1 Room: Music 24 PSY 105-1 lnstructor: Grace Dyrud An introduction to the methods and approaches used in psychology for the purpose of understanding behavior. Applications of psychological concepts to everyday situations are emphasized. Evaluation is based on tests and reports. Libenl Ads Perspective: Human Identity Maximum Enrollment: 25 Time: I1 Room: Music 23 PSYCHOLOGY AND LAW PSY 335-1 lnstructor: Nancy Steblay The course will address psychological issues in law, with specific emphasis on police procedures, eyewitness memory and jury trials. Attention will also be given to issues of mental illness and criminal justice. Grading will be based on tests, written work and classroom participation. Prerequisites: PSY 105 or 102 Maximum Enrollment: 25 Time: I1 Room: Old Main 10 PSY 370-1 Instructor: Duane Johnson Inquiry into the nature and presence of idealism in the life of the adolescent person. Theoretical bases for such idealism will be considered. Idealism directed toward other persons and society will be the main focus. This course will be conducted as a seminar with a high level of student contribution and participation. Attendance at each class session is required. Procedures will include class discussion, frequent short papers and frequent oral reports. Typewriting or equivalent word processing will be required. Students are requested to read at least three articles by Robert Coles before the start of the interim. "Adolescents and Moral Develpment" by Coles is scheduled for publication and will likely be a text for the course. Library reference work will be a part of the course process. Offered only on PIN basis. Prerequisites: PSY 102 or PSY 105 Maximum Enrollment: 15 Time: I Room: Old Main 25 CULTURE, FAMILY, SEX AND STATUS: THENEW TESTAMENT SOCIAL WORLD REL 330-1 Philip A. Quanbeck, I1 This course will approach parts of the New Testament from the perspective of the social world. It will examine the world of cultural conflict, accommodation and change, and determine how that shaped the New Testament message and how the church responded to the challenge. Topics will include concepts of cultural anthropology such as honor and shame, the social structures of the family, and the city in the GrecoRoman world. Social status will be addressed in the ways it affected women, men, free persons and slaves. Special attention will be paid to the relation between early Christianity and Judaism. In the New Testament there will be particular focus on Luke through Acts, First Peter and aspects of the letters of Paul. Evaluation will be by exam, class presentationlparticipation and a research paper. Prerequisiles: REL 111 or 221 Liberal Arts Perspective: Chrislian Faith 1 or 3 Maximum Enrollment: 25 Time: I1 Room: Old Main 27 CHRISTIANVIEWS OF HEALTH AND HEALING REL 341-1 lnstructor: Brad Holt The course will help students think knowledgeably and critically about the intersections of health and religion. The content will include a study of biblical roots, historical influences in church and medicine, and contemporary trends. The relationship of scientific technology, alternative medicine, prayer and sacraments will be considered. Evaluation will be on the basis of a class presentation and paper, spot quizzes and one test. Prerequisites: REL 111 or 221 Liberal Arts Perspective: Christian Failh 3 Maximum Enrollment: 20 Time: I Room: Old Main 16 THEOLOGY OF MARRIAGE REL 343-1 lnstructor: Cathy Paulsen Marriage has been described in terms of a free fall, a decision that we often make with a portion of our brain and all of our heart. This course will take nothing from the heart, whether you are married or not. It will, however, increase your certainty and the possibility for meaning and intimacy in your life with a partner. In the context of Christian teachings, many theories will be studied, with particular attention given to the work of C.G. Jung, and will be applied to the marital relationship primarily, and to the family secondarily. There will be lectures, discussions and visiting resource persons. Evaluation will be based on class participation, one paper and two tests. Prerequisites: REL 11 1 or REL 221 or permission of instructor Liberal Ads Perspective: Christian Faith 3 Maximum Enrollment: 25 Time: I Room: Music 23 REL 345-1 lnstructor: Mark Tranvik The Lutheran Church is the largest Protestant church in the world. We will examine its roots in Luther and the Reformation and trace its history in worship, music and theology to the present day. Questions such as the following will be addressed: What does it mean to be a Lutheran today? How might Lutherans relate their faith to political and social problems? Lectures and discussions will be the format. Guest speakers will be used. Requirements include class participation and exams. Prerequisites: Religion 111 or 221 Liberal Ads Perspeclive: Christian Faith 2 or 3 Maximum Enrollment: 25 Time: I Room: Science 213 PROCESS THEOLOGY AND CHRISTIAN FAITH REL 385-1 Instructor: Lynne Lorenzen This course introduces students to the relational world view of process philosophy and examines how it has influenced Christian faith and ethical deliberations. Special attention will be given to the writings of John B. Cobb Jr., as a representative of process theology. Classes will include videos, small groups and some lectures to introduce topics. Ethical issues addressed in the class include killing, abortion, human sexual- ity and euthanasia. Grades will be based on a paper (10-15 pages), a presentation of the paper to the class and class participation. Prerequisites: REL 111 or REL 221 Liberal Arts Perspective: Christian Faith 2 or 3 Maximum Enrollment: 25 Time: I1 Room: Music 22 SWK 257-1 Instructors: Mary Lou Williams and staff Experiential learning occurs as students volunteer 80 hours in a service agency or institution that students select. The placement must be approved by course faculty and supervised by agency staff. In the context of this volunteer experience, students have the opportunity to interact with human service professionals, clients and communities of diverse culturelethnic heritage and special concerns (age, socio-economic status, lifestyles, developmental/physical abilities, gender, etc.). The course is designed to help students learn about themselves in relation to a possible major or future career in the human services. The three-hour weekly seminar is devoted to discussions that assist students in integrating agency experiences and readings which explore the historical development of social welfare as an institution and the nature and value system of social work as a profession. Students will also examine and critique the manner in which social, economic and political structures impact diverse groups in society. Students will focus on their own responsibilities in society, as well as examine their personal value system in relation to special concerns, such as poverty and the "isms". Detailed information will be sent to students at the close of Interim registration. Liberal Arts Perspective: The City Maximlim Enrollment: 60 Time: I Room: Murphy Place 111 S WK 466-l(ful1 course) SWK 466-H (0.5 course) lnstructor: Maria Brown This is a continuation of Field Work 11; a total of 60 or 120 hours (.5 course option during Interim). Responsible, supervised professional social work experience, including work with individuals, families, groups and communities in a social service agency. Integrative weekly seminar (two hours). Students will be evaluated by: 1) weekly theorylpractice papers integrating course content with work setting; 2) attendancelparticipation, and 3) field site supervisor's evaluation. Prerequisile: SWK 462 Maximum Enrollmenl: 25 Time: I (class will meet in small groups, no more than 11 at a lime lor purpose of room size) Room: Old Main 11 HUMAN COMMUNITIES AND THE MODERN METROPOLIS SOC 21 1-1 Instructor: Gordon Nelson This course will examine the extent to which the experience of community is possible in the context of the metropolitan situation. The course will focus on the Twin Cities metropolitan area. Each member of the class will be responsible for a class presentation, which must reflect on-site observation in a particular locale within the metropolitan area. In addition, class participation and a final examination will be the basis for evaluating performance in the course. Liberal Ads Perspeclive: The City Maximum Enrollmenl: 25 Time: I Room: Foss 21 THR 295-T/MUS 295- T Instructor: Sonja Thompson, Martha Johnson See course information listed under MUS 295-T. MOVEMENT FOR THEATRE THR 226-1 Instructor: Staff In this course students will explore the principles and styles of movement. The goal will be to increase the student's ability to communicate through movement, by examining the principles of discipline, freedom, clarity, timing, concentration and rhythm. Masks and improvisation will be introduced as tools for corporeal expression. All different aspects of movement will be explored: body stance, facial expression, gesture, walking, etc. Movement exercises will be built around short scenes and improvisation. There will be an intense dance warm-up each session. Maximum Enrollment: 20 Time: I Room: Theatre- south court The following activities are available to students during Interim and studerlts may register for these classes as well as for a regular course. These activities do not carry course credit but do meet the lifetime sports requirement for graduation. LIFETIME SPORT: AEROBIC DANCE HPE 002-A Instructor: A1 Kloppen Participation and practice in aerobic dance activities. Graduation Skill Requirement: Lifetime Sport Maximum Enrollment: 45 Time: 12:OO-1:00 M, 7; U: TH, F Room: Gym - center court LIFETIME SPORT: PICKLEBALL HPE 002-P Instructor: Brian Ammann Practice and playing of pickleball. Grading: PIN only. Graduation Skill Requirement: Lifetime Spoti Maximum Enrollment: 20 Time: 12:OO-1:OOM, 7; U: TH, F Room: Gym - nortWsouth courts LIFETIME SPORT: ULTIMATE FRISBEE HPE 002-F Instructor Marilyn Florian Practice and playing of ultimate frisbee. Graduation Skill Requirement: Liletime Sport Maximum Enrollment: 25 Time: 12:OO-1:00M, b U: TH, F Room: Air Structure UMAI E Augsburg is part of a consortium called UMAIE, Upper Midwest Association for Intercultural Education, which offers overseas learning experiences during the Interim. Further information about the following courses can be obtained from Kathleen Lutfi at the Center for Global Education, 620 22nd Avenue S. (330- 1655). These courses are offered on a PIN basis only and generally carry a lower division number. SPP 201-1 Astronomy Down Under (New Zealand) AustraliaS Business Climate Caring for Others: The Swedish Model Drawing a Literary Map of Norway The English School and Family Exploring British Democracy Through Literature and Culture Innovation and Organization in Scandinavia Intermediate Spanish Language and Culture in Southern Spain Luther, B ~ c hand Bonhoefier: Three Influential Lutherans in Germany Roman Germany: The Impact and Legacy of Empire The Trojan War: Myth and Legend These courses are offered by institutions or groups not connected with Augsburg College but have been approved for credit by the College. Most carry a tuition cost plus other expenses that are the responsibility of the student. They are offered only on a PIN basis. UMAI E THEWASHINGTON CENTER1997 Academic Seminars LEADERSHIP2 0 0 0 : A GLOBALPERSPECTIVE (DECEMBER 30-JANUARY 10,1997) POL 398-A WOMENAs LEADERS (DECEMBER 30-JANUARY 10,1997) POL 398-8 THE~NDEPENDENT SECTOR: ISSUES AND CAUSES (DECEMBER 30-JANUARY10,1997) POL 3984 CAMPAIGN96: THEINAUGURATION (JANUARY 14-20,1997) POL 398-0 The Washington Center offers a choice of topics during the first two weeks of the seminar program. During the last week, one seminar is offered. Augsburg students must register for all three weeks of the program (December 30-January 20) in order to receive academic credit and to receive a scholarship from the College covering registration and tuition costs. Credit is available from the Political Science Department for this program. The course is a passlfail course based on participation in program activities including site visits, small group seminars and journals. For information brochures and registration forms ask in Memorial Hall 11lA or call 330-1320. For further information about the program see Prof. Hedblom in Memorial Hall 117 or call 330-1 197. There are five scholarships available to cover registration and tuition costs based on priority in registration through Prof. Hedblom's office.
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Title: Augsburg College Interim Catalog, 2000
Collection: Course Catalogs
Search Result: AUGSBURG ...................... Introduction .................... Options Visiting Students 2 -4 ................5 Calendar ........................6 .................5 ...................7 Lifetime Sports ...................48 Interim Abroad ..................49 Other Courses ........
Show more AUGSBURG ...................... Introduction .................... Options Visiting Students 2 -4 ................5 Calendar ........................6 .................5 ...................7 Lifetime Sports ...................48 Interim Abroad ..................49 Other Courses ...................52 About This Catalog Interim Courses Contents Introduction to Interim Interim is an integral part of the school year at Augsburg College. The College follows a 4- 1-4 calendar, with fall and spring semesters of approximately 14 weeks separated by a four-week January Interim. Interim is intended to be a time for both students and faculty to employ styles of teaching and learning and to investigate questions and topics in places and ways not possible during the regular term. Interim is an opportunity for intense concentration on a single course of study. Since one Interim course equals a fulltime load, students should plan to spend the same amount of time in class and preparing for class as they would for a fourcourse load during fall or spring semesters. Students should be prepared for at least 40 class hours during the Interim and should anticipate the equivalent of the normal two hours of study for each class hour. Since the course length is only 3 112 weeks, attendance at every class is imperative. While it is expected that students will attend every class period, instructors will establish the precise attendance policy for their courses. Students can register for only one course credit during Interim. There is no tuition refund for a student who chooses not to enroll in an Interim course. Most Interim courses are graded traditionally on a 4.0 to 0.0 scale. Students generally have the option to register on a PassINo credit basis. A few Interim courses are graded only on the PIN system; this is indicated in the course description. Some courses are offered for either upper or lower division credit. Such Interim courses have two numbers listed and students must select which is most appropriate for their needs. Students registering for upper division credit should anticipate additional assignments and a more rigorous grading standard. Some courses, especially courses with travel requirements, have additional fees associated with them. These fees, although intended to be accurate, may change; and students should check with the instructor to verify the final costs. Students are required to complete at least 33 course credits for graduation. This course total must include two Interims for students who enter with fewer than 14 courses. Freshmen are required to take an Interim course their first year. A maximum of four Interim course credits may be counted toward the 33 course credits required for graduation. Transfer students should refer to their transfer credit evaluation form or consult the registrar for the number of Interim courses required. Day school students (3.0 credits or more for fall) can take a total of 1.0 course credit. They may take two half-credit classes. They may also take a lifetime sport (zero credit). The lifetime sport is at no additional charge if they are full-time students (fall term). If less than full-time, they will be charged. Weekend students can take 1.0 course credits in Interim as a cross registration but will be charged day school tuition $1630 per course credit. If they do so, they may take only 1.0 additional course credit in Weekend College for winter trimester. Augsburg College, as affirmed in its mission, does not discriminate on the basis of race, color, creed, religion, national or ethnic origin, age, gender, sexual orientation, marital status, status with regard to public assistance, or disability in its education policies, admissions policies, scholarship and loan programs, athletic and/or school administered programs, except in those instances where religion is a bona fide occupational qualification. Augsburg College is committed to providing reasonable accommodations to its employees and its students. Any questions concerning Augsburg's compliance with federal or state regulations implementing equal access and opportunity can be directed to Lora Steil, affirmative action coordinator, Office of Human Resources, CB 79, Augsburg College, 221 1 Riverside Ave., Minneapolis, MN 55454. She can be reached by telephone, (612) 330-1023; or by e-mail, <steil@augsburg.edu>. Options . International Interim-Students are invited to participate in the international Interim courses offered by the Upper Midwest Association for Intercultural Education (UMAIE) and other consortia. These course opportunities are listed on page 45. Some courses have early registration deadlines. Internships deadline-Friday, December 10. January Interim internships must be planned in advance. Students electing an internship must meet departmental requirements and present a signed internship-learning agreement plan to the Center for Service, Work, and Learning (1st floor Memorial) by the first day of Interim classes. The learning-agreement forms are available in the same office. Internships during Interim must involve full-time work placements for approximately four weeks. Assistance for planning internships is available in the Center for Service, Work, and Learning. Independent study/research or directed study-Students may elect a program of independent study (upper division 499) or directed study (lower division 299) for Interim. Faculty members are strongly discouraged from accepting responsibility for more than one independent study per Interim. Students choosing to pursue independent or directed study must: 1. Meet departmental requirements 2. Present to the registrar a copy of the proposed study plan approved by the supervising faculty member and the directedlindependent study registration form. These forms must be submitted by December 1. Appropriate study proposal and registration forms can be obtained in the Office of the Registrar. Interims at other schools-Augsburg students may enroll at any other 4-1-4 institution that offers a reciprocal Interim arrangement. Catalogs of these Interim programs are available in the registrar's office. Registration for Interims at the other ACTC colleges will be at Augsburg during the regular registration period. Most courses taught during the Interim at other 4-1-4 schools are accepted for credit by Augsburg, but may not necessarily be accepted as meeting Augsburg's general education requirements or major requirements. Visiting Students Augsburg College welcomes students from other 4-1-4 schools for the January Interim without tuition charges, provided the student's home institution agrees not to charge tuition to Augsburg students for the January term. The waiver of tuition does not include special fees, housing, or board costs. Other students will be charged $1,630 for the Interim course. Students interested in registering for an Augsburg Interim should write to the Ofice of the Registrar for application forms or use the forms provided by the Interim office at their own school. There is an application processing fee of $25. Students are welcome to stay on campus but are not required to do so. Requests for Interim housing should be made to the Office of Residence Life. It should be noted that neither ACTC exchange students nor visiting students may register for 199,299,399, or 499 courses. About This Catalog The catalog lists courses by departments in alphabetical order. At the end of the book are listings of other courses not offered by Augsburg but recognized by the College for Interim credit. Students may also register for one of the lifetime sports listed at the end of the catalog. Courses that include travel are marked with an airplane. Interim Calendar 2000 November 15 to December 3 January 3 . . . . . . . . . Interim . registration . . . . . . . . . . . . . . . . . . . . . . . . .First . day of Interim Time I-9:00 a.m. (first day) Time 11-1:15 p.m January 4. . . . . . . . . . . . . Last day to register or add a class or cancel a class without a notation January 14 . . . . . . . . . . . . . . . . . . . . . Last day for determining grading option with registrar January 14 . . . . . . . . . Last day for withdrawing from courses January 17. . . . . . . . . . . . Martin Luther King Day-no class January 27. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Interim ends January 31 . . . . . . . . . . . . . . . . . . . . . . Spring semester begins February 4 . . . . . . . . . . . . . . . . Interim grades due to registrar The time, number, and length of meetings as well as the beginning time will be arranged the first day of class. The daily schedule for Interim is divided into two blocks of time: Time I: 8:00 a.m. to 11:45 (Note: on the first day, Time I classes will begin at 9:00 a.m.) Time 11: 1:15 p.m.-5:00 p.m. Note: Martin Luther King Day-No class For More Information For more information contact Barbara Pappenfus in the Interim Office at (612) 330-1150. Calendar Calligraphy I & II ART 106-J ART 306-J Instructor: Philip Thompson Development of calligraphic writing and drawing skills with emphasis on the broad-edged pen. Attention given to the historical development of calligraphy and the elements of design through readings and demonstrations. Class time and assignments center on proactive calligraphic concepts with special attention given to foundation, italic, gothic, and uncial styles. Three original projects are required and evaluation is based on quality of work plus participation and growth factors. Upper division students are required to complete examples in three historical writing styles plus an expanded project. Required materials: text, pens, ink, ruler, and mat board. Liberal Arts Perspective: Aesthetics Maximum Enrollment: 15 Time: I Room: Old Main 4 Life Drawing ART 247-J Instructor: Norman Holen A study of undraped figures for art students and non-art students. The figures will be depicted with graphite pencils in various settings for varying lengths of time. Grades will be based upon quality and improvement. There will be a fee of $45 to be paid on the first day of class. Liberal Arts Perspective: Aesthetics Maximum Enrollment: 20 Time: I Room: Old Main 17 Marine Biology of the Florida Keys BIO 140-J BIO 340-J Instructor: William Capman The Florida Keys provide an excellent site for study of natural history and ecology of marine, coastal, and sub-tropical communities. This class will spend about 2 112 weeks in Florida at the Newfound Harbor Marine Institute located on Big Pine Key. The Institute offers laboratory facilities, ocean-going research platforms, housing, and a dining hall. Field trips to coral reefs (Looe Key National Park), tide pools, turtle grass flats, mangrove islands, and upland hammocks will be led by professional naturalists from the institute. Organisms and communities will be studied on site and in the laboratory. Research projects will be initiated shortly after arrival at the station in order to provide opportunities to gather data over a period of several days. Visits to Pennicamp State Park, Key West, and the Everglades will be included. Evaluation will be based on: BIO 140: (1) field and laboratory records, (2) personal journal, (3) quizzes at Marine Institute, (4) a final exam. Prerequisite for 6'10 140: Any one of the following courses or their equivalents - BIO 101, 102, 103, 113, 114, or consent of the instructor. BIO 340: (1) field and laboratory records, (2) personal journal, (3) quizzes at Marine Institute, (4) written report of the research project, and (5) final exam. Prerequisite for BIO 340: 810 351 or BIO 481 or consent of the instructor. Estimated cost of the course: $2500 (includes airfare, all ground transportation, housing and meals while at the institute). Contact the instructors for details. Prerequisite: See Above Maximum Enrollment: 12 Time: I1 Room: Science 212 Laboratory Biochemistry BIO 368-J Instructor: Karen Ballen 'I'his ct~i~rsc is a n in trot1 uution l o tech~iicl~ius c o m ~ n o n l yt~sccf in bincIic.misiry. '1~chriic1~1c.s includc (1,111 not li~llitcdto): ~ I . o w i n extrac~iun,dialysis, spectl-c.~phatomct ry, S13S p01yair.ylamicle gel ciect rophorcsis, inn txchnngc cIll.clrn;~tclgl.alIhy, Prerequisites:2.0 in 810 367 Maximum Enrollment: 12 Time: I Room: Science 212 Advanced Computing for Business MIS 370-J Instructor: Jim Kattke Objectives are to learn concepts underlying creation of Web pages and business communication via the Internet. Use of relational databases for advanced queries, forms, and reports. Basics of event-driven programming for solving business related problems. Students will complete three major projects and a few minor assignments. The course requires significant effort on projects and constant access to a computer. Cooperation with fellow students in learning to apply concepts is encouraged. A good grasp of MS Access is required or the willingness to exercise exceptional effort in learning the tool. Prereqttlsit~s:MiS 175, CSC 170, consent of the instruct06 or Math Placement Group 3 Mnxltr~~nrr Fnrollmant: 20 Time: I1 Room: Lindeli 16 Personal Finance BUS 295-J BUS 495-J Instructor: Ashok Kapoor This is an introductory course in personal financial planning. Students will be introduced to budgeting, credit, income taxes, insurance, real estate, investment and retirement planning. BUS 295: quizzes and exams. BUS 495: all of the above plus some assigned case problemslpapers will be required. Prerequisite: Math Placement Group 3 Maximum Enrollment: 25 Time: I1 Room: Foss 43 Chemistry for Changing Timer CHM 100-J Instructor: Arlin Gyberg This course is developed from the perspective of a person living in a modern, high-technology society such as the United States. It assumes that before one can evaluate a moral or societal issue of a scientific nature one at least must be able to understand the science involved. Anything less is an impression rather than an informed decision. As we develop scientific concepts we will at the same time relate them to an abundance of current issues. We live in a world of pesticides, fertilizers, plastics, birth control, food abundance and food shortage, food additives and processing and synthesis, organically and non-organically grown food, chemical dependency, licit and illicit drugs, the energy crisis, and the debates about sources of energy, the green house effect, and nuclear waste storage, pollution, genetic engineering and much more. Many of these problems are chemical in nature. Thus, in learning about chemistry, via lecture and in-class discussion, we can begin to understand ourselves, our society, our world, and even some of the universe. The grade for the course is based on a percentage of the score of total points on the daily quizzes. Prerequisite: Math Placement Group 2 Liberal Arts Perspective: Natural World 2 Maximum Enrollment: 25 Time: I Room: Science 315 Introduction to Polymer Chemistry and American Plastic CHM 104-J Instructor: Ron Fedie Previously there was the Stone Age, Iron Age, and Bronze age. Now we live in the Age of Polymers (and Plastics). Without this innovative technology, life as we know it would be much different. The variety of polymer molecules and their properties make up many, diverse plastics and the variations are endless. Many items and materials in the areas of coatings, adhesives, leisure/sports equipment, building/construction, automobiles, furniture, clothes, medical supplies, cosmetics, and others that are used every day come from different polymeric materials made from polymer molecules. In this course we will explore and discuss the world of polymer chemistry. Polyethylene is one of the most commonly used synthetic polymers found in "plastic" wrap and trash bags. A common natural polymer, polyisoprene, is collected from the sap of rubber trees and tires, golf balls, and latex gloves are just some of the many uses. The class will focus on two books. One, American Plastic: A Cultural History, by Jeffrey Meikle for the historical perspective of our world of polymers. Themes from the book, the different types of polymers used, and recent themes such as the recycling of plastics will be discussed. A second book, Giant Molecules, by Grosberg and Khokhlov, will help with the previously mentioned themes and give more depth to the broad world of polymers not covered in Meikle's book. There will be six lab periods in which some polymer molecules will be made and several of their interesting properties will be explored. Students will be graded on 25 group worksheets, 6 quizzes, 6 reflection papers, 6 lab periods, and an individual project and presentation. Prerequisite: Math Placement Group 2 Liberal Arts Perspective: Natural World 1 or 2 Maximum Enrollment: 22 Time: I1 Room: Science 315 Introduction to Computer Science and Communications CSC 160-J Instructor: Larry Ragland This course introduces the major areas of computer science and computer communications. These areas are: algorithms, algorithm design, algorithm efficiency, hardware, logical circuit design, computer organization, software and operating systems, programming languages, operating systems, theory of computation, mathematical foundations of computer science, Turing machines, computer communications and the Internet, packet switching, Internet services, and operation. This course will consist of lecture/discussion times with frequent in-class lab exercises on the topics above. Grading will be based on examinations, labs, and homework. This is not a course in computer applications or how to use computers, although we may touch on these topics. Prerequisite: Math Placement Group 3 Maximum Enrollment: 15 Time: I Room: Sverdrup 202 UNlX and C CSC 272-J Instructor: Karen Sutherland Study of UNIX operating system and the C programming language. It is assumed that the student has knowledge of programming methods and has done programming in some other language. Evaluation will be done on 10 programming assignments, two to three quizzes and a final project. Grading is done by combining the weighted grades of all assignments and quizzes. Prerequisite: CSC 170 or programming in some other language Maximum Enrollment: 20 Time: Ii Room: Sverdrup 202 Computer Science Topics: Computer Science: An Alternative Scheme One and Two CSC 273-J/373-J Instructor: Charles Sheaffer This course is especially intended for students with no prior exposure to programming in particular or computer science in general. It will be a laboratory intensive, self-paced course using the Scheme programming language. We will introduce an alternative approach to some of the most important concepts of computer science including problem solving, simulation, object-oriented programming, functional programming, procedural and data abstraction, and program interpretation. Students with knowledge of programming will benefit from exposure to the alternative paradigm represented by the Scheme language and will acquire a concrete understanding of how these important concepts are actually implemented in real languages and machines. Students will be evaluated based on a series of programming projects. CSC is a continuation of CSC 273. Graduation Skill Requirement: for CSC 373, Critical Thinking Prerequisite: CSC 273. none; for CSC 373, CSC 273 or consent of the instructor Maximum Enrollment: 20 Time: I1 Room: Sverdrup 205 Economics of Urban Issues ECO 110-J Instructor: Ed Sabella Study of economic implications of the many problems facing a metro-urban environment. Some of the topics to be discussed are: crime prevention, health issues, discrimination, education, etc. Basic microeconomics tools of analysis will be developed in class. This is a basic course designed for those students who do not plan to major in economics, business administration, accounting, or MIS. Three objective examinations. Liberal Arts Perspective: The City or Social World 1 or 2 Maximum Enrollment: 15 Time: I1 Room: Science 319 Principles of Macroeconomics ECO 112-J Instructor: Satya t? Gupta The objectives of the course are to give students fundamental principles of macroeconomics; national income analysis, monetary and fiscal policy, and international trade. Simple applications will be used. Students will take tests every week and grades will be based on tests, participation in class and problems solved. Prerequisite: Math Placement Group 2 Liberal Arts Perspective: Western Heritage Maximum Enrollment: 15 Time: I Room: Old Main 16 Practicum and Seminar in Special Education EDU 491-3 Instructor: Susan O'Connor A supervised field placement that serves people with disabilities, plus an on-campus seminar. Students planning to take this course should consult with the special education coordinator about a placement prior to registering for the course. Students must complete designated hours of fieldwork as well as written and reading assignments. Prerequisite: EDU 282, completion of courses for special education minor; or consent of instructor. Maximum Enrollment: 9 Time: I1 Room: Sverdrup 4 Economics I American Dialects: Differences and Attitudes ENG 219-J Instructor: John Schmit Because language plays an important role in our socialization, the way we speak tells others who we are and with whom we identify. Our speech is a reflection of our social and economic standing and our cultural background. In this course we will explore the ways in which both personal and group identities are reflected by the ways in which we speak. We will examine a number of American varieties of English and will attempt to describe the rules by which these varieties operate. Class sessions will include brief lectures, student presentations, and student-led discussions. In addition to presenting a topic, students will write a paper on the presentation topic and take a final exam. Liberal Arts Perspective: Intercultural Awareness 1 Maximum Enrollment: 25 Time: I1 Room: Old Main 29 Theatre In and Around London ENG 269-J Instructor: Ron Palosaari The purpose of this course is to study live theatre in London and Stratford. For more information, contact Prof. Ron Palosaari, (612) 330- 1005. Topics: Introduction to Asian American Literature ENG 282-L ENG 482-L Instructor: Joan Thompson In an essay about multicultural American literature, Walter J. Ong writes that "literature is organized experience and consciousness. Since cultures organize experience and consciousness variously, the study of the literature of another culture opens new vistas both into the exterior world and into the human heart." This course will explore some of these vistas through readings and discussions of nonfiction works, poetry, short stories, a play, and a novel by Asian American authors. Some ideas the writers take as subjects through their art include definitions of an Asian American voice, explorations of cultural and individual identity, visions of community, and coming of age. Class sessions will include discussion of the historical and social contexts that influence the writers studied. In addition to the reading, students will view at least one Asian American film and possibly attend a relevant performance or reading. Course grades will be based on reading journal, a short paper, a final exam, class attendance, and participation. Upper division students will read an additional novel and write a research-based paper on it. Liberal Arts Perspective: Intercultural Awareness 1 Maximum Enrollment: 25 Time: I1 Room: Old Main 11 English I Topics: Investigating the Victorian Thriller ENG 282-0 ENG 482-0 Instructor: Dallas Liddle This course will study the phenomenon in 19th-century Britain of the popular novel of suspense, mystery, and terror. Early in the century these tales were generally either "Gothic" (stories of horror and the supernatural set in Italy or Spain) or "Newgate" novels (true-crime stories about the lower classes). By the 1860s, however, popular novelists including Charles Dickens, Mary Braddon, and others were producing a stunningly successful series of works in which the action was set in the everyday world of the Victorian middle classes. These novels drew intense public scrutiny by raising issues that the more polite genre of domestic fiction could hardly hint at, including gender roles and sexual transgression, class and race oppression, obsession and madness, and the dark sides of urban life. We will read several of the best of these thrillers, at the same time actively investigating the culture that produced them. We will read original reviews and responses, including parodies, and learn about the context of newspaper and magazine journalism in which several of the novels appeared. While we investigate the power of the Gothic and Sensation genres for their original audiences, however, we will also work to determine why these novels have continued to appeal to successive generations of readers. Course grades will be based on class attendance and participation, two short papers, a group presentation, and a final exam. Upper-level students will read one additional novel, write a research-based paper on it, and share the results of their research with the class. Prerequisite: ENG 111 Liberal An3 Perspective: Western Heritage Maximum Enrollment: 25 Time: I1 Room: Foss 20 Topics: Cinema and Sexual Identity ENG 2824 Instructor: Doug Green What does cinema reveal about how the 20th century has thought about sexuality?How do cinematic images affect our sense of our own sexual identity? This topics course in English examines films from the early years of cinema to the present in order to explore depictions of and cultural assumptions about sexual identity. We will, moreover, consider the impact of these images on audience perceptions and expectations, including those of the self. We will pay special attention to the various images and constructions of homosexual as well as heterosexual identity in English-language cinema, especially Hollywood movies, and in some silent and foreign films. Taking Celluloid Closet as a point of departure, we will consider how film affects sexual minorities in the audience as well as in film production. There will be short readings on sexuality and film. At each class there will be a full or partial film screening, followed by small-group and whole-class discussions. We may go to one or two films offcampus as well, so students should be prepared to buy tickets; these out-of-class screenings may not be at the regular class time. There will be at least one typed journal entry due at each class period. The class will meet from 1-5 p.m., Monday through Thursday of the first two weeks of Interim; 1-5 p.m., Tuesday through Thursday of the third week; and 1-5 p.m., Monday through Thursday of the last week. Grading will be based on the completion and quality of all journal entries and on class/film attendance, preparation, and participation. Students missing more than two classes/films and/or two journal entries may not pass the course. All grades are PIN option only (i.e., 2.0 is required for course credit). Prerequisite: ENG 111 Liberal Arls Perspective: Human Identity Maximum Enrollment: 25 Time: I1 Room: Old Main 16 English Topics: Contemporary American Poetry ENG 282-P ENG 482-P Instructor: John Mitchell This course provides an introductory survey of contemporary American poetry by poets whose works have come into prominence since World War I1 or mid-century. Emphasis will be given to the vision and sensibility of each poet and to the themes of their poems, especially those images and statements that concern philosophical, historical, psychological and cultural values. Through comparison and contrast, students will be expected to formulate reasonable interpretations of selected poets and poems and to express their discoveries in class discussion and short papers. A final examination will be given and two interpretive papers about three to five pages in length will be assigned. For upper division credit, the student will also read and give a written class report on a book that discusses contemporary poetry or a contemporary poet; this choice, based upon recommendation, must be approved by the instructor. Prerequisites: for 482-R lntro to Literature or consent of instructol: Maximum Enrollment: 15 Time: I Room: Old Main 29 Quantitative Journalism: Computer Assisted Reporting and Research ENG 347-A Instructor: Cass Dalglish and Boyd Koehler This course introduces students to computer-assisted informational investigation and the interpretation of quantitative data in the writing of expository essays and news reports. Such inquires will employ contemporary computer-based information searches coupled with data-driven quantitative assessment of a public issue of current concern. Students will prepare projects of publishable quality for presentation and critique. The course is designed for persons wishing to explore the use of computer-assisted research for their particular information development interests as well as those preparing to enter the communication professions. Prerequisites: Eng. 225 or Eng. 227, or consent of instructors. Math Placement Group 3. Graduation Skill Requirement: Ouantitative Reasofling Maximum Enrollment: 15 Time: T; Th 6-9 p.m. and Sat 1:30-4:30 p.m. Room: Sat, Lindell Library 16; T; Th Sverdrup 204 Senior Honors Seminar: Hispanic Christianity Along the Border HON 401-J Instructor: Margaret Madsen An introduction to denominations with a special focus on Hispanic communities along the US.-Mexican border. Liberal Arts Perspective: Christian Faith 3 or Intercultural Awareness 1 Time: I Room: Sverdrup 208 - Enalish Dance (men (0.5 course HPE 232-M Instructor: Mary Ewert-Knodell Theory and practice in teaching and performing American heritage and international folk dances. The majority of the course grade is based on dance practicals, a teaching assignment, and a written test. Note: HPE 232 and HPE 275 can be taken simultaneously. Maximum Enrollment: 12 Time: 1- 1/3,1/4,1/5,1/6,1/7,1/11,1/13,1/18,1/20 Room: Melby Gym - center court Dance (women only) (0.5 course credit) HPE 232- W Instructor: Mary Ewert-Knodell Theory and practice in teaching and performing American heritage and international folk dances. The majority of the course grade is based on dance practicals, a teaching assignment, and a written test. Note: HPE 232 and HPE 275 can be taken simultaneously. Maximum Enrollment: 12 Time: 1 - 1/3,1/4,1/5,1/6,1/7,1/11,1/13,1/18,1/20 Room: Melby Gym - center court Prevention and Care of Athletic Injuries (0.5 course credit) HPE 275-J Instructor: Missy Strauch Emphasis placed on preventing and treating common athletic injuries. Practical experience in taping and training room procedures. Note: HPE 232 and HPE 275 can be taken simultaneously. Prerequisite: HPE 114 or equivalent Maximum Enrollment: 24 Time: 1- 1/5,1/6,1/7,1/10,1/1I, 1/12,1/13,1/14,1/19,1/21,1/24,1/25,1/26 Room: Melby 119 Instructional Methods: Materials in Health Education HPE 390-J Instructor: Patty Murphy This course will cover principles and methods of instruction applied to health education (5-12). Emphasis upon teaching1 learning strategies and student assessment. Development and delivery of lessons/activities is included. Students are evaluated by their peers and the instructor on their ability to create, deliver and assess health education lessons in a "real" classroom. Evaluationlgrading is also based upon the completion of a "technology project", resource file, and exam. Prerequisite: HPE 110 Maximum Enrollment: 20 Time: I Room: Melbv 202 Sailing in the Virgin Islands HPE 455-J Instructor: Joyce Pfaff + Designed for the beginning and intermediate sailor interested in the art and practice of sailboat cruising. The course will take the participant to a competent level of sailboat handling (anchoring, mooring, helming, and crewing). The student will live aboard a 43'-46' fixed-keel sailboat with five to six other people and will function as an active crew member. Actual on-the-water instruction will be the major part of the course. Sailing will include cruises to the various islands and cays in the British and American Virgin Islands. Snorkeling and wind surfing will be available on an optional basis. Some classes will be held in December prior to leaving for the Virgin Islands in January. The course cost is $3,300, which includes airfare for Augsburg day students and qualifying Interim exchange students. Others will have to pay regular Interim tuition in addition to this course cost in order to receive academic credit. PIN Health & Physical Education I ONLY. Applications may be picked up from the office of Joyce Pfaff, Melby Hall 121, Augsburg College. They must be turned in with deposit and appropriate signature before final acceptance is given. Prerequisites: Permission from Joyce Pfaff, health and physical education department, (612) 330-1247; no smoking is allowed; basic swimming skills Graduation Skill Requirement: Lifetime Sport, also one course credit upper division Maximum Enrollment: 10 ( A waiting list will be kept after the original 10 spots are filled) 20th-Century South Asia HIS 162-J HIS 462-J Instructor: Don Gustafson This Interim experience is designed to look at the area of South Asia (primarily India) that is home to one-fifth of the people of our world. We'll use novels, films, some standard historical writings, and current South Asia periodicals to consider the impact that colonialism, nationalism, and various phases of modernization have had on this old, honored, and traditional culture. We'll read the marriage ads and talk about social structure, consider the spot at Ayodhya that has prompted Hindus to massacre Muslims, think on the Christlikeness of a Gandhi, and perhaps have time to note one or two of the contemporary religious phenomena. Looking at South Asians helps us to see ourselves in a fuller perspective. The course will include the usual pedagogical devices of lectures, discussions, some short reaction papers, and tests (including a final). Students enrolling for upper division credit will be expected to have at least one prior college history class, to complete a paper or project beyond the regular assignments, and to be tested apart from lower division students. Liberal Arts Perspective: Intercultural Awareness 1 Maximum Enrollment: 25 Time: I Room: Old Main 13 Topics in History: The Great Men of 20th-Century Europe and Their Myths HIS 195-J Instructor: Sheldon Anderson This course examines several important 20th-century leaders and their impact on the course of European political and diplomatic history. Topics will include Woodrow Wilson and the Versailles Treaty after World War I, Neville Chamberlain and the appeasement of Adolf Hitler at the Munich Conference in 1938, Joseph Stalin's agreement to sign a nonaggression pact with Hitler shortly before World War 11, Franklin Roosevelt and Winston Churchill's alleged appeasement of Stalin at Yalta, Harry S. Truman's Cold War policies, and Reagan and Gorbachev's diplomacy as the communist systems of Europe fell from 1989-1991. The course will focus on the popular myths that have developed about these leaders and these conferences. Maximum Enrollment: 25 Time: I Room: Sverdrup 20 Topics in History: Early Minnesota History, 1849- 1900 HIS 195-1 Instructor: William Green This course will examine the political, economic, and social history of early Minnesota. The course will study life in Minnesota among the Ojibway and Dakota peoples, through the fur trading period which witnessed French, English, then American settlements, through the territorial period (18491858), and finally statehood. Maximum Enrollment: 25 Time: I Room: Foss 20 Remembering the 20th Century HIS 440-J Instructor: Jacqueline de Vries As the millennium approaches, everyone-artists, politicians, gossip columnists, historians-seems to have some opinion about the waning 20th century. What has this century wrought? The last hundred years have left a great many contradictions: two global wars that destroyed millions of lives and swept away governments, but brought economic development; the decline (and recovery) of established religion; the rise (and collapse) of a messianic faith in communism; great increases in standards of living while famine and child labor persist; technological breakthroughs that put teachers in space and AK-47 rifles in the hands of children; new freedoms and new forms of exploitation. In this course, we will together attempt to make sense of the 20th century. Please note that while the course will examine major events and developments of the century, it will not offer a narrative history, nor will it be exhaustive. Instead, it will explore a variety of possible interpretive frameworks to help us better understand where our grandparents have been and where we are today. Rather than relying exclusively on (sometimes dry) textbooks, we will explore the century through a variety of personal narratives, both written and oral, and reflect on the shaping of both individual and collective memory. Course materials will include several monographs and novels, films, photographs, and guest lectures. Students will complete three five-page papers, one of which will be an interview with their oldest living relative. Maximum Enrollment: 25 Time: I1 Room: Old Main 13 Paideia Seminars INS 120-J Instructor: Anne Jensen Students will participate in a series of seminars following the Paideia seminar format as developed by Mortimer Adler and Paideia Associates. Students will also view selected films for seminar discussions; develop and lor hone skills of mature, intellectual talk; observe seminars conducted in a St. Paul public school; evaluate their own behaviors during seminars; and lead seminars. Students will be assessed on journal entries including evidence of seminar preparation, reflection, peer and self-evaluation, as well as a final summary paper. Graduation Skill Requirement: Critical Thinking Maximum Enrollment: 20 Time: I Room: Foss 43 Technically Speaking INS 21 1-J Instructor: Esther McLaughlin Do you enjoy talking about science and technical topics, but just can't find an audience? We'd love to listen! Through a series of four oral assignments, you will have the opportunity to talk science to your fellow scientists, improve on your oral presentation skills in a variety of formats, learn to effectively organize a speech, prepare visual aids, and listen to and learn about other science topics and science policy from your fellow scientist. Prerequisite: One year of an introductory-level science course Graduation Skill Requirement: Speaking Maximum Enrollment: 16 Time: I1 Room: Science 205 Interdisciplinary I Introduction to Islam INS 225-J Instructor: Amin Kader This course is designed by a practicing Muslim to present his perception of Islam to non-Muslims. The course will cover the ideological foundations of Islam, its basic concepts and tenets, Islamic law (Shari'ah), Islamic economic and political systems, and Islamic patterns of life. There will also be discussions on the differences between the Islamic sects (Sunnis, Shi'its, Sufis, etc.). Some effort will be made to deal with the similarities and differences between Islam and both Christianity and Judaism. Students will also visit one of the mosques in the Twin Cities. Evaluation is based on two tests and a paper. Liberal Arts Perspective: Intercultural Awareness 1 Maximum Enrollment: 30 Time; I Room: Old Main 27 Topics: Minnesota Indians INS 495-J Instructor: Eric Buffalohead This course will examine the experiences of the Dakota and Ojibwe in Minnesota from the time of contact to the present situation of both tribes. Each group's history and experiences will be studied and compared to see how each group has done since the time of contact. Major historical events will be examined as well as significant events important to each group. Students will learn how changing federal policy affected the two groups and how each of the groups has dealt with things such as assimilation, termination, and/or relocation. Other topics to be covered include health, education, welfare, treaty rights, and economic opportunities. The main text will be Indians in Minnesota by Judith Rosenblatt (ed). The students will be expected to demonstrate understanding of major issues through written exams and research projects/presentations. Upper division students will be expected to do more comprehensive research. Maximum Enrollment: 20 Time: I1 Room: Foss 21 Topics: A Civil Rights Immersion: Experiencing History INS 200-J INS 300-J Instructor: Garry Hesser & Joseph Young During the 1950s and 60s a series of major events and fundamental social change occurred in the United States. For the first two weeks, we will seek to develop a basic understanding of race relations in the U.S. through readings, visiting lecturers, videos, learning from each other, and the MLK, Jr. event on January 17. Then, this intentionally diverse class will board a bus for an intense, study-travel journey to Little Rock, Memphis, Birmingham, Montgomery, Atlanta, Nashville, and Chicago, the places where history was made and the museums that chronicle those times. We will meet with and interview participants in these critical events, as well as actively engage one another in dialogue and collaborative learning. The course objectives include learning about the history and sociology of race and ethnic relations in the U.S. gaining insights from persons and places that mark the "turning points" of the 1950s and 1960s, documenting our personal and group experiences so that our insights and understanding can be shared with the Augsburg community and others, and increasing our skills for cross-cultural collaboration and dialogue. Upper and lower division: students obtaining upper division credit will complete a research paper on a specific topic related to the course, including an annotated bibliography with a minimum of 20 resources. Cost estimate: $500, plus the cost of meals for 10 days (with scholarships available, based upon need-contact Garry Hesser at 330- 1664) Liberal Arts Perspective: Intercultural Awareness 1 or Social World 1 or 2 Maximum Enrollment: 20 Time: I Room: Old Main 23 **Note: All participants will go on a bus tour beginning Monday, January 17, and ending on Wednesday, January 26. Interdisciplinary I Work in the City Externship: Linking Education and the World of Work INS 298-K Instructors: Lois Olson and Lynda Olson This course introduces students to the nature of work, its role and value to the individual and to society. Seminar format will focus on work as viewed by this generation and the requirements to succeed both now and in the future. A special emphasis will be on self discovery learning activities, visits to Twin City businesses and community organizations, and discussions with panels of professionals. Students will be expected to research employment trends and career options; complete a portfolio of reflections, exercises, and self assessments; and give individual and group presentations. Students will also explore various organizations of the Twin Cities and understand their role and impact in a major metropolitan area. PIN grading only. Liberal Arts Perspective: The City Maximum Enrollment: 20 Time: I Room: Old Main 25 Management Information Systems (MIS) See listing under Business, pg. 9. Finite Mathematics MAT 121-J Instructor: Anthony Dunlop How can an industry comply with air quality standard at the smallest possible cost? Did you know that one of the first applications (other than gambling) of probability theory was in genetics (on the question of whether the recessive genotypes would eventually die out)? How do we build the most cost-effective telecommunication network of satellites given the cost factors between pairs of satellites?In Finite Math we'll study the topics that give the answers to these questions: linear programming, counting and probability, and graph theory. Finite Math is for students in Math Placement Group 3 or higher who need a Quantitative Reasoning course. Class will be a mix of lectures and small group work. Evaluation will be based on class participation, quizzes, and exams. Prerequisite: Math Placement Group 3 Graduation Skill Requirement: Quantitative Reasoning Math Elective for MIS major; economics major Maximum Enrollment: 22 Time: I Room: Science 108 Math of Interest MAT 173-J Instructor: Christopher Schwartz Learn how to determine the monthly payments on a house or car. Find out how much you need to be socking away now to have a million when you retire. Learn how annuities, perpetuities, and life insurance work, and more. Evaluation will be based on classroom participation, quizzes, and a final examination. Prerequisite: Math Placement Group 3 or consent of instructor Graduation Skill Requirement: Quantitative Reasoning Maximum Enrollment: 25 Time: I Room: Science 205 Mathematics 1 Modeling and Differential Equations MAT 247-J Instructor: Rebekah Valdivia In Modeling and Differential Equations, we will cover a range of mathematical topics with emphases on mathematical modeling, differential equations, and numerical methods. We'll see connections between mathematics and "real world" problems and get a feel for applied mathematics. We will discuss a variety of applications in class, and students will have opportunities to select applications of interest. Modeling and Differential equations is a must for anyone considering majoring in Applied Mathematics and is strongly recommended for students majoring in Physics or Chemistry. It is also for anyone considering majoring or minoring in Mathematics. Evaluation will be based on participation, quizzes, projects, and a final exam. Prerequisite: MAT 146 Calculus I1 or equivalent Maximum Enrollment: 22 Time: I Room: Foss MAC Beginning German I GER I l l - J Instructor: Don Steinmetz This course is for students with no previous background in German. It aims to develop basic skills in speaking, listening, reading, and writing as tools for communication and for understanding German culture. Classroom practice focuses on both presentation of vocabulary and structures and the use of the language in everyday contexts. Evaluation will be based on participation, daily assignments, quizzes, and a final exam. Liberal Arts Perspective: Intercultural Awareness 2 Maximum Enrollment: 20 Time: I Room: Old Main 10 Beginning Norwegian I NOR I1 I-J Instructor: Becky Hegstad This course is for students with no previous background in Norwegian. It aims to develop basic skills in speaking, listening, reading, and writing as tools for communication and for understanding Norwegian culture. Classroom practice focuses on both presentation of vocabulary and structures and the use of the language in everyday contexts. Evaluation will be based on participation, daily assignments, quizzes, and a final exam. Liberal Arts Perspective: Intercultural Awareness 2 Maximum Enrollment: 20 Time: I Room: Old Main 26 S anish and Latin-American Culture T rough Film I: SPA 248-J Instructor: Roman Soto An introduction to the main cultural and political issues (social conflicts, sexism, race, ethnicity, religion, language, exile, or immigration) that characterized contemporary Spanish and Latin-American societies as they have been portrayed in films and plays. Developed mainly through the viewing of films and class discussions, the course is complemented with brief readings and audio-visual materials on the historic, literary, and social aspects that contribute to the background of these films. Most of the films are in Spanish with English subtitles, and all the class work is in English. The evaluation is based on class participation; brief weekly, writing assignments; and a short term paper. Liberal Arts Perspective: Intercultural Awareness 1 Maximum Enrollment: 20 Time: I1 Room: Old Main 23 Modern Languages I + Topics: Sounds and Sights of Europe MUS 179-J Instructor: Roberta Kagin This course provides an opportunity to visit some of the Great European cultural centers that provided the impetus for development of music in the cultural life in the New World. For more information, contact Prof. Roberta Kagin, (612) 330-1273. Topics: Sounds and Sights of China MUS 295-S Instructor: Robert Karlen + Music, art, and architecture, as expressions of Chinese culture over its 5,000-year history, will be examined, studied, and experienced in four of the most important cities of China. For more information, contact Prof. Robert Karlkn, (612) 3301266. Survey of Rock History and Musical Style, 1951-1971 MUS 204-J Instructor: 0. Nicholas Raths An introduction to the fundamentals of music and musicology as they occur within the context of rock's inception (1950s) and maturation (1960s) periods. This course will examine the historical background, musical content, and methods of selected artists and their work. Evaluation will be based on class participation, a comprehensive term paper, exam, and a group performance project. For non-music majors. Liberal Ads Perspective: Aesthetics Maximum Enrollment: 30 Time: I1 Room: Music 3 Introduction to Music Theatre Performance MUS 235-J/THR 235-J Instructors: Sonja Thompson and Darcey Engen Music-theater exists in every culture, stemming from basic human impulses to dance, sing, and express oneself. Join theatre professor Darcey Engen and music instructor Sonja Thompson to discuss this interdisciplinary art form, and develop your own basic skills of music-theater from China, Japan, India, and other cultures. Course includes writing and research, class discussion and exercises, small and large group participation, memorization, and performance. Performers of all levels are welcome, though some singing and acting ability is required. Interested students will be auditioned in December so that appropriate material can be assigned to them. Course may be repeated with permission from the instructors. Liberal Arts Perspective: Aesthetics Maximum Enrollment: 25 Time: I Room: Sateren Auditorium Topic: History of Caribbean Music Studied in Miami and Jamaica t MUS 2 9 5 4 Instructor: Robert Stacke Miami and Jamaica are considered the centers of Caribbean music, where composition, recording, and world distribution take place. The goal of this 19-day seminar is to examine and reflect on historical, socio-political, and religious aspects of Caribbean music. For more information, contact Prof. Robert Stacke, (612) 330-1271. Liberal Arts Perspective: intercultural Awareness 1 Maximum Enrollment: 30 Music I The Mysticism of Meister Eckhart PHI 295-J Instructor: Mark Fuehrer A study of some of the key texts of the great mystical philoso- pher, focusing on the idea of detachment from worldly affairs and the union of the soul with God while in this life. Students will be expected to prepare brief written analyses of the assigned readings and present two essays of Eckhart. Seminar format. Graduation Skill Requirement: Writing Maximum Enrollment: 15 Time: I Room: Old Main I1 Science, Technology, and Values PHY 117-J Instructors: Mark Engebretson and Bruce Reichenbach This course will focus on contemporary problems that arise from our developing technological capacities. We will consider problems such as the causes and effects of global warming; depletion of the ozone layer; social, economic, and ethical concerns in pollution cleanup; agriculture, pesticides, and genetic effects; the prospects and problems of genetically engineering both our foodstuffs and humans, and the urban implications of developing a light rail system. To get a satisfactory grasp on how to approach these problems, we will first explore what science and the scientific methods are, how science (knowing) relates to technology (doing), the structures used for ethical evaluation, and the resulting interactions among the three. Grading will be based on two tests and a major project. Prerequisite: Math Placement Group 2 Liberal Arts Perspective: Natural World 2 Maximum Enrollment: 40 Time: I Room: Sverdrup 205 Topics: Physics in Science and Fantasy Fiction PH Y 220-J Instructor: J. Ambrose Wolf This course deals with physics aspects in movies as well as in science fiction and fantasy fiction literature on a conceptual level. We will explore scenes and settings in which physics plays an important role and also learn to discern if they are physically correct or not. This will also expand the awareness of physics in everyday life, where it is encountered and how it works. The math component of this course will be minimized in favor of a better grasp of the concepts and thought processes involved. Various scenes from movies and excerpts from literature will be presented, after which the physics connection and understanding will be explored in discussions. The weekly papers will cover one of the topics discussed in class during that week; the long-term paper will cover a general topic from physics in everyday life and bibliographic research. Students' papers and reviews will also be discussed class. This course is designed for those students who do not plan to major or minor in physics. Grading will be based on active participation in class discussions, three (approx. weekly) short papers involving draft and peer review (final paper and review graded) and one long paper including a draft version corrected by the instructor. Prerequisite: Effective Writing, Math Placement Group 2 Graduation Skill: Writing Maximum Enrollment: 18 Time: I1 Room: Science 108 Physics -. I Introduction to Space Science PH Y 320-J Instructor: Ken Erickson This course provides a survey of Earth's space environment including solar, planetary, magnetospheric, ionospheric, and upper atmospheric physics (solar dynamics, magnetic storms, particle precipitation, aurora, and related topics). Evaluation will be based on two exams, class assignments, one research paper, and at least one class presentation. Prerequisite: PHY 245 or permission of instructor Maximum Enrollment: 15 Time: I Room: Sverdrup 206 Social Justice in America POL 140-J Instructor: Andrew Kurvers Spalding Students develop and defend their own standards of social justice, using those standards to assess conditions in urban America. Substantial participation in class discussions required. The course has two goals: developing student thinking about social justice, including greater awareness of conflicts between justice and other values; and increasing student ability to understand urban problems as issues of justice and other central values. Evaluation will be based on participation in discussion and other class activities, on two short (4-6 page) papers and on a final exam. Because of the compressed time frame of the Interim schedule and the importance of material covered on the first day of class, no one will be admitted to the class who does not attend the first day of class, unless receiving prior permission of the instructor. Liberal Arts Perspective: The City Maximum Enrollment: 20 Time: I1 Room: Old Main 18 Global Peace and Justice: Focus on Northern Ireland POL 295-J Instructor: Joe Underhill-Cady The course will examine the political, social, and psychological roots of international conflict and current efforts at preventing and resolving bloodshed and oppression. We will use the class as an opportunity to prepare for the 2000 Peace Prize Forum, which will cover topics of the conflict in Northern Ireland. The course will begin with a study of a range of theories used to understand international conflict- including power politics, psychological and cultural theories, Marxism, liberalism, and feminism. Readings will include historical and fictional treatments of the conflict in Northern Ireland, and we will view some films related to the topic, including The Crying Game. The class will also involve the use of simulation and role-playing of international negotiations to give students a feel for the difliculties and complexities of dispute resolution. Maximum Enrollment: 20 Time: I1 Room: Old Main 26 Topics: Women in Comparative Politics: Daughters or Stepdau hters: Russian "Women on the Eve o the Millennium" 9 POL 195-J POL 359-J Instructor: Nadezhda Shvedova An overview of the situation of Russian women today. The course will combine discussion and lecture on the situation of women in Russia. Shvedova, a leading activist on women's issues as well as an educator, will provide the distinctive perspective of her experience as a Russian woman. The course will cover women in the economy, politics, in the mass media, Political Science I etc. There will also be attention to issues such as women's struggle to gain real equality and a voice in society, violence against women, and the impact of Russia's economic crisis on women. There will be two or three short papers, plus a longer (10-12 page) paper at the end of the term. Readings will be taken from books and articles. Maximum Enrollment: 25 Time: I1 Room: Old Main 27 Principles of Psychology PSY 105-J Instructor: Grace Dyrud An introduction to the methods and approaches used in psychology for the purpose of understanding behavior. Applications of psychological concepts to everyday situations are emphasized. Evaluation will be based on means of two tests and two lab reports. Liberal Arts Perspective: Human identity Maximum Enrollment: 25 Time: I1 Room: Old Main 10 Psychology and Law PS Y 335-J Instructor: lVancy Steblay Application of psychological principles and research methodology to legal processes and issues. The course emphasizes three content areas: eyewitness issues (such as lineup and interview procedures), courtroom procedures (jury selection, jury decision-making, pretrial publicity), and psychological profiles of offenders and victims. Grades will be based on exams and one paper. Prerequisite: PSY 105 Maximum Enrollment: 25 Time: I1 Room: Old Main 25 Peer Ministry: Principles and Leadership REL 232-J Instructor: Lyle Griner Students will be instructed to train college, high school, and junior high youth to serve as peer ministers in their congregations and communities. They will learn and practice communication skills, facilitate small groups, and learn the role of a listenerlhelper. Peer ministry integrates the act of caring and serving others within a Christian belief system. Prerequisite: REL 111 or 221 Liberal Arts Perspective: Christian Faith 3 Maximum Enrollment: 40 Time: Jan. 10-13, 9:00 a.m.-5:00 p.m. and Jan. 4,6,18,25,27, 9:00 a.m -1 1:30 a.m. Room: Murphy Place 100 The Lutheran Heritage REL 345-J Instructor: Mark Tranvik Beginning with Martin Luther, this course will study the main themes and figures of the Lutheran tradition. Class time will include field trips, discussion, and lectures. Exams, student participation, and papers will be the basis for evaluation. Prerequisite: REL 111, 221, or 331 Liberal Arts Perspective: Christian Faith 2 or 3 Maximum Enrollment: 25 Time: I Room: Music 22 Religion Theology of Death and Dying REL 390-J Instructor: John Benson This will be a multidisciplinary course, using materials from biology, psychology, sociology, history, world religions, and Christian theology proper. It will also be ecumenical, since some of our theological material will come from Roman Catholic as well as Protestant sources. Religious traditions regarding death and the afterlife will be studied, and various ethical questions related to death and dying will be considered. Field trips in the Twin Cities are also planned. We will become acquainted with the field of mortuary science, the hospice movement in the United States, and current medical practices related to the terminally ill. Daily lectures, discussions, quizzes, and written assignments will be the format. Grades will be based on class participation, two tests, and oral presentation of a research project. Prerequisite: Religion 111, 221, or 331 Liberal Arts Perspective: Christian Faith 2 or 3 Maximum Enrollment: 25 Time: I Room: Music 23 Varieties of Christian Spirituality REL 440-J Instructor: Janelle Bussert A study of selected spiritualities from the Christian tradition and of contemporary developments, including 12-step spirituality, feminist, ecological, and non-Western Christian spiritualities. An introduction to the basic practices of spirituality, especially prayer and meditation. Evaluation methods include quizzes, experiential journals, class presentation, and a final paper. Prerequisite: Religion 11 1, 221, or 331 Liberal Arts Perspective: Christian Faith 2 or 3 Maximum Enrollment: 25 Time: I1 Room: Murphy Place 11 1 Exploring Human Services S WK 257-1 S WK 2 5 7 4 Instructors: Mary Lou Williams and Lois Bosch Experiential learning occurs as students volunteer 80 hours in a service agency or institution that they select. The placement must be approved by course faculty and supervised by agency staff. The course is designed to help students learn about themselves in relation to a possible major or future career in the human services. The three-hour weekly seminar is devoted to discussions that assist students in integrating agency experiences and readings that explore the historical development of social welfare as an institution and the nature and value system of social work as a profession. Students will also examine and critique the manner in which social, economic, and political structures impact diverse groups in society. Students will focus on their own responsibilities in society, as well as examine their personal value system in relation to special concerns, such as poverty and the "isms." Detailed information will be sent to students at the close of Interim registration. Liberal Arts Perspective: The City Maximum Enrollment: 60, 2 sections Time: I Room: Foss 21 A and B Topics: Child Welfare Social Work and the Law S WK 295-J Intructor: Tony Bibus This course will introduce students to social work practice in the area of child welfare with special focus on the relationship of child welfare laws, policies, and court to the lives of families and children. Students will study Minnesota statutes, meet with key policy makers, observe court procedures, and discuss practice and legal issues with child welfare social workers and possibly with families and children as well. There will also be opportunities to compare child welfare laws and practice in the U.S. with those in Europe, especially Norway. The principles of permanency planning, family-centered practice, prevention and protection, and the twin goals in child welfare of securing safety and nurturing children while preserving their ties to their family will be examined. We will also explore controversies and emerging issues in child welfare law such as concurrent planning, "dual-track" service strategies, encouragement of the adoption of children of color by white families, and research related to the effects of poverty and oppression on the neglect of children's need. Students will analyze the dynamic interplay of societal values, power, politics, facts and myths as they manifest themselves in child welfare laws; they will begin to form their own positions regarding an ideal approach to supporting the welfare of children from a global perspective. Evaluation of learning will be in the form of assessments by instructors and students of the major paper or project completed for the course. Prerequisite: Social work majors or permission of Instructor Maximum Enrollment: 20 Time: I1 Room: Sverdrup 20 Field Work I: Integrative Seminar S WK 307-J Instructor: Mike Schock Junior social work majors are required to have 240 hours of supervised professional experience in a social work agency. This small-group seminar supports the first 120 hours of this placement and is facilitated by the faculty member who serves as liaison to the student's practicum field agency. The course provides structure and process for students to integrate learning from their practicum and academic coursework focusing on generalist practice with individuals. Prerequisites: Candidacy status, SWK 301, and SWK 306 Maximum Enrollment: 12 Time: I Room: Murphy 111 Social Work Field Work Ill SWK 466-1 (variable 1.0 credit or 0.5 credit) Instructor: Maria Dinis This is a continuation of Field Work 11; a total of 60 (for the 0.5 credit option) or 120 hours. Responsible, supervised professional social work experience, including work with individuals, families, groups, and communities in a social service agency. Integrative weekly seminar (two hours). Students will be evaluated by: (1) weekly theorylpractice papers integrating course content with work setting, (2) attendancelparticipation, and (3) field site supervisor's evaluation. Prerequisite: SWK 462 Maximum Enrollment: open Time: I (class will meet in small groups, no more than 11 at a time) Room: Old Main 21 Human Community and the Modern Metropolis SOC 21 1-J Instructor: Gordon Nelson This course will examine the extent to which the experience of the community is possible in the context of the metropolitan situation. The course will focus on the Twin Cities metropolitan area. Each member of the class will be responsible for a class presentation, which must reflect on-site observation in a particular locale within the metropolitan area. In addition, class participation and a final examination will be the basis for evaluating performance in the course. Liberal Arts Perspective: The City Maximum Enrollment: 25 Time: I Room: Music 24 Topics: Cultures of Violence SOC 295-J Instructor: James Vela-McConnell Street gangs and warfare. Police brutality and genocide. Domestic abuse and terrorism. What are the dynamics underlying these and other forms of violence?What do they have in common? How do they differ? This course takes violence in its many forms as a topic for sociological analysis and concludes with an examination of non-violent alternatives. With this in mind, we will compare different theoretical perspectives on violence, such as psychological, social psychological, and socio-cultural perspectives. The course will involve a combination of lecture and discussion based on readings and videos, debate of current issues in the field, and guest speakers from and field trips to local organizations dealing with problems of violence. Students will be expected to research, write about, and present on the sociological dimensions of a particular form of violence. In addition, there will be short reaction papers based on the readings, and classroom participation will be an important part of grading. This course has a lab fee of $25 payable the first day of class to the instructor. Maximum Enrollment: 20 Time: I1 Room: Sverdrup 206 Sacialaav Topics: Discrimination, Harassment, and Communication SPC 295-J Instructor: Robert Groven If you keep sending poems to an old flame at work, are you harassing them? If your boss tells racist jokes at a bar after work, are they guilty of discrimination? Why are neo-Nazis allowed to march through Jewish neighborhoods, but they aren't allowed to hurl racial insults at co-workers? Discrimination and harassment are in the headlines regularly, but most people don't know what they really mean. What kinds of communication constitute discrimination or harassment and why? This course covers all forms of illegal discrimination including gender, race, disability, religion, and sexual orientation. It focuses on the legal approach to discriminatory communication, but also examines the reactions of employers, employees, and organizations generally. This course uses the "case method" teaching approach, where many specific examples are studied to produce general conclusions. The course involves role-playing, game-playing, debate, and writing. Course work includes a few short papers, one project, and one test. Maximum Enrollment: 20 Time: I Room: Old Main 18 Documentary Video SPC 347-J Instructor: Deb Redmond Documentary video is a video production course that integrates lecture and criticism with hands-on experience dealing with non-fiction subjects. Students will work in production teams, gaining experience in field production and editing. The production teams will produce a 30-minute documentary piece. Evaluation will be based upon student journals, critiques, and a paper. This course requires additional lab time for editing. Maximum Enrollment: 16 Time: I Room: Science 123 Introduction to Dance (0.0 credit) THR 002-T/HPE 002-T Instructor: Sandra Agustin With each session beginning with a rigorous physical warmup, this class offers an overview of various forms of dance, including modern, ballet, Asian, and Latin forms. Graduation Skill Requirement: Lifetime Sporl Maximum Enrollment: 15 Time: 12:OO-1:00 M, T j W Th, F Room: Sateren Auditorium Modern Dance/lmprovisation (0.0 credit) THR 004-UHPE 004-2 Instructor: Sandra Agustin Students will learn various phrases of movement incorporating floor exercise and will learn to travel through space using level, volume, and floor pattern, culminating in the creation of short, improvisational pieces. Graduation Skill Requirement: Lifetime Spolt Maximum Enrollment: 15 Time: 12:OO-1:00 M, T j W Th, F Room: Sateren Auditorium introduction to Music Theatre Performance THR 235-J/MUS 235-J Instructors: Sonja Thompson and Darcey Engen See course information listed under MUS 235-1. Topics: Crossing Borders, Bridging Cultures An Interdisciplinary course in Norway for Students in Social Work and Education January 6 - 27, 2000 EDC 495-P/S WK 295-P Instructor: Hans Eriksson; Augsburg contacts: Tony Bibus or Susan O'Connor Will introduce students to modern Norwegian life, with particular emphasis on Norway's systems of education and health and welfare services to children, youth, and families. Students may take one of two separate but parallel tracks: "Winter Recreation Programs with Children and Youth" or "Social Work, Child Welfare Work, and Education." Lectures, field study and practicum experience will introduce students to the content and context of professional practice in Norway as well as the unique Norwegian system of folk high schools. All classes will be taught in English and will contain both U.S. and Norwegian students. Cost: $2465, which includes roundtrip airfare from Minneapolis to Trondheim, Norway, all meals, lodging, program expenses, and course tuition. UMAIE SPP 201-J 3- Augsburg is part of a consortium called UMAIE, Upper Midwest Association for Intercultural Education, that offers overseas learning experiences during the Interim. Further information about the following courses can be obtained from Cynthia Truitt Lynch at the Center for Global Education, CB 307, Augsburg College, 221 1 Riverside Ave., Minneapolis, MN 55454, (612) 330-1650. These courses are offered on a PIN basis only and generally carry a lower division number. *Advanced Spanish Language and Culture in Argentina 'Br~irrttitigC;~tt~rrln in Germany "I,'oitvogi~i,q C,'tdtrrres in Mexico's Yucatan Peninsula Interim Abroad *Egypt in Transition *In the Footsteps of the Crusaders: from Jerusalem to Malta *The Many Faces of Japan *Poets and Their Places: Ireland's Literary Landscapes *Psychology and the International Workplace in Britain *The Rhine Frontier: On-Site Cultural History at the Heart of the European Union Other Interim Abroad Courses HECUA "Environment, Economy and Community in Guatemala *Development and Community in Bangladesh ACTC Creative Writing Workshop at Augsburg College Locating Yourself in the World Through Poetry Course will carry upper division English credit Instructor: Roseann Lloyd This course gives advanced writing students new ways of expanding their range in poetry. Students will develop their range by intensive writing practice-poems in many forms: lyriclnarrative poems, section poems, monologues, prose poems, political poems. Students will keep a Voices Journal, collecting language around town. In addition, each student writer will conduct an interview of an older person and make poems from that interview. The class texts focus on poetry that observes the world, poetry grounded in a particular culture, such as Five Fields, by Gillian Clarke, Touching the Fire: Fifleen Poets of Today's Latino Renaissance, edited by Ray Gonzalez. Evaluation will take into account the completion of process/exercises, class attendance, and a final portfolio. This is an upper division class for writers who are committed to their own writing and have already completed an introductory creative writing class at the college level. Each ACTC college may send three writers to the course, on the recommendation of the creative writing faculty. To be considered for enrollment in this course, contact Cass Dalglish, (612) 3301009, or Roseann Lloyd, (612)330-1423,before registration. Time: Monday through Thursday 12:OO-4:OOp.m. Fridays will be used for extra conferences, interview time, and group work. Room: Anderson 100 ACTC Other Courses These courses are offered by institutions or groups not connected with Augsburg College but have been approved for credit by the College. Most carry a tuition cost plus other expenses that are the responsibility of the student. They are offered only on a PIN basis. The Washington Center 2000 Academic Seminars Campaign 2000 January 3-14, 2000 POL 398-A This is a two-week intensive session held in the heart of the United States government that will focus not only on the new millennium but on the beginning of a new presidential campaign. In the two-week session, the following will be the primary focus: Campaign Politics, and The Media Pursuit of the Presidency The Washington Center is offering the above two topics for the session. Augsburg students must register for the whole two-week session in order to receive credit (January 3-14). Credit is available from the political science department for this program. The course is a passlno credit course based on participation in program activities including site visits, small group seminars, and journals. For further information about the program, contact Prof. Underhill-Cady in Memorial Hall 112b or at (612) 330-1312, or by email: <cady@augsburg.edu>. There are five scholarships available to cover registration and tuition costs based on priority in registration through Prof. Underhill-Cady's office. Other Courses I
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Title: Augsburg College Undergraduate Catalog, 2016-2017
Collection: Course Catalogs
Search Result: 2016-2017 UNDERGRADUATE CATALOG Introduction Undergraduate Catalog 2016-2017 Official Publication of Augsburg College 2211 Riverside Avenue, Minneapolis, MN 55454 The Augsburg College Undergraduate Catalog contains information about academic program requirements and academic and student ...
Show more 2016-2017 UNDERGRADUATE CATALOG Introduction Undergraduate Catalog 2016-2017 Official Publication of Augsburg College 2211 Riverside Avenue, Minneapolis, MN 55454 The Augsburg College Undergraduate Catalog contains information about academic program requirements and academic and student policies and procedures for Fall Semester 2016 - Summer Semester 2017. It is subject to change without notice. The catalog is intended to complement other College publications including the Student Guide and College website. It is important for students to be familiar with all College policies and procedures. Students are strongly encouraged to consult their advisor(s) at least once each semester to be certain they are properly completing degree requirements. Published 2016 Phone: 612-330-1000 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. This is a map grounded in Augsburg’s mission: “To educate students to be informed citizens, thoughtful stewards, critical thinkers, and responsible leaders.” What has prompted you to study this map of Augsburg College? If you’re already enrolled at Augsburg, I trust you will continue to find here the awe and wonder of an educational experience that is meaningful and challenging. I hope 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, Ph.D. President 2 About Augsburg At Augsburg College, we believe that the college experience should be a time of exploration, of discovery, of new experiences, and of 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, creatively solve problems, and communicate effectively. Discovering Your Gifts and Talents The heart of an Augsburg undergraduate education is the Augsburg Core Curriculum—designed to prepare students to become informed citizens, thoughtful stewards, critical thinkers, and responsible leaders; and thus achieve the educational goals of our mission. 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; their vocation 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 locations in the heart of thriving metropolitan areas, 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 and Rochester are extended campuses for Augsburg students. 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. Campus Location Augsburg College is located in the heart of the Twin Cities of Minneapolis and St. Paul, Minnesota. The campus is bordered by Riverside Avenue and Interstate 94, near the University of Minnesota West Bank campus and the University of Minnesota Medical Center. Downtown Minneapolis is just minutes away, providing access to internships and careers with some of the country’s leading companies, as well as entertainment, arts, sports venues, shopping, dining, and transportation. The campus is blocks from the METRO Green and Blue light rail lines, which provide easy access to destinations in Minneapolis and St. Paul, as well as the Minneapolis International Airport. 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, WI, and moved to Minneapolis in 1872. The first seminarians were 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 3 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 140 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 Traditional attitudes 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 (19381962). 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 had become 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. 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 of Minneapolis. 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. Augsburg’s Rochester campus was added in 2002, further expanding Augsburg’s presence in key cities in the state of Minnesota. 4 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. 5 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 numerous master’s degree programs as well as a doctoral program in nursing practice. For information about graduate programs, go to www.augsburg.edu/grad. Undergraduate and graduate education is offered in a variety formats. In addition to its Minneapolis campus, Augsburg has a branch campus in Rochester, MN. Centers of Commitment The four Centers of Commitment articulate core values that inform the institutional mission of Augsburg College both internally and externally: each Center provides a bridge between curriculum and community; each works to realize the College's Strategic intention to "educate for lives of meaning and purpose" as well as to ensure the College is "at the table" with community partners in relationships of mutual benefit that enhance the College's distinctive identity and deepen the educational experiences of our students. Their themes are reflected in Augsburg's mission: informed citizens, thoughtful stewards, critical thinkers, and responsible leaders. Minneapolis-based Day Program Augsburg’s Minneapolis-based Day program 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). The Day Program provides an educational opportunity for students who want to earn a bachelor’s degree through courses that meet during the day or in the evening. Students in the Day Program pay comprehensive tuition that allows them to register for between 12-19 semester credits per term. ACTC is a five-college consortium that allows Day Program students to take courses on other campuses without additional charge while a full-time student at Augsburg. The ACTC consortium includes Augsburg College, St. Catherine University, Hamline University, Macalester College, and the University of St. Thomas. (See Associated Colleges of the Twin Cities (ACTC) section). Adult Undergraduate Program Augsburg’s Adult Undergraduate Program provides an educational opportunity for adults who want to earn a bachelor’s degree with a flexible schedule and with a learning environment that acknowledges the real life experience adult students bring to the classroom. 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. The Weekend and Evening College (WEC) program began in 1982 with 69 students taking courses in three majors. The program eventually grew to approximately 1,000 students in 18 majors in the liberal arts and professional studies, one of the largest programs of its type among Minnesota private colleges. In Fall 2014, the WEC program began a three year transition into the Adult Undergraduate Program (AU). Current students may continue in the WEC program until spring semester 2017. New students began joining the AU program in Fall 2014. 6 Program Transition Timeline WEC classes will continue to be offered on the evenings and weekends through spring semester 2017. After that term, the program will sunset and all courses will be offered in the AU program. During the transition, WEC students will be able to register for courses in the WEC, AU, or Day programs, depending on their schedule needs. WEC courses will continue to be offered in the hybrid learning model, combining traditional, face-to-face class time, with online and out of class coursework. Adult Undergraduate Schedule The AU schedule is designed to meet the needs of adult students. Courses in individual majors will meet on the same night of the week, on an alternating bi-weekly schedule for the duration of the major. The alternating weeks of the semester are labeled “Maroon” and “Silver.” Students select courses from both the maroon and silver schedules, creating an alternating schedule of classes. Face-to-face meetings occur on alternating weeks for three-and-a-half hours on Monday, Tuesday, Wednesday or Thursday, depending on the program. Online and out-of-class work occurs during the non-class meeting week. AU students may attend part-time or full-time each semester. Minneapolis - Adult Undergraduate Program Augsburg’s adult undergraduate program offers the flexibility you need, and is delivered in a hybrid-learning format, combining the benefits of face-to-face classroom instruction with the convenience of online learning. The program offers more than 10 majors designed to help you finish your bachelor’s degree quickly and efficiently, in as little as two years. Augsburg also offers courses from several Day Program majors during the evening in a traditional classroom setting. These majors include American Indian Studies, computer science, and English/creative writing. Please note that not all of the required courses for the Day Program majors are offered in the evening. For a complete list of degree completion programs offered in the AU Program, visit www.augsburg.edu/pro/majors. Rochester - Adult Undergraduate Program Augsburg’s branch site in Rochester was established in 1998 as a natural extension of the College’s mission and its expertise in teaching working adults. A variety of undergraduate majors are offered. The Rochester site classrooms and offices are located at Bethel Lutheran Church (ELCA), a few blocks south of the heart of the city, which is home to more than 100,000 residents. It is a city that enjoys a rich ethnic diversity and superior technological resources. In Rochester, Minnesota, students complete the same degree requirements as students in the Minneapolis undergraduate program. Augsburg classes in Rochester meet on a semester schedule with classes taking place on weekday evenings, making them accessible to working adults. As with the adult undergraduate program in Minneapolis, Rochester classes are delivered in a hybrid-learning format, combining the benefits of face-to-face classroom instruction with the convenience of online learning. There are 8 majors offered in Rochester, some of which must be completed by taking courses at the Minneapolis campus. In addition to the degree programs that can be completed entirely in this location, students may work on a variety of other majors through a combination of Rochester and Minneapolis-based evening courses. Students at the Rochester site 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. 7 Minneapolis Campus Facilities Instruction facilities and student housing at Augsburg’s main campus are conveniently located near each other. A tunnel/ramp/skyway system connects the two tower residence halls, the five buildings on the Quadrangle, plus Music Hall, Lindell Library, Oren Gateway Center, and the Foss, Lobeck, Miles Center for Worship, Drama, and Communication. Admissions Office—The Office of Admissions is located on the lower level of Christensen Center. Anderson Hall (1993)—Named in honor of Oscar Anderson, President of Augsburg College from 1963 to 1980, and this residence hall is located at 2016 8th Street. Anderson Hall contains four types of living units and houses 192 students, as well as the Master of Science in Physician Assistant Studies; Center for Global Education; and the Office of Marketing and Communication. Center for Wellness and Counseling—The Center for Wellness and Counseling offers programs and services that enhance student learning by promoting personal development and well-being. Christensen Center (1967)—The College Center, with the Admissions Office, student lounge and recreational areas, the Strommen Center for Meaningful Work, the Commons dining facility and Einstein Bros. Bagels, two art galleries, copy center, and offices for student government and student publications. Edor Nelson Field—The athletic field, located at 725 23rd Avenue, is the playing and practice field of many of the Augsburg teams. An air-supported dome covers the field during winter months, allowing year-round use. Foss, Lobeck, Miles Center for Worship, Drama, and Communication (1988)—The Foss Center is named in recognition of the Julian and June Foss family. The Tjornhom-Nelson Theater, Hoversten Chapel, and the Arnold Atrium are also housed in this complex, which provides space for campus ministry, the drama and communication offices. Ice Arena (1974)—Two skating areas provide practice space for hockey and figure skating, and recreational skating for Augsburg and the metropolitan community. Kennedy Center (2007)—Completed in 2007 as a three-story addition to Melby Hall and named for Dean (’75) and Terry Kennedy, it features a state-of-the-art wrestling training center, fitness center, classrooms for health and physical education, and hospitality facilities. The James G. Lindell Family Library (1997)—This library and information technology center houses all library functions and brings together the computer technology resources of the College. It also houses the Gage Center for Student Success. The library is located on the corner of 22nd Avenue and 7th Street and the Center for Learning and Adaptive Student Services (CLASS). Luther Hall (1999)—Named for theologian Martin Luther, Luther Hall is a three-story apartment complex along 20th Avenue, between 7th and 8th Streets that houses juniors and seniors in units from efficiencies to two-bedroom suites. Melby Hall (1961)—Named in honor of J. S. Melby (dean of men from 1920 to 1942, basketball coach, and head of the Christianity Department). It provides facilities for the health and physical education program, intercollegiate and intramural athletics, the Hoyt Messerer Fitness Center, and general auditorium purposes. The Ernie Anderson Center Court was dedicated in 2001. Mortensen Hall (1973)—Named in honor of Gerda Mortensen (dean of women from 1923 to 1964), it has 104 one- and two-bedroom apartments that house 312 upper-class students, the Department of Public Safety and a lounge area. Charles S. Anderson 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 Cross-Cultural Studies, with classrooms used by other departments. Extensively remodeled in 1980, Old Main combines energy efficiency with architectural details from the past. It is included on the National Register of Historic Places. Oren Gateway Center (2007)—Named for lead donors and alumni Don and Beverly Oren, it is home for the StepUP program, Institutional Advancement offices, the Alumni and Parent and Family Relations Offices, Bernhard Christensen Center for Vocation, the Master of Business Administration Program, the Master of Arts in Leadership program, the 8 Master of Fine Arts in Creative Writing program, and substance-free student housing. It also houses the Barnes & Noble Augsburg Bookstore, Nabo Café, Gage Family Art Gallery, and the Johnson Conference Center. Science Hall (1949)—Houses classrooms; laboratories for biology, chemistry, and physics; mathematics; a medium-sized auditorium; faculty offices, administrative offices, and various other program offices. Sverdrup Hall (1955)—Named in honor of Augsburg’s fourth president, it contains the Enrollment Center, as well as classrooms and faculty offices. Sverdrup-Oftedal Memorial Hall (1938)—Built as a residence hall and named in honor of Augsburg’s second and third presidents, it contains the President’s Office, Human Resources, and other administrative and faculty offices. Urness Hall (1967)—Named in honor of Mr. and Mrs. Andrew Urness, this tower provides living quarters for 324 firstyear students. Each floor is a “floor unit,” providing 36 residents, housed two to a room, with their own lounge, study, and utility areas. 9 Accreditation, Approvals, and Memberships Augsburg College is accredited by:      The Higher Learning Commission (HLC) National Council for the Accreditation of Teacher Education (NCATE) Accreditation Review Commission on Education for the Physician Assistant (ARC-PA) Commission on Collegiate Nursing Education (CCNE) (Bachelor, Master, and Doctorate level degrees) Council on Social Work Education (CSWE) (Bachelor, Master level degrees) Augsburg’s programs are approved by:      American Chemical Society (ACS) ADD American Music Therapy Association (AMTA) Minnesota Board of Teaching National Accrediting Agency for Clinical Laboratory Sciences (NAACLS) National Association of Schools of Music (NASM) Augsburg College is an institutional member of:                     American Association of Colleges and Universities (AAC&U) American Association of Colleges of Teacher Education (AACTE) American Association of Higher Education (AAHE) American Music Therapy Association, Inc. (AMTA) Association of International Education Administrators (AIEA) Campus Compact Council of Independent Colleges (CIC) Council on International Educational Exchange (CIEE) Diversity Abroad Network The Forum on Education Abroad Institute of International Education (IIE) Lutheran Education Council in North America (LECNA) National Association of International Educators (NAFSA) National Association of Schools of Music (NASM) National Society for Experiential Education (NSEE) Physician Assistant Education Association Associated Colleges of the Twin Cities (ACTC) Higher Education Consortium for Urban Affairs (HECUA) Minnesota Private College Council MPCC) Twin Cities Adult Education Alliance (TCAEA) Augsburg College is registered with the Minnesota Office of Higher Education 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. Minnesota Office of Higher Education, 1450 Energy Park Dr., Suite 350, St. Paul, MN 55108, www.ohe.state.mn.us; 651-642-0533. 10 Policies Non-Discrimination Policy Augsburg College, as affirmed in its mission, prohibits discrimination on the basis of race, color, religious belief, national or ethnic origin, age, disability, gender, sexual orientation, gender identity or expression, marital status, familial status, genetic information, status with regard to public assistance, or citizenship 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 with disabilities. (Approved by Board of Regents on October, 2014) For further information, please contact the College’s Title IX Officer: Ann Garvey| Vice President of Student Affairs| Student Affairs Memorial Hall, Room 118G| 612-330-1168| garvey@augsburg.edu Additionally, the College has four Deputy Officers: Deputy Officer for Students: Sarah Griesse| Dean of Students Memorial Hall, Room 118F| 612-330-1489| griesse@augsburg.edu Deputy Officer for Employees: Lisa Stock| Director and Chief Human Resources Officer Memorial Hall, Room 19| 612-330-1783| stock@augsburg.edu Deputy Officer for Athletics: Kelly Anderson Diercks| Associate Athletic Director Si Melby Hall, Room 205E| 612-330-1245| diercks@augsburg.edu Deputy Officer: Leif Anderson| Vice President and Chief Information Officer Memorial Hall, Room 124D| 612-330-1497| andersol@augsburg.edu The Deputies work with the Title IX Coordinator to identify any patterns or systemic problems that arise and may assist as investigators of complaints. Family Educational Rights and Privacy Act The Family Educational Rights and Privacy Act of 1974 (FERPA), as amended, provides certain rights to students regarding their education records. Each year Augsburg College is required to give notice of the various rights accorded to students pursuant to FERPA. In accordance with FERPA, you are notified of the following: Right to inspect and review education records You have the right to review and inspect substantially all of your education records maintained by or at Augsburg College. The student must request to review their education records in writing with their signature. The College will respond in a reasonable time, but no later than 45 days after receiving the request. Right to request amendment of education records You have the right to seek to have corrected any parts of an education record that you believe to be inaccurate, misleading, or otherwise in violation of your right to privacy. This includes the right to a hearing to present evidence that the record should be changed if Augsburg decides not to alter your education records according to your request. 11 Right to give permission for disclosure of personally identifiable information You have the right to be asked and to give Augsburg your permission to disclose personally identifiable information contained in your education records, except to the extent that FERPA and the regulations regarding FERPA authorize disclosure without your permission. One such exception which permits disclosure without consent is for disclosure to school officials who have legitimate education interests. A school official is a person employed by the College in an administrative, supervisory, academic or research, or support staff position (including law enforcement unit personnel and health staff); person or company with whom the College has contracted (such as an attorney, auditor, or collection agent); a person serving on the board of regents, or a student serving on an official committee, such as a disciplinary or grievance committee, or assisting another school official performing his or her tasks. A school official has a legitimate educational interest if the official needs to review an education record in order to fulfill his or her professional responsibility. Right to withhold disclosure of “directory information” FERPA uses the term “Directory Information” to refer to those categories of personally identifiable information that may be released for any purpose at the discretion of Augsburg College without notification of the request or disclosure to the student. Under FERPA you have the right to withhold the disclosure of the directory information listed below. Please consider very carefully the consequences of any decision by you to withhold directory information. Should you decide to inform Augsburg College not to release Directory Information, any future request for such information from persons or organizations outside of Augsburg College will be refused. “Directory information” includes the following:               The student’s name The student’s address The student’s telephone number The student’s e-mail address The student’s date and place of birth The student’s major and minor field of study The student’s academic class level The student’s enrollment status (FT/HT/LHT) The student’s participation in officially-recognized activities and sports The student’s degrees and awards received (including dates) The weight and height of members of athletic teams The student’s dates of attendance Previous educational agencies or institutions attended by the student The student’s photograph Augsburg College will honor your request to withhold all Directory Information but cannot assume responsibility to contact you for subsequent permission to release it. Augsburg assumes no liability for honoring your instructions that such information be withheld. The Registrar’s Office must be notified in writing of your intent to withhold your Directory Information. Right to complain to FERPA Office You have the right to file a complaint with the Family Policy Compliance Office, US Department of Education, 400 Maryland Ave. SW, Washington, DC, 20202, concerning Augsburg’s failure to comply with FERPA. Reporting Educational Information Letters of reference must be requested in writing and explicitly indicate what information may be reported in the letter. 12 Annual Security Report The Annual Security Report (ASR) 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 Department of Public Safety prepares this annual Crime Report to comply with the Jeanne Clery Disclosure of Campus Security Policy and Crime Statistics Act. The report is available online at www.augsburg.edu/dps/reports. For a printed copy, contact Augsburg’s Department of Public Safety at 612-330-1717. 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 inside.augsburg.edu/studentaffairs/studentguide. Official Notices A College-provided e-mail account shall be an official means of communication with students, faculty, and staff of Augsburg College. Students, faculty, and staff are responsible for all information sent to them via the College-provided email account. Students should regularly check their e-mail account. If a student, faculty or staff member chooses to forward their Augsburg e-mail, they are responsible for all information and attachments sent to the forwarded e-mail account. Students will also receive official notices via the A-Mail online publication and should routinely review the AMail. Day program students will also receive notices through the student campus mail system (student campus box) and should check their campus mailbox regularly. 13 Admission 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 Campus Firsthand appraisal of programs, facilities, and academic atmosphere is valuable. First-year and transfer applicants are encouraged to visit the campus and meet with an admissions counselor. Arrangements can 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 am and 4:30 pm—612-3301001 or toll-free 1-800-788-5678—and we’ll assist with your questions and arrange a tour for you. Admissions visits and tours are available Monday through Friday during the school year. The Admissions Office is located on the lower level of the Christensen Center and serves traditional, non-traditional, and graduate students. Application Procedures First-year Day Program Students Application for Admission  Students should complete the application for admission, including the essay, and submit them to the Admissions Office. Students may apply online for free at www.augsburg.edu/firstyear or www.commonapp.org. Transcripts  An official transcript from the high school is required of first-year applicants. First-year 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, including while in high school, an official transcript from each institution 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 unless he or she has been out of high school for more than five years. The American College Test (ACT) is preferred; results from the 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  One letter of academic recommendation is required for all students. A letter may be submitted by a teacher, counselor, or pastor (spiritual leader). Essay  First-year applicants are required to provide a 1-2 page essay (approximately 500 words) on a topic(s) chosen by Augsburg faculty/staff/students. Additional Information  If there is additional information that may have affected the applicant’s previous academic performance, it may be included as a personal statement with the application and discussed individually with an admissions counselor. On occasion, the Admissions Committee may defer a decision on a candidate’s admission until additional information has been received. For example, new test scores, results of the present semester’s coursework, additional letters of recommendation, or writing samples may be requested by the committee. If any additional credentials are needed, the Office of Undergraduate Admissions will inform the candidate. 14 Notification of Admissions Decision  Admissions decisions are made on a rolling basis. Applicants are notified of the admissions decision usually within three weeks after the application file is complete and has been evaluated by the Admissions Committee. Notification of admission status for completed applications begins in late September. Confirmation of Admission  Accepted students are asked to make a $150 enrollment deposit* to the Office of Undergraduate Admissions. Students who wish to live in College housing must submit a housing contract to the Residence Life Office. *Nonrefundable after May 1. Note: Admission to a major—a separate process from admission to the College—is sometimes required. Check with the Admissions Office and consult the specific department’s section of this catalog. Day Program Transfers and Adult Undergraduate (AU) Students A cumulative grade point average (GPA) of at least 2.50 (on a 4.0 scale) in previous college work is recommended for transfer admission to the College. Information regarding transfer credit policies is found in the Academic Information section of the catalog. Students who are applying to the AU program should have attempted a minimum of 12 semester credit, including courses in foundation areas (writing, etc.) Application for Admission  Students should complete the application for admission, including the essay, and submit them to the Admissions Office. Students may apply online for free at www.augsburg.edu/transfer or www.commonapp.org. Transcripts  Official transcripts from all previous postsecondary institutions, as well as final high school transcripts (unless the student has already obtained an A.A. degree) must be sent directly to the Admissions Office. The GED test certificate may be presented instead of the high school transcript. Recommendations  One letter of academic recommendation is required for all transfer applicants. Letters may be submitted by a supervisor, counselor, professor, or pastor (spiritual leader). Additional Information  If there is personal information that may have affected the applicant’s previous academic performance, it may be included with the application and discussed individually 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. Note: Admission to a major—a separate process from admission to the College—is sometimes required. Check with the Admissions Office and consult the specific department’s section of this catalog. Readmission Day students who have not registered for courses at Augsburg College for one semester or more, and AU/Rochester/WEC students who have not registered for courses at Augsburg College for two or more semesters, must apply for readmission through the Registrar’s Office to resume attendance. Students who have attended other institutions during their absence from Augsburg must have an official transcript sent from each institution to the Registrar’s Office. Returning students do not pay the application fee. To apply for readmission after withdrawing from the College, students must submit an Application for Readmission.  The last day to be approved for readmission is the Friday prior to the start of the term. Please note that processing may take up to 10 business days. 15     If the student has attended other institutions since leaving Augsburg, official transcripts must be submitted to the Registrar’s Office. All financial holds must be cleared before a student can be approved for readmission. If the student was academically dismissed, withdrew while on academic warning or probation, or has a GPA below 2.0, they will need to submit a personal statement explaining their circumstances for review by the Student Standing Committee. If the student withdrew for medical reasons, a doctor’s note indicating the student is well enough to resume studies must be submitted with the application. Non-Degree Students Individuals may take coursework at Augsburg College as a non-degree seeking students can enroll on a space-available basis. Registration dates are included in the College’s Academic Calendar. To apply for admission as a non-degree seeking student, submit the completed application, academic intent, and all necessary unofficial transcripts to the Admissions Office. Individuals who intend to become degree-seeking in the future must submit official transcripts. Contact the Admissions Office regarding which unofficial/official transcripts you may need for your application file. Non-degree seeking students who wish to pursue a degree must reapply for admission by submitting the completed application, academic intent, and all official transcripts to the Admissions Office. Second Degree Students 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. Students who have completed a four-year degree at an accredited college or university may complete a second degree at Augsburg College. A second degree will not be awarded unless it is a different degree from the first awarded. Second degree requirements include a minimum of 32 semester 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 and Scholar Services, in the Student Life section.) International students should contact International Student and Scholar Services for an international student application and financial requirements. All applicants must provide proof of financial solvency. For more information, call 612-330-1359 or 1-800-788-5678 (toll-free), email admissions@augsburg.edu or contact International Student and Scholar Services at: Campus Box 307 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 a foreign credential evaluation by contacting World Education Services (WES). WES is a nonprofit organization with more than 30 years of experience evaluating international credentials. WES will examine your transcript(s) and prepare a report that will help Augsburg College understand how your international coursework 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 16 Financing The Board of Regents approves the costs for the academic year. The board reviews costs annually and makes changes as required. Augsburg reserves the right to adjust charges should economic conditions necessitate. Full-Time vs. Half-Time Students will need to be enrolled in 6 credits to be considered half-time and 12-19 credits to be considered full-time. This is an important distinction for charges and for accessing financial aid. Day Program Tuition and Fees Tuition and fees are published online at www.augsburg.edu/studentfinancial/tuition/undergraduate-day. Fees (full-time enrollment) The standard program fees are the Student Activity Fee, Technology Fee, Newspaper Readership Fee, MPIRG Fee, and the Campus Greening Fee. Specific courses or programs may have additional fees associated with them, such as lab or supply fees. Full-Time Cost – Fall and Spring 2016-2017  Tuition – Full-Time (12-19 credits per term)  Fees – (12-19 credits per term)  Overload Fee – (over 19 credits) Semester $17,875.00 $332.50 $1,117 per credit Year $35,750.00 $665.00 $4,468 per 4 credits Part-Time Cost – Fall and Spring 2016-2017  Tuition –Part-Time (less than 12 credits)  Fees – (less than 12 credits) $1,117 per credit $183.00 per term $4,468 per 4 credits Other Costs  Audit Fee (taking a class for no credit)  Music Lesson Fees  ½ Hour Lesson  1 Hour Lesson $1,000.00 per course $400.00 $800.00 Room and Board Costs  Detailed housing rates are available through Residence Life Office at www.augsburg.edu/reslife/rates.  Detailed meal plan rates and flex point options can be found at www.augsburg.edu/reslife/rates/meal-plans. Adult Undergraduate and Weekend/Evening College (WEC) Tuition and Fees Tuition and fees are published online at www.augsburg.edu/studentfinancial/tuition/weekendevening-undergraduate. Tuition Students are charged per credit. Students are charged based on their program regardless if they take a course through a different program. All associated costs must be paid by the beginning of each semester to avoid accruing finance charges, unless you have enrolled in an official payment plan through Student Financial Services. Fees Specific courses or programs may have additional fees associated with them, such as lab or supply fees.  Adult Undergraduate - Minneapolis $420.00 per credit 17 $1,680.00 per 4.0 credits    Weekend/Evening College (WEC) Adult Undergraduate - Rochester Rochester Fee $420.00 per credit $410.00 per credit $1,680.00 per 4.0 credits $1,640 per 4.0 credits $50 per term Payments Semester Charges Prior to the start of each semester, a statement of estimated charges showing charges and financial aid credits designated by the Student Financial Services Office is sent to the student via e-mail. All statements are available online through AugNet’s Records and Registration site. Payments can be made online at www.augsburg.edu/studentfinancial/header-make-paymentaccount-activity/payments. Augsburg may charge late fees and interest on delinquent accounts. Review the full policy regarding past due balances online at www.augsburg.edu/studentfinancial/disclosure. Payment Options Augsburg College offers payment plan options for all students. Information about payment plans is available online at www.augsburg.edu/studentfinancial/payment-plans-and-discounts. Payment Policy Students at Augsburg College are obligated to pay Term Fees and additional charges when they register for each academic term. “Term Fees” include tuition, room and board charges and other fees initiated during your time as a student. Students are responsible to pay for all of these charges regardless of whether financial aid is received or employers or other third parties pay as agreed. “Term Fees” are subject to refund only to the extent allowed under the Augsburg College Tuition Refund Policy. Augsburg accepts the following forms of payment: Cash Students and guest payers may make cash payments in-person at the Enrollment Center. Cash should never be mailed. Students will receive a receipt of their cash payment. Check Students and guest payers may pay their term fees via check either in-person at the Enrollment Center, through mail, or online using e-check/ACH. A $30 NSF Fee will be added for any payment returned by the bank for Non-Sufficient Funds. A receipt will automatically be sent electronically for any online payments. Students who pay in-person or through mail may request a receipt of the check payment. Credit Card/Debit Card Students and guest payers may make student account payments online with a Visa, MasterCard, Discover, or American Express credit card. As of June 10th, 2016, Augsburg will no longer accept credit card or debit card payments in-person, over the phone, or through the mail. Credit cards will only be accepted online via Cashnet, a vendor contracted by Augsburg. Because Cashnet charges Augsburg for their services, a credit card service fee of 2.75 percent will be associated with any credit card payment made to the college. This is to offset the approximately $250,000 in costs that Augsburg accrues annually for providing credit card payment options to our students. Augsburg will not receive any part of the service fee and will not be profiting from it. 18 Financial Aid All students who wish to be considered for financial assistance must reapply each year. In addition to reapplying for aid, students must make satisfactory academic progress toward the attainment of their degree or certificate as stipulated in the Satisfactory Academic Progress (SAP) section of this catalog. Financial assistance awarded through Augsburg may be a combination of scholarships, grants, loans, and part-time work opportunities. The College cooperates with federal, state, church, and private agencies in providing various aid programs. 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) helps determine the amount of assistance for which a student is eligible. This analysis takes into account such family financial factors as current income, assets, number of dependent family members, other educational expenses, retirement needs, and special considerations. 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). Augsburg may offer both merit-based and need-based financial aid to undergraduate students at the time of admission. First year students can find specific information at www.augsburg.edu/firstyear/scholarships. Transfer students can find information at www.augsburg.edu/transfer/financial-aid-and-scholarships. Augsburg will also determine students’ eligibility to receive financial aid grants from both federal and state entities. These grants include Minnesota State Grant, Federal Supplemental Educational Opportunity Grant (SEOG), Federal Pell Grant, Federal TEACH grant, and Bureau of Indian Affairs/Tribal and State Indian Scholarship. Contact Student Financial Services if you need any additional information about any of these programs. 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, and Educational Assistance for Veterans’ Children, and other sources. Loan Assistance Students must be enrolled at least half-time (6 or more credits) to be eligible for any federal loans.    Federal Perkins Student Loan o 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 o Subsidized Stafford Loans are need-based loans that the federal government subsidizes by paying the interest while the student is in school and during the grace period. o 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). Federal Parent Loan Program (PLUS) 19 o 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. Further information about all student and parent loan programs can be found at www.augsburg.edu/studentfinancial/loans. Student Employment Students are able to apply for work study positions through Augsburg’s Human Resources Office. 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. However, work is not guaranteed. 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 o Under these programs, the federal or state government supplies funds on a matching basis with the College to provide part-time work opportunities. Satisfactory Academic Progress (SAP) Federal regulations require that all higher education institutions establish and implement a policy to measure whether students receiving financial aid are making satisfactory academic progress toward the completion of a degree. The purpose of this policy is to make sure that students who receive financial aid are using this money wisely. It is meant to curtail the use of financial aid by students who fail to successfully complete their course work. Failure to meet the following standards makes a student ineligible for all institutional, federal, and state financial aid. Augsburg’s Financial Aid Satisfactory Academic Progress Policy follows the Satisfactory Academic Policy. Student Account Financial Disclosure Students at Augsburg College are obligated to pay Term Fees and additional charges when they register for each academic term. “Term Fees” include tuition, room and board charges and other fees initiated during their time as a student. Students are responsible to pay for all of these charges regardless of whether financial aid is received or employers or other third parties pay as agreed. “Term Fees” are subject to refund only to the extent allowed under the Augsburg College Tuition Refund Policy. Statements and account history are available online through AugNet Records and Registration. Augsburg College may require someone to co-sign on the student’s obligations in special cases, such as when a student has a history of late or missed payments. When a co-signer’s signature is required, both students and co-signers are responsible for payment of all costs incurred (including collection costs and fees of any collection agency and/or attorney, if applicable) and all other conditions outlined on the Student Account Financial Disclosure. Results of Balances Not Paid in Full Augsburg may charge late fees and interest on delinquent accounts. Missed or late payments will be subject to a late payment charge and/or a finance charge on the overdue balance from the date the balance was due until payment in full is received. If your account is not paid in full on the first day of the term, finance charges at the rate of 8% per year (.67% per month) will be added onto your student account balance. For example, this means that for every $1,000 owed you will receive $6.70 a month in finance charges. A $30 NSF Fee will be added for any payment returned by the bank for Non-Sufficient Funds. Past Due Accounts If the student does not set up a formal payment plan with Augsburg’s Student Financial Services department, Augsburg reserves the right to demand payment of the entire balance owed by that student and to take steps to collect it. 20 Augsburg may cancel the student’s registration, prevent the student from registering for future terms, withhold transcripts or diplomas, remove the student from on-campus housing, turn the student’s account over to a collection agency, or take legal action to collect any past due balance. Each student authorizes Augsburg to release financial information about her or his account and other pertinent information such as address and phone number to third parties who are dealing with the collection of the account balance. By providing us with a telephone number for a cellular phone or other wireless device, you are expressly consenting to receive communications – including but not limited to prerecorded or artificial voice message calls, text messages, and calls made by an automatic telephone dialing system – from us and our affiliates and agents at that number. This express consent applies to each such telephone number that you provide to us now or in the future and permits such calls regardless of their purpose. Calls and messages may incur access fees from your cellular provider. Each student also agrees to reimburse Augsburg College, or its agents, the fees of any collection agency, which may be based on a percentage at a maximum of 40% of the debt, and all costs and expenses, including reasonable attorneys’ fees, we incur in such collection efforts. Please note that, due to the Bankruptcy Reform Act, educational benefits are generally exempt from discharge under bankruptcy. The terms of this agreement remain in effect until all Term Fees and other charges are paid in full. Tuition Refund Students are eligible for a 100% tuition refund for any courses they drop without notation through the date labeled “Last day to drop without a ‘W’ grade & 100% refund – Full Semester class” on the Academic Calendar. After this date, students are no longer eligible for any refund of tuition unless they withdraw from all of their courses. This policy is effective whether or not a student has attended classes. Students withdrawing from all of a term’s courses may receive a 50% tuition refund when they withdraw by the date labeled “Last day to withdraw with 50% refund – Full Semester class” on the Academic Calendar. Students are responsible for cancelling courses through the Registrar’s Office (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. Medical Refund If a student is forced to withdraw from one or more courses in a term due to illness or an accident, a request for a medical refund should be made through the Academic/Financial Petition. Petition forms are available through the Registrar’s Office website. An extra medical refund may be granted by the Committee upon submission of documentation from the attending doctor, on letterhead, verifying the medical circumstances. 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 Office 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 tuition charges for the term will be replaced with an administrative cancellation fee of $300. 21 Financial Aid Policy Financial aid such as federal, state, and institutional grants and scholarships are awarded based upon the total number of registered credits on the “Last day to add with faculty signature – Full Semester class” as noted on the Academic Calendar. Students must register for internships, Time 2 classes, and ACTC classes before the “Last day to add with faculty signature-Full Semester class.” Financial aid will not be adjusted for classes added after this date. Students must earn the financial aid they are awarded each semester by actively attending and participating in classes throughout the semester. Financial aid is recalculated when students do any of the following: drop classes without a “W” grade, fail to begin classes, cease to attend classes, fail all classes, or fully withdraw from all classes. Financial Aid - Return of Aid Students must earn the financial aid they are awarded each semester. A student can earn their aid by attending classes, or in the event of hybrid/online courses, by being an active participant in the course. Federal/State Aid Adjustments Augsburg is required to return unearned federal/state aid for students who fully withdraw from their courses. Students are eligible to keep more aid the longer they attend their courses. After 60% of the term has passed, students are eligible to keep all of their federal/state aid. If you are planning to completely withdraw from your courses, please see a Student Financial Services counselor to determine what aid may need to be returned. Institutional Aid Adjustments Augsburg will return institutional aid for students who partially withdraw or fully withdraw from courses. If students withdraw from their courses, they will receive a 50% tuition refund and 50% of their institutional aid will be removed. If a student withdraws after the last day to receive a tuition refund, there will be no adjustment to their institutional aid. Credit Refund Augsburg students may be eligible to receive a credit refund if their financial aid exceeds tuition and fee charges for a term. Credit refunds are issued within two weeks after the last day to drop courses without recorded notation. Financial Aid needs to be finalized and applied to a student’s account before the credit refund can be issued. (You can verify your financial aid status online through Track Your Financial Aid. You can check your transaction history online to verify that all of your financial aid has been applied to your account and nothing is left pending.) Changes in enrollment status, housing status, and program status may affect financial aid eligibility and credit refunds. Students who are enrolled less than half-time (less than 6.0 credits for undergraduates; less than 3.0 credits for graduates) may not be eligible for financial aid; however, students may apply for private alternative loans. Registration changes made from the first week of the term through midterm may require a return of financial aid funds. Students who drop courses may receive a tuition refund, but some forms of financial aid may have to be adjusted before a refund will be available. Financial aid return of funds may take up to 30-45 days to be processed. Bookstore Students who are registered for the upcoming term will be allowed to charge up to $700 to their student account. Students DO NOT need to request a bookstore account this year. Please plan ahead and purchase books and supplies before the scheduled cut-off dates. Plan ahead for courses that start midterm as you will be unable to charge anything to your student account after the cut-off date. Students’ accounts will be billed for only what was spent on their bookstore accounts before credit refunds were issued. If your bookstore charges create a balance on your account, you need to make payments in accordance with your statement. Bookstore purchases charged to a student account are intended for students who have excess financial aid funds to cover their tuition, fees, AND their books or supplies. Please contact Student Financial Services before you purchase books if you need to discuss payment options. 22 Due to the financial aid cycle, you can only charge expenses to your bookstore account during specific times. Third Party If you are expecting a third party to cover the cost of your books, you will need to turn in an itemized receipt of your purchases to the Student Financial Services Office, along with your invoice request. Additional Funds If the cost of your textbooks and supplies are above $700 in one term, you have enough financial aid to cover the additional costs, and you would like to charge the additional amount to your student account, please send the following information to Student Financial Services (studentfinances@augsburg.edu). All requests need to be in writing. Subject: Request for additional funds Full Name: Student ID number: Additional request: Students will receive an e-mail when the additional request has been processed. Accounts are opened as quickly as possible, but it could take up to two business days for activation. Consumer Information Loss of Financial Aid Eligibility Due To a Drug Offense A student convicted of a state or federal offense involving the possession or sale of an illegal drug that occurred while the student was enrolled in school and receiving Title IV aid is not eligible for Title IV funds. [An illegal drug is a controlled substance as defined by the Controlled Substance Act and does not include alcohol and tobacco.] A borrower’s eligibility is based on the student’s self-certification on the Free Application for Federal Student Aid (FAFSA). Convictions that are reversed, set aside or removed from the student’s record, or a determination arising from a juvenile court proceeding do not affect eligibility and do not need to be reported by the student. A student who is convicted of a drug-related offense that occurred while the student was enrolled in school and receiving Title IV aid loses Title IV eligibility as follows: For the possession of illegal drugs First offense: one year from the date of conviction Second offense: two years from the date of the second conviction Third offense: indefinitely from the date of the third conviction For the sale of illegal drugs First offense: two years from the date of conviction Second offense: indefinitely from the date of the second conviction A school must provide a student who loses Title IV eligibility due to a drug-related conviction with a timely, separate, clear, and conspicuous written notice. The notice must advise the student of his or her loss of Title IV eligibility and the ways in which the student may regain that eligibility. Regaining Eligibility after a Drug Conviction A student may regain eligibility at any time by completing an approved drug rehabilitation program and by informing the school that he or she has done so. A student regains Title IV eligibility on the date he or she successfully completes the program. A drug rehabilitation program is considered approved for these purposes if it includes at least two unannounced drug tests and meets one of the following criteria:  The program received or is qualified to receive funds directly or indirectly under a federal, state, or local government program. 23    The program is administered or recognized by a federal, state, or local government agency or court. The program received or is qualified to receive payment directly or indirectly from a federally or state licensed insurance company. The program administered or recognized by a federally or state-licensed hospital, health clinic, or medical doctor. Policies may change throughout an academic year if necessary to comply with federal, state, or institutional changes or regulations. 24 Residence Life Students who choose to make Augsburg their home find a friendly, 23-acre 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. 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. Residence Life staff are professional and student team members available to support students in their academic and co-curricular 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 24-hour computer lounge, wireless internet, study lounges, 24-hour 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:   Housing deposit Residence Life and Dining contract During spring semester, current Augsburg students are provided with information on the process to secure housing for the next academic year. Facilities Urness Hall—One home to new Auggies and upper-class resident advisors, this nine-story high-rise houses 313 students. Each floor is considered a house-unit 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. Meal plans are required. Mortensen Hall—This building is a 13-story high-rise apartment building. It contains 104 one-bedroom and twobedroom apartments to accommodate 312 upper-class students. Mortensen Hall is carpeted and contains kitchenette units. It is furnished with beds and dressers. Meal plans are required. Anderson Hall—Contains four types of living units: two-bedroom apartments, two-room suites, floor houses, and townhouses. This residence houses 192 upper-class students, and the Neighborhood program. All rooms are furnished with beds, dressers, desks, and chairs. Meal plans are required. Anderson Hall Neighborhoods—This is available to students who are interested in creating a living/learning environment by designing their own house system. All members meet to determine their program focus, educational goals, and community agreement guidelines. Examples of programs of past neighborhoods include ELE (Everyone Loves Everyone), Hip Hop House, Environmental Neighborhood, and Honors. 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. Oren Gateway Center— The new “front door” to the Augsburg campus, Oren Gateway Center offers substance-free living connected to a dining area, underground parking, and classrooms. Opened in 2007, Oren Gateway Center houses the StepUP first-year and upperclass students committed to an alcohol- and drug-free environment. Flats, apartments, and studios are furnished with bed, desk, and dressers. Meal plans are optional. 25 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 small-table 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. We offer a mealto-go program for those on a tight schedule. Students have the option of using one meal exchange each week at Einsteins or Nabo to supplement 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 “náh-bu,” with the accent on the first syllable, featured food options include pasta, cold and hot sandwiches, a pasta bar, pastries, and beverages. 26 Student Activities and Organizations 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. 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, indoor and outdoor track and field, and golf. Women annually compete in lacrosse, volleyball, cross country, soccer, basketball, ice hockey, softball, swimming, indoor and outdoor track and field, and golf. Facilities At Augsburg, the facilities are for all students, faculty and staff. Check schedules for times when there is open use of the gymnasium and ice arena. On-campus facilities include a double-rink ice arena, a 3-court gymnasium, a multi-purpose athletic field, fitness center with workout machines, a weight room, a racquetball court, and an air-supported dome over the athletic field for winter fitness, rentals, and spring sport practices. Intramurals Every student is urged to participate in activities for recreation and relaxation. An intramural program provides competition in a variety of team sports as well as individual performance activities. Check schedules on the Athletics website for times when there is open use of the athletic field/dome, gymnasium, and ice arena. 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 four program areas: Campus Activities CAO offers several programs and activities throughout the academic year designed to connect and engage students with the Augsburg and surrounding community. Student and Group Leadership Development Emerging Leaders Program (ELP) is an initiative designed to develop new leadership at Augsburg College by empowering incoming students to cultivate and apply their inherent leadership skills through a semester-long skill-building training program. Student Group Development-CAO provides student groups with workshops focusing on social justice, privilege, antioppression, and other pertinent areas of development. Orientation Programs SOAR is a required two-day, overnight orientation experience for incoming first-year day students designed to help with the transition to Augsburg College. Students will meet fellow classmates, faculty, and staff; learn about college resources and services; and get a taste of life on campus. 27 Parent SOAR is an optional orientation experience for the parents and guardians of first-year students that runs concurrently with the students’ SOAR session. Parents obtain important 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. Transfer SOAR is a required day-long orientation experience for transfer students 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 on-campus orientation experience for incoming first-year day students, which is designed to complement SOAR, provide opportunities to enhance academic and personal success, and offer a helpful advantage in starting at Augsburg College. Student Organizations CAO manages student organizations on campus and provides them access to many benefits, including but not limited to: organization emails, websites, Auggie's Nest lockers, Auggie Room supplies, skill-building workshops and conferences, advising, funding and grants, and much more. Campus Ministry At Augsburg College, we are “guided by the faith and values of the Lutheran Church.” Because of this identity, we seek to develop an environment where people are encouraged to use and discover gifts and a sense of call and vocation. As a college of the church, we emphasize the development of this through attending to the sacred, living into radical hospitality, and shaping community. The college pastors, Chaplain to Student Athletes, Muslim Student Advisor, and campus ministry staff have offices in Foss, Lobeck, Miles Center for Worship, Drama, and Communication and are available for spiritual guidance, counseling, support, or information. Our concern for spiritual care is evident in the opportunities we encourage and provide for students to explore their own faith. Daily worship, Wednesday Night Holy Communion, Bible studies, community outreach, retreats, peace and justice events, concerts and gatherings, Friday prayer, and interfaith initiatives are examples of the wide varieties of activities on campus. Community Engagement The Sabo Center for Democracy and Citizenship, rooted in Augsburg’s mission to educate students to be informed citizens, thoughtful stewards, critical thinkers, and responsible leaders, aims to:    Create a culture of civic agency and engagement among students, faculty, staff, and our broader community so that graduates are architects of change and pioneers in work of public significance. Foster connections with local community based organizations and position Augsburg as an anchor institution in the Twin Cities. Revitalize the democratic and public purposes of higher education in a time when strengthening colleges’ visible contributions to the common good, not simply to private benefit. Bonner Leaders Program In Fall of 2008 Augsburg College launched its first year of the Bonner Leaders Program. Through the Bonner program, students develop deep community relationships and engage in long-term policy advocacy throughout their time at Augsburg. Those selected to be Bonner Leaders are students with diverse ethnic and geographical backgrounds and experience in community and public work. Through placements with partner nonprofit organizations and community programs, students work an average of 220 hours each academic year supporting ELL classrooms, running an employment education computer lab, coordinating a low-income housing program, community health outreach, tutoring in afterschool programs, and more. Beyond their work-study placements, students participate in civic engagement efforts on campus. 28 Through their participation with the Bonner Leaders Program, students engage in monthly guided reflections and leadership development workshops. The Augsburg Bonner Leaders Program is a successful model that builds on the College’s culture of community and civic engagement. Campus Kitchen The Campus Kitchen Project connects the campus community with the larger neighborhood by using food as a tool to nourish bodies, develop leadership, and educate students through service learning. To accomplish these goals, four programs focus on this engagement:     Food to Share o 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. Augsburg students in need can also find free food at our food shelf on campus, the Campus Cupboard. Food to Grow o On the corner of campus, Augsburg staff and students manage a community garden composed of nearly 100 garden 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. Food to Buy o Find fresh produce grown by local farmers at the weekly farmer’s markets Tuesdays through the summer: 11-1 pm at Foss Chapel on campus, and 2-5 pm at the Brian Coyle Center down the street. The market doubles any purchase made with food stamps. Augsburg is also the host of an organic CSA farm that people can become members of and get a large box of produce each week. Food to Know o Understanding our food system and community health through programs that educate on issues of hunger and poverty, and cooking and gardening classes in the community and weekly on campus. Common Table The Common Table, located at 2001 Riverside in the Trinity Congregation Building, is devoted to building community capacity to make change by connecting and equipping leaders.       Connecting campus community with neighborhood community. Connecting students to local communities, professionals, and movements. Connecting community members across boundaries at an intersection. Equipping young people with the mentorship and connections to pursue their goals. Equipping community members with the tools and experience of public work and organizing. Equipping leaders with an equity analysis for equitable leadership. We continue to welcome new ideas for utilizing this multi-purpose space to deepen the relationships between Augsburg College, Trinity Lutheran, the Cedar Riverside neighborhood, and the Twin Cities. Jane Addams School for Democracy The Jane Addams School for Democracy brings immigrant families, college students and other community members together to do public work and learning. It is a community-based initiative inspired by the vision of democracy, productive citizenship, and popular education held by settlement house pioneers like Jane Addams, who created Hull House in Chicago in 1889. Participants in the school include long-time community residents, Hmong, Latino, and East African refugee and immigrant adults and children, as well as students, faculty, and staff from nine Twin Cities colleges and universities. The non-bureaucratic and non-hierarchical structure of Jane Addams School breaks down barriers so that people can work together across language, culture, gender and age differences to address issues that impact their daily lives. 29 Public Achievement The Public Achievement organizing model recognizes that people of every age have skills, talents and ideas, and that by learning to work strategically with others they can solve problems and build sustainable democratic societies. In a school setting, young people form teams to take action on a public problem that is important to them (for example, driving out gang activity or improving classroom space). The team works with a coach—typically a teacher or college student—to develop an action plan. Through practice and reflection, the team members develop public skills and confidence. 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. 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 may perform on regional, 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 Theater Program and have the opportunity to attend a series of on-campus workshops with visiting arts professionals. Student Center 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, Adult Undergraduate, and graduate students at Augsburg through the merging of curricular and co-curricular programs and activities. Christensen Center also houses several student services, such as the Admissions Office, Campus Activities and Orientation, the Strommen Center for Meaningful Work, Multicultural Student Services, LGBTQIA Student Services, Event and Conference Planning, the Copy Center, Shipping and Receiving, the Information Desk, A’viands Food Services, and Mail Services. The Auggie’s Nest, located on the ground floor of Christensen Center, serves as the student organization office area and houses the Augsburg Day Student Government, the Augsburg ECHO (campus newspaper) office and the KAUG (campus radio) office. Lockers are also available in this area for student organization use. Student Government The Augsburg Day Student Government and the Adult Undergraduate Student Advisory Council 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. 30 Student Resources/Academic and Support Services Lindell Library Resources Since 1997 the James G. Lindell Family Library has been home to a wide variety of print and digital collections, now numbering almost 200,000 books, 60,000 e-books, 60,000 e-journals, 4,000 movies on DVD or VHS, and more than 120 databases. Through its streaming video services, Lindell Library provides access to an additional 50,000+ educational videos. Lindell also houses significant collections of juvenile literature and K-12 curriculum materials, as well as the College’s archives and special collections. If that still isn’t enough, Lindell Library belongs to CLIC, Cooperating Libraries in Consortium, a network of seven private liberal arts colleges in the Twin Cities. Augsburg students can borrow books and videos from any of the other CLIC libraries and get those materials delivered directly to Lindell Library through CLIC’s daily courier service. Research Support Research Support Research help is always available, either online or in person, at Lindell Library’s Learning Commons. Our research guides, available on the library’s website, provide access to key research materials on topics as wide-ranging as health and physical education, film studies, computer science, or music therapy. Students can talk to an expert in person at Lindell’s Learning Commons desk, by phone at 612-330-1604, by email at refdesk@augsburg.edu, or chat with an expert 24/7 through our Ask-A-Librarian service at library.augsburg.edu. Other Cool Stuff Libraries are more than just books and databases, they are places to gather for collaborative research or quiet study and reflection. At Lindell Library, you can do both. Ten group study rooms are available on the top floor of Lindell Library, and can be reserved up to two weeks in advance. The lower level is a designated quiet study space for those who prefer to work alone. Whether working alone or in a large group, Augsburg students can check out a laptop from the Library’s Circulation Desk. Other equipment is also available for check out; just ask our friendly staff for assistance. The staff at Lindell Library are eager to help you with all your research needs. Stop by anytime that the library is open (hours are always posted on the library’s website), or contact us at: library.augsburg.edu refdesk@augsburg.edu 612-330-1604 Information Technology Resources Augsburg College has built a reputation as a leader in its commitment to provide students with relevant and timely access to information technology and training. Visit the Student Technology website, inside.augsburg.edu/techdesk, for more on Information Technology at Augsburg. Computer Labs Students have access to more than 250 on-campus computers. Both PC and Macintosh desktop computers are available in the Lindell Library Learning Commons and computer lab, and in the 24-hour Urness computer lab. The College has five computer classrooms, 41 technology-enhanced classrooms and one video conferencing-enabled classroom. The circulation desk in Lindell Library has 45 wireless laptops available for use in the library. Several computer clusters are available for more specific student use within academic departments. A high-speed fiber optic campus network provides access to AugNet online services, printing, and to the internet. Network-ready student machines can connect to the campus network from residence hall rooms or any building on campus using WiFi. All of the AugNet online services are available securely on- and off-campus. 31 Clair and Gladys Strommen Center for Meaningful Work Career & Internship Services The Career and Internship Services office is an integral component of the Clair and Gladys Strommen Center for Meaningful Work. Our staff is committed to helping students develop lifelong career management skills that honor each student’s unique gifts and aspirations, aligned with active citizenship in the world. The Career and Internship Services office plays an essential role in students’ overall education and includes a comprehensive resource center that emphasizes the importance and value for all students to engage in internships, career development, and the exploration of vocation throughout their college years. We help students and alumni:          Assess their values, interests, personality, strengths, and skills Explore meaningful work options and majors that align with these elements Link academic majors with career paths Consider the role that vocation plays in their lives Clarify their personal definition of meaningful work Build experience through volunteer and internship learning opportunities Prepare for the job search and/or graduate school Build lifelong career management skills to successfully navigate the changing job market Make a difference in our communities by contributing their unique gifts to the world Augsburg offers several opportunities for students to gain on-the-job and internship experience. Our faculty and staff have developed partnerships with community organizations and employers that provide learning opportunities to students, many of which fulfill the Augsburg Experience requirement for graduation. Internships  Internships for Academic Credit o 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. Interdisciplinary (INS) internships are also available. A learning agreement plan, negotiated with the faculty supervisor and work supervisor, outlines the academic objectives, strategies, and evaluation methods for receiving credit. Students complete internships in nonprofits, small and large businesses, government agencies, museums, arts organizations, schools and churches. o Internships for credit are available in all majors and can be taken during any semester. Students must be registered for their internship during the term in which they are completing the majority of their experience. Credit will not be awarded for past experiences. Internships can be registered for 2 or 4 semester credits. A two credit internship involves a minimum time commitment of, on average, 6 hours per week or 80 total hours for the semester. Internships for four credits require a minimum time commitment of, on average, 12 hours per week or 160 total hours for the semester. A maximum of 16 semester credits of internship may count toward the total credits required for the degree. Upper division internships completed off-campus for credit will automatically fulfill the Augsburg Experience graduation requirement.  Non-credit internships o Internships related to a student’s major or career interests can be registered for a zero-credit internship (AUG EX3) to fulfill the Augsburg Experience graduation requirement. The goal is for students to apply theory to practice in a real world setting and reflect on the experience. Internship opportunities are typically part-time during the academic year and/or full-time during the summer, but may have flexible start dates and schedules. Students choosing to complete this option will register the internship during the term in which they will be completing the experience, set learning goals, complete a minimum of 80 hours, and reflect on their experience. The Director or Internship Coordinator of Career and Internship Services supervises non-credit internships and evaluates the reflection process. 32  Work Connections (Available to WEC and AU students only) o Work Connections is a non-credit option available to WEC/AU students who are currently working full or part-time. The Work Connections option allows WEC/AU students to utilize their rich and often extensive work history to meet the Augsburg Experience graduation requirement in lieu of a traditional internship. WEC/AU students choosing to complete this option will register for the Work Connections course (AUG EX4) during the term in which they intend to complete their reflection work. This option requires students to write learning outcome goals that integrate their on-the-job experience with classroom learning and complete reflection assignments describing an academic and work connection. Staff of Career and Internship Services supervises and evaluates the Work Connections reflection process. Gage Center for Student Success The Gage Center assists all Augsburg students in setting and achieving optimal academic goals here at the College and beyond. The Gage Center is located on the Link Level of Lindell Library. The center consists of five collaborating units: Academic Advising The professional staff advisors in the Deidre Middleton Office of Academic Advising work directly with students in identifying academic interests and satisfying the curricular requirements of the college. In addition, we support the work for faculty advisors. Our office assists new Day and Adult Undergraduate (AU) students with initial course selection and registration, and provides orientation to the academic policies, procedures, and resources at the College. In addition, Academic Advising administers assessment tests, interprets graduation requirements, provides degree planning resources, and answers academic progress questions. All incoming students are assigned a faculty and staff advisor. Staff advisors work closely with students to ensure their understanding of available resources and support. As students become more familiar with the College, they spend more time meeting with their faculty advisor and developing the faculty-student mentoring relationship. Once a major is declared, each student will select a faculty advisor from their chosen discipline by completing the Change of Major/New Advisor Form. While all students are required to meet with their faculty advisor(s) each term prior to registration, students are encouraged to meet with their advisor(s) as often as necessary to support their academic progress. Students must declare their major(s) by the end of their sophomore year. Majors and minors are declared online in Augnet Records and Registration. Students confirm their majors and minors on an annual basis until the Intent to Graduate form is submitted. Academic Skills Office (ASO) The Academic Skills Office helps students to achieve their academic goals and become self-directed learners. Comprehensive academic support (e.g., training in time management, note-taking, reading, testing, motivation/procrastination, problem solving, troubleshooting) is available for all Augsburg students through individual and group appointments. In addition, the Academic Skills coaches address affective needs and aid in the overall transition to college. Coaches also refer students to campus resources. The Academic Skills Office coordinates several programs to support students:    Academic Skills Coaching o All students in need of academic support services may meet with a professional member of our staff (academic skills coach) to identify issues, find short-term solutions, problem-solve, and learn about additional resources on and off campus. Tutoring/Supplemental Instruction Services o ASO coordinates free tutoring (individual and group drop-in) for most classes and supplemental instruction in specific courses. Tutors and SI leaders are recommended by course professors and trained by ASO to provide tutoring support. See form here, call us at 612-330-1445, or e-mail your tutor request to tutor@augsburg.edu. Response time varies based on tutor availability. You will receive an e-mail as soon as a tutor is available. CAP Program – Connect, Achieve & Progress 33 o  Each year, a limited number of students are admitted conditionally through the CAP program. If CAP students do not meet the program requirements in their first semester, they will be continued in the CAP program, placed on probation, or dismissed. Get more information at the Academic Skills Office website, http://www.augsburg.edu/acskills. See the Academic Progress, Probation, and Dismissal section of the catalog for a description of probation and dismissal procedures. Satisfactory Academic Progress Warning and Probation Advising o Students who do not meet the College’s Satisfactory Academic Progress (SAP) standards, will be placed on Warning, Probation, or Suspension. Students on Warning and Probation are required to meet with an approved academic advocate and complete all necessary requirements as outlined on the Academic Skills Office website at www.augsburg.edu/acskills. A registration hold is placed on the student’s record, which will prevent registration until the necessary Probation requirements have been completed. Students who do not complete the requirements as needed, may be suspended. For more information see the Satisfactory Academic Progress (SAP) section of this catalog. Center for Learning and Accessible Student Services (CLASS) The Center for Learning and Accessible Student Services (CLASS) provides individualized accommodations and academic support for students with documented learning, attention, psychiatric, sensory, and physical disabilities, as well as those with temporary disabilities. CLASS has been recognized as a leader in its field, helping these students gain 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 develop a plan for ensuring they have equal access to Augsburg courses, programs, activities, and facilities. Students are encouraged to meet regularly with their specialist, and discussions may include:      Accommodations for testing and coursework (e.g., extended time, note-taking) Referrals to other campus resources (e.g., tutoring, student technology assistance, academic advising, counseling, financial aid) Training and use of assistive technology through the Groves Accommodations Laboratory Coaching on academic, organizational, and time management skills Campus living accommodations The Disability Specialists may also consult with instructors, academic advisors, and other members of the college faculty, staff, or administration to support each student as they work toward success. Taking advantage of these accommodations and services, however, remains the student’s responsibility. Any Augsburg student who wants to establish eligibility for accommodations and services should schedule a meeting with a Specialist to discuss their needs, as well as appropriate documentation of their disability. CLASS also provides informal screenings for students who suspect they may have a learning-related disability. These screenings are meant only to help students determine whether they should seek a thorough evaluation by a qualified professional. Academic accommodations are intended to ensure access to educational opportunities for students with disabilities and may not fundamentally alter the basic nature or essential components of an institution’s courses or programs. The services and technology provided by CLASS are enhanced by generous support of the Gage family and Groves Foundation. For further information, call 612-330-1053. TRIO Programs TRIO programs are funded by the US 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, as well as assist with preparation for graduate school. 34 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 low-income, first-generation 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 US citizens or permanent residents or refugees, must demonstrate academic need for program services, and must 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 TRIO/SSS staff advisor to address academic success issues through:                 Individual academic advising and support, including appropriate goal attainment strategies and self-advocacy skillbuilding Academic program planning, including pre-registration for each term, major and career decision-making, and longterm course planning Preemptive tutoring during the first seven weeks of the semester Financial aid counseling and financial literacy education Information on and assistance with FAFSA renewal and supplemental scholarship applications Academic progress monitoring Weekly adjustment-to-college meetings for first-year students Weekly progress meetings for students on academic probation and for students admitted through Conditional Admit Program (CAP) Career, academic and personal skills development, with referrals to appropriate resources Information, preparation, and referral to on- and off-campus leadership, internship, job and service opportunities Academic success workshops, group academic skill development Graduate and professional school information and application assistance Social and cultural activities and student-led events Equipment lending program for short-term use of laptops, graphing calculators, Smart Pens Five-week residential Summer Bridge program for 25 incoming first-year students, including free summer-term college coursework, academic seminars, adjustment-to-college workshops, and advising Need-based college completion scholarships for junior and senior students actively participating in TRIO/SSS Students may apply for TRIO/SSS any time after admission to Augsburg College; however, preference is given to students who apply within their first term of enrollment. For more information or an application, go to www.augsburg.edu/triosss or contact program staff directly at 612-330-1311 or triosss@augsburg.edu. TRIO-McNair Scholars Program The Ronald E. McNair Post-Baccalaureate Achievement (McNair Scholars) Program, a federal TRIO program funded by the US Department of Education, is designed to prepare participants for graduate school through involvement in research and other scholarly activities. The goal is to increase the number of students in doctoral degree programs who are low-income, first-generation and/or underrepresented in graduate education. The Augsburg McNair program serves 26 students per year who are admitted during their sophomore or junior year. Admission is competitive as students must demonstrate strong academic potential and have an interest in pursuing doctoral studies. To be eligible for the program the student must be: (1) enrolled full-time at Augsburg College; (2) a permanent resident or U.S. citizen; (3) qualify as BOTH low-income AND first generation; AND/OR a member of a group underrepresented in graduate study—African American, American Indian, Alaskan Native, or Hispanic/Latino. A major component of the Augsburg McNair Scholars Program is a summer research experience in collaboration with a faculty mentor. Scholars receive a $4,000 research stipend, plus a room and board stipend, and funding for research supplies. Stipends are also available for attending and presenting research at a professional conference. McNair Scholars participate in:  A motivated, diverse, and supportive learning community; 35        Graduate school preparation and application assistance; Intensive preparation for the Graduate Records Examination (GRE), the test required for admittance into most graduate programs; Social and cultural activities to enrich participants’ academic lives and perspectives; Conference travel and professional presentation of participants’ research; Financial aid exploration and financial incentives such as fee waivers for graduate school applications and the fee reduction waivers for GRE, as well as McNair-designated national fellowships; Academic workshops and the 2 credit course McNair 301: Research in the Disciplines; Workshops to sharpen writing, library, technology, and oral presentation skills. The McNair Scholars program is rigorous and highly respected among graduate institutions nationwide. 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: Undergraduate Research  Summer Research Program o URGO Summer Research is a 10-week, on-campus program where students join a faculty member’s ongoing research/creative line or carry out an individually designed project. Students receive $4,000, a supply budget and a housing stipend.  Academic year research o $1,200 to pursue scholarship with a faculty mentor  Off-campus Summer Research Opportunities o URGO maintains a comprehensive website, listing off-campus research opportunities. URGO staff work with students to craft and submit high-quality applications for research experiences across the U.S. and some outside the U.S. Nationally-Competitive Fellowships Provide application assistance and interview preparation for awards such as the:            Fulbright US Student Program Goldwater ($7,500 science scholarship) Rhodes (two years at Oxford) Truman (graduate fellowship for public service) Mitchell (one-year study at Irish institution) Rotary Ambassadorial Scholarship Marshall (two-year study at UK institution) Udall ($7,000 for undergrad interested in environmental or tribal policy) UK Summer Fulbright (first and second years study abroad at UK institution) NSF (graduate fellowship) Gates/Cambridge (two years at Cambridge) Graduate School and Pre-Health Sciences Advising Individualized advising and application assistance for:   Graduate school Pre-health sciences (medical school, physician assistant program, pharmacy school, veterinary medicine, physical therapy, occupational therapy, public health. etc.) GRE Exam preparation course offered each summer at low cost 36 Other Initiatives  Zyzzogeton is our annual on-campus festival showcasing undergraduate research and creative activity.  Fund student travel to national academic conferences to present research findings.  Mayo Innovation Scholars Program is a collaborative research between select Minnesota private colleges, Augsburg undergraduates, Augsburg’s MBA program, and the Mayo Clinic Office of Intellectual Property. Bernhard Christensen Center for Vocation Augsburg College has a deep and long-standing commitment to the concept of vocation--the idea that all people are called by God to use their individual gifts to serve the neighbor. The Christensen Center for Vocation works with students, faculty, and staff to explore how each person’s contributions can be uniquely valuable and how we might best live in freedom and responsibility for the sake of the world. The commitment to keep this understanding of vocation central to Augsburg’s mission is carried out by embedding the exploration of vocation in the curriculum as well as through the Christensen Scholars program, internship and service opportunities, short term projects and public lectures. The Christensen Center for Vocation also works to deepen and extend Augsburg’s commitment to interfaith engagement. That commitment includes an Interfaith Scholars program, creating a campus culture in which people of diverse religious traditions have welcoming sacred spaces, convening conversations that respect and explore our differences while also engaging together in acts of service, peacemaking and working for justice. The Christensen Center for Vocation is committed to working with churches, diverse religious communities, nonprofit organizations and other schools of higher education as we live out Augsburg’s commitment to educate students to be informed citizens, thoughtful stewards, critical thinkers and responsible leaders. 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 culture of StepUP is shaped by its core elements: abstinence-based recovery models, mutual support groups, peer-to-peer recovery support, and other proven pathways to healthy recovery - along with the residential component of the program. Our holistic approach to recovery focuses around students developing healthy minds, bodies, spirits, and emotions. Students live in on-campus 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 in order to ensure their educational success. Participation in StepUP offers students leadership opportunities within the program, on campus, and in the greater Twin Cities community. Our students give back through leadership and service and thrive in an alcohol- and drug-free environment. 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 that students form while participating in the program last a lifetime. In order to qualify for the program, students must be committed to a 12-step or other proven, abstinence-based recovery program, have a minimum of six months of continuous sobriety, agree to abide by the StepUP student agreement, and live in StepUP housing. Multicultural 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:  Assisting students with the admission process and financial aid application 37       Nurturing students’ identification as an American Indian and providing opportunities for students to learn about their heritage Providing opportunities for the campus community to learn about the variety of American Indian people and cultures Providing academic advising and course plans Providing opportunities to network with other American Indian students, faculty, staff, and alumni Providing 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 Offering community and professional referrals, networking opportunities within the Native community and information about jobs and internships Latin@ Student Services Mission The mission of Latin@ Student Services (LSS) is to provide services, programs and resources that empower Latin@ students to persist and graduate, develop and strengthen their self-advocacy and leadership skills, and contribute to the advancement of the communities they are part of. Most importantly, LSS seeks to be a safe inclusive place where students feel a sense of belonging and community and find pride in their self-identified identities, affinities, and culture. History Originally established in 1994 to support a majority of international and 2nd generation hispano/latino students, the office of Hispano/Latino Student Services was re-branded in 2014 under the Latin@ Student Services (LSS) name in recognition of the changing demographics and needs of current Latin@ students at Augsburg College. During the 2014-15 academic year, LSS has served 177 self-identified Latin@ students who represent a diversity of identities, cultural and national backgrounds, individual and community experiences, sexual orientation, religious affiliation, class, and immigration statuses. Pan-Asian Student Services The Pan-Asian Student Services program was created in 1992 to recruit and retain Asian-American students and to enhance the quality of their total experience while at Augsburg College. The program seeks to create opportunities where Asian 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 non-academic 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 Center The Pan-Afrikan Center (PAC) traces its roots to the 1968 event, “One Day in May” when Augsburg students compelled faculty and staff to respond to Civil Rights era challenges pro-actively through sit-ins and teach-ins held on and off campus. As a result, Black Student Affairs was born. It has evolved over the years into the PAC. Today, the PAC is primarily a resource center, providing culturally-conscious personal, academic, financial, pre-professional and transitional support for students of African descent. This serves to enhance the recruitment, retention, and graduation of our students and facilitates a more meaningful learning experience. The PAC brings the knowledge and experience of Afrikan people in the Diaspora to the community through a variety of programming as well through advising the PanAfrikan Student Union. The Pan-Afrikan Student Union (PASU) is a commissioned organization whose purpose is to 38 enable students of African descent to share their diversity and collectively express their fellowship with the Augsburg community. PASU sponsors a variety of social, intellectual, and cultural activities. Scholastic Connections Scholastic Connections is a scholarship and mentorship program for achievement-oriented, undergraduate students of color. 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 alumnus/alumna 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 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 Student Services Lesbian, Gay, Bisexual, Transgender, Queer, Intersex, and Asexual (LGBTQIA) Student 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 Students Services provides student advocacy and educational opportunities for the entire campus through a variety of programs and ongoing initiatives. Queer Pride Alliance; Ally Trainings; the LGBTQIA Student Leadership Retreat, 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 Celebration, where the recipients of the LGBTQIA Student Leadership Awards, the Augsburg Pride Award, and the Karen Neitge Scholarship are honored. For more information, visit www.augsburg.edu/lgbtqia. 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 of all gender identities 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, monthly film showings, and monthly brown-bag lunch discussions. The WRC’s largest event is the annual Koryne Horbal Convocation Lecture, which features women and men who speak about the many issues important to women’s, as well as everyone’s, lives. The center also 39 regularly co-sponsors annual events for the Muslim Student Association’s Women in Islam Day and for Queer and Straight in Unity. The WRC is also the home of the Student Feminist Collective. We would love to support you as an intern or volunteer, or simply to co-sponsor your event! Contact us or friend us on Facebook to find out about upcoming events and other opportunities for participation. Student staff positions at the WRC are posted online with Human Resources as they become available. Health and Fitness Center for Wellness and Counseling (CWC) CWC provides short-term personal counseling for students to discuss personal life challenges with professional mental health counselors in a confidential and supportive setting. Through counseling, students can name personal strengths and challenges, identify self-care 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, self-esteem, sleep difficulties, and other concerns. Professional counseling can help increase student academic success both by increasing the opportunity for increased self-understanding and personal growth, and by directly addressing potential barriers to academic success. CWC also offers health promotion activities and events to increase student awareness of health issues and support students in developing new behaviors for a healthier lifestyle, such as mindfulness events, stress management, and an annual Health Fair. 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 Wellness and Counseling for more information on student health insurance plans. 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 co-pay at the time of the visit. Emergency services of any kind are not covered through the contract between Augsburg and Smiley’s Clinic. Students with health insurance can also access Smiley’s Clinic for a variety of clinic or other health services. A student’s health insurance provider will be billed for medical services and the student will be responsible for any co-pays or deductibles associated with their insurance. For more information regarding counseling, health promotion, health insurance, or health clinic services, call 612-3301707 or visit www.augsburg.edu/cwc. 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. 40 International Student and Scholar Services (ISSS) ISSS is responsible for the enrollment planning, recruitment and advising of exchange students and degree-seeking international students. Members of the ISSS team serve as Designated School Officials (DSO) for the College’s F-1 student visa program and as Responsible Officer (RO) and Alternate Responsible Officer (ARO) for the College’s J-1 student/scholar exchange program. A DSO ensures institutional and individual compliance with the law and government policies pertaining to F-1 students. The RO and ARO ensure institutional and individual compliance with the law and government policies pertaining to J-1 exchange students and scholars. ISSS advises students regarding the F and J regulations so that students maintain their F or J immigration status. Examples of ISSS responsibilities include:          Recruiting international student applicants and guiding them through application and visa processing procedures Managing international student recruitment partnerships Marketing Augsburg College to the international community Advocating on policy matters affecting international students Advising the International Student Organization Coordinating the International Student Mentor Program Providing intercultural competence training and mentoring for students, faculty and staff Implementing a mandatory international student orientation program each semester Making referrals and providing guidance on issues related to health insurance, taxes, banking, and acquiring a driver’s license, MN State ID or social security card 41 Special Academic Programs Center for Global Education & Experience (CGEE) Study abroad and away at Augsburg aims to provide students the skills needed to be successful in today’s highly interconnected world. The College’s mission states, “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.” This strong commitment to a global perspective provides the foundation to include study abroad or away in every student’s degree program. Augsburg’s programs, including those of the Center for Global Education & Experience as well as individual departments, as well as HECUA provide study abroad and away opportunities for students in all majors. Using an experiential education model that focuses learning on social justice issues, these programs challenge students academically and personally to become “informed citizens, thoughtful stewards, critical thinkers, and responsible leaders.” In addition to the following programs, students have over 300 programs in nearly 90 countries, including the United States from which to choose in order to meet their curricular and personal needs. CGEE (formerly Augsburg Abroad and Center for Global Education) is the front door for students and faculty interested in study abroad, and provides advising on programs, finances, and academics. Services provided through CGEE:      Study Abroad and Away in the USA program selection advising Financial and academic advising Pre-departure and re-entry support, including career integration Program coordination for semester and short-term programs Faculty resources to globalize courses at home and abroad In addition to the services and programs listed above, CGEE works with the entire campus to increase the breadth and depth of Global Education within the curriculum, in our campus life and to engage the community surrounding the campuses in the Twin Cities and Rochester, and across the United States. About a third of Augsburg undergraduate students enroll in off-campus study programs internationally and domestically before graduating. Students can study a variety of disciplines in a wide variety of countries. For example, students have the opportunity to examine Environmental Sustainability in the USA, study gender issues in Mexico, study social change in Central America, carry out business simulations in Norway and Germany, complete student teaching in Italy, intern with community organizations in Northern Ireland, do an internship in Namibia, do ecological field study in the Galapagos Islands, take organic chemistry in England, and gain fluency in a foreign language where it is widely spoken. Students can choose from more than 300 programs in 90+ countries including the United States. Programs vary in length from one week to a year abroad. In addition to the Augsburg CGEE programs (Augsburg faculty-led short-term, Augsburg in Central America, Mexico, and Southern Africa, Exchange, and HECUA programs), students can choose from Augsburg Affiliated Programs. Study Abroad & Study Away in the USA Programs Augsburg in Central America, Mexico and Southern Africa The mission of the CGEE signature Augsburg in Central America, Mexico and Southern Africa Programs 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. Students experience three distinct types of living situations: living with other students in a community house, spending several days in a rural setting, and living several weeks with host families. In the Southern Africa programs, students travel together on two-week seminars— Namibia to South Africa. Scholarships are available. 42 Augsburg in Central America Social Change in Central America: Exploring Peace, Justice, and Community Engagement (Guatemala, Costa Rica, Nicaragua)—Fall or Spring This is an intensive semester of study and regional travel designed to introduce students to the key issues facing Central Americans. Students will explore the history, culture, and struggles of the people of Central America in this provocative and inspiring experience that develops Spanish language skills while immersing participants in the lives of host families, urban and rural communities, and grassroots organizations dedicated to work on issues related to conflict, US foreign policy, gender, and economic and social justice. Students spend the first five weeks in Guatemala, the next four weeks in Costa Rica, and the final six weeks in Nicaragua. Students live with local host families for nine weeks. Prerequisites: one course in college-level Spanish or its equivalent. Students spend the first five weeks in Guatemala, the next four weeks in Costa Rica, and the final six weeks in Nicaragua. All students will take the following four courses: one Spanish or Indigenous language course (for native Spanish speakers) course, REL 366, HIS/WST 355, and POL 310. Augsburg in Mexico Crossing Borders: Gender and Social Change in Mesoamerica—Fall This program is an experientially-based and designed to introduce students to the important issues facing Mexico, USMexico 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 skills. Students will learn about key social, economic, political, and cultural issues in Mexico, as well as explore the interconnectedness of race, ethnicity, class, 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, 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 four-to-five-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 semester-long homestays are available for Spanish majors and others upon request. Students may meet several AugCore and General Education requirements (Augsburg Experience, Fine Arts, Humanities, Keystone, Natural Science and Mathematics, Search for Meaning II, Social and Behavioral Science and Wellness) while in Mexico and/or take courses in the following four concentrations: Business, Religion, Spanish and Gender, Sexuality, and Women’s Studies. Spanish courses range from beginning to advanced, including courses for bilingual students. International Business and Global Citizenship—Fall Today’s business leaders are increasingly well-served by a global perspective. Students gain international experience in Mexico, the business capital of Latin America and the United States’ third largest trading partner. Students improve Spanish language skills and understanding of Mexican culture in order to communicate with and serve the largest immigrant group in the US – a group that is rapidly increasing in economic influence. This program emphasizes success in business, while also encouraging a commitment to corporate responsibility, sustainability, and equality by exposing you to both the opportunities and challenges of international business. Students may take courses any of the following business courses in addition to any courses from the Crossing Borders (see listing) program: Accounting Theory & Practice, Global Business Management, International Business, International Marketing, Keystone, and Internship. Language and Culture in Mexico—Summer CGEE offers five, 3 1/2 week sessions (blocks) focusing on Spanish language and Mexican culture in which students can take one course per session, and take up to five courses throughout the summer. Students can complete their full Modern Language requirement in just 7 weeks. Students can also take ART/SPA231 (Fine Arts), Spanish (beginning to advanced, including Spanish for Healthcare Professionals, Heritage speakers, and Ministry). 7 week Internships are available in a number of disciplines (e.g., business, gender, sexuality and women’s studies, religion and more). 43 This community-based program includes homestays, a trip to Mexico City, the pyramids of Teotihuacan, optional weekend excursions, and numerous guest speakers designed to help students learn about history, culture, and contemporary struggles for peace, justice, and human rights. Migration and Globalization: Engaging Our Communities—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, socioeconomic class, gender, sexuality, economics, and the environment. Credit is available in Spanish, History, Political Science, Religion, and Gender, Sexuality, and Women’s Studies. Students spend most of the semester living in Augsburg housing and approximately six weeks living with Mexican host families. Course offerings include: HIS/WST 357, POL/WST 341, REL 200, an internship, independent study, and the choice of 1-2 Spanish courses from 16 different options (including ART 231, which meets the LAF requirement in Fine Arts). A Recreational Wellness course (Latin Dance) is also available. Spanish courses range from beginning to advanced, including courses for bilingual students. Social Work in a Latin American Context—Spring This program was created to satisfy the curricular requirements for the 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 experience is also available for qualified students. Students live with Mexican host families for six weeks. All students are expected to take SWK 294 as a core course. Other course offerings include SWK 295, SWK 316, a field placement in social work, and the choice of one Spanish course from 16 different options (including SPA/ART 231, which meet the LAF in Fine Arts). A Recreational Wellness course (Latin Dance) is also available. Prerequisites: Approval of the Social Work Department and one college-level Spanish course or the equivalent highly recommended. Students may choose to study Spanish in Mexico during the month of January prior to the start of the semester Augsburg in Southern Africa Nation-Building, Globalization, and Decolonizing the Mind: Southern African Perspectives (Namibia and South Africa)— Fall or Spring This program examines the crucial issues of nation-building, globalization, and decolonizing the mind, from the perspectives of the new democracies in 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 as well as under- and unequal development. Decolonizing the mind is a long-term project. The program includes seminars in Johannesburg and Cape Town, South Africa. Available courses are: HIS 327, POL 353, REL 346, ENV 100 and INS 312/POL 354. Internships are also available in eight different departments, and a Recreational Wellness course (Yoga) is also available. Exchange Programs The Center for Global Education & Experience partners with universities around the world to provide semester and academic year exchange opportunities to their students. Currently, Augsburg’s CGGE has active exchanges in China, Finland, Germany, Greece, Hong Kong, Japan, Korea, Lebanon, Norway, and Slovenia. Students can choose from several options in diverse disciplines. All coursework is in English with opportunity to student the host country language. Travel scholarships are available for these programs. For further information on these programs and scholarships visit the CGEE website. 44 Faculty-led Short-term Programs Faculty-led winter break, spring break, and summer programs offer opportunities to intensively study on a course abroad with an Augsburg professor and other Augsburg students. Program travel length ranges from eight days to five weeks. Program offerings change annually. Scholarships are available for some programs. Higher Education Consortium for Urban Affairs (HECUA) Augsburg, in consortium with other colleges and universities, offers full semester, summer and part-time programs in Ecuador, Italy, New Zealand, Northern Ireland, Norway, and the USA (Twin Cities and Jackson, Mississippi). All HECUA programs explore civic engagement, community, and social change, and emphasize internships and field study. Art for Social Change: Intersections of Art, Identity, and Advocacy—Spring What is art for? Who is allowed to be an artist? Where do you find art, and what happens when it finds you? In the Twin Cities-based Art for Social Change program, students seek the answers to these questions not in a gallery or a museum, but on busy corners, vacant storefronts, and empty lots. Students will tap into a growing movement of artists pushing the boundaries of what creative expression does and whose voice it amplifies. Art for Social Change is taught in partnership with Pillsbury House + Theatre, an innovative center for creativity and community in South Minneapolis. Students meet and intern with PH + T staff, resident artists, and a myriad of leaders from the Minneapolis City Council, neighborhood associations, and local businesses. Students receive mentorship from public artists, and an individual budget to create three community-engaged art projects. Community Internships in Latin America (Ecuador)—Fall or Spring The Community Internships in Latin America program, based in Quito, Ecuador, offers a semester of study experience with a focus on community participation and social change. A hands-on internship designed to meet the learning goals of the student is combined with a seminar, an independent project, and a homestay for an intensive immersion into Latin American daily life and culture. In the second week of class, each student begins an individual placement at a nonprofit community organization. Previous internship sites have included an organic farm, an arts hub for urban youth, and a women’s safe house. Students learn firsthand about the social problems in Ecuadorian communities and explore ways in which communities are addressing these challenges. All lectures, internships, and field projects are in Spanish, with discussions in Spanish and English. Readings are mostly in Spanish. Papers may be written in English or Spanish. Environmental Sustainability: Ecology, Policy, and Social Transformation—Fall The most pressing environmental challenges today are global in scale and require scientific, creative, and systems thinking approaches to understand their root causes and forge more just and equitable solutions. The four linked semester courses of Environmental Sustainability apply systems thinking and sustainability theory to real world cases. Students explore structural inequalities in their own communities, examining patterns of privilege, power, and oppression. They study the restoration of degraded ecosystems, witness and participate in citizen science, and assess how policies and partnerships foster ecologically sound transformation. Students also complete a 20 hour per week internship at one of the many vibrant environmental organizations in the Twin Cities. Past internship placement sites include the Land Stewardship Project, MN350, and Spark-Y Youth Action Labs. Students will leave prepared for leadership roles at the intersection of environmental and climate justice, with a profound understanding of the work being done locally and nationally in those fields. Inequality in America: Policy, Community, and the Politics of Empowerment—Fall or Spring In this Twin Cities-based semester program students actively delve into major challenges of our time: poverty, inequality, and social change. This program asks: What are the root causes of increasing levels of economic, political, social inequality and insecurity and how does this impact all social classes and groups in the United States? How are economic, political, and social inequality reproduced? How do we create more opportunity for all Americans and what are some concrete social change tools for making these changes? To answer these questions, the program examines and connects the economy, housing systems, education, welfare, government policies, urban sprawl, regional race and class segregation, and institutional discrimination. In professional internships, students work to explore solutions in organizations committed to social transformation. Students have direct conversations and work with practitioners in 45 government, the private sector, nonprofits, labor unions, and schools, and other community institutions working to address poverty and economic, political, and social inequality. Sustainable Agriculture, Food, and Justice in Italy––Fall Students live and work at the Castello Sonnino, a historic estate roughly 12 miles outside the major city of Florence. Since the early 1800s, the Sonnino family has run the estate, and the current generation is deeply committed to cultural and architectural preservation. Students live in apartments on the Sonnino grounds, overlooking 300+ acres of woods, olive groves, and working farm land. They study the political and economic context of the farming and food movements particular to Italy. They gain firsthand experience of sustainable local food systems and the role they play in maintaining rural culture through an internship placement on the Sonnino farm, in the nearby village of Montespertoli, or in nearby Florence. Students receive basic Italian instruction, and complete a guided independent study project. New Zealand Culture and the Environment: A Shared Future—Fall or Spring Beginning with five weeks of travel across the North Island and ultimately based in Wellington, this program examines how social and environmental factors shape political and ecological dimensions of identity and culture, and how New Zealanders from many different backgrounds are envisioning and creating a shared future. During the trip and in Wellington, students learn about the history of colonization, the truth and reconciliation process that shape contemporary life, Māori protest and social movements, key strategies used to achieve sustainability, new agricultural practices, and more. Students intern at a nonprofit organization in Wellington. Internship placements in past years have ranged from Kennett Brothers Mountain Bikes to Sustainable Coastlines, from the Green Party New Zealand to Zealandia Urban Eco-Reserve. Links between environment, culture, policy, and community are at the heart of these field study and internship opportunities. Northern Ireland: Democracy and Social Change—Fall or 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 based at the International Conflict Research Institute at Ulster University (Derry/Londonderry), and on facilitated trips, students compare that region of Northern Ireland to the “borderland” area and to Dublin. Race in America: Then and Now —Summer The summer of 2014 saw the beginning of a dramatic shift in public conversation around race in the United States. As the tragic deaths of Michael Brown, Eric Garner, Tamir Rice, Sandra Bland, Rekia Boyd, and other unarmed men and women dominated the news, powerful protests forced American to face the twin realities of institutionalized racism and police brutality. Race in America: Then and Now dives into questions of racial justice in America today, and the continuing role of race in the United States. Students meet with civil rights activists who were active in the 1960s and those who are active now, as well as lawyers, politicians, educators, and youth. The program is based in Jackson, Mississippi, and is offered in collaboration with the Fannie Lou Hamer National Institute on Citizenship and Democracy at COFO on the campus of Jackson State University, one of America's Historically Black Colleges and Universities (HBCUs). The New Norway: Globalization, National Identity and the Politics of Belonging—Fall In less than 50 years, Norway has become one of the richest nations in the world and increasingly diverse. Twenty-five percent of Oslo residents, for example, are not ethnic Norwegian. The program investigates dramatic changes in Northern Europe by examining the contemporary challenges and opportunities for the Scandinavian welfare states in an age of globalization and mass migration. Core topics include globalization and multiculturalism, nation-building and national identity, governance and political party systems, European integration, racial thinking, histories of racialization, the rise of the populist/far-right, international aid politics, and gender. Questions framing the program include: How might Norway and the other Scandinavian welfare states adapt to the challenges of multiculturalism, European integration and globalization? What factors have made possible the rise of populist / far-right parties in Scandinavia and what has been their impact on politics and society more generally? How have film, literature and social movements 46 challenged conventional understandings of what it means to be Norwegian/Scandinavian? Students study Norwegian language or do an independent research project, and intern with a leading NGO. Agriculture and Justice: Building a Sustainable Food System––Spring Two linked semester courses use hands-on, field based methods to unpack sustainable agriculture and justice, exploring the food system, land ownership, labor practices, and policies. Students gain hands-on growing skills and travel to food shelves, grocery stores, community centers, as wells as conventional and small-scale farms. Each student completes a short-term stay on a sustainable farm, as well as a field project in a hunger relief organization or urban community farm. A 4- to 8- credit food systems internship is available concurrently with the two courses, or in the summer following the program. In past semesters students have interned with the Land Stewardship Project, Frogtown Green, Mill City Farmers Market, and others, Making Media, Making Change: Digital Technologies, Storytelling, and Action––Fall and Spring This Twin Cities-based semester of two linked courses is taught in collaboration with St. Paul Neighborhood Network (SPNN), a bustling studio and media access center that puts cameras into the hands of historically underrepresented creators. Students of all experience levels will leave the class with three short films to their credit, including a final work created in collaboration with a local nonprofit. In addition to hands-on training, students meet the leaders of the local media justice landscape. Students see their work as part of a global movement to make media accessible, relevant, and reflective of the diverse voices demanding to be heard. A 4- to 8- credit media production internship is available with community partner SPNN simultaneously (for students who have advanced technical skills) or following the program. Augsburg Affiliated Programs The Center for Global Education & Experience maintains a robust portfolio of affiliated programs to enhance the global education offerings available to Augsburg students. These affiliated programs allow Augsburg students to study disciplines and locations that lie beyond CGEE’s signature, exchange and short-term faculty-led programs See website for listings. Application Process In order to Study Abroad or Away in the USA students should follow these easy steps:    Attend and Information Session Attend an optional Program Selection Workshop and/or search programs online Apply by the deadline Application Deadlines September 30 - Spring semester and winter-break faculty-led programs November 1 - Spring-break faculty-led programs January 31 - Summer Session faculty-led programs March 1 - Fall semester and other summer 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 off campus study to be sure to do appropriate research and meet all deadlines. Academic Requirements and Credit Students automatically fulfill the Augsburg Experience requirement on approved study abroad and study away in the USA. Courses taken abroad can also fulfill graduation requirements including major, minor, language, Liberal Arts Foundation, Recreational Wellness, Honors, and internship requirements. This is determined prior to departure when students fill out the required Course Equivalency Form which is signed by faculty advisor(s), Assistant Registrar, department chairs and assigned faculty to approve the course equivalencies. 47 Credits, Grades and Residency  Students must take a full load of credits while abroad on semester programs.  Students must take courses for a grade (P/NP not allowed) while abroad.  Grades received on affiliated and most exchange programs are reported as transfer credit on the transcript, and thus are not figured into the GPA.  A grade of “C” equivalent or higher must be received for the credit to transfer to Augsburg.  Courses taken on off-campus programs during the senior year meet the Augsburg residency requirement as students remain enrolled at Augsburg while abroad. 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 Center for Global Education & Experience (CGEE) Office. Any courses removed by the student without CGEE 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. Eligibility Following are Augsburg College’s requirements for Study Abroad and Away in the USA:      Minimum 2.0 GPA at the time of application. Individual programs/courses may require a higher average. Students with lower averages should consult with CGEE. Sophomore, junior, or senior standing by the time you off campus. First-year students on a case-by-case basis may be allowed to study at Augsburg’s Center for Global Education & Experience program-Mexico site during their second term at Augsburg. Short-term, faculty-led programs will allow participation as a first-year if the student receives approval from the faculty-leader and if space allows. Transfer students must complete one semester at Augsburg before they may study off campus. Students must be in good academic and social standing. Students placed on academic or disciplinary probation after admittance to the off-campus study program may be withdrawn from the program. The student is responsible for all non-recoverable program costs incurred. Any outstanding balances on student accounts must be resolved before students will be allowed to study off campus. Note: Students applying to faculty-led programs who meet the above criteria are accepted to these programs on a first applied, first accepted basis. Space is limited, so early application is recommended. Costs and Financial Aid The cost of semester off-campus study is comprised of program fees that generally include tuition, housing, international health insurance, some meals, excursions, and off campus study fees. Airfare, personal expenses, books, and other expenses are not included in the price of semester programs. Program costs vary; 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 off campus study. Students on semester programs will always pay a minimum of Augsburg tuition plus living and travel expenses when studying abroad. Students who receive financial aid, loans, scholarships, and/or grants to study at Augsburg can use that entire package to cover their off-campus study program costs. Students receiving Augsburg institutionally-funded aid (e.g., President’s, Regents’, Legacy, Promise, and other Augsburg gift aid/scholarships, and tuition benefit) may use their scholarships to study off campus multiple times on Augsburg programs (see below in off-campus study program section). However, institutionally-funded aid may be used only once toward off-campus costs on an affiliate 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 students studying abroad. Additional scholarships are available for semester and academic year programs. The cost of short-term faculty-led programs is typically comprised of tuition (for summer programs), meals, airfare, ground transportation, and interpretation/translation services. These costs are on top of any semester/year tuition 48 charges. Some scholarships are available, but are limited for short-term programs. Students often apply loans to fund the additional cost of education travel. Students should attend the required information session and read the advising handbook for any updates to scholarships and financial aid policies. Students are required to notify CGEE immediately if they choose not to continue with their off-campus study experience. At the moment of notification, non-recoverable costs and a cancellation fee will be assessed and charged to the student account. Depending on the time of notification of withdrawal, students may owe nothing; or they may owe the offcampus study fee, the deposit, or some or all of the program fee. Students are also subject to the cancellation and refund policies of CGEE and their program provider. Scholarships The Center for Global Education & Experience offers a range of scholarships and financial aid to students with demonstrated financial need and whose participation in a semester or summer academic program contributes to a community of co-learners that values a variety of cultures and backgrounds.         CGEE Global Education Scholarship. Augsburg students automatically receive a $1000 scholarship on our Semester programs at our sites in Central America, Mexico and Namibia/Southern Africa. This scholarship is also available to students who participate on our semester exchange programs in designated countries (China, Finland. Germany, Greece, Hong Kong, Japan, Korea, Lebanon, and Norway) The Diversity Scholarship is for students who have not traditionally been represented in study abroad, specifically students of color, students with disabilities, and LGBT students. Awards cover up to $6,000 off the cost of a semester program abroad. The Need-Based Scholarship is available for students with demonstrated financial need. Awards cover up to $2,000 of the cost of a semester program abroad. Augsburg students receive an “Auggie Discount” of $1,000 on their first semester program (the Returnee Scholarship will apply for the second program). PJSA Member Discount is available for students whose home school is a member of the Peace and Justice Studies Association. Automatic award of $500 toward a semester study abroad program in any CGE location. This discount cannot be applied to the Social Work in a Latin American Context program. Returnee Scholarship: Automatic discount of 10% off a second semester program for students who combine two semester programs during their college career. There are no forms to submit for this discount. Summer Discount: Students who participate in a full semester program in Mexico will receive a 10% discount off a summer session (before or after the semester program). Global Affiliate Scholarships are also available. These scholarships generally ranging from $500-$5000 are provided directly through our affiliate partner programs. Disabilities CGEE and the Center for Learning and Accessible Student Services (CLASS) work closely with students with disabilities to make every effort student needs are met while studying off-campus. Nevertheless, students are responsible for requesting accommodations within a reasonable time frame prior to departure, ideally as early as program selection. 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. 49 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. 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, theater, and art performances. Honors courses bring in professors from several different departments so students can learn from talented professors teaching their specialties. For information, contact the Honors Desk at honors@augsburg.edu (612-330-1560) or Phil Adamo, Honors Program director, at honors@augsburg.edu. Also see the Honors Program in the departmental pages of this catalog. 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 college’s library consortium, the Augsburg community has direct access to more than 2.5 million volumes and media resources of the 14 libraries. Associated Colleges of the Twin Cities (ACTC) Full-time Day students at Augsburg College, Hamline University, Macalester College, St. Catherine University, and the University of 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 an Augsburg student has cross-registered is kept in the Registrar’s Office at Augsburg College, not at 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. AU/WEC/ROCH programs are not part of the ACTC consortium, and students in those programs may not register for ACTC courses or complete ACTC majors under the terms of the ACTC consortium agreements. 50 Higher Education Consortium for Urban Affairs (HECUA) Augsburg, in cooperation with 17 other colleges and universities, offers off-campus study semesters in Ecuador, New Zealand, Northern Ireland, Norway, and the Twin Cities. (See HECUA programs in the International Programs and Urban Studies sections of the departmental pages of this catalog.) McNally Smith College of Music Augsburg College full-time Day students may elect to take one course each semester at McNally Smith College of Music (MSCM) providing that they meet all MCSM requirements. This program is open to sophomores, juniors, and seniors. There is no additional fee for this program. Students should consult with their advisors 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 completed through the exchange is kept in the Registrar’s Office at Augsburg College, not McNally Smith. Air Force ROTC Augsburg Day students interested in participating in the Air Force ROTC program must apply for admission to the unit at the University of St. Thomas. Students are eligible to compete for two- and three-year AFROTC scholarships. ROTC credits serve as electives at Augsburg. For more information contact the University of St. Thomas at www.stthomas.edu/afrotc. 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 University of Minnesota: Twin Cities at www.goarmy.com/rotc/schools/university-ofminnesota. 51 Academic Policies and Procedures Registration Students must be officially registered for all courses for which they are participating. All registered courses will be reflected on a student’s AugNet Records and Registration page. Web registration through AugNet is the primary method of registration, although registration can be processed through the Registrar’s Office with a Registration Form in instances where online registration is not possible. Stu